Faculty Challenges in the Future of American Higher Education

1. Faculty Challenges in the Future of American Higher Education Barbara� Holland, barbarah@etr.org Indiana University-Purdue University Indianapolis�� M. Paul Latiolais, laiolaisp@pdx.edu Portland State University

2. QUESTION: What factors shape faculty attitudes about teaching as a scholarly priority?

3. CONTEXT: Many forces call for innovation and performance improvement in teaching. (Accreditation, rankings, performance measures, student recruitment, etc.) This session will NOT focus on "Why?�, but WILL focus on "How?� How do we engage faculty in innovative educational practices? Or more directly How do we improve teaching?

4. Faculty are not monolithic. They do not hold uniform opinions within a given institution, nor are they uniform in their opinions across institutions, even within institutional "types" nor even within disciplines. In order to know what incentives would be most effective in engaging faculty in teaching and learning improvement initiatives, we must learn about what motivates and influences their perception of teaching as a priority activity.

5. Faculty will do what they perceive will be rewarded. However, what is seen as rewarding is individualistic and dynamic. There are extrinsic and intrinsic rewards. Messages regarding rewards and priorities come from many different sources in the academy.

6. Brief Study Description

7. BRIEF Survey Description  

8. BRIEF Survey Description continued  

9. Factors that influence faculty engagement in innovative educational practices: Inter-disciplinarity -The more faculty work across disciplines the more likely they are to see a more balanced view of teaching and research priorities. Internal versus external research community -Those whose research is more internally focused are more likely to engage in innovative educational practices. Non-traditional background - Faculty with a more traditional academic background are less likely to participate in educational innovation.

10. Identification with educational mission -To the extent that the faculty identify with the departmental and/or institutional mission and to the extent that mission is well-defined and understood, faculty are more likely to engage in teaching innovation. Knowledge creation -Faculty who view the mission of the university as "The Creation of Knowledge" are less likely to engage in educational innovation. Age-Older faculty are more likely to engage in innovative educational strategies

11. OTHER IMPORTANT FINDINGS Workshop participation -Faculty participate in workshops that engage them. Like students, they want stimulating learning experiences. Teaching Level Preferences -Those engaged in innovative educational strategies enjoyed teaching at ALL levels; those not involved preferred upper and graduate levels Teaching Conversations -Those engaged in innovation tended to talk about teaching with their colleagues. In interviews, those engaged in teaching innovation did not want to stop, while those not engaged had little to say.

12. Questions What would you like to know about your faculty? How would this information help in strategies to improve teaching at your institution?

13. Faculty Challenges in the Future of American Higher Education Barbara� Holland, barbarah@etr.org Indiana University-Purdue University Indianapolis�� M. Paul Latiolais, laiolaisp@pdx.edu Portland State University