Superior Teaching
Authors: Brown Kermit E. 
Published: December 2007

Abstract
A truly outstanding university must have superior teaching. An ideal college professor must be an effective teacher, a top-notch research man, and in addition he must participate in professional and community activities. Although a person may have complete knowledge of his subject, his ability to communicate might be almost nil. Effective teaching comes naturally to some people but must be practiced and learned by others. Some of the factors which influence effective teaching are ethics, personal contact, knowledge, grading, creativity and the learning process. Research must take its proper place as a device to supplement good teaching. To be a good teacher one must develop a profound depth of understanding for students, and must have the desire to excel. To achieve these objectives, he must maintain competence and enthusiasm through research and other activities.

Introduction
An outstanding university must have superior teaching. This teaching must come from the ranks of college professors who are dedicated to their job. Similar to a man who makes a position on a winning football team, a superior teacher must have the desire to be outstanding. Primarily, he must have that desire and willingness to relinquish or refrain from accepting a job in industry to dedicate himself to teaching. He must have a love and maintain a profound understanding for students and the desire to impart his knowledge to them. What are the factors that characterize a truly outstanding teacher? The requirements for a superior teacher must first of all include teaching effectiveness, but should also include research, professional activities, publications, administrative service and committee work, and public service and community activities. Quoting from John J. McKetta, dean of the College of Engineering, The U. of Texas:
The ideal college professor is a first-class teacher who maintains competence and enthusiasm in his area of specialization through research and professional activities. In addition, he is called upon for administrative and committee duties by his college and his professional societies and community. Thus, it would seem that there are four areas demanding time and devotion of the college professor.
As one contemplates these requirements, he becomes aware that a man of rather unusual ability is needed.
Again, quoting from McKetta:This, of course, is the problem associated with all worth-while activities, and ultimately is a problem that must be resolved by each individual as he decides for himself where his efforts can be most fruitfully applied when multiple demands for his attention are made each day. It should be clear, however, that every member of our Engineering College will be a first class teacher. We just cannot accept mediocrity as far as teaching of students is concerned. Outstanding accomplishment in the other fields of activities, such as research, or professional service is not a substitute for good teaching. Good teaching, plus outstanding performance in one other area is more important than mediocre performance in all areas.
The emphasis on excellence in teaching is not as pronounced at many universities. In many places more emphasis has been placed on research and subsequent publications. Unfortunately, human beings are generally influenced much more strongly by economic factors than by higher values such as service to mankind. If the advancements in rank and pay are tied more closely to research, it is quite obvious why teaching often has been neglected. Salary increases and advancement should be based to a great extent on teaching effectiveness. However, it is generally concluded that no man can continue to be a competent and effective teacher without pursuing research. Quoting from a report by The Superior Teaching Committee at The U. of Texas.
Only by active interest in his field can one keep himself and his students stimulated and up-to-date. We suggest, however, that this college cannot tolerate poor teachers who do no research; it cannot even long endure good researchers who are poor teachers. It can grow in stature by having a faculty composed largely of people with strong research interests and equally strong desires to impart their knowledge effectively and enthusiastically to students. Although research is in many ways more abstract and difficult to define, it has seemingly been easier to reward since research publications have been generally accepted as an indication of research effectiveness. No similar simple measure of teaching effectiveness has been devised, and teaching has accordingly suffered.
JPT
P. 263ˆ