Faculty Perceptions of Teaching and Learning

• In Event: Teaching and Learning Across the Disciplines

Abstract

This research reports on a mixed method study exploring faculty perceptions of teaching and learning; teaching motivations; perceptions of reward structures; and professional development to enhance teaching and learning within a Canadian university. Faculty perceived teaching as important, but of lesser value than research. Many were committed to their profession and deeply cared for students. There were considerable impediments to good teaching including the lack of rewards for excellence and poor infrastructure. Even though teaching was deemed important they were not motivated to engage in pedagogical-oriented professional development unless it was situated within their discipline. Recommendations focus on establishment of more effective leadership, policies, infrastructure, resourcing. A multidimensional model of academic development emerged from this research.

Authors

• Donald E. Scott, University of Calgary

• Shelleyann Scott, University of Calgary