One plausible outcome would be to create a carefully selected, full-time teaching faculty, the members of which would lack tenure but receive appointments for a significant term of years with enforceable guarantees of academic freedom and adequate notice if their contracts are not renewed.Such instructors would receive opportunities for professional development to become more knowledgeable and proficient as teachers, and they would teach more hours per week than the tenured faculty.Tags: Help In HomeworkHow To Start A Party Plan BusinessType Papers For MoneyCultural Essay History NewTypes Of Case Control Studies PptWriting A Cover Letter For A FairWhat Is Paper WritingEssay Cover Page MlaFree Sample EssaysPublic Relations Business Plan
Such sentiments suggest either that the courses do not in fact contribute much to the ultimate goals that colleges claim to value or that instructors are not taking sufficient care to explain the larger aims of their courses and why they should matter.
Other studies suggest that many instructors do not teach their courses in ways best calculated to achieve the ends that faculties themselves consider important.
By concentrating so heavily on graduation rates and attainment levels, policy makers are ignoring danger signs that the amount that students learn in college may have declined over the past few decades and could well continue to do so in the years to come.
The reasons for concern include: While some college leaders are making serious efforts to improve the quality of teaching, many others seem content with their existing programs.
But researchers are discovering that relying on casually hired, part-time teachers can have adverse effects on graduation rates and the quality of instruction.
Sooner or later, the present practices seem bound to give way to more satisfactory arrangements.Although they recognize the existence of problems affecting higher education as a whole, such as grade inflation or a decline in the rigor of academic standards, few seem to believe that these difficulties exist on their own campus, or they tend to attribute most of the difficulty to the poor preparation of students before they enroll.Some Immediate Improvements Many colleges provide a formidable array of courses, majors and extracurricular opportunities, but firsthand accounts indicate that many undergraduates do not feel that the material conveyed in their readings and lectures has much relevance to their lives.Increasing graduation rates and levels of educational attainment will accomplish little if students do not learn something of lasting value.Yet federal efforts over the last several years have focused much more on increasing the number of Americans who go to college than on improving the education they receive once they get there.Enterprising donors might consider giving grants to graduate schools or departments willing to make the necessary reforms.If even a few leading universities responded to such an invitation, others would probably follow suit. The seeds of such a change already exist through the proliferation of instructors who are not on the tenure track but are hired on a year-to- year basis or a somewhat longer term to teach basic undergraduate courses.Now that most faculties have defined the learning objectives of their college and its various departments and programs, it should be possible to review recent examinations to determine whether individual professors, programs and departments are actually designing their courses to achieve those goals.College administrators could also modify their student evaluation forms to ask students whether they believe the stated goals were emphasized in the courses they took.In return, they would receive adequate salaries, benefits and facilities and would share in deliberations over educational policy, though not in matters involving research and the appointment and promotion of tenure-track professors.These faculty members would be better trained in teaching and learning than the current research-oriented faculty, although tenured professors who wish to teach introductory or general education courses would, of course, be welcome to do so.