It is indeed a work in progress. But the shift in the direction of an important upgrade for teaching is unmistakable. In fact, concern was expressed on several occasions that the dual emphasis on teaching and research might drive faculty away from service activities. In sum, while no one contends that a consensus has been reached among faculty on the critical issue of modifying the faculty reward structure, it appears that important progress in this direction has been made. Syracuse has taken a number of steps to strengthen the interest in, and visible commitment to, undergraduate teaching among its already talented faculty.
Many different projects capture the needs and attention of many different people.
Our attention was drawn to the wisdom of a new request that a brief reflection on the connection between one's scholarly or creative achievements and one's teaching be included in annual faculty reports. The evaluation of teaching in every department, and the review of evaluations by departmental colleagues, add a public dimension to a previously private activity and brings individuals' needs to the table. The Meredith Professorships, the signature program at Syracuse for collegial visibility of teaching, and the Tolley Professorship may do still more for the collegial improvement of teaching. The current holders of these distinguished posts add luster to them by their imagination, zest and varied focus on fundamental elements in student learning. The work of the Tolley and Meredith professors should, no doubt, expand in concentric circles.