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The principles and purposes of modular instruction (MI), its advantages for both students and instructors, and a comparison between the conventional and modular approach are presented. Separate sections deal with implementation and management of M! and include a discussion of evaluation and cost. Several examples of modular formats in use at North American universities are described.Present evidence suggests that MI meets the needs of today's students more adequately than traditional instruction both with respect to the quality of learning and the content. However, certain problems may arise in implementing MI. These are presented from the perspective of the student, instructor, and administrator. Given its emphasis on individualized learning and its adaptability to large numbers of students, MI has emerged as one of the most promising alternatives in higher education today.

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Four procedures to evaluate teaching (by students, peers, video-recordings, and direct measurements of student learning) and three uses of the evaluation results (improving teaching, personnel decisions, course handbooks) are reviewed in the light of empirical evidence. Special emphasis is placed on the timing and validity of student ratings and the instruments used. Since none of the procedures appear sufficient in and by itself, a multiple indicator approach, especially for personnel decisions, would seem to be the most defensible one.While it is essential to take evidence of teaching effectiveness into account in considerations for tenure and promotion, faculty must also be given opportunities to become professionals as teachers. Higher education units, designed primarily for this purpose, appear to be effective as judged by their clients (the faculty they have served), but have failed to make an impact on the faculty as a whole. What is requited now is an institutional commitment to quality instruction, i.e. a departmental policy on the evaluation of teaching and faculty development.