Abstract
The purpose of this study was to explore the perceptions of faculty at a large urban university concerning: (a) personal and college rewards for various areas of job responsibilities, and (b) which programs and incentives to enhance teaching effectiveness would be most attractive to them. Faculty generally reported both teaching and scholarly activity to be personally rewarding, but perceived discrepancies between personal and college rewards for teaching, and between college rewards for teaching and scholarly activity. Although a wide range of instructional development programs and incentives was endorsed, the top rated options referred to institutional recognition of teaching excellence.
Sign-in/Register to access full text options 
Free) 
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 call
