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Overcoming Institutional Impediments to Rewarding Teaching.

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Bibliographic Details
Title: Overcoming Institutional Impediments to Rewarding Teaching.
Language: English
Authors: Edwards, Donald M., Nebraska Univ., Lincoln.
Peer Reviewed: N
Page Count: 19
Publication Date: 1992
Sponsoring Agency: Fund for the Improvement of Postsecondary Education (ED), Washington, DC.
Intended Audience: Administrators; Practitioners
Document Type: Reports - Research
Tests/Questionnaires
Descriptors: College Instruction, Faculty Promotion, Higher Education, Merit Pay, Policy Formation, Research Universities, Resistance to Change, Rewards, Teacher Attitudes, Teacher Effectiveness, Tenure, Tenured Faculty
Abstract: The University of Nebraska-Lincoln (UNL) has undertaken a long-term project to insure that effective teaching is rewarded and, in particular, has examined the institutional impediments to rewarding teaching as well as research. To this end a survey was conducted of 449 faculty who participated in early phases of the rewarding teaching project. In addition interviews were conducted with college deans and campus administrators. Results of the surveys indicated a widespread feeling among faculty that teaching is not taken as seriously as research. Results also indicated several barriers to rewarding teaching: (1) professional and disciplinary pressure to do research; (2) strong institutional research values; (3) the view that teaching is not scholarly; (4) the perception among faculty that they are excellent teachers; (5) high teaching loads but evaluation based on research; (6) faculty perceptions that teaching is not rewarded; (7) faculty resistance to change; (8) and funding requirements of research. In response to the findings, a plan was developed to overcome these impediments which included updating position descriptions, modification of evaluation and reward procedures, annual meetings of different institutional groups, teaching evaluation as part of hiring, establishment of a teaching award, increased funding for teaching, and administrative promotion of teaching. Included are four tables and two survey instruments. (JB)
Entry Date: 1992
Accession Number: ED345677
Database: ERIC
FullText Text:
  Availability: 0
CustomLinks:
  – Url: https://eric.ed.gov/contentdelivery/servlet/ERICServlet?accno=ED345677
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PubType: Report
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  Label: Title
  Group: Ti
  Data: Overcoming Institutional Impediments to Rewarding Teaching.
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  Data: English
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  Data: <searchLink fieldCode="AR" term="%22Edwards%2C+Donald+M%2E%22">Edwards, Donald M.</searchLink><br /><searchLink fieldCode="AR" term="%22Nebraska+Univ%2E%2C+Lincoln%2E%22">Nebraska Univ., Lincoln.</searchLink>
– Name: PeerReviewed
  Label: Peer Reviewed
  Group: SrcInfo
  Data: N
– Name: Pages
  Label: Page Count
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  Data: 19
– Name: DatePubCY
  Label: Publication Date
  Group: Date
  Data: 1992
– Name: SourceSuprt
  Label: Sponsoring Agency
  Group: SrcSuprt
  Data: Fund for the Improvement of Postsecondary Education (ED), Washington, DC.
– Name: Audience
  Label: Intended Audience
  Group: Audnce
  Data: Administrators; Practitioners
– Name: TypeDocument
  Label: Document Type
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  Data: Reports - Research<br />Tests/Questionnaires
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  Label: Descriptors
  Group: Su
  Data: <searchLink fieldCode="DE" term="%22College+Instruction%22">College Instruction</searchLink><br /><searchLink fieldCode="DE" term="%22Faculty+Promotion%22">Faculty Promotion</searchLink><br /><searchLink fieldCode="DE" term="%22Higher+Education%22">Higher Education</searchLink><br /><searchLink fieldCode="DE" term="%22Merit+Pay%22">Merit Pay</searchLink><br /><searchLink fieldCode="DE" term="%22Policy+Formation%22">Policy Formation</searchLink><br /><searchLink fieldCode="DE" term="%22Research+Universities%22">Research Universities</searchLink><br /><searchLink fieldCode="DE" term="%22Resistance+to+Change%22">Resistance to Change</searchLink><br /><searchLink fieldCode="DE" term="%22Rewards%22">Rewards</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+Attitudes%22">Teacher Attitudes</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+Effectiveness%22">Teacher Effectiveness</searchLink><br /><searchLink fieldCode="DE" term="%22Tenure%22">Tenure</searchLink><br /><searchLink fieldCode="DE" term="%22Tenured+Faculty%22">Tenured Faculty</searchLink>
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: The University of Nebraska-Lincoln (UNL) has undertaken a long-term project to insure that effective teaching is rewarded and, in particular, has examined the institutional impediments to rewarding teaching as well as research. To this end a survey was conducted of 449 faculty who participated in early phases of the rewarding teaching project. In addition interviews were conducted with college deans and campus administrators. Results of the surveys indicated a widespread feeling among faculty that teaching is not taken as seriously as research. Results also indicated several barriers to rewarding teaching: (1) professional and disciplinary pressure to do research; (2) strong institutional research values; (3) the view that teaching is not scholarly; (4) the perception among faculty that they are excellent teachers; (5) high teaching loads but evaluation based on research; (6) faculty perceptions that teaching is not rewarded; (7) faculty resistance to change; (8) and funding requirements of research. In response to the findings, a plan was developed to overcome these impediments which included updating position descriptions, modification of evaluation and reward procedures, annual meetings of different institutional groups, teaching evaluation as part of hiring, establishment of a teaching award, increased funding for teaching, and administrative promotion of teaching. Included are four tables and two survey instruments. (JB)
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  Label: Entry Date
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  Data: 1992
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  Label: Accession Number
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  Data: ED345677
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RecordInfo BibRecord:
  BibEntity:
    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 19
    Subjects:
      – SubjectFull: College Instruction
        Type: general
      – SubjectFull: Faculty Promotion
        Type: general
      – SubjectFull: Higher Education
        Type: general
      – SubjectFull: Merit Pay
        Type: general
      – SubjectFull: Policy Formation
        Type: general
      – SubjectFull: Research Universities
        Type: general
      – SubjectFull: Resistance to Change
        Type: general
      – SubjectFull: Rewards
        Type: general
      – SubjectFull: Teacher Attitudes
        Type: general
      – SubjectFull: Teacher Effectiveness
        Type: general
      – SubjectFull: Tenure
        Type: general
      – SubjectFull: Tenured Faculty
        Type: general
    Titles:
      – TitleFull: Overcoming Institutional Impediments to Rewarding Teaching.
        Type: main
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            NameFull: Nebraska Univ., Lincoln.
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            NameFull: Edwards, Donald M.
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          Dates:
            – D: 01
              M: 04
              Type: published
              Y: 1992
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