The qualitative study on which this article is based examined key individuals' perceptions, both within a research university community and beyond in its external governing board, of how to improve benchmarking as an accountability method in higher education. Differing understanding of benchmarking revealed practical implications for using it as…

The University of Georgia has implemented a program in which junior faculty members are matched with senior faculty mentors. Despite some scheduling problems, the program has succeeded in providing participants with valuable suggestions on improvement of classroom practices. (MSE)

A discussion of the importance of faculty renewal and positive attitudes toward teaching suggests five ways to keep energy and excitement in teaching, including focusing more on students, allowing students more responsibility, using varied teaching methods, taking on teaching challenges, and planning periodic activities away from the classroom.…

While student evaluations of teaching performance can provide useful feedback on faculty, particularly on dimensions of course delivery, there are serious limitations. Bias and distrust are often overlooked in interpreting student ratings. An inappropriate use is in rank-ordering faculty in a department. Student evaluation data must be integrated…

A survey of 31 instructional leaders in higher education investigated their perceptions of the importance of 26 teaching competencies in effective college instruction. Results confirmed that, for the most part, these competencies were considered essential and were found comparable to competencies identified for teaching assistants in previous…

The viewpoint that a college teacher's knowledge of subject matter is sufficient for good teaching is criticized because it (1) suggests that the teaching process requires minimum commitment and effort; (2) fails to value appropriately the needs of students; and (3) connotes closed-mindedness, even arrogance, at odds with productive human…

A discussion of college faculty development in the United States reviews the past 30 years' history and considers what is needed for the movement to be fully institutionalized. A broader approach to faculty development, addressing all areas of faculty endeavor and not just scholarly pursuits, is recommended. (MSE)

A study used the Delphi technique to validate teaching competencies of graduate teaching assistants. A panel of 17 experts in teaching assistant support and training validated 26 competencies as important but also suggested some depend on specific responsibilities assigned to the teaching assistants. (Author/MSE)