Abstract
With higher education facing budget cuts and declining enrollment, instructor effectiveness continues to be crucial, particularly in a state of increasing workloads with restricted resources. However, the dilemma of how to develop effective instructional skills while still maintaining a research agenda stems from a larger contradiction within professional disciplines; teaching is essential to the profession but holds a devalued position compared to research. It is not enough for educator to recognize that teaching and research are mutually reinforcing, universities must also recognize and support this reality. Understanding that we must learn to be good instructors, even as teaching is devalued, led our School of Professions to reflect on how we can develop strategies for becoming effective educators while still fulfilling our research (and service) agenda. With the Master Educator (MEP) program, our school is developing internal talent via instructional coaching between our School of Education (SOE) and our School of Professions (SOP). Research indicates that traditional forms of professional development are not effective. In turn, research on instructional coaching in K-12 setting has indicated a much higher implementation rate than traditional approaches to professional development; however, to our knowledge, there have been no attempt at implementing instructional coaching at the university level. The MEP is the first program to implement this practice at the university level.
Highlights
Current conditions in the United States indicate continued higher education budget cuts in many states, and teacher effectiveness continues to be crucial in a realm of potentially increased workloads with constrained resources (Roach, 2014)
Based on the Analysis of Variance (ANOVA) results in table 1, the null hypothesis can be rejected at the 5% level, and we can conclude that the means are not all equal, indicating that there was a difference between the means of the three semesters of data captured
The t-tests were used to test the null hypothesis that the means of two populations are equal
Summary
Current conditions in the United States indicate continued higher education budget cuts in many states, and teacher effectiveness continues to be crucial in a realm of potentially increased workloads with constrained resources (Roach, 2014). Walstad and Becker (2003) stated that “Teaching a course or leading a recitation section is an important instructional duty that, if not handled well, can hurt a department by increasing student complaints, decreasing majors, and negatively affecting employment.” Marx et al (2016) suggested that the the world’s largest business accreditation agency, the Association to Advance Collegiate Schools of Business (AACSB) International, cultivate teaching accountability standards of business doctoral programs. Regardless, SUNY Buffalo State has seen the need to improve teacher performance in the classroom as an effectiveness and student retention effort. Colleges and universities stress the importance of one third teaching, one third scholarship, and one third service, when, in reality, faculty members know that research is the primary area of responsibility, especially when striving for tenure and promotion. While teaching and scholarship should be mutually reinforcing, junior faculty especially internalize that publications and grants are the accomplishments that are highlighted in reaching tenure and promotion
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