These are not necessarily areas traditional professors focus their attention on in research universities. How do faculty members who have participated in an audit react to questions like the above?
The education of the students is one of the most important jobs university professors do. Even in research universities like the University of Missouri it accounts for an average of 40% of a professor’s time. Addressing teaching and learning with less rigor than is used to judge their “scholarly research” through peer reviews indicates that a less rigorous standard is used for teaching than for scholarly work. Professors usually think these are reasonable common-sense questions that cause them to think more about their department curriculum and how it affects their students. Some questions are familiar and some are not, but few say the answers are not important for educational quality. Even if faculty members have not dealt with these issues, they are more likely to focus on improvement than to dismiss the questions as irrelevant. By the way, these are also the same kinds of questions likely to be asked by academic auditors.
Related Questions
- These are not necessarily areas traditional professors focus their attention on in research universities. How do faculty members who have participated in an audit react to questions like the above?
- I understand that faculty members at some other universities are required to report their effort only twice or even just once per year. Why does UTMB require faculty to report quarterly?
- Does all the summer research have to take place in the medical school by medical school faculty members?
