The Context of Undergraduate Teaching and Learning

Jonathan Zimmerman

doi:10.1007/s12115-014-9856-0

The Context of Undergraduate Teaching and Learning

Jonathan Zimmerman

Applied Statistics, Social Science, and Humanities

Research output: Contribution to journal › Article › peer-review

Abstract

Why don’t more liberals care about ideological imbalances on university faculties? The answer lies less in our “politics”--as traditionally understood--than in our professional culture, which privileges research over teaching. If we truly respected and embraced the teaching function, we would seek to expose our students to a wider array of faculty opinions. So long as teaching retains its low value, however, ideological diversity will not be valued either.

Original language	English (US)
Pages (from-to)	42-46
Number of pages	5
Journal	Society
Volume	52
Issue number	1
DOIs	https://doi.org/10.1007/s12115-014-9856-0
State	Published - Feb 2015

Keywords

College teaching
Higher education
Professors

ASJC Scopus subject areas

Sociology and Political Science
General Social Sciences

Access to Document

10.1007/s12115-014-9856-0

Cite this

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The Context of Undergraduate Teaching and Learning

Abstract

Keywords

ASJC Scopus subject areas

Access to Document

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