During the past decade there has been a notable growth of interest in the enhancement of instruction in post-secondary institutions in many countries. Although teaching has always been one of the three fundamental components of the work of the professorate in universities and colleges (together with research and service), its relative importance has dramatically increased in recent years (Boyer, 1990). Evidence of this growth has been shown on three (a) by a proliferation of new books, journals, and articles published on various aspects of the teaching/learning process in higher education; (b) by an expansion in the number of national and international professional associations and conferences related to the teaching enterprise; and (c) by the establishment in many post-secondary institutions of special offices or centres devoted to the enhancement of the teaching function, particularly at the undergraduate level. Yet, the three often-asked and debated questions related to this whole subject still what is effective teaching? how can it be measured and/or assessed? and can individuals acquire and/or enhance these skills, and if so, how? insights about excellent teaching at the college level, and to present particular examples of it.