Assuring Classroom Learning
College instructors should not be “building a plane while flying it.”
Robin Capehart
Dec 9
Going from high school to college, we anticipate the course work to become more rigorous and our college instructors readily adept at making us learners and scholars.
During both my undergraduate and graduate work, I was blessed with many instructors and professors who were excellent in the classroom. In fact, our nation can boast of some of the world’s most outstanding classroom professors.
However, in many instances, that may not be the case.
Yes, the course work should be more difficult and the learning process more rigorous. However, the marked disparity in training requirements between K-12 teachers and higher education instructors highlights a troubling disconnect in the preparation and performance of many educators especially those with little experience.
While K-12 teachers undergo rigorous preparation, including earning a bachelor’s degree, completing a student teaching program, and passing certification exams to ensure they are equipped to foster learning, college instructors are often hired based solely on their subject matter expertise.
This focus on content knowledge, rather than teaching ability, neglects the fact that the purpose of college education is not merely to transfer information but to help students develop critical thinking, problem-solving, and communication skills essential for their professional lives.
Unfortunately, most college professors—and especially adjunct faculty—receive little to no formal training in instructional design, classroom management, or student engagement strategies, raising concerns about the quality and consistency of higher education that resorts to a method of instruction best described as “building a plane while flying it.”
Lack of Formal Pedagogical Training in Higher Education
K-12 teachers are required to undergo extensive training to ensure they are well-prepared to educate young students. According to the National Council on Teacher Quality (NCTQ), teachers must complete a bachelor’s degree in education or a related field, along with a student teaching program that provides practical experience in classroom management and instructional strategies (NCTQ, 2018).
In addition, many states also require teachers to pass standardized tests to demonstrate their content knowledge and teaching competence (U.S. Department of Education, 2020). This rigorous preparation is designed to equip teachers with the skills necessary to foster student learning and manage diverse classroom environments.
The qualifications required for teaching in higher education starkly contrast with the rigorous training that K-12 educators undergo. Research published in the journal Educational Researcher indicates that a significant majority of faculty members in higher education lack formal training in teaching methods, highlighting a critical gap in instructional preparation (Felten et al., 2016).
This absence of pedagogical training is particularly concerning given the complexities of teaching at the collegiate level, where instructors are expected to engage students in higher-order thinking, promote independent learning, and accommodate diverse learning styles.
A report by the American Association of University Professors (AAUP) found that while many faculty members possess advanced degrees, they often lack comprehensive training in key areas such as instructional design, assessment strategies, and classroom management (AAUP, 2019). Specifically, the AAUP highlighted that 75% of faculty respondents reported having received little to no training related to teaching effectiveness and student engagement (AAUP, 2019). This lack of knowledge can lead to ineffective teaching practices that do not foster optimal learning environments for students.
For example, instructors without a solid foundation in instructional design may struggle to create cohesive course structures that facilitate student learning. Likewise, those unfamiliar with assessment strategies may design evaluations that do not accurately measure student understanding or skills, leading to a misalignment between teaching and assessment.
The Adjunct Faculty Challenge
The issue of inadequate pedagogical training is particularly pronounced among adjunct faculty, who represent a substantial portion of higher education instructors. According to the National Center for Education Statistics (NCES), approximately 50% of college instructors are part-time adjuncts, many of whom possess professional experience but lack formal training in pedagogy (NCES, 2022). Adjunct faculty often juggle multiple teaching positions across different institutions, which can limit their availability for professional development opportunities aimed at enhancing teaching skills.
The over-reliance on adjunct faculty raises significant concerns about the consistency and quality of instruction that students receive. Research by the New Faculty Majority Foundation indicates that adjuncts are more likely to receive minimal orientation and support compared to full-time faculty, with only 29% reporting that their institutions provide adequate teaching resources (New Faculty Majority, 2019).
While adjuncts may have expertise in their subject matter, this does not necessarily translate to effective teaching practices, creating a potential disconnect between content knowledge and instructional efficacy.
Impact on Student Learning
The absence of formal pedagogical training among higher education instructors can profoundly impact student learning outcomes. Studies have shown that students taught by faculty with formal training in teaching methods generally achieve better academic performance and express higher levels of satisfaction with their courses. For instance, a study published in The Journal of Higher Education found that courses taught by faculty who had participated in professional development programs focusing on pedagogy resulted in higher student engagement and improved academic outcomes (Driessen et al., 2014).
