ERIC Number: ED131111
Record Type: RIE
Publication Date: 1976-Apr
Reference Count: 0
An Evaluation of a Teaching Improvement Process for University Faculty.
Erickson, Glenn R.; Sheehan, Daniel S.
Forty faculty volunteers from 30 departments were randomly assigned to one of three experimental conditions: "full process," with teaching performance data collection, feedback, diagnosis, applied instructional improvement strategies and data re-collection; "diagnostic," which excluded the applied improvement strategies; and "data collection only." Full process and diagnostic condition faculty were assisted throughout by graduate student "teaching improvement specialists." Late semester findings were that full process instructors considered the process to be effective, worth their time and effort, and appropriate for their peers. There were no across treatment differences in faculty attitudes or self-ratings of teaching skill improvement, need for improvement, or overall teaching competence. Nor were there consistent across treatment differences in their students' attitudes or ratings of instructor teaching skill and improvement. (Author)
Descriptors: Classroom Observation Techniques, College Faculty, College Instruction, Feedback, Graduate Students, Higher Education, Inservice Teacher Education, Instructional Improvement, Program Effectiveness, Program Evaluation, Questionnaires, Student Attitudes, Teacher Attitudes, Teacher Effectiveness, Teacher Evaluation, Teacher Improvement, Teaching Skills, Videotape Recordings
Publication Type: Reports - Research
Education Level: N/A
Authoring Institution: N/A
Note: Paper presented at the Annual Meeting of the American Educational Research Association (60th, San Francisco, California, April 19-23, 1976)