Abstract
This study examines the rates of faculty advancement during the formative years (1965 – 77) of the University of California at Santa Cruz. An explicit goal of the campus administration was to obtain high-quality undergraduate teaching from faculty members who were to be appraised on the basis of universitywide criteria that emphasize research. Previous studies of faculty advancement have shown little or no reward for high-quality teaching, but this study finds a significant relationship between faculty advancement and quality teaching, in addition to the usual relationship with length of service and publications. Also, the effect of quality teaching is weakest in the division that least conforms to the unique aspects of the college. The author concludes that the institutional environment can influence the faculty reward structure to promote improved teaching.
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