THE IMPLICATIONS OF TEACHING NORMS FOR THE IMPROVEMENT OF UNDERGRADUATE EDUCATION

Because suggestions for improving undergraduate education are unlikely to be enacted by faculty if requisite norms are not present, we exami ned six recommendations from the literature to determine whether the c orresponding prevailing norms were endorsed by faculty members. Norms were found to be extant for three of the recommendations, but they wer e largely absent for the other three, which would therefore require st rong personal control for successful implementation.