In a book written directly for graduate students that includes graduate student voices and experiences, Aeron Haynie and Stephanie Spong establish why good teaching matters and offer a guide to helping instructors-in-training create inclusive and welcoming classrooms. We’re pleased to share an excerpt from Teaching Matters, new in our series Teaching and Learning in Higher Education.
Just as it’s tempting to teach the way you were taught, your graduate professors may be preparing you for the research jobs they have, jobs that don’t necessarily emphasize teaching. If they advise you to place research first, they are giving you the strategies that worked well for them. However, most graduate students will not follow that path. According to the Digest of Educational Statistics, less than one-third of those instructors who have secured full-time positions work at research universities. Many fields in the humanities, such as history, are facing record low numbers of tenure track positions and fewer than 20% of those positions are at R1 institutions. Whereas it may be your goal to become a professor at a research university, most full-time academic positions are ones that value sound teaching—in different ways and with different corresponding research expectations. For example, positions at select small liberal arts colleges expect active research agendas, good teaching, and student advisement and mentoring. Regional comprehensives are similar but may allow some latitude in where and what one publishes. Community colleges have heavy teaching loads and don’t require publications, though some community college teachers publish, nonetheless.
Research universities, too, are becoming increasingly concerned with undergraduate retention and graduation rates, which are significantly influenced by the quality of undergraduate teaching. The mode of your teaching may also be quite different than your graduate professors have experienced. Even before the 2020–2021 COVID-19 health crisis, colleges and universities were very interested in growing ranks of online faculty who could develop flexible programs to increase enrollment without incurring the additional cost of expanding physical classroom spaces. However the current global health crisis resolves, online teaching will remain an increasingly important part of higher education. Teaching may also be where you find the greatest professional satisfaction. In a survey of more than 1,000 tenured and nontenured faculty across institutional types, the aspect of the job that garnered the most satisfied responses was “teaching students” at 91% with a close second in “mentoring students or junior faculty” at 87%; “conducting research” came in at only 68%.Read More »