Examines two problems with the promotion system fostered by the AAUP and certain universities: (1) the policies as they deal with junior faculty; and (2) the kind of colleague the policies have produced. (NH)

Some practical situations that provide an understanding of how actions that faculty members take effect the quality of instruction are examined. Administrators need to recognize and support a plan for improving instruction through both faculty development and instructional development. (MLW)

Effective teacher evaluation is important and influences the professional growth of experienced teachers. Recent studies reveal the need for teacher evaluation systems that enhance teacher professional growth and develop a sense of collegiality between teachers and administrators. (MD)

Discusses a study of faculty development programs at 62 Texas community colleges and the means by and extent to which the programs were evaluated. Reveals that most programs were group-oriented, perceived as effective, and offered at higher rates than in the past. Suggests ways to improve evaluation criteria. (DMM)

Describes a staff development program used at Corbett Middle School in Gresham, Oregon, that introduced learning style theory and in subsequent years focused on helping teachers implement teaching methods that applied the theory effectively and creatively. The program's goals, processes, support services, and evaluation are discussed. (PGD)

Explores current concerns about the quality of undergraduate education and examines three strategies for improving its quality: (1) providing more opportunities for faculty development, (2) modifying the culture of universities to encourage greater commitment to teaching, and (3) changing the norms of academic disciplines to enhance the status of…

Examines the working lives of faculty and describes what it means to be an academic professional in present-day U. S. institutions of higher education. Describes assumptions which have typically defined academic scholarship and presents elements for a new conception of the profession. (Author/JDH)

One of the most serious challenges facing academic administrators is to help faculty remain professionally active throughout their careers. Faculty development issues include promoting faculty professional development, faculty who have lost interest and enthusiasm in their profession, and faculty who desire a discipline change. (MLW)

Discusses methods that can be used to nurture faculty growth from the beginning and thus prevent a later loss of productivity. (PD)

This article reviews important aspects of adult development and motivation literature and offers an approach for improving the quality of worklife for teachers. The approach requires that the static relationships between teachers and organizations be replaced with dynamic interdependencies. (CB)

A New York University "magnet" program supported by the Ford Foundation provides opportunities for 11 member institutions' faculty members to pursue research, curricular, and professional projects. (MSE)

Presents results from a Curriculum Research for Agricultural Education survey to 885 staff members on such staff development activities as conferences, academic study, and in-house provisions. Analysis of quantity, event type, activity type, and staff level indicates a need for review of staff development in agricultural education. (DH)

The institution, disciplines, and academic profession as a whole can enhance or inhibit vitality. A critical analysis reveals that despite many advances, a comprehensive professionalism has been compromised and must be restored. Professional development practices noted by Centra (1976) and Uwalaka (1985) are listed. (Author/MSE)

Describes a four-year-old program that provides voluntary weekend teacher inservice training workshops. Teachers have eagerly been attending the workshops run by the University of Alabama and a consortium of a dozen school districts. (MD)

The task of maintaining a vital and effective faculty has become more difficult. The ability of institutions to prepare effectively for substantial restaffing in the l990s depends on the quality, energy, and commitment of faculty. (MLW)