The effects of an innovative method of instruction on cognitive and attitudinal outcomes were examined. The method combined the techniques of large and small group instruction. Findings suggest that large group instruction, when combined with small group interaction, may provide a satisfactory alternative to traditional instruction. (LBH)

The evaluation process as it affects teacher improvement was examined at Carleton College. Assumptions were made regarding the nature and use of student evaluation of teaching and from them a series of procedures was created for securing student evaluations in written form. (LBH)

Some of the implications of the failure of graduate schools to help students find constructive solutions to societal problems are considered. This issue is seen as a crucial one since graduate students are not only teaching assistants, with a major share of the burden of undergraduate education, but become university professors and secondary…

Recent studies show that universities generally are credited with doing a good job in training graduate students in research, but not in preparing them to teach. Implications and examples of training programs are discussed. (LBH)

The effects of a structured instructional approach and of an inquiry-based instructional approach on the abilities of teachers to read and interpret research literature in education were examined in a study using 69 graduate students. Both methods proved effective, and the results indicate that improved interpretation skills can be taught. (LBH)

Research on the validity of student rating scales of teacher performance is inconsistent, and the issue of why the scales are used needs examination. Until their criterion validity is raised to correlations of .7 to .8 or construct validity can be established, results should not be used in making tenure decisions. (MSE)

Suggestions for improving the design and use of student evaluation forms include tailoring the forms to the class needs and format, wording statements carefully, training students to evaluate performance, allowing ample time for completion, handling the evaluation procedure without involvement of the professor, and eliminating student anonymity.…

Combining period objectives and base evaluations creates an environment of continuing education in a well-functioning college. Specific and measurable attainment can be documented under the heading of "Period Objectives" including: preparation and publication of articles, performance of research projects, and presentation of scholarly papers. (MLW)

Higher education should serve the long-term intellectual needs of the student. The only way to measure real learning is by what it does to the individual student's intellectual growth. A three-step approach to internalize, integrate, and subjectify knowledge is discussed. (MLW)

A study concerned with attitudes and achievement in a speech communication course is reported. Of three methods of instruction, the small class-individual instructor technique prompted more favorable student attitudes than did the 40- or 80-student lecture treatments. (Editor/LBH)

A department chairman from Denison University offers a reminder that to educate means to lead or guide, rather than what teachers have mistakenly believed or practiced. Various pressures for professorial role change are cited, including the Dalton Plan and contract learning. (Editor/LBH)

Some major learning theory principles are reviewed and suggestions are made for integrating them into the process of education at the college or graduate school level. The theories deal with reinforcement, behavior modification, reactive inhibition, cognitive maps, incidental learning, retroactive inhibition, proactive inhibition, and spontaneous…

The teaching responsibilities of a professor particularly make him a professional, as pointed out by a faculty member of the U. S. Air Force Academy. He suggests that a teacher's professionalism can be transmitted to his students. (Editor/LBH)

A review of the literature dealing with faculty load in colleges and universities from 1929 reveals that this problem has not been resolved satisfactorily in any institution. Two plans are described for determining assignment loads. (Author/LBH)

A sample of the relatively recent literature is reviewed in an effort to determine whether research and teaching facilitate or compete with each other. Examples are cited of essay-type articles in both popular magazines and scholarly journals, survey articles, reports of funded research projects, and evaluations of instruction. (LBH)