Featured Columns that they shoulder the entire responsibility for student learning and must accommodate every student circumstance. In this view, apparently, students need do nothing, any lack of learning represents a failure solely for teachers, and some teachers bow to most student requests; other actions yield low evaluations and a denial of contract renewal or tenure. While some of these faculty may consciously have chosen the faculty-as-servant model, these conversations raise questions regarding appropriate roles and actions for faculty. More often, I expect schools and faculty seek some middle ground. Generally, schools for young children pay considerable attention to personal needs and include some parental roles. As students get older, schools expect students to take greater responsibility. In high school and college, faculty often have different expectations and take different roles for first-year students than for seniors three or four years later. Since most SIGCSE members teach computer science, we now consider expectations for schools, faculty, and courses after the primary years. In any model, some expectations seem common. Faculty understand the discipline and take primary responsibility for curricula. Consistent with in loco parentis, faculty identify key elements, motivating degree requirements for graduation and course requirements for a
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What teachers should, can, and cannot do
Walker, Henry M.
Follow ACM SIGCSE Bulletin
, Volume 36 (2)
Association for Computing Machinery – Jun 1, 2004
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