ABSTRACT
This chapter provides the first of four topic-based analyses of the Carnegie data to determine the significance of faculty teaching orientation in how faculty responded to the survey. As described earlier in this volume, the organization of these chapters follows a pattern of increasingly broader topics—beginning with the classroom, then to the institution, followed by the academic discipline, the academic profession, the role of higher education in society, and finally, the international dimensions of higher education. The analysis of the Carnegie data presented in this chapter seeks to determine whether orientation towards teaching has a significant relationship with how faculty approach classroom instruction and the assessment of teaching. The theoretical basis for this analysis is the belief that if teaching orientation were to be significantly related to anything at all on the Carnegie survey, this relationship would surely involve survey items that concern teaching and the assessment of teaching. The findings presented in this chapter are useful for informing our current discussions on the nature of academic work and assessment.
