Faculty have dual professional responsibilities: as researchers they are committed to support and advance their disciplines, but as teacher-scholars they must be equally committed to the broader ethical, philosophical, and practical structure of academe. (Author/MSE)

A survey of Danish university faculty concerning the real relationship between faculty research and teaching found that most see an important interplay between the two, depending to some extent on the level of instruction and the discipline. None expressed a preference for working in a pure research institution. (MSE)

This discussion of the structure of online databases and the structure of related subject disciplines focuses on terms used in a book about tropical diseases and terms used in the MEDLINE database for articles on these diseases. Matrices used are explained and Medical Subject Heading (MeSh) terms are examined. (16 references) (LRW)

Argues that English departments are experiencing a crisis of identity that is economic, political, and psychological. (SRT)

Issues in strategic planning for higher education are examined in the context of institutional climate, governance, management considerations, the collegial tradition, conflicting objectives, and the disciplines. It is proposed that management for change begins with the rebuilding of a sense of community in the institution that will foster…

Given the intensified importance of the promotion and tenure process, the question arises as to whether the faculty's peer reviewing role formally extends beyond the departmental level antecedent to administrative review. The typical structure and function for that role is discussed. (MLW)

Presents a senior British academic's perspectives on geography's major concerns, priorities, and objectives. Topics include: geography as a discipline; structure and divisions of academic labor; teaching versus research; and future transformations. (TRS)

Part-time undergraduate student numbers have been increasing over the last 15 years. Some 615 separate part-time first degree courses in Great Britain are identified and examined in terms of the types of institutions offering them, their accreditation, timing, mode of provision, subject, entry and exit arrangements, and location. (Author/MLW)

Shortened version of Galpin's reminiscences published in 1936 recounts early days of rural sociology research and his subsequent service in the United States Department of Agriculture's Office of Farm Management. (LFL)

Recapitulates development of the journal, "Rural Sociology." Explores its rank among sociology and social science journals. Provides citation analysis and article subject analyses. Predicts future direction of the journal and the issues likely to be central in rural sociological research. (LFL)

Describes the reading problems specific to these high school content areas: learning a foreign language; English; history; science; and mathematics. Asserts that while it cannot be assumed that all can become equally literate in all areas, teachers must provide students with as much content area background as possible. (KH)

Proposes that the Black Studies curriculum move toward a greater emphasis on understanding how other countries and peoples have struggled for social justice. Suggests that a "general systems theory" would, among other advantages, produce greater cooperation between different minority groups and academic disciplines. (KH)

Looks at the debate over whether foreign language study is intellectually challenging. Examines four points in the debate: the contrast between content and skill; the nature of the learning and teaching material; the nature of classroom interaction; and the idea of osmosis. (SED)

Credits George H. Henry for having a penetrating insight into the theory of English education and agrees that the Conference on English Education of the National Council of Teachers of English should set the philosophical directions for theory and research in English education. (HOD)

Examines the relationship that might exist between knowledge structure and learning and teaching styles. Discussion includes the Psycho-Epistemic Profile, which measures the process of knowing, and a study of relationships between teachers' and students' psycho-epistemic styles and preferred subject matter, and differences between psycho-epistemic…