Frederick J. Stephenson, Academic Affairs Symposium Keynote Address

Unicoi State Park
April 5, 2002
Associate Professor of Distribution
Terry College of Business
and Editor
Extraordinary Teachers: The Essence of Excellent Teaching

We are here today in this beautiful setting to address "The Challenge of Becoming Extraordinary Teachers at a Public Research University: How Do We Get There?" The subject is dear to my heart. In fact, it is a rare day when I do not consider this challenge. Improved teaching has been the driving force in my career--not just my teaching but everyone's.

I am deeply honored that you invited me to be your keynote speaker. I am further honored that each of you has been given a copy of Extraordinary Teachers and that the book is an important part of this symposium. I hope that what I have to say today inspires concrete changes in individuals, this institution, teaching, and learning. In particular, I seek a dramatic improvement in our undergraduate culture of learning.

An assessment of the current state of teaching and learning at UGA, particularly with respect to undergraduate education
The reasons why I have assigned such a high priority to improved teaching
Challenges and obstacles impeding extraordinary teaching at UGA
Characteristics of extraordinary teachers that we should be striving for

The current state of teaching and learning at UGA, particularly with respect to undergraduate education

From a historical and public relations perspective, teaching is a top UGA priority. The university was chartered in 1785 on the belief that society had a responsibility to help students learn. What motivated and continues to justify sizeable taxpayer support for this university is the public's expectation of superb undergraduate and graduate education for the state's citizens. And what will continue to keep this institution's doors open is the promise that teachers will lead the learning process. In the university's tripartite mission "to teach, to serve, and to inquire into the nature of things," teaching is mentioned first. This ordering I believe is no accident. But is teaching, particularly undergraduate teaching, a high enough priority at UGA? I think not.

Some will interpret this as a harsh-sounding beginning to a talk that is supposed to be uplifting, but my goal is teaching and learning excellence, and we have a long way to go to reach our potential. I am, however, positive that we are moving in the right direction--but just not fast enough for our current students or me.

To support this thinking, let me review some history. In 1978, the year I joined the UGA faculty, I knew of full professors who told assistant professors that if they received a teaching award, they should consider turning it down. "It might look like you are not committed enough to research. Hours spent on teaching would be better spent on publishing," one said. Others used to boast publicly and indiscriminately that UGA would be a great place "if it just didn't have students." During my first year on campus, a college leader advised me to go into my office, shut the door, and stay there for 3 years. "This," he said, "is the best path to promotion and tenure." I told him I did not come to UGA to neglect my students. The worst part was that I knew he was telling me the truth.

In those early years, outstanding researchers could be awful teachers and earn tenure and promotion. Today, if you are a great researcher and poor teacher, your promotion or tenure is uncertain. This is an improvement. But if you are a great teacher and a fine researcher, your status, pay, and career at UGA are at great risk.

It was tough being a committed teacher in those early years. It should have been easier, and it would have been, if I had just gone with the flow. A turning point in my career was working with Ron Simpson, Director of the Office of Instructional Support and Development (OISD), who introduced me to many other faculty members fighting for better teaching. Just knowing others were with me meant a great deal.

And, indeed, I have been encouraged by the progress that UGA has made in teaching since 1978.

The Josiah Meigs Awards for Excellence in Teaching, which were started in 1982, sent a shot across the campus bow that top teaching was important and desired and would be rewarded.

OISD has become a national leader in instructional improvement. Under the visionary leadership of Ron Simpson and Bill Jackson, OISD has established dozens of offerings such as the Lilly Fellows and Senior Teaching Fellows programs that have helped hundreds of instructors and thousands of UGA students.

The recognition of teachers at Honors Day, the establishment and work of the UGA Teaching Academy, the support for teaching from the office of the Vice President for Academic Affairs, and the drive to improve the culture of learning at UGA are clearly encouraging signs of teaching commitment and progress.

The undergraduate culture of learning on this campus is very disappointing. Not enough undergraduates take learning seriously. For instance, student absentee rates, such as in large classes, are atrocious. Certainly some of these students are immature. Others are irresponsible. But I am also convinced that many are rational decision-makers who are telling us that until faculty and instructors deliver greater value and take undergraduate education, teaching, and learning more seriously, then why should they? They have better ways to spend their time.

