Should professors be professional instructors? As a life-long learner as well as someone who has spent many years taking college courses and as someone with a Ph.D. in education (focusing on adult education and online instruction) this is something of keen interest to me and of vital importance to the future of higher education. I’ve asked this question to professors at universities and colleges throughout the United States and even a few outside of the United States. I am always surprised when the answer isn’t an overwhelming and 110% consensus that yes, professors should be professional instructors. The main reasons I’ve received as to why it isn’t needed is because a professor is a subject matter expert in their field, professional development is generally offered at most universities/colleges (or it is at least widely available online), that most professors are supposed to be primarily focused on research, and issues associated with academic freedom. Upon further reflection however, all of these reasons are completely meritless.
Professors are Subject Matter Experts in Their Fields
Yes, most professors have at least a master’s degree and generally a Ph.D. in their particular field which does indeed make them somewhat of an expert in the theories of that field. However, that means absolutely nothing when it comes to teaching others the components of that subject. Subject matter experts can easily develop a “blind spot” in not understanding that novices can not understand the subject matter in the same way as the expert (Nathan & Petrosino, 2002). Just because someone is a subject matter expert does not mean that they can properly explain that information or better yet facilitate that learning in students. The world-famous genius of Albert Einstein is a perfect example of this. In the world of physics, no one can claim to be more of a subject matter expert than Albert Einstein, yet he was considered by many/most to be a poor instructor (Kincheloe, Steinberg, & Tippins, 1999). Again, just because one is an expert in their field or a genius for that matter, it doesn’t mean that they can teach.
Professional Development is Available
Having worked at several different universities, I very much agree that there are excellent professional development programs and awesome centers of excellence in teaching and learning throughout the country (USA). There are also some really great online resources on this topic. Yet having said all that, unless it is required and unless it necessitates a professor to actively learn as opposed to passively be exposed to the information then nothing will change. I’ve been to countless professional development sessions and even online training where other professors simply spent the entire time checking email or grading assignments. Highly regarded researcher on motivation, Professor Raymond J. Wlodkowski, implies that students are much more motivated to pay attention and learn when there is an expectation that there will be a formal evaluation (Wlodkowski & Ginsberg, 2017); this idea has been backed up by other studies (Maclellan, 2001; Newstead, 2004). As proven through multiple research, actually having to take a test on the subject being studied greatly enhances the amount of learning that takes place (Binks, 2018; Nathan, & Petrosino, 2002). So no, just sitting through a professional development workshop is not the same as going through a properly evaluated course.
Professors Need to Focus on Research
I find this argument utterly unacceptable and a slap in the face to all students in higher education. Yes, I have heard the claim that the University’s primary mission is to develop new knowledge. I counter that and say that the primary mission will not effectively occur if we don’t first develop the minds of students who will be in those fields and conducting the research in the first place. Yes, research is important but it should not come at the expense of students’ learning and educational experience. In fact, incorporating students into ongoing research has been shown to greatly develop students understanding through active learning (Seymour, Hunter, Laursen, & DeAntoni, 2004) as well as going through the process of experiential learning (Prince, Felder, & Brent, 2007). I understand that in many cases conducting research “pays the bills” but by using critical thinking we should realize that short-term gains are not worth the long-term consequences. Higher Education has gained a reputation problem and its preference for researchers instead of quality teaching professionals is a major part of the issue (Llopis, 2020; Ruytenbeek, 2013).
Would Professionalizing Professorships be a Violation of Academic Freedom?
I added this section in that I have also heard this as a defense for not mandating at least a basic level of understanding with regards to how to properly teach students. You’ll stifle creativity is a similar argument all under the flag of Academic Freedom. I am not calling for the creation of a cookie-cutter approach where everyone teaches the same way. I am talking about ensuring all professors have a basic understanding of facilitation, interaction, engagement, and motivation when it comes to teaching. Professor and author Jonathan Zimmerman put it best during an excellent live discussion presentation hosted by professor and futurist Bryan Alexander, “Academic Freedom shouldn’t be about protecting instructors, allowing them to be bad teachers” (Zimmerman, 2020).
