Considers the development of student evaluation of teachers; its negative aspects; the importance of faculty belief in the practice; and faculty opinions of how teacher evaluations should be administered, who should obtain the results and in what form, whether students can adequately evaluate faculty, and what evaluation forms should include. (AYC)

The practicum (individually contracted clinical experience) has shown to be successful in helping schools meet the inservice needs of teachers. (MM)

The article discusses micro-training needs and various possible solutions, including existing programs, self-study programs, special assignments, field trips, coaching, seminars and workshops, university programs, and professional conventions and conferences. (MF)

The major approaches to faculty development are examined: the personal approach; faculty development programs; curricular changes and faculty renewal; and the humanities as a resource for faculty renewal. The value of faculty development may ultimately be in increased administrator awareness of faculty's changing needs and aspirations. (LBH)

To solve expensive problems with dwindling funds calls for better ideas, such as: faculty retraining; sharing remedial work with the high schools; reduction of redundancy through cross-registration; a 12-month calendar; computerized information; and ascertaining students' hopes. (Editor/LBH)

It is argued that through the collegiate experience, the future college professor is socialized to a conventional teaching role, which is grounded in a traditional instructional model, and that efforts to increase instructional productivity must be cognizant of and consistent with this role and model. Empirical data support the hypothesis.…

Reports the conclusions reached at a workshop designed to identify the needs of part-time faculty in three areas: fulfilling the goals of the community college, teaching/learning needs, and managerial needs. Outlines appropriate developmental activities for part-time faculty. (DC)

A reappraisal of the sabbatical as a means of restoring and revitalizing the leadership resources of college presidents is offered by a president. Focus is on interpersonal relationships, delegation of authority, individuality, benefits, and reentry. (Author/LBH)

The impetus, planning, and implementation of the University of Connecticut's faculty and staff development center based on an institution-wide needs assessment and individual faculty's expressed interests is chronicled. (MSE)

Consists of a discussion among seven panelists on the topic of professional continuing education and development for teachers. Also covers teachers' reasons for becoming teachers and for leaving the profession. (CH)

University faculty were surveyed to assess their attitudes toward teaching and teaching improvement. The results suggest the presence of faculty subgroups with different degrees of motivation for faculty development. Implications are drawn for creating successful faculty development approaches that can capitalize on existing faculty interest. (MLW)

Reviews literature on strategies to facilitate the effective supervision of part-time community college faculty, identifying common approaches to faculty evaluation (e.g., student evaluations, classroom observations, and artifact collection) and ways of improving teaching performance (e.g., supplying instructional information, and orientation and…

The authors describe the University of Maryland's response to the training needs of instructional television faculty and students. The faculty training program consists of a orientation program featuring a videotape. The student training program is a package including a videotape and a student handbook to be used by off-campus students. (CH)

The faculty development movement of the 1970s and 1980s is taking new directions. One model that enhances intrinsic motivations to teach well and uses institutional structures to encourage autonomy and personal initiative holds promise for undergraduate instruction. (Author/MSE)

Faculty participating in a three-month exchange program at a British teacher education program observed that the programs were generally similar in organization and duration to those in the United States, while differences were seen in students' academic backgrounds, teaching philosophy, program component integration, and emphasis on developmental…