Abstract
AbstractTeaching 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.
Sign-in/Register to access full text options 
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a callDisclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.
