By Robert Martin and Andrew Gillen A popular notion within the academy is that teaching quality cannot be measured, but this is an article of faith, not a demonstrated fact. Very few institutions have made a systematic effort to measure teaching quality, largely because the faculty is opposed to it and administrators have little incentive […]
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In my last essay here, “This Is A Bold Plan For Higher Ed?”, I commented in passing that most books on higher education these days – including Andrew Hacker and Claudia Dreifus’s Higher Education? – fail to address the real crisis in higher education: poor teaching. That prompted Ms. Dreifus to ask if I had […]
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