To the contrary, UGA does care about undergraduate education. The problem is that UGA has several higher priorities, and by the time these higher priorities are funded, there simply aren't enough resources left for the undergraduates. Mass sections are a chief outcome, what one source in our book calls "stack'm deep, teach'm cheap" education. Bright students--the goal we have accomplished--know what we are doing, and they are not buying it. Nor should they.

UGA therefore is at a critical crossroads. On paper, our undergraduates are the brightest we have ever had at this institution. Without question, many of them will do great things regardless of how much we help them. But I keep thinking about how much more is possible if we would only teach them as well as we could.

I have often asked myself, particularly during frustrating moments, why I try to excel at teaching at a research university.

First, I am culturally biased toward teaching. My mother was a fine elementary school teacher who believed every child could learn and that it was her job to help each one as much as she could. She instilled in me a belief that teaching is an honorable and important profession. As a boy, I met some of her former students and saw how much they respected and loved her, and I wanted something similar.

Another influence was my maternal grandmother who was denied a college education that she badly wanted and who spent the rest of her life making sure her children and grandchildren got the opportunity she had craved. She told me on many occasions to get an education. "Freddy," she said, "you can lose all of your material possessions but no one can ever take away your education."

The third great motivator in my teaching has been our children. It is very important to them, their mother, and me that they become well educated, and for this to happen, they need to be exposed to great teachers. I have learned that one superb teacher is worth more to a child than 10 good or average ones. Since I counted so much on outstanding teachers to help my children, I feel a deep obligation to help other people's sons and daughters.

I am an achievement-oriented person who does not want to be average in anything. But there is a big difference between trying to teach well and trying to be the Michael Jordan, Wayne Gretzky, or Tiger Woods of teaching, which incidentally I believe has been the goal of most of the authors in the book. We have been driven by something extra to become the best teachers we could become. Why?

To the person, we believe that teaching is one of society's most vital professions.

Additionally we know that excellent teaching is far from easy and that few do it as well as we do. This gives us a sense of accomplishment, pride, and self respect.

For many of us, the best part of our jobs is being in front of our classes, performing on our stage. I am not talking about show business or stand-up comedian work or theatrics. I am talking about connecting with students, being in "the zone," and knowing at that moment that our students are enjoying the experience, each other, and learning. It is the same feeling I believe that Scott Hamilton has when he is skating. You can tell he loves what he does and the audience responds in kind. I have heard athletes and performers talk about getting in the zone, and I know exactly what they are talking about. I go there often.

I love trying new teaching tactics and the thrill of seeing the results. As Shawn Glynn says in the book, teaching is a live performance. It is working without a net and surprising yourself by what you do and how your students react. I used to think that I would have to wait decades to see my teaching success such as waiting for one of my alumni to became a Fortune 500 company president. But the best feedback is actually watching a student's light-bulb go on or just enjoying a light-hearted moment with my students. These are the things that give me purpose and energy.

Some of the benefits of teaching are illustrated by events in my marketing principles class during the week of March 11^th. The class has 300 students and is a required course for undergraduate business students of all majors.

I run a discussion class in the best tradition of Oprah Winfrey, and I am constantly prowling the room with my hand-held microphone inviting participation, particularly from reluctant students. On Tuesday, a reserved male student for the first time this semester raised his hand and answered a question. It was a well thought out excellent answer and a break-through moment. He knew it and so did I. In that instant, his self-confidence and attitude changed. On Thursday, he was eager to participate again and twice provided valuable class input.

Part of Tuesday's lesson was a discussion of marketing channels, the relationships of producers, wholesalers, and retailers. For several semesters, I have spent time during this lesson discussing the interactions of airlines and travel agents and how the airlines have been systematically lowering travel-agent commissions. Monday morning, I had an idea. This time I would divide the class into three groups and make them see the issue through a particular group's eyes. So I told students on the left side of the room that they were airline executives and asked them to tell me what they were thinking when they cut travel-agent fees. The right side I made travel agents and told them to express their reactions to the cuts. I also asked them what actions they would have taken in response. I asked the third group of students in the center to evaluate the impact of the cuts on them as personal and business travelers. This one little change--placing responsibility on students to think--led to the most lively, instructive discussion on this topic ever. The experiment worked, and it will stay in the teaching plan. Sometimes, though, these ideas fail, and I have to take my lumps and go back to the drawing board. But I keep trying because of the victories.

