L. Dee Fink

Team Learning: a Potential Solution To the Problems of Large Classes:

of credit hours that can be taught by graduate faculty. In attempting to cope with these problems, many institutions have been forced to substantially increase class sizes to capitalize on the economies of scale. Unfortunately, this move to larger classes has often led to changes in both the instructional strategies that are employed and the content of the courses that are being taught. For example, the great majority of large classes are taught by the lecture method and student performance is evaluated through the use of true/false and multiple choice exams. This curtails both the

First year on the faculty: being there

Abstract Approximately 100 geographers were studied as they made the transition from graduate student to full‐time academic appointments. Information is presented about six factors that significantly affected both their performance and their professional satisfaction. Recommendations are made for graduate students applying for academic positions, for new faculty members and for departments receiving new faculty members.

First year on the faculty: the quality of their teaching

Abstract Approximately 100 geographers were studied during their first year of full‐time college teaching in an attempt to assess the quality of their teaching during this formative stage of their careers. An effort was made to answer three general questions. What were they trying to accomplish as teachers? How well did they teach? How did they react to their experiences as college teachers?

A discipline's experiment in higher education: a report on the TLGG project

Abstract The project on Teaching and Learning in Graduate Geography (TLGG) has been developed as a consortium of sixteen departments of geography in the United States to improve the preparation of geography graduate students for college teaching. This report describes the project, assesses the evidence available thus far as to its success, and describes completed and continuing research on the context and consequences of the project.

The Higher Education Curriculum Crisis.

After presenting data collected from national random samples of administrators and data collected from faculty members in a few selected junior colleges and universities, the authors contend that critics of the undergraduate curriculum may indeed have a basis for their indictments. A set of policy proposals are then presented for consideration.

Introduction to the study

This study collected information about ninety-seven new college teachers during their first year of college teaching. It provides an empirical basis for understanding the initial development of new professors as teachers.