Enterprising donors might consider giving grants to graduate schools or departments willing to make the necessary reforms.
If even a few leading universities responded to such an invitation, others would probably follow suit. The seeds of such a change already exist through the proliferation of instructors who are not on the tenure track but are hired on a year-to- year basis or a somewhat longer term to teach basic undergraduate courses.
As late as two or three generations ago, majorities of new Ph.
D.s, at least in the better graduate programs, found positions where research was primary, either in major universities, industry or government. D.s find employment in colleges that are chiefly devoted to teaching or work as adjunct instructors and are not expected to do research.
Aspiring college instructors also need to know much more now in order to teach effectively.
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A large and increasing body of useful knowledge has accumulated about learning and pedagogy, as well as the design and effectiveness of alternative methods of instruction.
Universities have already begun to prepare graduate students to teach by giving them opportunities to assist professors in large lecture courses and by creating centers where they can get help to become better instructors.
More departments are starting to provide or even require a limited amount of instruction in how to teach.
Nevertheless, simply allowing grad students to serve as largely unsupervised teaching assistants, or creating centers where they can receive a brief orientation or a few voluntary sessions on teaching, will not adequately equip them for a career in the classroom.
A more substantial preparation is required and will become ever more necessary as the body of relevant knowledge continues to grow.