THE PROBLEM OF ACHIEVING DELINEATION OF COLLEGE TEACHING BEHAVIOR IS INVESTIGATED. THE STUDY HAS FOUR OBJECTIVES--(1) TESTING THE EFFECTIVENESS OF A SEMANTIC DIFFERENTIAL SCALE AS A MEANS OF DESCRIBING INSTRUCTOR BEHAVIORS AS OBSERVED BY STUDENTS, (2) TESTING THE EFFECTIVENESS OF CERTAIN SINGLE ADJECTIVES PURPORTED TO BE DESCRIPTIVE OF INSTRUCTOR BEHAVIORS, (3) UTILIZING OBTAINED RATINGS OF INSTRUCTORS TO DIFFERENTIATE BETWEEN STUDENTS' VIEWS OF INSTRUCTORS IN DIFFERENT MAJOR AREAS OF ACADEMICS, AND (4) RELATING OBTAINED DESCRIPTIONS OF INSTRUCTORS TO JUDGED EFFECTIVENESS. THIRTEEN SINGLE ADJECTIVES, 12 BIPOLAR PAIRS, AND ONE SINGLE ITEM GLOBAL JUDGMENT OF TEACHING EFFECTIVENESS COMPRISED A RATING SCALE WHICH WAS ADMINISTERED TO 4,916 UNDERGRADUATE STUDENTS IN THE CLASSES OF 116 LIBERAL ARTS INSTRUCTORS IN HUMANITIES, NATURAL SCIENCES, AND SOCIAL SCIENCES. FOUR MAJOR CONCLUSIONS WERE REACHED--(1) COLLEGE STUDENTS CONTINUE TO BE RELIABLE IN THEIR DESCRIPTIONS OF INSTRUCTORS, (2) ONLY THE ADJECTIVE "STIMULATING" RELATED HIGHLY TO THE GLOBAL JUDGMENT OF EFFECTIVENESS SO THAT FURTHER RESEARCH WITH ADJECTIVE LABELS FOR BEHAVIOR MAY BE FUTILE, (3) THE SEMANTIC DIFFERENTIAL SCALE CONTRIBUTED NOTHING TO THE DESCRIPTION OF INSTRUCTOR BEHAVIOR, AND (4) WIDE VARIANCE WAS EVIDENCED BETWEEN INDIVIDUAL INSTRUCTORS ON ALL THE SEPARATE ITEMS OF THE SCALE INCLUDING THE GLOBAL JUDGMENT OF EFFECTIVENESS. (HW)