One Instructor at a Time: Measuring the Impact of Instruction Consultation Services


Utilizing a sequential mixed-methods design at a research-intense, public university, this study examined individual instructional consultation, determined its effectiveness and impact, and identi-fied areas of improvement to better meet instructor needs. Findings indicated: (1) a tendency toward a collaborative approach by con-sultants, though with some inconsistency regarding consultee roles; (2) improvements in teaching effectiveness demonstrated via self-report data and changes student evaluation scores; and (3) overall instructor satisfaction, though coupled with a belief that greater administrative support will be necessary for (a) improving the importance of teaching relative to research, and (b) promoting the usage of the center by the instructional faculty.