Abstract
Despite being an important part of the mission for colleges and universities, teaching is often given short shrift. Designing courses is particularly challenging for new faculty members, who often get little training as graduate students or postdoctoral fellows on how to design or teach courses. Increasing diversity in classrooms, large class sizes, and the fast pace of scientific discoveries serve to make teaching even more challenging. In addition, academic rewards, including promotions, salary increases, and tenure, tend not to credit faculty members for their effective and innovative teaching skills, putting further time constraints on them as they balance research, teaching, and service demands.
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