Foreign‐ and US‐educated faculty members’ views on what constitutes excellent teaching: Effects of prior graduate training, rank, and teaching experience

Abstract

This chapter compared views of US-and foreigneducated faculty who teach in American universities on what represents excellent teaching using an online version of the teacher behavior checklist (TBC). Demographic criteria (including prior graduate training in teaching, rank, and teaching experiences) were used as bases for comparison. Both groups agreed on eight qualities of excellent teaching (although in different order) and the results underscore the role of prior graduate training in teaching, rank, and years of teaching experience in how faculty perceive excellent teaching. The results contribute novel and useful insights into the literature on master teaching as well as to faculty/instructional developers in higher education.