Conversely, students in courses led by instructors without formal pedagogical training may experience less engaging and supportive learning environments, which can adversely affect their academic success and retention. A report from the Community College Research Center noted that students taught by instructors with training in effective teaching strategies are more likely to persist and succeed in their courses (Jaggars & Xu, 2016).
Furthermore, the lack of structured pedagogical training can lead to inconsistencies in teaching quality across different courses and programs. Students may encounter varying levels of engagement, support, and instructional effectiveness, creating disparities in learning outcomes. This inconsistency is particularly troubling in an educational landscape increasingly focused on accountability and measurable results.
Programs Supporting Pedagogical Training in American Colleges and Universities
In response to the challenges associated with the lack of formal pedagogical training among higher education instructors, many American colleges and universities have implemented various programs aimed at enhancing teaching effectiveness. These initiatives often focus on professional development, mentorship, and training in evidence-based teaching practices. Below are examples of such programs, along with supporting data and research.
1. Teaching Development Programs
Many institutions have established comprehensive teaching development programs that provide faculty with resources, workshops, and training opportunities focused on pedagogical skills. For instance, the University of California, Berkeley, offers the Teaching Effectiveness Program (TEP), which aims to improve the quality of teaching through workshops, teaching consultations, and a teaching certificate program.
Data from TEP indicates that participants report increased confidence in their teaching abilities and a greater understanding of how to engage students effectively (UC Berkeley, 2020).
2. Faculty Learning Communities
Faculty Learning Communities (FLCs) are another effective model used by colleges and universities to foster pedagogical improvement. For example, the University of Alabama has implemented FLCs that bring together faculty from diverse disciplines to collaborate on teaching strategies, share experiences, and enhance course design.
Research has shown that FLCs promote innovative teaching practices and create a supportive environment for faculty to discuss challenges and successes (Cox, 2004). A survey conducted by the university revealed that faculty members involved in FLCs reported improved student engagement and enhanced teaching practices (University of Alabama, 2021).
3. Online Teaching Certification Programs
With the rise of online education, many institutions have developed certification programs specifically for online teaching. The University of Central Florida (UCF) offers an Online Teaching Certification program that provides faculty with training in online course design, instructional strategies, and assessment methods.
According to a study published in the Journal of Educators Online, faculty who completed the certification reported improved confidence in their online teaching skills and higher levels of student satisfaction (Harris & Harris, 2019). UCF’s program emphasizes the importance of pedagogy in online learning environments, thus preparing faculty to deliver engaging and effective online courses.
4. Mentorship Programs
Mentorship programs also play a significant role in supporting faculty development. For example, Duke University has a mentoring program for new faculty that pairs them with experienced instructors. This program focuses on teaching strategies, course development, and student engagement techniques.
Research indicates that mentorship can enhance teaching effectiveness and bolster faculty retention (Snyder et al., 2019). Faculty involved in the program reported feeling more prepared for their teaching responsibilities and expressed greater satisfaction with their roles as educators (Duke University, 2022).
5. Institutional Grants for Teaching Innovation
Many colleges and universities provide grants to faculty for innovative teaching practices. The University of Michigan offers the Teaching Innovation Grant, which supports faculty in developing and implementing new teaching strategies that enhance student learning.
A study evaluating the impact of such grants found that faculty who received funding were able to incorporate more active learning techniques into their courses, leading to increased student engagement and achievement (Cohen & Moller, 2018).
These examples of programs implemented at American colleges and universities illustrate a growing recognition of the importance of formal pedagogical training for higher education instructors. By investing in teaching development initiatives, institutions can enhance the effectiveness of their faculty, improve student learning outcomes, and foster a culture of continuous improvement in higher education.
Going Forward
Given the critical role that teaching quality plays in student success, there is an urgent need for reform in higher education faculty training. Institutions should consider implementing mandatory pedagogical training for all faculty members, including adjuncts. Programs that focus on effective teaching strategies, assessment methods, and inclusive teaching practices could significantly enhance the educational experience for students.
In addition, universities could benefit from fostering a culture of continuous professional development, where faculty are encouraged to refine their teaching skills and stay updated on best practices. Research from the National Center for Faculty Development & Diversity suggests that ongoing training and mentorship can lead to improved teaching effectiveness and student outcomes (NCFDD, 2020).
And, thus . . .
The current state of training for higher education instructors stands in stark contrast to the rigorous preparation required for K-12 teachers. This discrepancy not only undermines the quality of higher education but also compromises the learning experiences of students. By recognizing the importance of effective teaching and implementing comprehensive training programs for all faculty members, higher education institutions can significantly enhance student learning outcomes and better prepare graduates for success in their future endeavors.