This planning study reviews the literature on teaching effectiveness in women's studies in the context of several integrative studies in research on teaching and research on the evaluation of teaching. The study suggests that changes in the cognitive development of women's studies students are as fully important as changes in sex-role attitudes. An approach to research and evaluation which acknowledges the interaction between students, teachers, and the subject matter, and which seeks to establish relationships between multiple variables involved in an interdisciplinary area such as women's studies, is recommended. (Authors/LH)