The Impact of Instructional Improvement Agencies in Higher Education

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Abstract
Thirty-five public and private universities in the United States have developed agencies to improve teaching at their respective institutions. A survey of most of these units is reviewed with other research to indicate present and potential impacts of these programs. The agencies influence faculty to improve their instruction through workshops, seminars, courses, newsletters, other publications, and individual consultations. Unfortunately, the agencies view their role as service oriented and take a passive approach to instructional improvement. Little emphasis is put on how faculty influence students, especially the personal and social development of students. Evaluation of the units is based on feedback from faculty, whereas student change should be used as criteria to determine effectiveness. Through appropriate research and other activities these agencies can encourage an institutional climate which promotes a concern for student welfare.

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