Abstract
The purpose of this study is twofold: one is to construct an effective instructional model for university faculty, and the other is to analyze the double mediated effect of the teaching process. Quantitative research design, questionnaire survey, and structural equation model (SEM) were employed in this study. Survey responses from 405 college students of two science and technology universities in southern Taiwan were used to verify the teaching model. The results of this study show that the research model conforms to basic statistical hypotheses, including specification, offending estimate, Bollen-Stine bootstrap estimation, and statistical power. In addition, the model’s overall evaluation conforms to fit standards, thus there is fit between the theoretical model and observed empirical data. Therefore, this study is a ＂complete double mediated effect model.＂ From the analysis of the overall effect values. Also, the indirect effect of the whole and individual specific indirect effect have reached statist ical significance. That is, the teaching process and the teaching assessment have a double mediated effect on the students’ positive learning. In other words, ＂the effective instructional model for university faculty＂ is empirically supported. Moreover, educators and experts ought to integrate social development factors into teaching theories and to explore a better and sound teaching model for higher education. Finally, technological university teachers need to integrate the manpower needs of the industry and professional teaching with guiding the students’ active learning in order to put the mission of cultivating professional manpower for the society and corporations into practice.