Becoming a faculty member in an academic nursing program encompasses the learning of a complex role. Because nursing is new to universities, there are few role models. A deliberate process needs to be designed to assist the novice faculty person in acquiring the role. (Author)

The author urges that associate degree nursing faculty must be advocates of technical practice. She stated that the masters in nursing should be considered the essential credential for the employment of nursing faculty. (CT)

A 1981 national survey revealed that members of both the Council of Professors of Instructional Supervision and the National Staff Development Council strongly supported the Readiness, Planning, Training, Implementation, and Maintenance (RPTIM) Model for designing inservice programs for professional educators. Support was also high for the…

Delineates a model staff development program based on adult learning theory and requiring both specified instructional techniques applied in structured and flexible ways and the provision of follow-up support through clinical, on-site supervision. (PGD)

Reviews the range of contextual factors, possible content orientations, training models (from one-day overviews to courses offering three college credits), and follow-up mechanisms that must be considered by administrators who have committed their districts to providing inservice programs to develop teachers' computer literacy. (PGD)

To relate the continuing professional education of adults to the faculty development process, 27 members of the Penn State College of Business Administration faculty were asked to respond to a pilot survey designed to assess their attitudes toward the impact of teaching in professional education programs. (LRA)

Suggests some of the roles required of English department heads and gives a few practical tips on how to cope with them. (AEA)

Reports conclusions reached from the observation of inservice education efforts in three states and a number of federal projects as well as from a review of the literature. Discusses six characteristics of effective inservice programs, the persistent problems that impede program success, effective practices, and future issues. (Author/WD)

Describes the formal partnership between the Ann Arbor (Michigan) School District and the Department of Curriculum and Instruction at Eastern Michigan University, Ypsilanti, for the planning and implementation of an inservice training program that has evolved into a model for flexible staff development. (Author/WD)

Describes the exchange program involving materials, faculty, and students between the University of Western Ontario's School of Library and Information Science and the University of the West Indies' Department of Library Science. (CHC)

Addresses questions to deans of community services related to faculty, instructional and organizational development. Recommends 11 strategies for improving instruction through faculty orientations, faculty task forces, teacher resource centers, faculty survival guides, student service centers, mission and management councils, division newsletters,…

The academic career of Torsten Husen is described. He sees being a professor as having "the expansion of the frontiers of knowledge as a main preoccupation, which to a large extent means to read, think, and write," as well as to be able to guide young people. (Author/MLW)

Describes in detail an organizational consultation intervention designed to create a more effective learning atmosphere by improving intrastaff communication. This concrete description with emphasis on practical considerations is offered to stimulate programs of intervention at the organizational level. (Author)

Proposes a protocol for interactions between instructional technologists and instructors in extending the application of learning technology in higher education. Basic elements of the protocol including a "reinforcer preference procedure" and a "response guidance procedure" are described, and guidelines for their implementation are suggested. (JEG)

Discusses one approach a department of elementary education has taken to prepare faculty regarding the incorporation of technology use for preservice preparation. Presents individual application of technology use in three different methods courses as well as the staff development program used to prepare faculty members. (RS)