A study of 20 highly selective liberal arts colleges explored how faculty's intrinsic enjoyment of work, satisfaction with extrinsic recognition from work, and satisfaction or dissatisfaction with job conditions contribute to both teaching and research effectiveness, and what job aspects help explain a faculty member's intrinsic enjoyment of…

The prevailing notion of integration of college teaching and research is more myth than reality. To make the relationship more productive, educators must change the terms, redefine research, and reorient thinking about teaching, understanding that teaching and research are distinct and not automatically linked. Institutions must implement policies…

Using Ernest Boyer's categories of scholarly activity, a framework for scholarly contribution was developed and is currently used at the DePaul University (Illinois) School for New Learning. The framework includes assumptions regarding scholarship, expectations for faculty scholarly activity, and definitions and criteria for four forms of…

Argues that the claim that the community college has a unique teaching mission has been used to exempt community college faculty from participation in scholarly discourse. Suggests encouraging community college faculty scholarship that meets the test of external scrutiny would offer faculty an appropriate voice in higher education. (Contains 28…

Describes the involvement of Middlesex Community College, Massachusetts, in the Carnegie Teaching Academy program. Faculty and staff at the college broadened their understanding of instructional pedagogy through greater appreciation of relevant connections between learning theory and classroom practice. Argues that faculty scholarship ultimately…

Provides information gathered from a survey of faculty and administrators on attitudes toward technology. Discusses faculty stress and faculty adaptation to technology. Notes strong majorities agree that graduates need to learn the latest technologies, and that journalism faculty need to be able to teach them. Concludes that professors are feeling…

Presents major conclusions from a 1990 report "Unusually Effective Schools: A Review and Analysis of Research and Practice." Guidelines for multischool improvement projects include providing substantial staff development time and technical assistance, focusing on instructional improvement, avoiding faculty overload and overreliance on bureaucratic…

To address the sources of stress in academic life requires an understanding of the multiple worlds within which faculty work and which create the complex tapestry of their lives. The use of short-term and long-term strategies can help faculty gain more control over the elements in their lives. (MLW)

Overload pay gives the recipient the prospect of remaining afloat in educational cutbacks. College professionals who assume an overload contribute to lowering the standards of higher education. Ways in which deans or department heads justify these faculty 'ghosts' are outlined. (MLW)

Responses to survey of 200 (of 336) adult basic education (ABE) teachers in Washington showed that part-time instructors and those without counseling training felt less able to counsel than to teach and that instructors felt responsible for counseling and wanted to improve their skills. Recommendations were for specially trained ABE counselors,…

Good teaching requires consistent scholarly commitment by faculty, including formal presentation of ideas and findings for public scrutiny. Institutions serious about undergraduate teaching should work imaginatively to make active scholarship compatible with teaching responsibilities. The difference in scholarship appropriate for undergraduate and…

Described are the obstacles of women who choose engineering as their career at the undergraduate and graduate levels. Difficulties of women faculty members in their positions are described. Lists six references. (YP)

Administrators, deans, and department chairs in undergraduate intensive colleges of pharmacy must encourage faculty research with not only words and exhortations but also with resources. Institutional support of faculty research must not be seen as diverting money from the instructional enterprise but as enhancing it. (MSE)

A survey of Norwegian university faculty (n=1,815) shows significant differences between disciplines in time spent on teaching and preparation and in distribution of time between different types of teaching and teaching levels. It is proposed that some but not all of the differences may be due to characteristics of the disciplines. (Author/MSE)

Examines the micropolitics within Delaware's RE:Learning project schools. Describes four teacher factions (the enthusiastic vanguard, cautious observers, sleepy cynics, and outspoken opponents) that typically emerged, persisted, and sniped at each other. Explores each faction's traits, sketches factions' interactions within steering committees,…