ERIC Number: ED298809
Record Type: RIE
Publication Date: 1988-Apr
Instructional Consultation with Feedback in Higher Education.
Brinko, Kathleen T.
The process of instructional consultation with feedback at postsecondary institutions is explored. In the past decade, instructional support to faculty has become a priority in many institutions of higher education. One popular method of helping faculty improve their teaching is through consulting with them about their teaching and feeding back information about their effectiveness in the classroom. Until now, there has been little systematic study of the process, so practitioners have few research-based guidelines for providing effective feedback. In this study, verbal interactions between instructional consultants and their faculty clients were examined. Results show that consultants spent most time listening or silently reviewing information, suggesting and discussing solutions, discussing information about their clients, and giving their opinions and interpretations. Clients spent most time listening or silently reviewing information, talking about themselves, and identifying and discussing problems. Consultants asked more questions than clients, but spent the same amount of time in silence, talking, and making statements. When novice and experienced consultants were compared, no differences were found in the amount of time they spent talking, opining, identifying problems, and suggesting solutions; also no difference was found in the number of questions they asked. Two models of consultation--Prescription and Collaborative--were the most frequently practiced by both novice and experienced consultants. Further research is needed to determine which model of consultation, under what conditions and with which kinds of consultants and clients, is most effective in producing change in instruction. Contains 27 references. (Author/SM)
Publication Type: Speeches/Meeting Papers; Reports - Research
Education Level: N/A
Sponsor: Northwestern Univ., Evanston, IL.
Authoring Institution: N/A
Note: Paper presented at the Annual Meeting of the American Educational Research Association (New Orleans, LA, April 5-9, 1988).