ABSTRACT Understanding faculty and student expectations is vital for student success within graduate education. Using the items from the Teacher Behavior Checklist, graduate students and faculty at a regional institution were surveyed to assess what qualities/associated behaviors they identified with excellent teaching. Results showed commonalities and differences and provided strategies of how faculty can support and mentor graduate students through their academic programs. Faculty demonstrated higher rankings of importance for qualities associated with excellent teaching; whereas students ranked qualities associated with interpersonal skills as more important. These findings provide further insight into the qualities and behaviors graduate students and faculty associate with excellent teaching within the current educational landscape.
Ford et al. (Fri,) studied this question.
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