In this chapter the authors examine how the social group identities of faculty members are reflected in their pedagogical encounters and practices. More particularly, they consider how faculty members with different social group identities deal with two issues commonly faced by all faculty: questions about their subject matter expertise and…

Classroom assessment techniques were used in a large survey college course in psychology to monitor student performance and collect other forms of student feedback. As a result, student-teacher role relations changed, the teacher adopted the role of learning coach and reduced lecture content, and the classroom environment was enlivened. (MSE)

Teaching assistant supervisors accept responsibility or overseeing the work and professional development of one or more teaching assistants. The complexity of such responsibility, the teaching assistant supervisor role, understanding teaching assistants from a developmental perspective, etc. are discussed. (MLW)

The nature of mentoring and the role of faculty in mentoring college students are discussed, and some guiding principles in the mentoring relationship are outlined. These address the quality of communication between mentor and student, the mentor's role as sounding board and knowledgeable reference, understanding one's own limitations, helping…

Views of teaching assistants (TAs) concerning the significance and impact of the job are considered, along with their interactions with the college and students. Teaching competence, knowledge, facilitating learning, TAs' responsibilities to the student, and feedback to TAs are also covered, including first person comments of three TAs. (SW)

A conceptual framework is provided to help college teachers find ways to include meaningful learning activities in their classes, regardless of teaching style, course objectives, or students' level of experience. Examples are offered from literature and nursing courses. Additional issues discussed include the teacher's role perception and concerns…

Through their own pedagogically oriented inquiry-based learning, teachers become better prepared to support an increasingly diverse student population in their learning.

Faculty need to be supported and encouraged to integrate disciplinary research and scholarship into undergraduate courses and programs in ways that are beneficial to their students' learning. (Contains 1 figure.)