Do Faculty Prefer to Teach Introductory Undergraduate-Level Courses or Advanced Graduate-Level Courses?

Faculty preferences for teaching introductory versus advanced courses can vary widely based on individual interests, expertise, and career goals. Several factors influence these preferences, including personal teaching philosophy, career stage, teaching load, institutional needs, and student interaction preferences.

Interest and Expertise

Introductory Courses

Engaging with a broad range of students Introducing foundational knowledge and skills Positive impact on students' development

Some faculty members enjoy teaching foundational courses as they allow for a broader engagement with students and help introduce them to the subject matter. These courses can be rewarding because faculty members see students develop fundamental skills and knowledge, laying the groundwork for future learning.

Advanced Courses

Deeper engagement with specific topics More motivated and knowledgeable students In-depth discussions and research-oriented projects

Other faculty may prefer teaching advanced courses. These courses allow for a more profound and detailed exploration of specific topics, making it easier to engage with students who are more motivated and already have a solid foundation in the subject matter. Teaching advanced courses often involves more in-depth discussions, research-oriented projects, and the opportunity to push the boundaries of the subject matter.

Career Stage

Early-Career Faculty

Teaching introductory courses as they establish their teaching style and build relationships with students

Early-career faculty members, who are still establishing their teaching style and building rapport with students, are often assigned more introductory courses. This helps them gain experience and develop their teaching skills.

Established Faculty

Opportunities to teach advanced courses aligning with their research interests

More experienced faculty members often have the opportunity to teach advanced courses, which align more closely with their research interests and allow them to contribute to the academic community in a more specialized way.

Teaching Load and Balance

Course Balance

Teaching both introductory and advanced courses for a diverse teaching experience

Some faculty members prefer to balance their teaching load by teaching both introductory and advanced courses. This provides a variety of teaching experiences and helps them stay engaged in a wide range of academic activities.

Institutional Needs

Departmental and Institutional Needs

Teaching assignments based on enrollment numbers, departmental requirements, or curricular changes

Institutional needs play a significant role in faculty assignments. Courses may be assigned based on enrollment numbers, departmental requirements, or curricular changes. Faculty members are often required to teach courses that meet these needs, regardless of their personal preferences.

Student Interaction

Class Size and Interaction

Large class sizes in introductory courses with diverse student populations Small class sizes in advanced courses for personalized interaction

Student interaction preferences also influence faculty choices. Introductory courses often involve larger class sizes and a more diverse student population, which can be appealing for those who enjoy outreach and mentoring. Advanced courses, on the other hand, typically have smaller class sizes, providing a more intimate and personalized learning environment.

Conclusion

No One-Size-Fits-All Answer

Ultimately, there is no definitive answer. Faculty preferences can depend on personal teaching philosophy, departmental needs, and individual experiences. Some may find fulfillment in teaching introductory courses, while others thrive in advanced settings.

Understanding the diverse factors that influence faculty preferences can help institutions better meet the needs of both their students and their faculty members. By providing a range of teaching opportunities, institutions can support the professional growth and satisfaction of their academic staff.