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Peer reviewedJarvis, Donald K. – New Directions for Teaching and Learning, 1992
Based on a review of studies on junior faculty development programs, this paper focuses specifically on development of research skills. It stresses the importance of administrative support, good management, orientation toward the future, collegiality, mentoring, group projects, research centers, travel money, time for research, financial support,…
Descriptors: Beginning Teachers, College Administration, College Faculty, Faculty Development
Peer reviewedZimmerman, Barry J.; Paulsen, Andrew S. – New Directions for Teaching and Learning, 1995
Self-monitoring is an important part of self-regulated learning. While researchers agree on the overt features of self-monitoring, its psychological dimensions are disputed. Faculty can help college students learn formal, systematic techniques by teaching it in four phases: baseline, structured, independent, and self-regulated self-monitoring. A…
Descriptors: Classroom Techniques, College Faculty, Higher Education, Learning Motivation
Peer reviewedCivikly, Jean M. – New Directions for Teaching and Learning, 1986
The college teacher can develop his or her own teaching and communication skills by becoming familiar with the literature on recommended teaching communication behaviors, making use of the internal and external resources, and practicing. (MSE)
Descriptors: Classroom Communication, College Faculty, College Instruction, Communication Skills
