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Professors as Teachers

By: Steven M. Cahn

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Paperback | 15 July 2022

At a Glance

Paperback
90 Pages

Dimensions(cm)
21.59 x 13.97 x 0.48

Paperback

RRP $26.40

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Too many professors view themselves primarily not as teachers but researchers. How can the system be changed so that success in the classroom will be promoted and receive greater emphasis? Noted philosopher and educator Steven M. Cahn presents proposals to achieve that end, including changes in graduate education, the appointment process, the evaluation of teaching, the tenure system, and the choice of administrators. Filled with actual examples from academic life, the book is jargon-free and compellingly argued.

Industry Reviews

“This book is for anyone who cares about higher education. Steven Cahn’s proposals for how colleges can promote excellent teaching are based on his wealth of experience as a student, teacher, researcher, and administrator. They are informed by a clear understanding of higher-education purposes. Most of all, they are doable and quite likely to succeed. Cahn offers us a practical recipe with ready ingredients. We need only follow it.”
—Peter Markie, University of Missouri, Columbia

“Cahn presents a compelling case to value teaching. This is a welcome reminder. Further, Cahn’s proposals to promote this end are sensible and feasible.”
—Scott Forrest Aikin, Vanderbilt University

“Cahn presents a magnificent defense of the view that teaching should be a more valued part of a professor’s work. Using vivid examples, Cahn offers an authoritative illumination of his suggestions to offer a departmental practicum on teaching for graduate students. A compelling read for all university faculty and administrators!”
—Judith Wagner DeCew, Clark University

“Academics all too often see their teaching as a duty of drudgery rather than an inspiring responsibility. Cahn writes clearly and engagingly about this problem of profound importance, presenting excellent suggestions and core insights for improving higher education. Professors as Teachers will be useful to novice teachers in any discipline, experienced mentors, and reflective administrators.”
—Russell Marcus, Hamilton College

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