If the goal of education is preparation for life, then we must understand the kind of life for which students are now preparing. Further, as science and technology are becoming increasingly more integrated into the world at large, science is no longer limited to academia, journals and the laboratory. As the Faculty have witnessed the rise in the influence of science on other fields, they have started to see their influence on society take on a larger scope. However, although their scope of influence widens, they do not seem to be willing to widen the scope of the education they are providing. As students desire a broader education, they do not seek a less rigorous classroom experience per se, but rather, a recognition of the importance of student and faculty involvement in endeavors outside of the classroom and laboratory.
Students are generally disappointed with the level of faculty-student interaction.
Class size may also contribute to situations in which students complete courses without personally interacting with their instructors. In addition, there are very few, if any, activities and events outside the classroom through which faculty and students can interact informally. The faculty can also serve as role models outside the classroom. These five areas then become the thematic areas in which faculty performance ought to be evaluated. The explicit goal of classroom teaching is to efficiently and effectively transfer curricular knowledge to students.