How can Eastern become an academic first-choice for students?

This question was the overarching theme during the Faculty and Student Forum last week that raised many questions about academic quality and standards at Eastern.

The university community has been encouraged to consider this question since Blair Lord, provost and vice president for academic affairs, made it one of his goals for the university to offer first-choice programs for students.

The broad topic of improving academic quality and standards raises many questions for discussion, but maybe the biggest question surrounds the importance of faculty and the quality of their teaching.

Eastern is known to be a teaching-focused school, said Bill Addison, chair of the psychology department.

“As a university, I think we do an excellent job in teaching,” Addison said. “That’s the most important thing we do.”

Teaching is one area where faculty is evaluated, in addition to research and creative activity, and service to the university. Addison said at Eastern, teaching takes precedent over the other two areas.

“You come here as a faculty member and you know that (teaching) is going to be a main priority,” he said. “I always tell our students here at Eastern that as far as an undergraduate education at a state institution, I don’t think you can do any better than EIU.”

However, while Eastern has a reputation for its talented and engaging faculty, it does not mean that all students are satisfied with their academic experience at Eastern. There are still those classes and professors who lack the care and encouragement that helps students enjoy and benefit from class.

Bonnie Irwin, Dean of the Honors College, said using techniques from honors classes might be a way to help faculty better engage their students in all classes.

One important characteristic of honors courses is the small class size, not exceeding 18 students.

“That already allows faculty to have a closer relationship with their students, to learn their names faster,” Irwin said. Regular courses might then benefit from breaking classes into smaller groups for more one on one discussion.

Also, Irwin said honors professors set the bar high for their students and expect them to achieve more.

“A faculty member having high expectations makes it more likely that the students will rise to those expectations,” she said. Then, a professor with high expectations might be a benefit in all classrooms, and not only honors.

It’s also important to engage students outside of the classroom, Irwin said, so that professors and students can build a relationship.

“When students meet faculty outside the class, it really underlines for them that at Eastern, faculty members care,” she said. “Providing more of those opportunities is important so students have significant learning experiences outside of class that compliment the learning that’s inside the class.”

English professor Chris Hanlon agrees that faculty need to be passionate and try their best to engage their students in class. But he said the faculty need resources for research to make that happen.

“We don’t want to become a research one university where large numbers of our students become anonymous and not known to their professors,” he said. “But I also think that using that ideal that we shouldn’t value research as much as we value teaching gives a false dichotomy of research and teaching.”

Hanlon said faculty need to have access to research in order to stay current in their field and useful in the classroom. He has not had the experience that faculty research diminishes from their ability to teach, but instead that it enhances it by providing up-to-date material for students.

“We’re (the English department) all in that building everyday available for students during class time and outside of class time,” he said. “And we are faculty that is producing quite a bit of research.”

He does think that the university allows and provides for faculty to do research, but he also sees that there is room for more support.

Blair Lord, provost and vice president for academic affairs said the university actively looks for ways to support faculty in research.

“Faculty do have to be connected with what’s current in their discipline,” Lord said. “They need to be engaged in their discipline.”

A different resources the university is providing faculty to continue their learning is the Faculty Development program. Lord said participation has increased in the last few years since Mildred Pearson took over the program as director.

“There are more conversations among faculty,” about teaching techniques, Lord has noticed. He said the university does not necessarily encourage faculty to attend Faculty Development programs, but it has made the resource available for those who wish to take advantage of it.

“We have really excellent teachers here, but even the best can get a creative new idea,” Lord said.

Pearson said she would like to see more faculty involved in the program. She has noticed that some faculty feel it is a tool for new members and not for them, but she said everyone can always learn something new.

Faculty should ask themselves, “How do I invest in myself so I can make an impact on those I serve,” Pearson said. “You should care enough about your own teaching career that you invest in it.”

Pearson tries to evaluate the needs of the campus and then approach them in faculty development programs. She thinks faculty seem to be happy with the workshops for the most part and she encourages them to continue to attend.

“It’s not a one-time shot, it’s not a sit and get,” she said. Faculty should continue to expose themselves to new ideas that will help engage students in the classroom.

She’s going to continue evaluating the needs of the campus, and hopes the faculty continue to attend both faculty development workshops and to the needs of the students in the classroom.