Archives for posts with tag: Teaching

Interest in teaching also suffers because of the fact that the career advancement (promotions, awards/recognitions) are almost entirely based on research productivity with quality of teaching having little consideration. Although the students’ evaluation of teachers is in principle a necessary requirement (at least in departments/universities recognized by UGC-recognized under the SAP or UPE programs or those accredited by the NAAC), this very constructive activity is rarely undertaken and even if undertaken for record sake, the students’ assessment of teachers is very rarely actually utilized for faculty assessment. Unfortunately, the current UGC guidelines for teachers’ eligibility for promotions etc also do not provide any incentive for teaching! The UGC and the university governance system must rectify this serious lacuna.

I personally believe that teaching does not really hamper research, rather it helps generate newer ideas/questions. Teaching requires much wider reading and interactions with a large number of creatively active students. Both these provide opportunities to think of one’s own research in seemingly different backgrounds, which may be expected to foster better integration. Thus if good facilities and congenial environment is created in the universities, the faculty members would have the double advantage of good research and satisfaction/pleasure of teaching.

Students fail to learn algebra or teachers fail to teach? Put algebra aside said NYT

we found here a text on a set of high profile people that was discovered that gain some academic degree with plagiary.

The problem is deep-rooted and systemic. Professors in Germany tend to work alone, with their subordinate research groups. Most will not criticise other professors, and they do not discuss problems, full stop. There is no official vetting or oversight.

For decades in Germany there has been a creeping toleration of scientific misconduct, a looking away when lines were crossed. Anyone who spoke out was quickly silenced. Honest scholars have felt frustrated at seeing others getting away with cutting corners.

Some teachers at the University of Cottbus are furious that a PhD dissertation containing massive text parallels on 40% of its pages has been officially declared to suffer only from “technical weaknesses”.

But people are speaking up, and plagiarism is being discussed in every university, even if many are unsure what to do.

Better education about plagiarism and good scientific practice is essential.

Dissertations need to be published online with open access to permit easy checking, and a random sample of theses defended in the past five years needs to be reviewed in order to identify weak points. However, there is currently no funding for such measures, so it’s unclear whether German universities will really get serious about plagiarism, or keep muddling on.

Evidence suggests this is not an exclusively German plague, so similar measures may be required in other European countries too, possibly all, to ensure that higher degrees awarded in Europe’s universities continue to attract the respect they deserve.

Although the article is mainly concerned with Germany language and Germany tradition, we know that plagiarism is a current practice of our students.