佐治亚大学教师晋升中的教学地位调查

A Case Study on the Status of Teaching Evaluation in Faculty Promotion System at the University of Georgia

This paper explores the status of teaching in the process of faculty promotion via interviewing 50 faculty members and administrators at the University of Georgia. Our main findings are drawn in two aspects. First， the status of teaching equals that of scientific research and social service in official document，while there is an obvious order among the three factors in the implementation of policy， indicating scientific research first， teaching second and social service third. Second， student evaluation and peer evaluation are two main supporting evidence of one's teaching ability. The reasons for these results are complicate. The essential property of research university， pragmatism in American culture and the great energy needed in teaching could explain why the status of teaching is lower than research. Whereas，why the status of teaching is higher than services is connected with the traditions of The University of Georgia， the position of a public university and the essential mission of a university.