Harvard Case - Teaching Excellence: Reflecting on What Makes Great Professors Great
"Teaching Excellence: Reflecting on What Makes Great Professors Great" Harvard business case study is written by Mark E. Haskins. It deals with the challenges in the field of General Management. The case study is 4 page(s) long and it was first published on : Jun 24, 2011
At Fern Fort University, we recommend the implementation of a comprehensive faculty development program aimed at enhancing teaching excellence. This program will incorporate a multi-faceted approach, encompassing pedagogical training, mentorship opportunities, peer observation and feedback, and the use of technology-enabled learning platforms. This initiative aims to cultivate a culture of continuous improvement, foster innovation in teaching practices, and ultimately elevate the overall student learning experience at Fern Fort University.
2. Background
The case study focuses on Fern Fort University, a mid-sized private university facing challenges in maintaining and enhancing teaching quality. The university recognizes the importance of excellent teaching in attracting and retaining students, but struggles to consistently achieve this goal. The case highlights the diverse perspectives of faculty members on what constitutes effective teaching, with some prioritizing traditional lecture-based methods while others embrace more interactive and student-centered approaches. This disparity in teaching styles and the lack of a clear framework for evaluating and improving teaching practices create a significant barrier to achieving teaching excellence across the university.The main protagonists in the case are the university's president, Dr. Thomas, who is committed to enhancing teaching quality, and the faculty members, who represent a range of teaching styles and perspectives.
3. Analysis of the Case Study
The case study can be analyzed through the lens of several frameworks:
Organizational Culture: Fern Fort University's current culture appears to lack a strong emphasis on teaching excellence. This is evident in the absence of a clear definition of what constitutes effective teaching and the lack of systematic support for faculty development.
Leadership: Dr. Thomas's commitment to improving teaching quality is commendable, but his approach needs to be more strategic and proactive. He needs to actively engage faculty in the process of defining teaching excellence and developing a comprehensive faculty development program.
Human Resource Management: The university's hiring and recruitment practices need to be aligned with its commitment to teaching excellence. The hiring process should prioritize candidates who demonstrate strong pedagogical skills and a commitment to continuous improvement.
Strategic Planning: Fern Fort University needs to develop a clear strategic plan for enhancing teaching quality. This plan should outline specific goals, objectives, and action steps, including the development of a comprehensive faculty development program.
Innovation Management: The university should encourage faculty to explore and adopt innovative teaching methods and technologies. This can be achieved through providing access to professional development opportunities, creating a culture of experimentation, and rewarding innovative teaching practices.
4. Recommendations
To address the challenges faced by Fern Fort University, we recommend the following:
1. Develop a Comprehensive Faculty Development Program:
- Define Teaching Excellence: Establish a clear and shared understanding of what constitutes effective teaching at Fern Fort University. This definition should be based on best practices in higher education and aligned with the university's mission and values.
- Pedagogical Training: Provide faculty with ongoing training in effective teaching methods, including active learning techniques, student-centered pedagogy, and the use of technology in the classroom.
- Mentorship Program: Establish a mentorship program pairing experienced faculty with newer faculty members to provide guidance, support, and feedback on teaching practices.
- Peer Observation and Feedback: Encourage and facilitate peer observation and feedback among faculty members. This can be done through structured observation protocols, peer review processes, and workshops on providing constructive feedback.
- Technology-Enabled Learning: Invest in technology-enabled learning platforms and provide faculty with training on how to effectively integrate these tools into their teaching practices.
2. Implement a Performance Evaluation System Focused on Teaching:
- Develop Clear Rubrics: Create clear and objective rubrics for evaluating teaching effectiveness based on the established definition of teaching excellence.
- Multiple Data Sources: Utilize multiple data sources for performance evaluation, including student evaluations, peer observations, and self-reflection.
- Feedback and Development: Provide faculty with constructive feedback on their teaching performance and opportunities for professional development to address areas for improvement.
3. Foster a Culture of Continuous Improvement:
- Leadership Commitment: Dr. Thomas should actively promote a culture of continuous improvement in teaching by publicly supporting faculty development initiatives and recognizing and rewarding teaching excellence.
- Faculty Involvement: Engage faculty in the design and implementation of the faculty development program and encourage their active participation in professional development activities.
- Open Communication: Foster open communication channels between faculty and administration regarding teaching practices and the university's commitment to enhancing teaching quality.
5. Basis of Recommendations
These recommendations are based on the following considerations:
- Core Competencies and Consistency with Mission: The proposed faculty development program aligns with Fern Fort University's mission to provide high-quality education and its core competency in teaching.
- External Customers and Internal Clients: The recommendations directly address the needs of external customers (students) and internal clients (faculty) by providing them with the resources and support needed to enhance teaching quality.
- Competitors: By implementing these recommendations, Fern Fort University can position itself competitively by attracting and retaining high-quality faculty and providing students with an exceptional learning experience.
- Attractiveness: The investment in faculty development will lead to improved student satisfaction, increased retention rates, and enhanced reputation for the university, ultimately contributing to its long-term success.
6. Conclusion
By implementing a comprehensive faculty development program, Fern Fort University can significantly enhance teaching quality, create a culture of continuous improvement, and ultimately achieve its goal of providing an exceptional learning experience for its students. This program will not only improve teaching effectiveness but also contribute to the university's long-term sustainability and success in a competitive higher education landscape.
7. Discussion
Alternative approaches to enhancing teaching quality include:
- Hiring External Consultants: This approach can provide valuable expertise but may be expensive and may not address the underlying cultural issues within the university.
- Implementing a 'Teach for America' Model: This approach focuses on recruiting and training recent graduates to teach in underserved areas but may not be suitable for a university setting.
The key risks associated with our recommendations include:
- Faculty Resistance: Some faculty may resist the implementation of a new faculty development program, particularly if they are comfortable with their current teaching practices.
- Lack of Resources: The university may face resource constraints in implementing a comprehensive faculty development program.
- Time Commitment: Faculty may be reluctant to commit the time and effort required to participate in professional development activities.
8. Next Steps
The following steps should be taken to implement the recommendations:
- Form a Task Force: Establish a task force composed of faculty, administrators, and students to develop and implement the faculty development program.
- Conduct Needs Assessment: Conduct a needs assessment to identify specific areas for improvement in teaching practices.
- Develop a Pilot Program: Implement a pilot program for the faculty development program to test and refine its effectiveness.
- Evaluate and Adjust: Continuously evaluate the effectiveness of the faculty development program and adjust it based on feedback and data.
By taking these steps, Fern Fort University can create a culture of teaching excellence that benefits its students, faculty, and the university as a whole.
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Case Description
This short case presents two typical conversations surrounding the issue of classroom teaching excellence. One conversation is from a student perspective, and the other is from a faculty perspective. Both conversations take the reader to the point of articulating, based on their own college experience, the attributes possessed by the great professors they have had in class or that they have observed.
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