However, faculty generally found more positive attitudes in the innovation groups. There may be some long-term effects that are not being measured. Many of the observations made by faculty related to learning skills that did not effect grades in the current class but might improve functioning in future classes or work situations. The control group in this study improved on less than one quarter of the items. This measurement may lend itself to observable differences more effectively than measurements of grades.
Grades reflect many components of instruction and learning.
The faculty involved in these studies volunteer to participate and therefore are a self-selected, motivated group of instructors. In comparison with less motivated instructors, these instructors may facilitate better learning outcomes in the control groups as well as the innovation groups. Providing information about successful methods of instruction to a larger group of faculty might serve to invigorate faculty who have begun to stagnate and inform less experienced faculty. Some faculty may be unaware of the large number of possible techniques available to successfully instruct and therefore benefit from exposure to these innovative techniques.