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Taking Teaching Seriously: Meeting the Challenge of Instructional Improvement

其他書名	ASHE-ERIC/Higher Education Research Report, Number 2, 1995 (Volume 24)
出版	Wiley, 1995-03-14
主題	Education / GeneralEducation / Administration / GeneralEducation / Schools / Levels / HigherEducation / Teaching / GeneralEducation / Teacher Training & Certification
ISBN	18783806649781878380661
URL	http://books.google.com.hk/books?id=F5A0AAAAMAAJ&hl=&source=gbs_api

註釋This report reviews the research and literature on the improvement of college teaching through use of a model that stresses a supportive teaching culture and helps motivate individual faculty members to improve their teaching by utilizing a variety of sources of informative feedback. The sources include: colleagues and consultants, department chairs, students, and self-evaluation. The report provides: (1) an examination of the nature of instructional improvement and the challenge of motivating faculty to improve their teaching through identifying, making, and maintaining necessary changes; (2) an exploration of important factors in the creation of a supportive campus teaching culture; (3) explanations and illustrations of five sources of feedback for improving instruction (teachers themselves, students, colleagues, consultants, and department chairs); and (4) an analysis of the special needs of new and junior faculty for instructional improvement. The following characteristics of a culture supportive of teaching improvement are identified: administrator support; shared values about the importance of teaching and involvement of faculty in instructional improvement programs; an expanded view of scholarship; a requirement that effective teaching be demonstrated as part of the hiring process; faculty interaction and collaboration; a faculty development program; effective department chairs; and connection of tenure/promotion decisions to teaching evaluations. (Contains approximately 250 references.) (DB).