2009 Other Teaching and Learning Results: Scholarship of Teaching and Learning
In 2009 additional items about the extent faculty engage in and perceive institutional support for scholarship of teaching and learning activities were administered to over 7,300 faculty members at 50 institutions. General findings suggest faculty tend to engage in scholarship of teaching and learning activities despite the fact they feel unsupported by their institution. The trend is consistent across disciplinary fields.
Bar chart 1: Differences in percentage of faculty engagement in and perceptions of institutional support for systematically collecting information about the effectiveness of their teaching beyond end-of-term course evaluations by general academic appointment
- On average, a larger portion of faculty in education (68%) and professional (59%) fields report systematically collecting additional course when compared to faculty in all other fields.
- Less than half of faculty in biological sciences (41%), physical sciences (47%), and arts and humanities (47%) in their respective fields report doing the same activity a lot (‘quite a bit’ or ‘very much’).
- The largest gap between perception of institutional support for and engagement in exists among faculty in education (18% difference) and business (15% difference). The smallest gaps are among faculty in biological science and professional fields.