Addresses: (1) "What is known from past research about training faculty in the skills of problem-based learning?"; (2) "What skills are important to teach faculty and how does one teach them?"; and (3) "What options are available for training faculty in problem-based learning?" (EV)

Explores the promise of public education, especially through the work of excellent teachers in urban schools, and the inherent limits placed on education by social and educational sociopolitical contexts. Shares lessons learned as a teacher, reviewing research on what sustains teachers (e.g., teacher autobiographies, fundamental belief in…

Used data from questionnaires, interviews, focus groups, and document analyses to examine how professional development was conceived and supported within a school-university partnership, examining perceptions of growth achieved by secondary school teachers and teacher educators. Participants perceived four sites for their professional development…

Responses from 255 of 754 finance faculty surveyed indicated the following: 195 had done consulting, 134 had done outside teaching, and 13 had been in faculty internships. The experiences were beneficial to their teaching but only minimally in gaining research ideas or access to databases. (SK)

Superior college teachers can make valuable contributions to both their institutions and one another when their institutions help them form communities of expertise, modeled on national academies for outstanding individuals in the sciences and arts. The small number of such teaching academies in the United States has varied structures, goals, and…

Presents findings from a survey of 159 community colleges to determine their use of part-time faculty, hiring and employment practices, and training and evaluation methods. Indicates that colleges made considerable use of part timers but that few provided benefits or adequate resources for development. (14 citations) (BCY)

Examines the relationship between teaching and research. Considers whether an emphasis on one or the other better serves the interests of communications departments. Adumbrates arguments suggesting that research undermines teaching and those suggesting the converse. Shares the results of a meta-analysis of existing research on the topic. Finds a…

Describes the process by which the Towson State University (Maryland) Center for Instructional Advancement and Technology was created and grew to a staff of 10 within 18 months, noting six factors: response to clear need; a range of programs; rapid staffing and facilities provision; high-level administrative leadership; supportive institutional…

Describes how 35 teachers worked to create the Learning Collaborative, a technologically based resource for advanced placement teachers around the world, including a website to offer variety of resources. (SR)

A survey of 150 full-time faculty, graduate teaching assistants, and part-time instructors and 140 students at a public research university led to recommendations for a teacher development program based on respondents' expressed needs and institutional needs. Twelve essential steps in the needs assessment process are discussed as a model for…

Addresses the issue of how institutions of higher education can deal with the dilemma of achieving efficiency while sustaining or enhancing effectiveneness. Describes how the faculty of education at the University of Strathclyde (Scotland) addressed this issue including the major organizational, political, logistical, and educational…

Minority faculty and administrators need appropriate support in handling professional and personal expectations. Proposes six programs and practices designed to: ensure their professional development: create safe havens; protect their time; judge them by, and give them credit for, what they do; be sensitive to cultural isolation; and remember that…

Many faculty enter academia without any formal preparation in pedagogy. This study describes perceptions of ten university professors, from a variety of ranks and disciplines, as they reflect on their development as teachers and the faculty and instructional development services that enabled their development. (Contains 24 reference.) (PGS)

Presents a framework for supporting new graduate teaching assistants based on a model of how higher education teachers develop and theories of how professionals learn. The framework accounts for wide variation in graduate teaching assistants' roles and responsibilities and increasing acceptance and importance of gaining accreditation. It is…

Describes a faculty development workshop designed to teach about the Six Trait Analytical Model, explaining how the facilitator's presentation and the attending teachers' attitudes combined to make the workshop a grueling experience. (SM)