This book describes how to use adult learning strategies in planning faculty development. Chapter 1 addresses concerns about success, demonstrating how to use an adult learning model to help faculty developers succeed. Chapter 2 presents the Adult Learning Model for Faculty Development, which has four stages grounded in adult learning and program…

An integrated program for training program and staff development specialists should be of high priority in higher education. (MM)

Describes the development of a program that incorporates materials for 8 productions with an interest in: opening the doors to theatre by using dramatic working materials; building a bridge between the education institution and the art institution; and expanding educational understanding and repertoire by learning art production processes. (SC)

Suggestions are offered for developing teaching and learning centers or faculty support programs to improve college teaching. Suggestions include: develop a faculty partnership, be discipline specific, allow time for divergence, offer variety, provide a smorgasbord, focus on both planning and teaching, translate research findings into classroom…

The simulation scenario for a two-day problem-solving workshop proposes: "You have just been appointed to the Instructional Resources Laboratory Planning Committee Plan, organize, and operate the laboratory for two years." The purpose of this workshop was to bring fresh ideas to the problem of assisting faculty members to become better teachers.…

A study to explore faculty nonparticipation in teaching improvement programs is described. Faculty nonparticipation was viewed as a function of interacting personal and situational factors. Questionnaire results were compared along disciplinary lines and according to participation in instructional workshops. (Author/MLW)

A dean's prime responsibility is described as the recruitment and development of a faculty. Methods of development are promoting research, involvement in professional societies, and sabbatical leaves. The recruitment procedure involves maintaining a balance of new and experienced members as well as strong areas of concentration. (Author/TS)

Details the development of the Molloy College (New York) Faculty Professional Center (FPC), which fosters faculty development and enhances professional expertise. Appended is a faculty-development survey, survey results, chart of FPC, and description of the qualifications, duties, and responsibilities of an FPC Director. (VWC)

The Entry Year Assistance Program was developed by the University of Wisconsin-LaCrosse to aid the beginning teacher in adjusting to the role of new teacher. Components of this program and recommendations for school systems and universities are offered to help other education institutions. (DF)

Describes a program of instructional development for teaching assistants used in the Department of Speech Communication at the University of Washington. Program objectives and implementation procedures are included. (JMF)

Emphasizes the need for careful deliberation about teacher learning for both inservice and preservice teachers. Argues that without consideration of on-going teacher development, reflective practice cannot be expected to exist in schools. (GLR)

Project CREDIT (Certification Renewal Experiences Designed to Improve Teaching) is a cooperative program between Indiana State University and 10 school districts in west-central Indiana. The program was initiated to assist first-year teachers with the objectives of reducing teacher dropout and improving the quality of teaching. Twenty first-year…

A study of the effectiveness of a training program for selected mathematics faculty aimed at improving student achievement in a basic mathematics course is described. The assumption that extremely successful learners are qualified teachers is seen as erroneous. (MLW)

A survey of 42 research university teaching fellows and mentors investigated aspects of faculty development: rewards and incentives, career satisfaction, role adjustment, stress sources, and renewal practices. Results suggest that key to a successful instructional and faculty development program is to target activities to the academic career stage…

This paper discusses how the University of Minnesota's College of Education and Human Development (CEHD) is meeting challenges related to the changing nature of professional development programs, focusing on programs featuring a system of shared decision making on matters of design and governance of program elements. After a commentary about CEHD…