Improving College Teaching: A Critical Review of Research Export

@article{citeulike:3519807, abstract = {Studies of interventions to improve college teaching cluster in five categories: grants for faculty projects, workshops and seminars, feedback from student ratings, practice-based feedback (microteaching and minicourses), and concept-based training (protocols). Seventy-one reports provide 97 analyses of dependent variables that are presumably affected by these interventions. Most comparisons (78\%) support the intervention being studied, although the support rate in only those studies in which we have high confidence is considerably lower (62\%). More exploratory qualitative studies as well as more rigorous experimental investigations, perhaps involving cross-campus collaboration, are needed. Despite methodological flaws, available research can guide the design of teaching improvement programs, particularly those using student ratings feedback and concept-based training.}, author = {Rose, Judith L. and Menges, Robert J.}, citeulike-article-id = {3519807}, citeulike-linkout-0 = {http://dx.doi.org/10.2307/1170213}, citeulike-linkout-1 = {http://www.jstor.org/stable/1170213}, doi = {10.2307/1170213}, issn = {00346543}, journal = {Review of Educational Research}, keywords = {college, review, ta, teaching}, number = {3}, pages = {403--434}, posted-at = {2008-11-16 01:48:55}, priority = {2}, publisher = {American Educational Research Association}, title = {Improving College Teaching: A Critical Review of Research}, url = {http://dx.doi.org/10.2307/1170213}, volume = {51}, year = {1981} }

TY - JOUR ID - citeulike:3519807 L3 - citeulike-article-id:3519807 N2 - Studies of interventions to improve college teaching cluster in five categories: grants for faculty projects, workshops and seminars, feedback from student ratings, practice-based feedback (microteaching and minicourses), and concept-based training (protocols). Seventy-one reports provide 97 analyses of dependent variables that are presumably affected by these interventions. Most comparisons (78%) support the intervention being studied, although the support rate in only those studies in which we have high confidence is considerably lower (62%). More exploratory qualitative studies as well as more rigorous experimental investigations, perhaps involving cross-campus collaboration, are needed. Despite methodological flaws, available research can guide the design of teaching improvement programs, particularly those using student ratings feedback and concept-based training. IS - 3 JF - Review of Educational Research SN - 00346543 EP - 434 TI - Improving College Teaching: A Critical Review of Research PB - American Educational Research Association VL - 51 SP - 403 KW - college KW - review KW - ta KW - teaching AU - Rose, Judith AU - Menges, Robert PY - 1981/// UR - http://dx.doi.org/10.2307/1170213 ER -