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Limited impact during 1973–80 was linked to earmarked funding and lack of planning, yet deeper analysis ties results to misalignment between OUPID methods and academic and institutional values, with implications for responses to concerns about undergraduate education quality.",{"@graph":14,"@context":73},[15,34,56],{"@type":16,"itemListElement":17},"BreadcrumbList",[18,23,27,31],{"item":19,"name":20,"@type":21,"position":22},"https://docshare.wps.com","Home","ListItem",1,{"item":24,"name":25,"@type":21,"position":26},"https://docshare.wps.com/document/","Document",2,{"item":28,"name":29,"@type":21,"position":30},"https://docshare.wps.com/document/research-report/","Research & 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(OUPID)\n\nMEI-FEI ELRICK*  \n## ABSTRACT\n\nIn the late 1960's and 1970's,universities established programs,projects,andoffices to improve the quality ofundergraduate teaching.One of these,the OntarioUniversities Program for Instructional Development (OUPID),was created todevelop teaching in Ontario's 16 universities.It employed two methods,individual grants and institutional grants,to fulfil its mandate.The Program'slimited impact on teaching was attributed to the amount of money,$2,500,000earmarked for OUPID during its seven years of operation(1973-80)and to thelack of a plan.When examined closely,these reasons only partially explainOUPID's limited influence on teaching.It is more illuminating to consider theProgram in relation to what most academics and universities value.This revealsthat OUPID's methods neither reflected the way academics view good teachingand teaching improvement nor the way the universities believe excellence isfostered.These findings suggest that interventions which seek to change universityteaching must agree with and then extend academic and university values.Thisconclusion has implicationsfor the response universities make as they address therecent concern for the quality of undergraduate education.  \n## RÉSUMÉ\n\nA la fin des années 60 et dans les années 70,les universités ont mis en place desprogrammes,des projets et des services afin daméliorer la qualité deIenseigne-ment dans le premier cycle universitaire.L'un de ceux-ci,le Programme dedéveloppement deI'instruction dans les universités ontariennes(OUPID:OntarioUniversities Program for Instructional Development)fut créé dans le but depromouvoir Ienseignement dans 16 universités en Ontario.Pour atteindre sonobjectif,le programme faisait appel à deux méthodes:celle des boursesindividuelles et celle des bourses institutionnelles.L'impact limité du programmesur I'enseignement fut attribué,d'une part,à I'insuffisance de la somme de  \n2500000 dollars allouée à OUPID durant les 7 annees d'application(73-80),d'autre partàl'absence de plan concerté.Enyregardant de plus près,ces raisonsn'expliquent que partiellement I'influence du plan OUPID surI'enseignement.Ilest plus éclairant de considérer le programme par rapport à ce que beaucoupď'universitaires et d'universités préconisent avant tout.Il en ressort que lesméthodes dOUPID ne refletent nila facon dont les universitaires envisagent unbonenseignement et son amélioration,ni lafacon dont les universités estiment quela qualité est favorisee.Ces résultats suggerent que les interventions visant àmodifier I'enseignement universitaire doivent s'accorder et donc s'étendre auxvaleurs scolaires et universitaires.Cette conclusion a des répercussions sur lareaction des universités lorsqu'elles répondent à la préoccupation récenteconcernant la qualité de l'éducation en premier cycle universitaire.  \nIn the late 1960's and 1970's,there was a call to develop university teaching inCanada,the United States,and Great Britain(Shore,1974;Pellino,Boburg,Blackburn,and O'Connell,1981;Warren Piper and Glatter,1977).Universitiesresponded by creating centres,projects,and programs which encouraged facultyto use technology(computers,television,systematic design of instruction),toattend workshops and seminars,to apply for leave time and travel grants,and,particularly in the United States,to assess teaching(Centra,1976;Menges andLevinson-Rose,1980).Traditional approaches,such as becoming more knowl-edgeable in one's discipline,were forsaken because teaching,developed in thismanner,had drawn students'criticism(Gaff,1975).The anti-intellectual mood ofthe late 1960's and early 1970's also may have contributed to the search forinnovative methods for developing teaching(Bergquist,1982;Ross,1976).  \nThe various methods for improving teaching,first audio-visual,next instruc-tional systems,and then faculty development,were greeted e","cbCainvue5hfkcln","https://ap.wps.com/l/cbCainvue5hfkcln","pdf",741710,"English","# Abstract\n# Résumé\n# Background and context\n## Faculty development approaches and critiques\n## Evidence from calls for improvement\n## Successful programs and remaining uncertainties\n# Case study: OUPID\n## Values-based evaluation of teaching development\n## Planning, funding, and limited impact","[{\"question\":\"What was the Ontario Universities Program for Instructional Development (OUPID) designed to do?\",\"answer\":\"OUPID was created to develop teaching across Ontario’s 16 universities and improve undergraduate instruction through instructional development efforts.\"},{\"question\":\"Which two methods did OUPID use to achieve its mandate?\",\"answer\":\"OUPID employed individual grants and institutional grants to support teaching improvement.\"},{\"question\":\"Why was OUPID’s impact on teaching considered limited?\",\"answer\":\"The document attributes limited impact to the limited earmarked funding for OUPID during 1973–80 and the lack of a plan, while arguing that deeper value misalignment also played a key role.\"}]","Improving Instruction in Universities - A Case Study of the Ontario Universities Program for Instructional Development (OUPID) | PDF",1792084459,48]