Rewarding teaching excellence in higher education: an analysis of an incentive program at a tier I research institute and a prescription for future teaching incentive programs

Abstract

There is significant interest in promoting teaching effectiveness at colleges and universities. At Texas A&M University, the chancellor offered a voluntary cash-based teaching incentive program to faculty members teaching graduate and undergraduate courses. This program rewarded top teaching performers each semester based on student feedback of instructional quality. The program awarded cash rewards to 57 faculty members (out of 731 applicants) in the colleges of business and engineering over five semesters. This study examines the effectiveness of the award program on teaching and the effects of course and instructor characteristics. The instructor evaluation data for two years before the award was instituted, during its duration, and for a year after the award program ended was compiled and analysed. Results indicate that already high performing junior and non-tenure track faculty applied for and won the teaching awards. Also, the award program did not significantly change the teaching performance or grading outcome in the classroom. In spite of consistent participation from a wide range of faculty members, the program ended after five semesters. Insights from this incentive program inform a discussion of key attributes that should be part of a successful teaching incentive program in higher education.