Aligning Practice to Policies: Changing the Culture to Recognize and Reward Teaching at Research Universities

Abstract

Evidence shows most teaching evaluation practices do not reflect stated policies, even when the policies specifically espouse teaching as a value. This essay discusses four guiding principles for aligning practice with stated priorities in formal policies and highlights three university efforts to improve the practice of evaluating teaching.

Perceptions of Institutional Teaching Culture by Tenured, Tenure-track, and Sessional Faculty

“…This may reflect the importance placed on research output as opposed to teaching at most research-intensive universities, particularly after tenure has occurred (Bak & Kim, 2015). At least at the promotion and tenure stage most universities place some value on effective teaching, yet promotion is often primarily focussed on the quality of research in the discipline (Dennin et al, 2017). Dennin et al (2017) also stated that institutions with strong quality teaching cultures have department chairs who value and reward effective teaching and emphasize the role of teacher as integral to the role of faculty as scholars.…”

“…At least at the promotion and tenure stage most universities place some value on effective teaching, yet promotion is often primarily focussed on the quality of research in the discipline (Dennin et al, 2017). Dennin et al (2017) also stated that institutions with strong quality teaching cultures have department chairs who value and reward effective teaching and emphasize the role of teacher as integral to the role of faculty as scholars. Without such incentives, tenured faculty are less likely to be motivated to enhance their own teaching excellence and are more likely to focus their resources on research (Bak & Kim, 2015).…”

“…Individuals who do not believe their teaching is valued by their institutions are not likely to be concerned with enhancing their teaching effectiveness or making significant teaching related contributions to their universities (Bak & Kim, 2015). Dennin et al (2017) provide ideas for how we can shift the culture towards one that values both high quality teaching and research such as providing clear signals that teaching is important including providing start up professional funds for teaching related activities and clear metrics on how teaching will be evaluated for new hires. The results of the current study would suggest taking such steps is essential if we wish to have quality teaching be more highly valued.…”

“…For example, indicators related to an institution's strategic commitment to quality teaching include the presence of institutional strategic documents and initiatives that prioritize effective teaching. Indicators that an institution recognizes and rewards teaching would include the use of multiple measures to assess teaching (Dennin et al, 2017;Kustra et al, 2014).…”

From Perception to Practice

“…Administrative leaders, deans and departmental chairs play a key role in sharing this message not only in institutional documents, but also in day-to-day activities and celebrations (Gibbs, Knapper & Piccinin, 2008;Roxå & Mårtensson, 2016). This recognition of teaching should begin during the hiring process and continue throughout an instructor's career (Association of American Universities, 2013;Dennin et al, 2017). With that, this lever addresses the importance of recognizing and rewarding effective teaching through tenure, promotion or performance evaluations, institutional rewards and funding, and public celebrations of teaching accomplishments (e.g., award ceremonies, institutional news).…”