A two-year study was conducted at Ohio Wesleyan University to analyze the faculty rewards structure as it relates to teaching; develop better diagnostic procedures for improving teaching; better coordinate teaching support services; and analyze student and faculty perceptions of effective teaching and learning. During the first study year, faculty were interviewed to determine their perceptions of reward and incentive systems. Comparative data were obtained on student learning styles using the Myers-Briggs Type Indicator, and information on faculty teaching styles was gathered using the Purdue CAFETERIA instrument. During the second year, additional consultation service was provided to faculty who were using the Purdue instrument, and faculty interviews were continued. A videotape teaching laboratory, based primarily on microteaching, was offered, and a Teaching and Learning Center was established to emphasize instructional support services. A questionnaire on liberal education, teaching, and learning was developed and administered to students, faculty, administrators, trustees, alumni, and parents. Dissemination activities included distribution of four packets of materials that summarize the university's teaching improvement activities. The four packets and a study report conducted by the liberal arts task force are appended. (SW)