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provide equipment and facilities required for innovative teaching.
Centers for excellence in teaching and learning should be provided with sufficient resources to enable them to work with a broad array of departments and individual faculty. The centers’ assistance might include giving faculty and administrators access to new information about advances in the cognitive sciences. Centers might direct faculty to ongoing research and innovative practices and offer specific guidance for improving teaching and student learning. They also might be charged specifically with helping faculty use formative evaluation to assess the effectiveness of teaching and learning.
(2.3) At least one senior university-level administrator should be assigned responsibility for encouraging departmental faculty to adopt effective means (as proven by research) to improve instruction.
This individual would oversee and coordinate efforts on campus to establish and sustain the kinds of teaching and learning communities described in this report and elsewhere (e.g., Shapiro and Levine, 1999; the Campus Program initiative established by the American Association for Higher Education [AAHE] and the Carnegie Foundation for the Advancement of Teaching2). He or she would report directly to the provost or, where appropriate, to the president or chancellor.
(2.4) Faculty who have excelled in teaching should be publicly recognized and rewarded. Endowments should be established to recognize the serious contributions of faculty who have made a sustained contribution to quality teaching.
Such recognition might include permanent increases in salary, promotions, and monetary awards in amounts comparable to those given to faculty being recognized for other kinds of scholarly accomplishments. Monetary awards might allow recipients to purchase teaching equipment to support their teaching efforts or hire student workers or others to assist with the development of new laboratory or field exercises. Recipients might also use such awards to attend professional conferences or visit with colleagues on other campuses to share information and ideas for improving teaching and