During the past few decades, faculty developers within the United States and internationally have steadily become more aware of the need to do a better job of assessing their programs. They are part of institutions of higher education that are also growing more aware that they not only need to "support" learning by professors and students but they…

The author's book on integrated course design was published in 2003, and two years later he retired from the University of Oklahoma, in part to free himself up to respond to the requests that started coming from other campuses to do faculty workshops on this topic. However, one of the carry-over commitments at Oklahoma was to teach a graduate…

This article reviews the preceding articles and distills from that collection answers to three questions that all good teachers need to ask and answer. The preceding articles in this volume have been written by teachers who have used the ideas of integrated course design (ICD) in an effort to improve their teaching and their students' learning.…

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)

The personal and formal educational experiences of 97 new college geography teachers participating in a study of teacher preparation are described; their effects of the first year of teaching are analyzed; and the sorting process determining who goes where in the profession is described. (MSE)

Situational factors affecting the first-year teaching of 97 new college geography teachers in a study of teacher preparation are examined, including the type of appointment, status of the dissertation, teaching load, class size, perceived institutional characteristics and identification, institutional support, colleague companionship and support,…

A study of 97 new college geography teachers' preparation and adjustment to the profession revealed that they had a certain level of idealism and conservatism in what they tried to accomplish as teachers, and that their ability to achieve their educational goals was limited and varied from class to class. (MSE)

A study of 97 new college geography teachers revealed several problems in their preparation, situation, and performance. The teachers' recommendations at the end of their first teaching year are combined with the study's findings to suggest helpful actions by new teachers, their departments, graduate students, and graduate departments preparing…

A model of successful teaching that can be helpful to department chairpersons in assessing and improving lecture performance is presented. Four dimensions of teaching are identified: skills in classroom communication; decisions concerning instructional strategies; philosophy of knowledge, teaching, and learning; and attitudes toward students and…

An in-depth study of the problems and achievements of 100 new college teachers is reported and discussed, covering teacher training and experience; situational factors found to affect their teaching; the varying quality of performance; and recommendations for the teachers, departments hiring them, graduate students, and graduate departments. (MSE)

This article describes examples of five orientation programs for new college faculty (presemester centralized, presemester mandatory, during semester decentralized, during semester centralized, and adjunct faculty). A summary of results and costs considers attendance, value for individual faculty members, and value for the institution. (DB)