The Higher Education Opportunity Act (E2SHB 1795), passed by the Legislature in 2011, identified prior learning assessment (PLA) as an innovative means for improving degree and certificate attainment and improving cost effectiveness and efficiency within Washington's higher education system. The Act defines prior learning as "the knowledge…

Staff in British further education colleges need training in responding more flexibly to the needs of diverse adult learners. Staff development should focus on four stages of flexible teaching/learning: material and resource preparation, tutorials, study, and assessment, review, and reflection. (SK)

Describes how a collaborative group of four universities, five further education colleges, and independent providers of professional continuing education in Northeast England provides a forum for professional support, development, and updating for course tutors. (SK)

Presents six steps that two-year institutions should take when involved in an education-industry partnership: monitor the environment continually to determine emerging needs; respond to emerging needs with prompt flexibility; innovate continually to increase responsive capacity; renew staff to encourage innovation; produce effectively and…

Notes that financial pressures in British further education colleges are causing some downgrading of lecturers' skills. Examples of human resource development in industry show the need to recognize the sophisticated professional work lecturers perform and to invest in appropriate staff development. (SK)

A British college attracts traditional nonparticipants through the OUTSET program, in which college staff develop links with community organizations for marketing, curriculum development, and mutual awareness. (SK)

Describes the inservice training program initiated at Delphi College, New York. Discusses the various programs organized as part of overall staff development. Contends that inservice programs provide staff with the confidence and competence to improve the teaching/learning environment in a time of evolving instructional technology. (CAM)

Flexibility of provision and support for part-time staff and students are being emphasized in British further education colleges. Legislated funding changes, guidance, and skill diagnosis are supporting students, and staff development, handbooks, newsletters, and induction programs assist part-time staff. (SK)

A survey of universities and polytechnics in the United Kingdom describes the people who provide training and development for teachers in institutions of higher education: their departmental attachment, their timetabled involvement, and the facilities they offer. Implications of disparate resources for staff development are discussed. (Author/MLW)

The human relations task force of Milwaukee Area Technical College (MATC) sponsors a workshop series to improve human relations/productivity at the college. A practicum study evaluated the workshops by using the postworkshop training evaluation forms completed by workshop participants from 1990 to 1994. Data from a literature review were also…

A study identified alternative models of short-term upgrading and updating training for employed workers in business and industry. In phase 1, a literature review provided the basis for a nine-cell matrix that conceptualized alternative models of industry-based training as a function of the skill level the training addressed and the degree of…

This booklet is designed to assist management development tutors, universities and other providers, and mentors in implementing standards-based management development within British further education colleges. Section 1 presents the case for using national standards for management development in further education. Discussed in Section 2 are the…

Drawing from research and related literature on successful staff development activities, a professional development model was developed and implemented at J. F. Ingram Technical College (JFITC) in Alabama. Designed to serve the professional development needs of support staff, apprentice and master teachers, and administrators, the model provides…

A staff development program on gender equity was conducted for personnel in Wisconsin's technical colleges using the train-the-trainer method. The training took two approaches: a class for college personnel and career challenge training for project directors of single parent and displaced homemaker grants. The inservice class resulted in increased…

This document describes a flexible, four-component model for designing and implementing comprehensive staff development programs in North Carolina community colleges and technical institutes. The model assumes that the staff development program of an institution incorporates the personal development plans of individual faculty and other…