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• W202396306 abstract "praise loudly, I blame softly. --Catherine the Great Frequently university students as well as faculty and administrators need to be reminded of Catherine the Great's advice: we are wise to affirm the in others. Knowing how powerful [celebration] is, it is shocking how overlooked it is in most areas of life, especially (Clifton 177). Blanchard adds that, while individuals far prefer receiving praises over one-minute reprimands, evaluation practices more frequently find individuals seeking to catch others doing something wrong rather than catching others doing something right (76-85). Although the culture of honors education traditionally promotes and recognizes excellence in student performance through multiple rituals such as postings on Dean's Lists and induction into academic honor societies, we often neglect affirming quality teaching. Considerable research has shown affirmation of work is essential to productivity. Hackman and Johnson claim compliments, celebrations, and other rewards play an important role in effective leadership, helping create productive communities (106). Thus, withholding recognition of quality is a missed opportunity, well-placed praise produces positive outcomes and helps preclude the negativity flows from low morale. Nuhfer suggests, instance, student affirmation of heightens an educator's self-esteem and enthusiasm [which] are important traits successful teaching (21). Smith observes harboring the attitude individuals do not need affirmation because they are doing their job or that is what they are getting paid for results in low morale and reduced performance level (57). Wheelan notes, Positive feedback increases cohesion ... and facilitates group development (78). Finally, Gardner suggests nothing is more vital to the renewal of an organization than the arrangements by which able people are nurtured, yet he bemoans the reality organizations [i.e., universities] are more often preoccupied with running a tight ship than with developing and praising people (127). At universities, faculty members often find praise hard to come by. True, classes conclude with an opportunity student feedback, but these last-moment attempts to gain insightful reflections occur when students want to bolt from the classroom as quickly as possible to meet more pressing deadlines. In a technological age, social media have made attempts to address the lack of evaluative feedback available on by creating such websites as ratemyprofessor.com (RMP). However, these websites have their detractors. Most notably, critics of the widely accessed RMP charge students equate good teachers with easy graders. Edward Nuhfer argues, Pseudo-evaluation damages the credibility of legitimate evaluation and victimizes individuals by irresponsibly publishing comments about them derived from anonymous sources. This is voyeurism passed off as 'evaluation' and examples. Neither nor provides faculty evaluation through criteria might be valuable to a student who seeks a professor conducive to their learning, thinking, or intellectual growth (2). Further research cautions exclusive rewards produce negative effects, including ruptured relationships because only a few individuals are recognized (Cohn). Indeed, we experienced some of this backlash in the early years of our honors college as we attempted to host a Teacher of the Year award. This award proved problematic on a number of fronts. First, the recognition typically went to a faculty member within the honors college. While recognizing those colleagues who give their time and talents to honors education is praiseworthy, the award rang hollow on the larger campus as perceptions of inbred favoritism abounded. …" @default.
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• W202396306 date "2012-01-01" @default.
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• W202396306 title "Affirming Quality Teaching: A Valuable Role for Honors" @default.
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