Occasional Paper I: What Works: A Research-Rich Environment
A Focus on Faculty
Successful teaching must be recognized and rewarded both monetarily and non-monetarily.
Graduate fellowship grantees should be required to teach.
At the undergraduate level as well as at the graduate level, tutors and teaching assistants should be taught how to teach.
Fresh Ph.D.s should not be put in front of classes without preparation for teaching.
Teaching skills should be considered as faculty appointments are made.
The Council on Undergraduate Research and the National Alliance of Presidential Young Investigators provide good examples of supportive networks for research-active faculty.
There should be more national awards for those who are recognized by their peers and their students as outstanding undergraduate teachers, such as the Dreyfus Foundation programs.
Administrators must learn the "work cycle" of faculty colleagues, support of them, and tailor incentives to their realistic needs.
In developing new programs, faculty should incorporate procedures for evaluation and for disseminating the results.
Recognizing that the key to a strong undergraduate community is support and encouragement of faculty, we recommend: