Librarians can promote and improve their programs of bibliographic instruction through a faculty development effort on undergraduate use of the college library. Results of this kind of program have included improved course assignment formulation, imaginative assignments, and new, library-centered courses. (MSE)

Seeks to challenge college and university leaders to maintain their research mandates and to increase the number of professors engaged in scholarship by considering scholar-development stages and developing scholar-mentoring programs, with the goal being the development of a community of dialogue. Asserts that this approach is key to embracing a…

In one state university, an administrator, working closely with a small group of faculty, established a classroom research group which built on the successes and visibility of an existing campuswide faculty development program. The group won colleague acceptance by fostering interaction and cooperation across disciplines and following a patient…

A review of studies of mentoring for new college faculty suggests practical guidelines for maximizing the mentoring experience. Recommendations include "cataloging" (of past, current, and planned activities); group mentoring; and application of a theory stressing involvement, regimen, solving the right problem, and social networking. (DB)

With federal aid, the University of Georgia at Athens has developed a program that increases senior faculty involvement in undergraduate instruction. In a year-long seminar, senior faculty members work with junior faculty, teaching assistants, and campus faculty development staff to improve introductory-level instruction. (Author/MSE)

Fiscal threats mobilized a coalition of administrators and senior faculty at Long Island University's Brooklyn (New York) campus to address student retention. Drawing on collaborative curricular models from the honors program, the coalition created mutually reinforcing faculty development initiatives, to the benefit of both faculty retention and…

Identifies eight characteristics of college culture that are supportive of teaching, and shows the importance of readily available feedback from different sources (colleagues, consultants, chairs, students, self). Such feedback helps address the need for self-determination and excellence in teaching, provides opportunities for faculty learning and…