A Culture of Teaching: Policy, Perception, and Practice in Higher Education

Abstract

In an effort to identify policies that foster an institutional ''culture of teaching,'' or encourage use of effective pedagogies, this study uses data from 5,612 faculty members at 45 institutions to examine connections between institutional policies and faculty members' perceptions and practices related to teaching and learning. A series of multilevel models suggests that academic policy variables have small and generally insignificant relationships to such faculty perceptions or practices. Instead, conventional institutional characteristics, such as selectivity and Carnegie classification, appear to be more influential factors.

Teaching Culture Perception: Documenting and Transforming Institutional Teaching Cultures

“…Faculty and graduate students also highlighted the need for valid and valuable promotional incentives or recognition for teaching. The themes that emerged, such as that of supporting teaching, recognizing effective teaching, constructively evaluating teaching, engaging stakeholders and dedicating resources; are all consistent with the international literature (Cashmore, Cane, & Cane, 2014;Cox et al, 2011;Hénard & Roseveare, 2012;Paulsen & Feldman, 1995;Percy et al, 2008).…”

“…Faculty members and students identified an unequal value of teaching and research that was particularly reflected in hiring, tenure, and promotion practices. Hiring practices could be considered either input indicators, or process indicators, and the process of hiring, tenure and promotion are accepted in the literature as important factors in an institutional culture (Cox et al, 2011;Kember, 1997).…”

“…As Cox, McIntosh, Reason, and Terenzini (2011) note, a culture with improved teaching quality is likely to lead to improved student engagement and learning.…”

“…For example, in an effective institutional teaching culture the importance of teaching is recognized, teaching is constructively assessed, various stakeholders and resources are engaged, and teacher development is supported (Hénard & Roseveare, 2012;Paulsen & Feldman, 1995). Evidence suggests that culture can positively influence outcomes such as student persistence, learning, and engagement (Berger & Braxton, 1998;Berger & Milem, 1999;Cox et al, 2011;Grayson & Grayson, 2003).…”

Faculty Perspectives on Underprepared Students

“…Faculty members make decisions that reflect their experiences as students, which may not necessarily be the correct decisions to address their current student body (Kolis, Krusack, Stombaugh, Stow, & Brenner, 2011). Currently, the traditional lecture method of instruction is the most common method at postsecondary institutions (Amundsen & Wilson, 2012;Cox, McIntosh, Reason, & Terenzini, 2011;Fraser et al, 2014;Goffe & Kauper, 2014;Malek, Hall, & Hodges, 2014) Over the years there has been an increasing concern of the faculty members' ability to adjust to the increasing number of underprepared students (Quick, 2013). While no argument prevails related to the ability of faculty members to know their discipline, suggestions have transpired to indicate that appropriate measures are needed to bridge the learning process for faculty members.…”