Interviews with faculty can stimulate their self-awareness and form the basis of a development program which can help them become educational leaders. (Editor)

A survey of faculty development activities reveals more plans than programs, but examples from several institutions illustrate how programs can be implemented. (Editor)

A review of the changes in faculty life since 1965 and in faculty worries since 1971 demonstrates the need for improved faculty development programs. (Editor)

Over the past several decades, student transitions have become a primary focus for many higher education staff and faculty. Not surprisingly, these educators have concerned themselves primarily with the transition into college, because high first-year attrition numbers reflect how challenging this transition is for many new students. Attention has…

While the common elements of collegiate transition have been defined and explored, there are layers of complexity in students' characteristics and educational pathways that make this transition experience different for every student. This exploration centers on students as they experience the higher education continuum, beginning before the first…

Suggestions on how to apply mastery learning concepts to instructing high-risk college students are offered with examples from mathematics provided. Eighty-five specific guidelines from the Personalized Systematic Instruction Inventory (PSII) are included.

The inevitability of more poorly-prepared students calls for better programs and for attention to existing sources of information and advice. Focus should be as much on improving students' self-concepts as on improving basic skills. (Author/LBH)

Clearly stated learning objectives, a variety of learning activities, and units small enough for students to manage well are some of the crucial requirements for instructing developmental students. The model described depicts a typical systems design applied to instruction. (Author/LBH)

Adult students, whether new or returning to higher education, experience a unique set of transition challenges. This chapter highlights the barriers facing adult students and offers ways to overcome them. For many adult students, returning to college and fulfilling their goals is much like building a house of cards. In order to be successful, each…

Underprepared students deserve targeted instruction and practical content to develop communication skills. To implement a narrow, traditional approach in teaching these skills would be shortsighted and ultimately disastrous. (Author/LBH)

An open institutional system organized around functions and purposes rather than preordained centers of power will provide the most effective climate for student success in college. Such a teleological system can respond with flexibility to a changing society and differing student needs. (Author/LBH)

Effective counseling with high-risk students must begin with interpersonal skills and then go beyond traditional practices to create a low-risk learning environment. (Author/LBH)

A successful program is accomplished by determining high risk students' needs and by carefully designing curriculum and instruction to help them develop their academic and personal skills. The program considers need, adult learning, administrative commitment, use of specialists, integrated curriculum, and staff development. (Author/LBH)

This annotated bibliography cites 39 published and unpublished papers, Web sites, or other materials based on recent scholarship concerned with recruitment, remediation, and retention of college students. (DB)

Identifies the most promising policies and practices for remedial and developmental education in postsecondary education based on research findings. Also reviews the research on developmental education outcomes and discusses policy issues in developmental education, such as whether the need for developmental education can be eliminated and who…