ABSTRACT
College teaching is a satisfying and stimulating way of life, but it is a career-long developmental process that we do not understand as well as we should. Faculty need to be asked about their teaching more often, and their colleagues need to listen closely to what is said because in listening to colleagues and participating in meaningful discussions of pedagogy faculty acquire deeper levels of conceptualization about teaching. We present a portrait of teaching by 37 psychology faculty relatively early in their teaching careers (Perlman, Konop, McFadden, & McCann, 1996; Perlman, Marxen, McFadden, & McCann, 1996; Perlman, McFadden, McCann, & Kunzer, 2000) whom we have been studying longitudinally (two waves, 5-year interval). What follows summarizes what they told us in a series of short written responses to questions we asked them to consider. They raise fascinating issues about teaching from which all faculty can learn.
