Defining University Teaching Excellence in a Globalized Profession

Kenneth Bartlett (University of Toronto, Canada)
Copyright: © 2013 |Pages: 365
EISBN13: 9781466644205|DOI: 10.4018/978-1-4666-3661-3.ch021
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Abstract

In universities around the world, metrics have been developed to assess research extremely well in the career development of faculty; however, teaching effectiveness has been left to the subjective and usually unreliable evidence of student evaluations, unique or irregular classroom visits, and committee reviews of course syllabi and assignments. There are seldom standards of achievement provided, and each file is usually assessed without reference to others. There is need, then, for a broad set of expectations in the academy for what we call excellence and competence in teaching. This chapter discusses how the authors’ experiences in faculty development in three institutions—in Canada, China, and Oman—reflects both the need for such metrics and the difficulties in establishing procedures in very different contexts. From this, he hopes a debate about how to establish international guidelines for teaching excellence that parallel the rigour given to the assessment of research can be initiated to guide decisions concerning appointment, promotion, and tenure in the modern, internationalized university.
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