Thirty-one studies were located in each of which students and faculty specified the instructional characteristics they considered particularly important to good teaching and effective instruction. Students and faculty were generally similar, though not identical, in their views, as indicated by an average correlation of +.71 between them in their valuation of various aspects of teaching. In those studies with relevant data, the differences that did exist between the two groups showed a pattern of students placing more importance than faculty on teachers being interesting, having good elocutionary skills, and being available and helpful. Students also emphasized the outcomes of instruction more than faculty did. Faculty placed more importance than did students on teachers being intellectually challenging, motivating students and setting high standards for them, and encouraging self-initiated learning. The results of the present analysis were compared with those of an earlier analysis of the importance of various specific aspects of instruction in terms of their correlations with students' overall evaluations of teachers in actual rating situations.
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Feldman, K.A. Effective college teaching from the students' and faculty's view: Matched or mismatched priorities?. Res High Educ 28, 291–329 (1988). https://doi.org/10.1007/BF01006402
- College Teaching
- Actual Rating
- Education Research
- Specific Aspect
- High Standard