Descriptor
Source
| New Directions for Higher… | 10 |
Author
| Freedman, Mervin | 2 |
| Gerth, Donald R. | 1 |
| Herrscher, Barton R. | 1 |
| Mink, Barbara Washburn | 1 |
| Mink, Oscar G. | 1 |
| Roueche, John E. | 1 |
| Roueche, Suanne D. | 1 |
| Sanford, Nevitt | 1 |
| Snow, Jerry J. | 1 |
| Spann, Milton G., Jr. | 1 |
Publication Type
Education Level
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Laws, Policies, & Programs
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Peer reviewed
Direct linkFreedman, Mervin – New Directions for Higher Education, 1973
Interviews with faculty can stimulate their self-awareness and form the basis of a development program which can help them become educational leaders. (Editor)
Descriptors: Developmental Programs, Faculty, Higher Education, Individual Development
Gerth, Donald R. – New Directions for Higher Education, 1973
A survey of faculty development activities reveals more plans than programs, but examples from several institutions illustrate how programs can be implemented. (Editor)
Descriptors: Developmental Programs, Faculty, Higher Education, Individual Development
Freedman, Mervin; Sanford, Nevitt – New Directions for Higher Education, 1973
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)
Descriptors: Developmental Programs, Faculty, Higher Education, Intellectual Development
Mink, Barbara Washburn – New Directions for Higher Education, 1977
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.
Descriptors: Basic Skills, Developmental Programs, Educationally Disadvantaged, High Risk Students
Roueche, John E. – New Directions for Higher Education, 1977
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)
Descriptors: Basic Skills, Developmental Programs, Educational Responsibility, Educationally Disadvantaged
Herrscher, Barton R. – New Directions for Higher Education, 1977
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)
Descriptors: Basic Skills, Curriculum Design, Developmental Programs, Educationally Disadvantaged
Roueche, Suanne D. – New Directions for Higher Education, 1977
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)
Descriptors: Basic Skills, Communication Skills, Developmental Programs, Educationally Disadvantaged
Mink, Oscar G. – New Directions for Higher Education, 1977
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)
Descriptors: Basic Skills, Classroom Environment, Developmental Programs, High Risk Students
Snow, Jerry J. – New Directions for Higher Education, 1977
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)
Descriptors: Basic Skills, Counseling Services, Developmental Programs, Educational Counseling
Spann, Milton G., Jr. – New Directions for Higher Education, 1977
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)
Descriptors: Adult Learning, Basic Skills, Curriculum Design, Developmental Programs
