In the first, we examine whether the grade in a second class in the subject is unexpectedly high or low based on what we predict given a student’s standardized test scores, other grades and the like.
In the second, we examine the success a faculty member has in inducing students to major in the teacher’s discipline.
While we certainly see the strong benefit of offering greater job security for teaching-track faculty, giving them de facto tenure would eliminate that important lever for department chairs, deans and provosts.
What if legislators focus on our finding that while top teachers don’t sacrifice research output, it is also true that top researchers don’t teach exceptionally well?
We use two different measures of teaching quality and two different measures of research quality to determine the relationship between teaching and research excellence.
Our biggest challenge on the research side is that scholarly performance is so different across disciplines.
To phrase it simply, great teachers are not necessarily poor scholars, and great scholars are not necessarily poor teachers.
What does this analysis imply regarding the growing trend of having introductory undergraduate courses taught by non-tenure-line faculty rather than “superstar” researchers?