Tuesday's and Thursday's classes were exceptionally alive with student participation. Most of the students actively contributed to the learning experience. On Tuesday, I was accompanied to class by my 11-year-old niece, Kerri, who I thought might enjoy seeing what college was like. Toward the end of the period, I asked a question and only one hand shot up--Kerri's, and to my surprise she answered the question on retailing correctly. What meant more to me was that she had the courage to speak before 250 total strangers. I realized that I had succeeded that day in creating a learning atmosphere so relaxed and enjoyable that a child wanted to join the discussion--on her first and only day ever in college. Later, Kerri showed me her 4+ pages of notes on franchising and retailing and explained how the lesson was relevant to her. I also heard that she shared what she had learned in class with her parents and my wife--all the way to Commerce and back. That made my day.

The third story is even more interesting. Two hours after Thursday's class, I saw one of the students in the hall and introduced myself. I remembered this young man well because of his intense class interest and enthusiasm. I saw it in his face, in his body language, and in his response to a question he had answered. He introduced himself as a South African exchange student and then told me he was not registered for the class. He had just decided to sit in my class that day to see what he could learn. Then he raved about his experience saying how great the class was and about how much he had learned and enjoyed his visit. By the time he finished, he had two other students asking both of us questions about the class.

I think people underestimate the power of teaching, but I understand it. Presidents of major companies do not come into close contact with as many individuals as the typical teacher. And when we reach students' minds and hearts, the effect doesn't end there. Like Kerri, the students share our teachings with others--family, friends, fellow workers, employees, and children. University professors actually have the opportunity to affect thousands of people if they do their jobs well.

So I teach because I know what I do is very important and because of something inside me. My motivation to excel is very personal. I just know it is the right path for me to follow. I did not do it for the professional rewards that motivate many people.

Many people think extraordinary teaching begins with the people currently on the faculty. I disagree. I believe it begins with campus leaders making the commitment to recruit and hire faculty who not only have the potential to become fine researchers but who also sincerely value teaching, have the tools to teach well, and have teaching experience. In the last two years in the Terry College, I have been impressed with the success we have had in hiring outstanding candidates who can do it all--research, teach, and serve.

The vast majority of instructors, however, already work here. How do we improve their teaching? Two things have to happen. First, these individuals must recognize their teaching shortcomings. Then, they need to be motivated to teach better. No teacher on this campus knows everything there is to know about teaching. But unless individuals admit it and want to teach better, they will not make the effort.

What, however, are the incentives for trying to teach better at this research university? Many of the book's authors relied on personal drive and pride. That is not enough and will not work for most people. You will not see extraordinary teaching on a wide scale until the UGA reward system backs it up convincingly. University administrators, deans, department heads, and senior professors should do much more to stimulate improved teaching, and they could because they make the pay-raise, promotion, and tenure decisions. My hope is that one day senior faculty on promotion and tenure committees will develop a deeper understanding and appreciation of the difficulty, special skills, and time it takes to become master teachers; see that extraordinary teaching is as rare as extraordinary research; and incorporate more flexibility in their P & T decision-making to encourage and accommodate these significant faculty contributions.

However, assume UGA does successfully motivate instructors to teach better. How much teaching improvement is possible? Considerable. A major finding in the book is that virtually every Meigs author started out as a poor or average teacher and with effort and patience learned to teach well. Therefore, there is no reason others cannot succeed. Where there is the will, there is a way, and many people on this campus, such as OISD staff, faculty mentors, members of the Teaching Academy, and the authors in our book, are ready to help.

Several other barriers block improved teaching. First, I have never seen this faculty busier or seemingly more tense. UGA expects faculty not only to do higher quality research but also more of it. There are also increased demands for more and better service and teaching. Nothing so clearly illustrates this high level of faculty pressure than the Lilly Fellows who told us that they were delaying having children until they got tenure. UGA must to be very realistic about its expectations. Faculty are not looking for more work in the form of extra efforts to teach better. If we want them to teach better, are the UGA administration and senior faculty willing to lessen research demands? I don't believe so. Will the teaching faculty reduce family and private time to work harder at teaching? I doubt it. Thus we have a dilemma.

