Descriptor
Source
| New Directions for Teaching… | 4 |
Author
| Braskamp, Lawrence A. | 1 |
| Knapper, Christopher | 1 |
| Ory, John C. | 1 |
| Piccinin, Sergio | 1 |
| Svinicki, Marilla D. | 1 |
Publication Type
| Journal Articles | 4 |
| Opinion Papers | 4 |
| Information Analyses | 1 |
Education Level
Audience
Location
Laws, Policies, & Programs
Assessments and Surveys
What Works Clearinghouse Rating
Peer reviewedKnapper, Christopher; Piccinin, Sergio – New Directions for Teaching and Learning, 1999
This introduction to a special issue on using consultants to improve teaching in higher education considers the origins and rationale for instructional consulting, raises some questions about the conceptual underpinnings for consulting practice, examines who offers and who sells consultation, and urges training in consultation skills and greater…
Descriptors: Consultation Programs, Higher Education, Instructional Improvement, Teaching Models
Peer reviewedBraskamp, Lawrence A. – New Directions for Teaching and Learning, 2000
Braskamp uses four questions to focus his discussion on the improvement of faculty evaluation: (1) Why do we assess? (2) What are the standards and criteria of quality and effectiveness? (3) What do we assess? (4) How do we assess? (JM)
Descriptors: Educational Principles, Faculty Development, Faculty Evaluation, Higher Education
Peer reviewedOry, John C. – New Directions for Teaching and Learning, 2000
Ory emphasizes four processes in assessing faculty: examining the craft of teaching; faculty members reflecting on the quality of and standards for their work; receiving feedback from others with the expectation that faculty will improve and assessing the work of others by focusing on the value of the work. (JM)
Descriptors: Educational Practices, Educational Principles, Faculty Development, Faculty Evaluation
Peer reviewedSvinicki, Marilla D. – New Directions for Teaching and Learning, 1999
Reviews recent research on student learning and motivation and applies conclusions to college instruction. Examines findings and instructional implications of the behaviorist model, the cognitive model, metacognition, learner-centered models, the unique learner, and motivation from a learning perspective. Concludes that the biggest variable in…
Descriptors: College Instruction, Higher Education, Learning Processes, Metacognition
