Sustaining a Commitment to Teaching in a Research-Intensive University: What We Learn from Award-Winning Faculty

Autor/inn/en	Mitten, Carolyn; Ross, Dorene
Titel	Sustaining a Commitment to Teaching in a Research-Intensive University: What We Learn from Award-Winning Faculty
Quelle	In: Studies in Higher Education, 43 (2018) 8, S.1348-1361 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0307-5079
DOI	10.1080/03075079.2016.1255880
Schlagwörter	Higher Education; College Faculty; Educational Quality; Teacher Attitudes; Undergraduate Students; Awards; Research Universities; Teacher Effectiveness; Faculty Workload; Teaching Methods; Faculty Evaluation; Interviews; Organizational Culture; Age Differences; Student Diversity; Faculty Recruitment; Mentors; Teaching Assistants; Qualitative Research; Observation + Suchen Sie Ihr Suchwort? Hochschulbildung; Hochschulsystem; Hochschulwesen; Fakultät; Quality of education; Bildungsqualität; Lehrerverhalten; Award; Auszeichnung; Forschungseinrichtung; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Teaching method; Lehrmethode; Unterrichtsmethode; Interviewing; Interviewtechnik; Unternehmenskultur; Age; Difference; Age difference; Altersunterschied; Qualitative Forschung; Beobachtung
Abstract	Within any higher education institution, there are great teachers who recognize the challenges to sustaining a commitment to highly effective teaching. The current paper explores the beliefs and practices of 10 faculty members who won an undergraduate teacher of the year award at a research-intensive institution. The paper explores the challenges faculty face in prioritizing teaching, the strategies they use to meet these challenges, and suggests institutional supports with the potential to facilitate high-quality teaching in higher education. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01