Section III: Listening to Each Other

As instructional developers, we need to remain constantly aware of what faculty and students are really experiencing in the classroom. Olsen and Simmons report the results of a study of 114 faculty at a research university. The study sought to identify \u27\u27Faculty Perceptions of Undergraduate Teaching. While the participants devoted the largest percentage of their time to teaching (44%), they improved their courses \u27\u27based on changes in the discipline (e.g., newly published articles, texts, etc.), student evaluations, and discussions with other faculty. Few faculty read about or attended workshops about teaching