Dear Editor:
Your analysis on the importance of questioning “how” we are taught in last week’s editorial is critical; I hope it has generated much discussion among students and faculty. There are a few points I’d like to add.
For example, in your discussion of course critiques, it is unfortunately all too easy for professors and chairs to dismiss the results based on a lack of responses. Greater accountability, such as demonstrated response to recurring problems, initiatives to hone skills and critical discussions with students can help our evaluation mechanisms go beyond the feedback form.
Your comment about students giving critical feedback to professors is important, but it is even more important for professors to self- and peer-evaluate. There are many studies and conferences on better teaching: Why do we not have more resources dedicated to bringing these resources to our professors? Why do we not have the chair or another designated individual directly responsible for improving teaching quality, and not just evaluating it?
While I agree emphasizing entrepreneurship does not serve a majority of the students, I think this is a false dichotomy. What more can professors be doing to include entrepreneurial and innovative thinking into the classroom?
Faculty: Are we saying things you disagree with? You expect us to constantly challenge ourselves and improve. What are you doing to improve the quality of undergraduate education? Let us know!