Better teaching. The faculty must take the lead and deliver greater educational value. We need smaller classes of greater academic rigor where students are held far more accountable. And to those who claim that most classes currently taken by undergraduate students are small, let me remind them that most mass sections occur in the freshman and sophomore years. By the time our students become juniors, the undergraduate culture of learning is already set. The answer is not in giving teachers more students or more classes to teach but in giving them more time and encouragement to teach the current ones better. Then department heads and deans need to hold every teacher accountable for successful results.

This means we must make a far more serious effort to evaluate teaching. I have been hearing the same weak excuse for 24 years that there is no way to evaluate teaching accurately and fairly. I would suggest to you that it is not that difficult to identify top teachers and poor teachers, that the need to quantify results is overstated, and that right now the greatest impediment is that administrators are not motivated to invest the time and effort necessary to properly evaluate faculty. Teaching, once again, is not a high enough priority. But suppose we actually did identify the best and the worst teachers. Then something else has to happen. The best expect to be rewarded. And the worst need to be dealt with.

The rebuttal to smaller classes and increased rewards for outstanding teaching is that UGA just does not have the money. What do you want UGA to do, Stephenson? Raise tuition? My response is simple. UGA operates on a substantial budget. We have money. Adjust priorities.

What is it at a large public research university that characterizes extraordinary teachers?

I am immediately struck by the word "unselfish." They put the interests and needs of students ahead of personal gain.

"Courageous" is another term, for they are following the more difficult career path where every minute spent on teaching is a minute they know they could spend on more rewarding endeavors.

"Leaders" is another. The great teachers I know have been working for years to change the culture of learning and teaching at Georgia. They have been out front long before it was trendy and passionately advocating the need to teach better and sharing what they know to help others improve. They had the vision to see outside the academic box.

Great teachers change lives. They leave indelible marks on students. They help people believe in themselves. They teach far more than the subject matter. They consistently perform at high levels, and when they fall below their own high standards, they do not stop working until that class is superior. They are outstanding and revered role models. They are never forgotten.

So how do we identify the good and bad teachers, and how much of the good is out there?

This is an interesting question because of the many different environments in which people teach. For instance, a professional graduate school setting, an honors program course, and an undergraduate class of 300 students are all different. They neither all have the same degree of difficulty nor necessarily require the same teaching commitment. It is an administrator's job to learn the differences and factor this into evaluations. But that is just a start.

In the introduction to the book, I reviewed six characteristics of extraordinary teachers. One of my objectives was to establish teaching benchmarks. I encourage you to use this information because the identified traits are generic to the craft of teaching and apply to teachers across all academic disciplines.

UGA has many excellent teachers. I know they exist because I have worked with many, and they have received awards all over the campus. But teaching honors inadequately define teaching excellence. Look beyond the awards for other more specific evidence.

As a start, just listen and ask questions. People talk. Attempt to discover whom faculty, staff, and students are raving about as outstanding teachers. I believe in one afternoon I could determine a list of the perceived best and worst teachers in my college by just asking people to identify the top three and bottom three teachers in every department and why they chose them.

Syllabi, enrollment, and GPA information are helpful. What do the instructors teach? To how many? What do they ask students to do in the course? How accessible are they to students? How rigorous and valuable are the grading instruments? Are grades reasonable or inflated? The goal here is to determine what people teach, how, course integrity, and faculty effort and commitment.

Scan the vita. In a few minutes, I get a good impression of how important teaching is to an individual and how successful that teacher has been to date. A vita void of anything but a listing of courses taught is a bullhorn message to me. Where teaching is a high priority and highly successful, top teachers are proud to share the information.

Pay attention. Great teachers have considerable enthusiasm for teaching. In informal settings, committed teachers talk about teaching and seek ways to improve. I know faculty who have never once mentioned teaching in my presence. Why not?

And finally, judge teaching effectiveness over time--a long time. Everyone should be able to excel in classes that match their specialized research interests and passions. Regardless of the topic or setting, great teachers excel. And they don't make excuses for disappointing results. They fix them.

Will it have more? This is the central question. What will it take? And who is willing to change?