Preparing Graduate Students for College Teaching: Rationale and Methods

Abstract

Critics of higher education have increased their ef f rts towa d the improvem nt of college teaching as an area in need of reform. The literature is replete with studies, conference reports, and commentary calling for a renewed commitment to teaching. Changes in cur riculum, student evaluation of teaching, realignment of institutional reward structures, inservice programs, and preservice preparation of future college teachers have been suggested as solutions. Some commendable pro grams have emerged to meet this growing demand. Yet resistance to such innovations is well entrenched. One