Open AccessTeaching Improvement Practices: New Perspectives
Author(s) -
Wright W. Alan,
O'Neil M. Carol
Publication year - 1994
Publication title -
to improve the academy
Language(s) - English
Resource type - Journals
ISSN - 2334-4822
DOI - 10.1002/j.2334-4822.1994.tb00254.x
Subject(s) - summative assessment , respondent , judgement , quality (philosophy) , medical education , higher education , public relations , psychology , political science , pedagogy , formative assessment , medicine , philosophy , epistemology , law
The movement to improve the quality of teaching and learning in higher education has gained increasing importance over the last several years. Policies and programs aimed at enhancing instruction are becoming commonplace as post‐secondary institutions strive to provide a high quality educational experience for students. The impact of different teaching improvement practices varies, and decision‐makers in universities and colleges need to know where best to place their efforts and resources. The experienced judgement of teaching improvement practitioners can assist others in making these decisions. This study examines the results of surveys of key instructional development role players at universities and colleges in the United States and in Canada and compares the responses of the two respondent groups. Respondents rated the potential of 36 practices to improve teaching at their respective institutions. Analysis revealed patterns of agreement and disagreement within and between the U.S. and Canadian respondent groups. The leadership of deans and department heads and employment policies and practices were seen as having the greatest potential to improve teaching. Respondents had the least confidence that summative evaluation of teaching would improve instruction.