Keywords

faculty development, teaching, active learning, teacher interaction, learning outcomes

Abstract

This article focuses upon the quality and scholarship of teaching as it pertains to educational and faculty development. We outline what more than 200 faculty members at one institution have done over a 3-year period to make significant and sustained improvements in their teaching, surprisingly with minimal effort. The top three factors leading to improvement were active/practical learning, teacher/student interactions, and clear expectations/learning outcomes. We provide practical applications for change and suggestions for future research.

Original Publication Citation

McGowan, W. R., & Graham, C. R. (2009). Factors contributing to improved teaching performance. Innovative Higher Education, 34(3), 161-171.