The ten finalists for the Council for Advancement and Support of Education's annual Professor of the Year award discuss how they keep from being bored and boring in their instruction despite teaching the same subject matter each year, and how they maintain the enthusiasm they had on entering the profession. (MSE)

The ten finalists for the Council for Advancement and Support of Education's annual Professor of the Year award affirm that teaching is the right career choice for them, and give their reasons. (MSE)

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…

The views of a group of college faculty within five years of retirement are presented concerning the perceived gains and losses in retirement, the role of values in retirement planning, and factors perceived to be important to their futures. The development of preretirement programs is also discussed. (MSE)

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)

The ten finalists for the Council for Advancement and Support of Education's annual Professor of the Year award discuss the most important quality, skill, or attitude thay want their students to have after a semester in one of their classes. (MSE)

The ten finalists for the Council for Advancement and Support of Education's annual Professor of the Year award give a variety of opinions about the most important ways students learn, stressing the multiplicity and diversity of individual learning strategies. (MSE)

College faculty who have successfully implemented small-group instruction address common concerns such as: reduced content coverage, reduced amount of learning, need for prerequisite learning, importance of solitary learning, colleagues' concerns, student resistance, logistics, evaluation, use of teaching assistants, and time requirements. (DB)

The ten finalists for the Council for Advancement and Support of Education's annual Professor of the Year award discuss their obligation as professors to do research, get grants, and publish in addition to teaching students. (MSE)

The ten finalists for the Council for Advancement and Support of Education's annual Professor of the Year award give a variety of responses, most concerning outlook, to a question about the single most important piece of advice they would give a beginning college teacher. (MSE)

Many college faculty are reluctant to examine and refine their own classroom communication skills, for a variety of reasons, but teachers should focus on developing the effectiveness of their classroom instruction through the student-teacher relationship. (MSE)

Mixing the academic culture of the classroom with the cultural diversity of its students often results unintentionally in an ethnocentric classroom, an extension of the mainstream Anglo culture. The teacher should know that some views of appropriate classroom behavior are likely to be foreign to some of the students. (Author/MSE)

A comparison of the acts and arts of teaching and loving suggests some similarities: that teaching is a revelation of the self more than it is the use of professorial postures, that authenticity is more important than authority, and that trust is essential. (MSE)

Nonverbal messages provide information to students about the instructor's preferences for interpersonal support, genuineness, and power, and have a direct impact on students' motivation to learn and attitudes toward content. (Author/MSE)

A study is outlined that evaluates the effectiveness of a program to train prospective college geography teachers by comparing those trainees with untrained teachers after one year of teaching experience. The study gathered information on teacher intentions, situations, feelings, and judgments about their profession. (MSE)