Previous research has indicated that the mean scores of student evaluation of teaching effectiveness do not change with experience. If this is true, whatever aspects of effective instruction the instruments are measuring do not change in the students’ perception. University students were asked to indicate what instructional characteristics changed or stayed the same as an instructor gained more and more experience. Instructor structural-related factors such as organization, knowledge, fairness, and even the ability of the students to learn were perceived as improving over time. Personalityrelated factors were perceived as stable. Implications of these findings are discussed.
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