It is determined what conclusions might be drawn from studies on improving college teaching, both for researchers and those who design and implement instructional improvement programs. Findings for interventions are summarized by confidence rating, showing the relative attention given to topics and the quality of research from topic to topic.…

Every college teacher has a professional obligation to formulate and articulate a rationale for his or her instructional world. Faculty members' personal theories about teaching and learning are often implicit and likely to be inaccurate. When implicit theories become explicit, they can blend with formal theories to improve the practice of…

Good programs for recognizing exemplary college teaching are consistent with institutional mission and values, are grounded in research-based competencies and practices, recognize all significant facets of instruction, reward both collaborative and individual achievements, neither preclude nor replace the institutional reward system, call on those…

To be approached realistically, improvement of college teaching must be viewed from a faculty perspective. The real world of college teaching offers little information about objectives and outcomes. The situation can be changed most effectively by increasing available information and stimulating communication among faculty about instruction. (MSE)

An alternative method of approaching research on postsecondary learning and teaching that is designed to reduce redundancy is outlined, with illustrations from research on student ratings of courses and teachers and other topics. (MSE)

Implicit theories held by graduate teaching assistants were investigated. Information related to their theories-of-action was elicited through interview questions about what they mean by teaching, about how they respond to everyday classroom events, and about assumptions they make regarding those events. (MLW)

In award programs designed to honor exemplary college teaching, common problems include selection procedures and criteria, bias toward popularity, competition versus collaboration, questionable incentives, and use of special awards to replace continuing rewards. An effective teaching awards program will pass three tests of selection validity,…

Students on many campuses regularly evaluate their courses, and reports of these evaluations are sent to their instructors. Such feedback should result in improved teaching and in more positive evaluations, yet neither informal observation nor systematic studies reveal sizable feedback effects. The true effects of feedback of this kind are modest,…

This annotated bibliography provides a comprehensive guide to over 600 books and articles on teaching, learning, curriculum, and faculty development in colleges and universities. References are divided into the following sections and subsections and are alphabetized by author: overview of four literatures: teaching, learning, curriculum, faculty…

The variety of efforts made by several hundred small liberal arts colleges in the areas of classroom instruction, individual student supervision, academic advising, and orientation programs to foster a context in which student-faculty interaction becomes more likely is examined. (MSE)

The impact of 2-week summer workshops and weekend reunions on college faculty who participated in the Stanford Program for Faculty Renewal was assessed using a questionnaire completed by 123 workshop participants, workshop and reunion observations, and interviews with 18 persons at 10 campuses. About two-thirds of the respondents were associate or…

Results of a review of approximately 60 studies relevant to improving college teaching are considered, and a proposal for a study is presented. The interventions can be classified into four categories: workshops and seminars, grants for faculty projects, feedback from ratings by students, microteaching and minicourses, and protocol materials. It…

Research on instructional improvement interventions for college teachers is reviewed and implications for practice are briefly considered. Attention is directed to both the methodological soundness of the program evaluations and the findings of the studies. Interventions to assist faculty to change their teaching attitudes, roles, or activities…

A framework for articulating postsecondary instructional programs is described. The framework identifies two important sources of influence on programs: the type of institution within which the program operates and the program objectives. These factors influence both program components and how these components are linked and processes that are…