The problems that turn up while trying to improve teaching and learning are rarely exclusive to one higher education system or one nation. British efforts at faculty development go back many years, and an examination of them may be helpful to members of other systems. Although British universities differ from American ones in ethos, history, and…

Effective staff development programs require environments receptive to change; programming that is institutionally integrated and developmental; program execution that is comprehensive, dynamic, cost-effective, and that can be evaluated; and activity that is pragmatic and action-oriented. Present staff development programs must improve delivery…

Martin Buber's themes are applied to faculty development, particularly his insistence upon the primacy of the individual while always looking to the "other." It is concluded that Buber helps persons to recognize that teaching and personal fulfillment build on relationships rather than on abstract, objectified experiences. It is felt that…

The author describes his year at Teachers College, Columbia University, under the Klingenstein Fellowship program, which is designed to develop educational leaders for private schools. (KC)

Sound organizational processes in administrative and academic units in schools of education enable personnel to gros and develop personally and professionally. (JD)

The need for improvement of faculty in schools of education to meet the growing demand for closer involvement between colleges and practicing teachers is discussed in a question and answer interview with the director of the ERIC Clearinghouse on Teacher Education. (JD)

As the age of the "typical" teacher increases, there is a greater need for teacher renewal; three approaches to teacher renewal are examined. (MM)

A successful project at the University of South Carolina uses faculty as problem-solvers through peer observation. It causes faculty members to examine critically both teaching styles and teaching effectivene ss, and the project is cost-effective. (LBH)

Faculty development is seen as both human and organizational development. Underlying issues are discussed, and it is suggested that, properly conceived, faculty development can embody the necessary new techniques within traditional humanistic intentions if reformulated in light of new and changing conditions for colleges. (LBH)

The variety of Canadian colleges, the national commitment to education, the diversity between provinces, and the relationships between colleges and universities present unique staff development problems. A national forum is proposed to meet identified needs. (RT)

Describes Performa, a highly individualized and flexible faculty development project based on equal participation between the University of Sherbrooke and participating Quebec community colleges. (RT)

Robert L. Somers, who directs the Telementoring Project at Appalachian State University, explains the project's efforts to develop inservice training packages and deliver them to developmental educators nationwide using a variety of telecommunications technologies. Reviews technical and financial aspects of project participations. (AYC)

The need for programs to update faculty training in ocular disease treatment is discussed, with emphasis placed on clinical experience and continuing education. (MSE)

Faculty development programs reflect an underlying distinction between a faculty member's professional roles as teacher and scholar, and have limited impact. If rethought, they could empower college faculties and vitalize their institutions by addressing the mixed nature, multiple features, and necessary complexity of the college teacher's role.…

Reports results of interviews of five first-year faculty members to explore their experiences in making transition to their new jobs and the wide variety of problems they encountered in coming to terms with teaching, research, and administration. Conclusions are drawn concerning the development of effective teaching, integration of new members of…