Futurist Bryan Alexander hosting a live discussion with Author/Professor Jonathan Zimmerman
What is the Solution
I am not calling for a replication of the multiple ongoing requirements needed to teach at most K-12 teaching institutions, but some sort of streamlined professional teaching certification for professors is needed. A simple hybrid (meaning with both face-to-face and online instruction) course covering the minimum aspects of evidence-based instruction is needed to ensure that professors are adequately trained to deliver good instruction at least at a basic level. Highlighting why pure lecture-based instruction is the worst method of instruction, addressing the benefits of hands-on learning, student/learning-centered instruction, and demonstrating key methods of enhanced engagement/interaction and class motivation would revolutionize higher education as we know it and would greatly improve its overall reputation. Yes, there should also be a discussion about how different subject matters tend to be learned better via different techniques, but the fundamentals should be learned and understood by all. Professors need to not just check the box and complete this type of course, they need to fully experience it in order to achieve transformative learning.
By requiring that this class have both face-to-face and an online component, all instructors would get exposure to and more importantly experience in what it is like for students to go through a modern higher education course. I firmly believe that professors have no business teaching an online course unless they have personally gone through an online course to know what it is like (its differences, peculiarities, stresses, and special requirements). I also want to stress that this course and experience should very much be used as a gate. Not everyone is suited to be a professor. If you can’t pass this minimal course with an A+ then you shouldn’t teach, plain and simple, all students deserve better.
Universities and colleges at all levels need to understand the importance of what professors are doing in that this is the frontline of our collective futures. Poor instruction leads to poor learning and the ones to blame are those that taught as well as those that hired individuals who are not properly trained to deliver acceptable levels of instruction. If higher education is to remain relevant and thrive, it must come to this realization and focus on providing excellent instruction to all students at all levels.
What are your thoughts on this? Comment below.
References
Binks, S. (2018). Testing enhances learning: A review of the literature. Journal of Professional Nursing, 34(3), 205-210.
Kincheloe, J., Steinberg, S., & Tippins, D. (1999). Chapter two: Einstein the Student, Einstein the Teacher. Counterpoints, 111, 27-47. Retrieved November 14, 2020, from http://www.jstor.org/stable/42975463
Llopis, G. (October, 2020). Solving higher education’s identity crisis. Forbes. https://www.forbes.com/sites/glennllopis/2020/10/24/solving-higher-educations-identity-crisis/?sh=4ac3b4172f62
Maclellan, E. (2001). Assessment for learning: the differing perceptions of tutors and students. Assessment & Evaluation in Higher Education, 26(4), 307-318.
Meyer, A. N., & Logan, J. M. (2013). Taking the testing effect beyond the college freshman: Benefits for lifelong learning. Psychology and Aging, 28(1), 142.
Nathan, M. J. & Petrosino, A. J. (October, 2002). Expert Blind Spot Among Pre-Service Mathematics and Science Teachers. In P. Bell and R. Stevens (Eds.) Proceedings of the International Conference on the Learning Sciences. (Seattle). Mah ,Wah, NJ: Erlbaum.
Newstead, S. (2004). The purposes of assessment. Psychology Learning & Teaching, 3(2), 97-101.
Prince, M. J., Felder, R. M., & Brent, R. (2007). Does faculty research improve undergraduate teaching? An analysis of existing and potential synergies. Journal of engineering education, 96(4), 283-294.
Ruytenbeek, J. (2013). The problems (and solutions) of higher education. HuffPost. https://www.huffpost.com/entry/how-to-make-education-more-affordable_b_3744356
Seymour, E., Hunter, A. B., Laursen, S. L., & DeAntoni, T. (2004). Establishing the benefits of research experiences for undergraduates in the sciences: First findings from a three‐year study. Science education, 88(4), 493-534.
Swanger, D. (2018). The Future of Higher Education in the US: Issues Facing Colleges and Their Impacts on Campus. https://dspace.sunyconnect.suny.edu/bitstream/handle/1951/70492/The%20Future%20of%20Higher%20Education%20in%20the%20US.pdf?sequence=1&isAllowed=y
Wlodkowski, R. J., & Ginsberg, M. B. (2017). Enhancing adult motivation to learn: A comprehensive guide for teaching all adults. John Wiley & Sons.
Zimmerman, J. (November, 2020). The future trends forum. Bryan Alexander. https://bryanalexander.org/the-future-trends-forum