From research to practice: Tying it all together

✍ Scribed by Joanna B. Boehnert; G. A. B. Moore

• Publisher: John Wiley and Sons
• Year: 1985
• Tongue: English
• Weight: 589 KB
• Volume: 1985
• Category: Article
• ISSN: 0271-0633
• DOI: 10.1002/tl.37219852309

✦ Synopsis

Institutional support cannot be ignored in considering the need to change attitudes toward and facilitate improvement in university teaching (Davis and others, 1982).

Although there have always been individual faculty members who experiment with ways to improve their teaching, it was not until there was fairly widespread recognition and support of systematic teaching improvement that structures were established within colleges and universities to facilitate and promote effective teaching. For example, prior to the last decade or so, sabbatical leaves were probably the primary means for faculty members to improve their teaching expertise (Pellino and others, 1981), although sabbaticals in both past and present are more often used for furthering faculty research or subject-matter competence. Personal experience would suggest, and others concur (Harding and others, 1981), that the initial impetus for institutional attention to teaching improvement was provided by the student movement of the 196Os, when college and uni-83