Date of this Version
This paper describes how metaphors of teaching can be used to assist faculty in understanding the assumptions that underlie their teaching behaviors. A problem-based and a values-based model are described In the problem-based model, there is no assumption of a metaphor. In the values-based model, the metaphors are seen as filters through which all efforts to improve teaching must pass. By understanding these values agendas, faculty consultants will have more success in facilitating teaching effectiveness.