Abstract
This article examines the challenges of improving teaching effectiveness in higher education, with particular focus on communication faculty. It argues that universities often undervalue teaching compared to research and service, resulting in limited recognition and rewards for instructional excellence. Contributing factors to poor teaching include reliance on outdated materials, burnout, limited interest in assigned courses, and pressures from tenure and promotion systems that prioritize publication. The discussion reviews methods of evaluating teaching, including peer review, student ratings, and departmental oversight, emphasizing the need for balanced and constructive feedback. It highlights the role of faculty development centers, workshops, and instructional grants in supporting improvement. The article concludes that administrators should encourage and reward effective teaching, ensuring it is recognized as a legitimate path to tenure and promotion alongside research contributions.
Recommended Citation
Dick, Robert C.
(1987)
"Helping Teachers Become Better Teachers,"
Association for Communication Administration Bulletin: Vol. 62, Article 15.
Available at:
https://stars.library.ucf.edu/aca/vol62/iss1/15
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