PUB TYPE Reports- Research/Technical (143) Speeches/Conference Papers (150)

This study investigated how instrncticmal goals, activities, and methods for grading in college level courses vary across disciplines and how these course design variables are related to student retina, class size, and course level. The study used a 44-item, multiple choice questionnaire mailed to 1280 instructors teaching 2700 course sections in the spring aDd fall quarters of 1991. Surveys for 887 course sections taught by 486 instructors were returned. Student ratings of instruction for the 887 courses taught fT the survey respondents were part of a routine course evaluation process. Patterns of significant association among survey variables appeared which were consistent with disciplinary differences. For example, courses in the engineering-math-science area tended to emphasize fact and concept learning goals, and lectures, and based a high percentage of student grades on exams. Courses in humanitites