Stop describing academic teaching as a ‘load’

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Stop describing academic teaching as a ‘load’
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Career column: Stop describing academic teaching as a ‘load’

University academics are often asked, “What do you teach?” Although some will reply by touching on some aspect of their specialty, often the most-honest answer would be, “as little as possible”.

Despite having once been students themselves, most academics at research universities begin their careers by focusing not on teaching but on research. They understand that most tenure evaluations will have little to do with what goes on in the classroom. Research excellence is expected, but the bar for teaching is set lower, and linkage between the two activities is often weak.

Institutional culture seemed to agree with me. I was given no formal instruction in how to teach, but was offered workshops designed to help me secure more external funding. This led to some tension in my classroom, because it seemed to me that although I was expected to spend a fair bit of time preparing and delivering my courses, this work would not matter in my evaluations. The students could sense this tension.

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