Through professional development activities, physical education faculty members can meet important challenges in their field: (1) keep current in their subjects; (2) learn additional skills; (3) take on new tasks; (4) perform old tasks in different ways; (5) increase scholarship; and (6) increase instructional competence. (CJ)

Discusses commonalities and differences between faculty development and faculty evaluation, illustrating why, in practice, each is likely to fail without the other. Shows how the two concepts are key elements in organizational change. Calls for individual and institutional changes for institutional performance improvement. (DMM)

This state-of-the-art report on technical upgrading of postsecondary vocational-technical faculty reviews research and development, types of programs, consortia and associations, and guidelines for implementation. (SK)

Finds three areas of faculty/administrator interaction to have the greatest influence on organizational climate: goal setting and internal governance, application of resources, and organizational and personal development. Suggests strategies under each area for promoting a positive climate. Reports briefly on a panel's assessment of the analysis…

Pennsylvania's Content Area Reading Program uses a network of 50 trained instructors to help teachers improve students' content area reading skills. This article covers program content, instructor recruitment and training, variations in program presentation, factors underlying program success, and steps in planning inservice programs in content…

The Instructional Leadership Project of the Anne Arundel County (Maryland) Public Schools determined staff development needs in the district's secondary schools and designed a three-year program to help administrators, guidance personnel, and department chairpersons build the requisite staff development skills. (PGD)

Reviews the successes and shortcomings of the University of Utah Graduate School of Education's partnership with three Utah school districts to establish seven school-based professional development centers. (Author/WD)

It is determined what conclusions might be drawn from studies on improving college teaching, both for researchers and those who design and implement instructional improvement programs. Findings for interventions are summarized by confidence rating, showing the relative attention given to topics and the quality of research from topic to topic.…

A research project was conducted to study the following areas: faculty research and publication programs at colleges of business, rewards for faculty research, publications considered for faculty rewards, quality evaluation of faculty research, and why business deans consider research and publication important. (CT)

The author discusses the need for faculty development among undergraduate teaching personnel and presents results of a faculty and administrator survey at a major southern university on the components which might be included in an ongoing faculty development program. (Author/SJL)

Describes the ideal qualities of teachers in small schools, and explains how to recruit ideal teachers and how to provide inservice training for those who are less than ideal. (JM)

Recommends that a "Management by Objectives" (MBO) approach be considered for an effective faculty appraisal system. MBO appraisal is based on the assumptions that faculty members are capable of committing themselves to their work and that they will be allowed to participate in the administration of their areas. (JOW)

Regardless of how easy a course is made for nonscience majors, few attempts have been made to use students' abilities within the academic context to enhance their appreciation of science. The teaching of nonscience majors must be viewed by the science teacher as important as the teaching of science majors. (MLW)

Professional renewal depends upon the dynamic process of making appropriate assessment, personalization, commitment, and review of goals in a continuous recycling manner. (CJ)

Underscores the importance of the creative use of human resources for community colleges in times of fiscal constraint. Lists principles for and stages of management and faculty development programs. Cites examples of creative responses to budget cuts. Discusses the cyclic nature of lifelong learning. (DML)