Faculty centers for educational development: An alternative to the instructional organization

A response to Fraley and Vargas' paper which acknowledges the strength of their challenge, but argues that the model of instructional organization they propose overemphasizes the knowledge transmission function of higher education institutions, ignores the important role of socialization and self-initiated study in students' development, and rules out the impact on the teacher of interaction with students. An alternative approach is proposed which recognizes the importance of instruction while retaining faculty involvement in it.