Assessment of college teaching is viewed broadly as the gathering of information for understanding and improving teaching as well as judging its quality. It is seen to play a crucial support role at each stage of instructional development: problem clarification, instructional design/redesign, and field testing and implementation. (MSE)

Discussed is the renewed attention given in the education of engineers to documentation and information. A framework for training in the command of specialized or professional information is presented. The objectives that should be pursued in terms of training for the command of specialized information are described. (KR)

When faculty include assessment as part of the learning process, student learning and teaching are both enhanced. Faculty must integrate expected learning outcomes, assessment, and feedback mechanisms to clarify what should be taught, expectations of students, collaboration with other faculty, and evaluation quality to judge learning and teaching.…

Grades should be a way for teachers and students to communicate about student performance. Using grades to rank and sort is detrimental to learning and to the development of a stimulating and supportive academic climate. (Author)

With resource-based learning projects, college students at the Philadelphia College of Pharmacy and Science develop a better sense of the information resources available, the nature of scientific literature, and the characteristics of scientific writing. Faculty motivations, benefits, and disappointments with this approach are addressed.…

Argues that college faculty evaluation policies, procedures, and criteria emphasize technical rather than substantive aspects of teaching, focus on process over outcomes, lack strategic concern for institutional use of evaluation data, and deemphasize discipline. Recommends evaluating three aspects of teaching (planning, implementation, results),…