> A question I am pondering:
>
> Regardless of the subject matter of a course, is there something that
> you believe is essential to superior teaching at the undergraduate
> level?
I don't like the implicit attributions that have so far been made in
this thread.
How about a superior administration that: a) does not attempt to
interfere with good teaching by enforcing various untested
pedagogical ideologies; b) does not succumb to a consumerist model of
higher education; c) rewards teaching; d) pays well and provides
various tools for teachers to use at their own discretion; and e)
does not try to use selfless faculty as a model of the ideal teacher.
And how about having students who are willing to take the risks of
learning and changing, and who have time to devote to those projects?
Provide those conditions, and superior teaching can spread.
--> Mike O.
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Michael S. Ofsowitz
University of Maryland - European Division
http://faculty.ed.umuc.edu/~mofsowit
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