Abstract

This article evaluates one university's efforts to achieve excellence in teaching while simultaneously solidifying its position as a top research institution. Based on the assumption that lasting change requires cultural transformation, the university involved its faculty in a systematic discussion about teaching and used the resulting feedback to alter policy. Faculty reactions, as captured in this case study, could be instructive in guiding instructional reforms at other research universities.

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Additional Information

ISSN
1090-7009
Print ISSN
0162-5748
Pages
pp. 397-415
Launched on MUSE
2001-06-01
Open Access
No
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