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The Changing Role of Faculty
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Author(s): Graham Shaw (Barry University, USA)
Copyright: 2005
Pages: 7
Source title:
Encyclopedia of Distance Learning
Source Author(s)/Editor(s): Caroline Howard (HC Consulting, USA), Judith V. Boettcher (Designing for Learning, USA), Lorraine Justice (Hong Kong Polytechnic University, Hong Kong), Karen D. Schenk (K. D. Schenk and Associates Consulting, USA), Patricia L. Rogers (Bemidji State University, USA)and Gary A. Berg (California State University Channel Islands (Retired), USA)
DOI: 10.4018/978-1-59140-555-9.ch032
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Abstract
The role of faculty within traditional teaching institutions worldwide has always been multidimensional, involving administrative duties, research responsibilities, and a commitment to community service in addition to teaching. In the majority of institutions, this teaching role of faculty has remained unchanged for decades; in fact, most faculty teach the way they themselves were taught using the tried and trusted transmission paradigm in which sections of academic content are divided into 50-minute lectures and delivered to often large groups of passive recipients. There is simply very little incentive to make alterations to a teaching model that has been in place for hundreds of years (Buckley, 2002). Present-day faculty culture often values research productivity and quality over high-quality teaching, and student evaluations tend not to reward faculty prepared to experiment and take risks with models of learning that differ from the students’ previous learning experiences.
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