Duties And Responsibilities Of College Teachers In Higher Education
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Duties and Responsibilities of College Teachers in Higher education
Dr. S.Ganapathy,B.Sc.,B.E.,M.Sc (Engg),P.hd. Principal KLN College of Engineering Pottapalayam, Madurai.
College teaching is a very complex activity that cannot easily be defined or measured
21/08/2009
Quality Exellence and Quality Sustenance in Education
2
Definition of good teaching
A major criterion of good teaching is, of course, the learning that results, but teachers cannot be held entirely responsible for student learning, and often, learning is as difficult to define and measure as teaching. Research on college teaching and learning has identified several factors that contribute to successful outcomes, but the presence or absence of these factors (often called dimensions, behaviors, practices, conditions, or principles) does not automatically mean that teaching is good or bad.
21/08/2009
Quality Exellence and Quality Sustenance in Education
3
The definition of the roles and responsibilities of college faculty.
The contemporary college teaching profession involves much more than maintaining one's disciplinary expertise and delivering lectures. The responsibilities of the faculty member as a teacher are embedded in the context of a dynamic and multifaceted profession.
21/08/2009
Quality Exellence and Quality Sustenance in Education
4
“Seven principles for good practice in undergraduate education."
encourages student-faculty contact, encourages cooperation among students, encourages active learning, gives prompt feedback, emphasizes time on task, communicates high expectations, and respects diverse talents and ways of learning
21/08/2009
Quality Exellence and Quality Sustenance in Education
5
Classroom teachers, however, needed more specific information in order to be able to translate these principles into practice.
21/08/2009
Quality Exellence and Quality Sustenance in Education
6
How do the dimensions of teaching, student achievement, and student ratings relate to each other?
Several studies correlated the dimensions with ratings or achievement measures such as tests or grades.
21/08/2009
Quality Exellence and Quality Sustenance in Education
7
Teacher organization, presentation skills, the perceived outcome of instruction (i.e., learning or its results), and stimulation of interest in course content were the most strongly correlated with achievement and were also strongly correlated with ratings.
Teacher helpfulness and Teacher encouragement and openness were tied at fifth/sixth rank.
21/08/2009
Quality Exellence and Quality Sustenance in Education
8
The Future of College Teaching
21/08/2009
No discussion of college teaching can omit the major changes brought about by two factors: the changes in the student population and the tremendous growth of distance and technologybased teaching and learning
Quality Exellence and Quality Sustenance in Education
9
Traditional Teaching Differences
between traditional, face-to-face instruction and computerbased, and other instructional formats.
21/08/2009
A major new agenda for research is necessary to test the extent to which what is currently known can inform teaching and learning in new situations.
Quality Exellence and Quality Sustenance in Education
10
If the premise of such differences is accepted, then another issue is raised
The extent to which current methods of measuring teaching effectiveness are usable.
The best response at the moment is that simple replication of current methods of evaluation is not sufficient. New methods and instruments must be devised that take the changes into account and provide accurate information that can be fairly interpreted and used.
21/08/2009
Quality Exellence and Quality Sustenance in Education
11
Su mma ry
From the various avenues of research, it has been possible to develop useful guidelines for teachers, but these are not guaranteed techniques for successful teaching.
No single technique will work in every situation, and even carefully developed sets of strategies may be more or less effective depending upon the context in which they are used.
21/08/2009
Quality Exellence and Quality Sustenance in Education
12
In the future ……
To succeed, College teaching must be flexible and responsive to the teachers, students, and situations in which it takes place.
This increased responsibility, in union with other expanding roles and responsibilities of faculty and ongoing changes in higher education, may drastically alter the profession of college teaching and the way it is practiced.
21/08/2009
Quality Exellence and Quality Sustenance in Education
13
Dr. S.Ganapathy,B.Sc.,B.E.,M.Sc (Engg),P.hd. Principal KLN College of Engineering Pottapalayam, Madurai.
College teaching is a very complex activity that cannot easily be defined or measured
21/08/2009
Quality Exellence and Quality Sustenance in Education
2
Definition of good teaching
A major criterion of good teaching is, of course, the learning that results, but teachers cannot be held entirely responsible for student learning, and often, learning is as difficult to define and measure as teaching. Research on college teaching and learning has identified several factors that contribute to successful outcomes, but the presence or absence of these factors (often called dimensions, behaviors, practices, conditions, or principles) does not automatically mean that teaching is good or bad.
21/08/2009
Quality Exellence and Quality Sustenance in Education
3
The definition of the roles and responsibilities of college faculty.
The contemporary college teaching profession involves much more than maintaining one's disciplinary expertise and delivering lectures. The responsibilities of the faculty member as a teacher are embedded in the context of a dynamic and multifaceted profession.
21/08/2009
Quality Exellence and Quality Sustenance in Education
4
“Seven principles for good practice in undergraduate education."
encourages student-faculty contact, encourages cooperation among students, encourages active learning, gives prompt feedback, emphasizes time on task, communicates high expectations, and respects diverse talents and ways of learning
21/08/2009
Quality Exellence and Quality Sustenance in Education
5
Classroom teachers, however, needed more specific information in order to be able to translate these principles into practice.
21/08/2009
Quality Exellence and Quality Sustenance in Education
6
How do the dimensions of teaching, student achievement, and student ratings relate to each other?
Several studies correlated the dimensions with ratings or achievement measures such as tests or grades.
21/08/2009
Quality Exellence and Quality Sustenance in Education
7
Teacher organization, presentation skills, the perceived outcome of instruction (i.e., learning or its results), and stimulation of interest in course content were the most strongly correlated with achievement and were also strongly correlated with ratings.
Teacher helpfulness and Teacher encouragement and openness were tied at fifth/sixth rank.
21/08/2009
Quality Exellence and Quality Sustenance in Education
8
The Future of College Teaching
21/08/2009
No discussion of college teaching can omit the major changes brought about by two factors: the changes in the student population and the tremendous growth of distance and technologybased teaching and learning
Quality Exellence and Quality Sustenance in Education
9
Traditional Teaching Differences
between traditional, face-to-face instruction and computerbased, and other instructional formats.
21/08/2009
A major new agenda for research is necessary to test the extent to which what is currently known can inform teaching and learning in new situations.
Quality Exellence and Quality Sustenance in Education
10
If the premise of such differences is accepted, then another issue is raised
The extent to which current methods of measuring teaching effectiveness are usable.
The best response at the moment is that simple replication of current methods of evaluation is not sufficient. New methods and instruments must be devised that take the changes into account and provide accurate information that can be fairly interpreted and used.
21/08/2009
Quality Exellence and Quality Sustenance in Education
11
Su mma ry
From the various avenues of research, it has been possible to develop useful guidelines for teachers, but these are not guaranteed techniques for successful teaching.
No single technique will work in every situation, and even carefully developed sets of strategies may be more or less effective depending upon the context in which they are used.
21/08/2009
Quality Exellence and Quality Sustenance in Education
12
In the future ……
To succeed, College teaching must be flexible and responsive to the teachers, students, and situations in which it takes place.
This increased responsibility, in union with other expanding roles and responsibilities of faculty and ongoing changes in higher education, may drastically alter the profession of college teaching and the way it is practiced.
21/08/2009
Quality Exellence and Quality Sustenance in Education
13
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