Perhaps the most fundamental reason why teaching and research are viewed as competing rather than interrelated activities—and a key cause of why it’s so difficult to reunite these processes in faculty load assignments and evaluation systems—is that colleges and universities themselves are structured as though instruction and scholarship were utterly distinct enterprises.
HIGHER ED TEACHING STRATEGIES FROM MAGNA PUBLICATIONS
As educators, we share the challenge of how to teach an overwhelming amount of content in a short period of time to a sometimes motivated but often bored and listless student population. I do believe that most students enter higher education with a true desire to master their subject area. Some are even interested in learning for the sake of learning. But lectures overloaded with PowerPoint slides quickly change the motivation to extrinsic. This is especially true in fields where high-stakes testing determines future career options.
Navigating the ‘Patchwork Quilt’ of State Authorization Requirements Remains a Huge Challenge for Online Programs
State authorization of online programs is one of the biggest issues confronting higher ed institutions seeking to expand their reach to more distance learners. Since the introduction of federal regulations in October 2010 (section 600.9), institutions have been scrambling to respond to a myriad of state requirements.
Getting students to come to class prepared continues to be a challenge for teachers. Regular readers know that we are always on the lookout for relevant ideas and information, and the article referenced below contains some.
In Part 1, we examined several reasons why it’s important for universities to look at faculty work not in terms of the actions that are taken but rather in terms of the benefits that result. Of course, it’s one thing to say that changing how we view faculty roles can help promote research while advancing teaching; it’s another thing entirely to bring about such a massive change.
It’s an issue many colleges and universities are facing today: How do you expand research capacity while still preserving an institution’s traditional emphasis on effective teaching? How is it possible to improve your reputation in one of these areas without abandoning your reputation in the other? How can you expand your mission in an environment of increasingly strained budgets, greater competition among institutions (including public, private, for-profit, and virtual universities), and rigorous accountability? And how do you balance the expectation of so many legislatures and governing boards that you demonstrate student success with their simultaneous expectation that you obtain more and more external funding from sponsored research and the frequent pursuit of grants?
Since about 2000 I have been associated with the global organization Students in Free Enterprise (SIFE) that promotes student engagement in the communities for the betterment of our lives. SIFE is appealing because it invites teams to come, first, to their regional competitions, where each team in about 25 minutes has to impress judges (usually sponsoring firms’ upper-level management) with the team’s projects, but also with the quality of vocal and visual presentations.
Developing an online course based on an existing face-to-face course requires more than learning how to use the technology and loading the material into the learning management system because, as Catherine Nameth, education outreach coordinator at the University of California-Los Angeles, says, “not everything will transfer directly from the face-to-face environment to the online environment.” This transition requires the instructor to rethink and reconfigure the material and anticipate students’ needs.