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ERIC Number: ED427587
Record Type: Non-Journal
Publication Date: 1998-Nov
Pages: 19
Abstractor: N/A
Reference Count: N/A
The Implications of Teaching Norms for the Improvement of Undergraduate Education in Teaching-Oriented Colleges. ASHE Annual Meeting Paper.
Eimers, Mardy T.; Braxton, John M.; Bayer, Alan E.
This study examined the normative support by college faculty at teaching-oriented colleges (Liberal Arts I and II institutions and community colleges) of six recommendations commonly offered for the improvement of undergraduate education and compared findings to a similar study at Research I and Comprehensive II institutions. Tenured full-time faculty (n=647) in the fields of psychology, mathematics, and biology at liberal arts and community colleges responded to a college teaching behaviors inventory, which requested faculty views on six recommended teaching behaviors: (1) encouragement of faculty and student contact; (2) systematic program of advisement; (3) feedback on student performance; (4) faculty knowledge of students; (5) fostering of egalitarianism and tolerance in the classroom; and (6) demonstration of a concern for improving college teaching. Results suggest that norms are in place for three of the six recommendations student advisement, prompt feedback, and egalitarian classroom atmosphere, which are the same three recommendations that receive support from faculty at research and comprehensive universities. (Contains 34 references.) (DB)
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A