CIDR: A Small Service Firm Within a Research University

Basic Assumptions Underlying CIDR\u27s Instructional Development Program Must Help Faculty Goals of the Center For Instructional Development and Research CIDR as a Small Service Firm Meeting the Needs of Clients Creating the Service Encounter -- CIDR Staff and Instructors Establishing High Visibility Monitoring Client Satisfaction CIDR\u27s Instructional Improvement Model Appendix A Appendix B Appendix

CIDR: A Small Service Firm Within a Research University

Basic Assumptions Underlying CIDR\u27s Instructional Development Program Must Help Faculty Goals of the Center For Instructional Development and Research CIDR as a Small Service Firm Meeting the Needs of Clients Creating the Service Encounter -- CIDR Staff and Instructors Establishing High Visibility Monitoring Client Satisfaction CIDR\u27s Instructional Improvement Model Appendix A Appendix B Appendix

Using Qualitative Methods to Generate Data for Instructional Development

Defining Qualitative Methods Generating Useful Data Classroom Complexity Context Participant Perspectives Specific Case Applying Qualitative Methods to a Typical Case A Case Study Summary References Note

Using Field Methods as an Instructional Tool

Defining Field Methods as an Instructional Tool Using Field Methods in a Speech Communication Course Advantages of Using Field Methods as an Instructional Strategy Guidelines Objectives Course Content Other Instructional Strategies Logistics Methodology Student Roles Teacher Role Summary References Additional Sources on Field Method

Non-Traditional Intervention Strategies for Improving the Teaching Effectiveness of Graduate Teaching Assistants

Standard-Other Model Self-as-Model Video Coaching Reference

New directions for teaching and learning

Publ. comme no 39, fall 1989 de la revue New directions for teaching and learningBibliogr. à la fin des textesIndex: p. 133-13