ERIC Number: ED396615
Record Type: RIE
Publication Date: 1995
Reference Count: N/A
Taking Teaching Seriously: Meeting the Challenge of Instructional Improvement. ERIC Digest.
Paulsen, Michael B.; Feldman, Kenneth A.
Based on a longer report with the same title, this digest summarizes current efforts to increase the quality of college teaching. The report uses a model that views strategies for improving instruction as helping motivate individual faculty members to improve their teaching by actively changing (and maintaining) certain of their instructional attitudes and practices. The model focuses on utilizing varieties of informative feedback from such sources as colleagues and consultants, department chairs, students, and self that are facilitated by a supportive teaching culture. The report addresses the following concerns: (1) characteristics of a supportive teaching culture (such as administrator support for instructional improvement); (2) strategies to help college teachers evaluate themselves (such as self-reports); (3) the role of students in improving teaching (through teacher and course evaluations); (4) the role of colleagues, consultants, and department chairs (faculty collaboration through peer observation and provision of feedback); (5) the special needs of new and junior faculty (workshops and mentoring programs); and (6) the role of the college (strengthening of supportive teaching cultures). (DB)
Descriptors: College Faculty, Educational Environment, Feedback, Higher Education, Instructional Improvement, Reflective Teaching, Self Evaluation (Individuals), Student Evaluation of Teacher Performance, Teacher Evaluation, Teacher Improvement
ERIC Clearinghouse on Higher Education, One Dupont Circle, N.W., Suite 630, Washington, DC 20036-1183 ($1).
Publication Type: ERIC Publications; ERIC Digests in Full Text
Education Level: N/A
Sponsor: Office of Educational Research and Improvement (ED), Washington, DC.
Authoring Institution: ERIC Clearinghouse on Higher Education, Washington, DC.; George Washington Univ., Washington, DC. Graduate School of Education and Human Development.
Identifiers: ERIC Digests
Note: For the full report, see HE 029 245.