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A Well in the Desert: Regional Public Universities as Teaching‐Supportive Institutions
Author(s) -
Campbell Corbin M.
Publication year - 2020
Publication title -
new directions for higher education
Language(s) - English
Resource type - Journals
eISSN - 1536-0741
pISSN - 0271-0560
DOI - 10.1002/he.20369
Subject(s) - higher education , institution , faculty development , public institution , medical education , public university , teaching and learning center , quality (philosophy) , teaching method , university faculty , psychology , pedagogy , sociology , political science , medicine , professional development , public administration , social science , law , philosophy , epistemology
Teaching quality is a crucial, yet under‐valued, component of a quality institution. This study draws upon a multi‐institutional study of college teaching, the College Educational Quality (CEQ) study to examine the teaching practices and the culture of support for teaching at one Regional Public University that was included in the broader CEQ study. Through faculty surveys, student surveys, and classroom observations of forty‐one courses, this study found that the Regional Public Universities (RPUs) demonstrated characteristics of a Teaching‐Supportive Institution. In particular, faculty reported a high motivation for teaching, peer faculty support for teaching, and institutional reward structures that focus on teaching. At the same time, faculty were less likely to report engaging in specific teaching development experiences. The conclusion of this chapter discusses implications for RPUs and the faculty who teach at RPUs.