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ERIC Number: EJ1057152
Record Type: Journal
Publication Date: 2009
Abstractor: As Provided
Reference Count: 7
What Do Professors Want to Learn to Improve Their Teaching?
Mather, Jennifer A.
Collected Essays on Learning and Teaching, v2 p8-14 2009
This paper recounts the author's experience with giving a Needs Assessment for improvement by university teachers. Subjects were from the University of Lethbridge and the 2008 Society for Teaching and Learning in Higher Education (STLHE) conference session. Teachers at the University (n = 77) indicated they could spend 5-15 hours in teaching development per semester and wanted a variety of information access but favoured quick one-hour workshops. STLHE participants (n = 34) were willing to attend three-hour workshops and spend more time per semester (over 20 hours) improving their teaching. Topics that both groups wanted to hear about were teaching efficiently, using student feedback, fostering critical thinking, and marking fairly. STLHE participants were more interested in fostering group work, student writing, and dealing with student disabilities and diversity, whereas the University sample cared more about preventing cheating and presenting the results of their teaching for promotion and tenure. All in all, there were many things that teachers wanted to learn.
Descriptors: College Faculty, Teacher Attitudes, Teacher Improvement, Instructional Improvement, Needs Assessment, Faculty Development, Access to Information, Workshops, Teacher Participation, Teaching Methods, Feedback (Response), Teacher Student Relationship, Critical Thinking, Grading, Group Activities, Writing Instruction, Disabilities, Student Diversity, Cheating, Foreign Countries
Society for Teaching and Learning in Higher Education. 1280 Main Street West, Mills Library Room 504, Hamilton, Ontario L8S 4L6, Canada. Tel: 905-525-9140; Web site: http://www.stlhe.ca
Publication Type: Journal Articles; Reports - Research; Tests/Questionnaires
Education Level: Higher Education; Postsecondary Education
Authoring Institution: N/A
Identifiers - Location: Canada