Aligning Practice to Policies: Changing the Culture to Recognize and Reward Teaching at Research Universities.
Aligning Practice to Policies: Changing the Culture to Recognize and Reward Teaching at Research Universities.
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DOI：
10.1187/cbe.17-02-0032
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发表时间：
2017
期刊：
影响因子：
--
通讯作者：
Miller ER
中科院分区：
文献类型：
--
作者：
Dennin M;Schultz ZD;Feig A;Finkelstein N;Greenhoot AF;Hildreth M;Leibovich AK;Martin JD;Moldwin MB;O'Dowd DK;Posey LA;Smith TL;Miller ER
有证据表明，大多数教学评估实践并未反映既定政策，即使这些政策明确支持教学作为一种价值观。本文讨论了使实践与正式政策中规定的优先事项保持一致的四项指导原则，并重点介绍了大学为改进教学评估实践所做的三项努力。最近改善 STEM（科学、技术、工程和数学）学科本科教育的呼声因评估教学效果的方法而受到阻碍。研究型大学的教师通常主要根据研究的成功来评估和晋升。为了提高所有学科（而不仅仅是 STEM 领域）的本科教学质量，需要创造一个环境，在教师职业生涯的各个阶段对教学的持续改进进行重视、评估和奖励。这需要一致地应用反映院系、学院和大学层面教学评估的既定最佳实践的政策。有证据表明，大多数教学评估实践并未反映既定政策，即使这些政策明确支持教学作为一种价值观。因此，实践与政策的一致性是建立重视教学的文化的主要障碍。本文以当前国家努力改善本科 STEM 教育（包括美国大学协会本科 STEM 教育倡议）为背景，讨论了使实践与正式政策中规定的优先事项保持一致的四个指导原则：1）加强院长和主席的作用； 2）有效利用招聘流程； 3）改善沟通； 4) 提高对教学作为学术活动的理解。此外，还举了三个改进教学评价实践的具体例子：1）加州大学欧文分校的三桶绩效评审模型； (2) 堪萨斯大学教学评价标准； (3) 教学质量框架，科罗拉多大学博尔德分校。这些例子提供了灵活的标准，可以全面评估和提高现代高等教育不同机构的教学质量。
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. Recent calls for improvement in undergraduate education within STEM (science, technology, engineering, and mathematics) disciplines are hampered by the methods used to evaluate teaching effectiveness. Faculty members at research universities are commonly assessed and promoted mainly on the basis of research success. To improve the quality of undergraduate teaching across all disciplines, not only STEM fields, requires creating an environment wherein continuous improvement of teaching is valued, assessed, and rewarded at various stages of a faculty member’s career. This requires consistent application of policies that reflect well-established best practices for evaluating teaching at the department, college, and university levels. Evidence shows most teaching evaluation practices do not reflect stated policies, even when the policies specifically espouse teaching as a value. Thus, alignment of practice to policy is a major barrier to establishing a culture in which teaching is valued. Situated in the context of current national efforts to improve undergraduate STEM education, including the Association of American Universities Undergraduate STEM Education Initiative, this essay discusses four guiding principles for aligning practice with stated priorities in formal policies: 1) enhancing the role of deans and chairs; 2) effectively using the hiring process; 3) improving communication; and 4) improving the understanding of teaching as a scholarly activity. In addition, three specific examples of efforts to improve the practice of evaluating teaching are presented as examples: 1) Three Bucket Model of merit review at the University of California, Irvine; (2) Evaluation of Teaching Rubric, University of Kansas; and (3) Teaching Quality Framework, University of Colorado, Boulder. These examples provide flexible criteria to holistically evaluate and improve the quality of teaching across the diverse institutions comprising modern higher education.
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作者：
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