The Academy of Distinguished Teachers at the University of Texas at Austin is emblematic of the university’s commitment to excellence in teaching. The Academy provides leadership in improving the quality and depth of the undergraduate experience. Members of the Academy advise the president and provost on matters related to the university’s instructional mission; participate in seminars, colloquia, and workshops on teaching effectiveness; and serve as mentors to new faculty.

Established in February 1995, the Academy of Distinguished Teachers was one of the first associations of its kind in the nation. Each year, new members of the Academy are selected through a rigorous evaluation process. Deans of colleges and schools annually nominate faculty for membership, and a committee that includes members of the Academy, students, and other faculty review the nominations and recommend a slate of honorees to the provost, who makes the final selections. Honorees are awarded the title Distinguished Teaching Professor and serve for the duration of their tenure at The University of Texas at Austin.

The purposes of the Academy are to

• honor and reward excellence in teaching
• enhance teaching effectiveness, particularly at the undergraduate level
• create a central core of teachers who can serve as a resource and an inspiration for other teachers
• select a body of faculty who can promote a sense of community among teachers, foster research on effective college teaching and learning, and advise the institution on teaching policies and practices

Principles of Instruction

The underlying principles of effective instruction are neither mysterious nor difficult to understand. Some argue that excellent teaching is an “art” that cannot be defined explicitly, adopting Justice Potter Stewart’s approach to obscenity: “I can’t define it, but I know it when I see it.” But excellent courses share many common features, all of which can be articulated clearly and understandably. The course organization, the teacher’s presentation, and the activities in which students participate both in and outside of class all contribute to the overall quality of instruction and the learning that results. Our intent here is to identify those aspects of excellent instruction that are definable and about which there is a consensus among excellent teachers.