Two types of research, general theoretical and specific practical, are involved in the evaluation and improvement of university teaching. Not all faculty members can or will carry out general theoretical research, although they can benefit from its findings. However, all can and should carry out specific practical research on their own teaching.…

Critical thinking is much talked about and much desired in higher education but little understood. Research into critical thinking might benefit from a close examination of the nature of Socratic inquiry as it can be applied in teaching, faculty interaction with colleagues, and faculty research. (Author/MSE)

This article defines classroom research and classroom assessment within the higher education context. Classroom research is the study of learning by disciplinary faculty in their classrooms, whereas classroom assessment is one approach to classroom research using feedback from students. (MSE)

Issues of instructional effectiveness need to be examined at three levels: (1) the context in which instruction takes place and the rewards provided for teaching well; (2) comparison of teaching paradigms; and (3) the knowledge to be learned and the skills that are part of the learning process. (MSE)

Ten examples of quick and easy classroom assessment techniques, carried out by higher education faculty in 10 different disciplines, are described. The techniques, designed to inform and inspire faculty to adjust classroom instruction, focus on four dimensions of learning: declarative, procedural, conditional, and reflective. (MSE)

Although there is a small body of research on effective teaching techniques, questions to be answered include those concerning criteria of effective teaching, reliability of current measures, and the possibility of developing an enlightened policy for evaluating teaching. (MSE)

By carefully watching and listening to his students explain how they solved simple physics problems, one college instructor gained insight into how students visualize problems and developed techniques to help students change perspective more easily. Student metacognitive skills, student confidence, and student-teacher communication have also…

Concerned that many students were barely surviving introductory chemistry rather than thriving, one college teacher used classroom research to assess and encourage student involvement and to understand students' difficulties with the material. Although student achievement has not risen measurably, students appreciate the techniques and participate…

The use of several college classroom assessment techniques to evaluate the processes and products of accounting instruction through cooperative learning is described. The discussion looks at considerations in planning classroom assessment, choosing initial assessment techniques and adapting them, and blending cooperative learning structures with…

Classroom research addresses the why and how of learning, encouraging teachers to use their classrooms as laboratories for the study of learning. At its best it involves students as collaborators rather than as subjects. Classroom research has the potential for creating teaching and learning communities with the shared goal of understanding…

Winthrop University (South Carolina) has linked classroom research with program accountability in its Learning Research Project, which focuses on general education. The pilot and implementation phases of the project are described, noting problems, frustrations, and rewards in each. The experiment has convinced administration and faculty that…

In tomorrow's research library, students and researchers will be able to find and retrieve a variety of materials without leaving their computer workstations. Traditional library facilities will be augmented by "virtual libraries" with primarily electronic, not physical, access to collections. This trend will require redefinition of services and…

In a study of effectiveness of classroom assessment techniques (CATs) on student learning, two college accounting teachers each taught two classes, one using CATs and one not using them. Course results did not suggest greater learning in CATs classes, better student participation, or more positive attitudes. Further research is recommended on the…

In a study of the utility of classroom assessment techniques (CATs) for improving quality of college instruction, ten instructors were trained in CAT use, implemented those techniques, and discussed experiences with other faculty. Faculty found CATs particularly helpful in certain areas of instruction and planned further use. Students also…

Research on group performance and student teaming is summarized, and a new classroom assessment technique for guiding and monitoring student teams is described. The model provides for early, midway, and summative assessment of collective effort and accounts for a range of social functions in the team environment. Results of this technique's use…