Despite the existence of a large body of research on teaching methodologies, most business schools do not offer programs on teaching effectiveness to their faculty, according to a national survey of 1,000 business faculty (335 responses). (SK)

Identifies some characteristics of first- and second-stage writing-across-the-curriculum (WAC) workshops for teachers, using LaSalle University as an example. Suggests a possible solution for addressing some of the problems which seem to beleaguer some second-stage WAC programs at four-year liberal arts colleges. (RS)

This study compared the research productivity of 97 senior staff members of geriatrics education centers and 91 faculty enrollees in a professional development program. Findings indicated that more senior educators (75 percent) than enrollees (40 percent) had published in the previous three years. (DB)

As college faculty's professional interests narrow over time and pressure to publish increases, writing burnout may occur. Senior faculty should be encouraged to give their informed perspective on current cultural, political, and scientific dilemmas through the popular media. Strategies for such regeneration are easily incorporated into faculty…

Researchers investigated the effects and outcomes of two induction models used with novice teachers. Teachers participated in either a structured induction team approach or a loose buddy system. Data on teaching skills, model benefits, and changes in teacher attitudes supported the need for structured induction programs for novice teachers. (SM)

A survey of 188 participants in a conference for college faculty interested in women's studies received 46 replies indicating that (1) appropriate learning did occur and (2) 34 percent took action steps as a result of the conference, in terms of curriculum integration, teaching strategies, networking, or empowerment. (SK)

Staff development is crucial in educational reform. The Readings in Educational Research (RER) project emerged out of a need for teacher-researcher communication, providing packets of original research reports in areas of interest to teachers. Teacher study groups using RER indicated they found RER a very positive experience. (SM)

According to a survey receiving 878 responses from 1,252 community/technical colleges, (1) 708 have professional development programs; (2) 48% rarely offer programs to part-time faculty; (3) funding was healthy for full-time, but 74% had no funding for part-time faculty development; and (4) incentives included intrinsic reward (80%), travel funds…

Addresses issues for faculty development in the 1990s by considering the importance of equipping faculty with reasonable knowledge and at least minimal competency in multiple methods of inquiry which are centered within the discipline of communication. (SR)

Surveys journalism educators to examine the classic, divisive tension between professional and scholarly journalism activities. Details the extent and kind of their ongoing professional media activities. Discusses how those involvements play in the classroom and with promotion and tenure committees, department heads, and college administrators.…

BellSouth Foundation has supported various alternative teacher certification programs. Teacher development also requires that the school be at the center of talent identification, teacher preparation, recruitment, induction, and continuing education. (SK)

Provides a four-level conceptual model of how technology can and should be used to enhance learning in the community college. Reviews issues such as personnel collaboration and staff development, which are important to the implementation of a technology plan. Contains four data tables. (JDI)

Outlines what is known about mentoring processes and what is unique to mentoring mathematics teachers. Offers some guidance for those wishing to be effective mentors. Contains 27 references. (ASK)

Describes an alternative approach to teacher professional development that involves redesigning the school environment to enhance conditions that help teachers collaboratively reflect on, question, and change underlying beliefs and assumptions that guide their teaching practice. The paper examines teachers' learning needs, limitations of…

Examines the role of a mentor to a group of mid-career mathematics teachers in order to better understand how mentoring practices influence teacher learning. Concludes that the mentees' perception of the mentor as problem solver or evaluator of performance learning was inhibited, whereas perception of the mentor and mentee relationship established…