Next, it will offer both instructional and curricular strategies for teaching which anticipate increasing dependence of carbonoid humans upon silicon cognition. Although this may be true, the potential rewards for our students and ourselves are great. Positive responses to the needs and reward structure for faculty in each institution is necessary. Mechanisms which establish collaborative research and scholarly activities between faculty primarily involved in research and those primarily involved in teaching are often missing in these discussions. This presentation will provide suggestions and examples for this type of collaboration.
Higher education continues to evolve.
Introductory courses enroll literally thousands of students, yet few of those students are thinking about taking on the subject professionally. Faculty have assumed greater roles as administrators and fund-raisers for themselves and the institution. This is a far cry from past centuries, where colleges were generally controlled by churches and primarily concerned with the development of moral character and citizenship. Intellectual communities have grown, and this growth has resulted in separation, isolation, and the inevitable competition over resources. Like most large research universities, the undergraduate teaching program at Michigan has been neglected, undermined, exploited, or suffering, depending on the critic's perspective.