The University of Cincinnati provides a workshop as a first step to computer literacy for thousands of faculty and staff members. The workshop uses a microcomputer laboratory with 24 work stations and audiovisual equipment. The curriculum builds both computer knowledge and positive computer attitudes with high-interest, low-threat activities…

The success of the entire academic enterprise depends directly on the contributions of the junior faculty members. The quality of the junior faculty, the diversity of talent, the promotion/appointment process, and the incentives to value teaching and university citizenship as well as scholarship are discussed. (MLW)

Suggestions are presented for law faculty to use in considering, planning, and carrying out a retreat as an opportunity to appraise the law school, its performance, and its possibilities. (MSE)

A proposed National Faculty Exchange, a membership network of U.S. colleges and universities funded by the Exxon Education Foundation, will provide college faculty and staff with a national, centrally coordinated and campus-supported structure to facilitate multilateral exchanges with procedures and timetables common to all member campuses. (MSE)

Draws from individual in-depth interviews of 34 full-time community college faculty to examine job attitudes and work behaviors of faculty with 10+ years in their current positions. Concludes that stagnation is avoidable, and routinization can be minimized by diversity in work tasks, skills used, and expanded role definition. (LAL)

Changing missions and increasing numbers of interdisciplinary programs may well characterize the successful university of the future. (Author/MLW)

A review of the Study of Dissemination Efforts Supporting School Improvement (DESSI) field study indicated a need for reorganization of the conceptual paradigms used to account for school improvement. Current paradigms do not account for the rational and conflict theories of social change. (DF)

An intervention program, Changing Teacher Practice, was developed to cause effective staff developer behavior, effective teaching, and positive pupil outcomes. This study integrated knowledge about effective teaching and strategies for changing teachers and schools. (DF)

The potential roles of department heads, deans, and faculty development directors in guiding and monitoring the effective delivery of faculty incentives are outlined, and key factors in facilitating and inhibiting vitality and signs of increased vitality are listed. (MSE)

Describes a training program conducted in Arizona from 1979 to 1983 that measurably increased the number of female principals in Arizona and markedly improved attitudes toward women as school administrators. Covers the program's antecedents, outcomes, participant recruitment and selection process, use of consultants, and workshop agendas. (PGD)

Fourteen state-funded agricultural research establishments in England and Wales were asked for information about visits received from agricultural lecturers. Forty-two lecturers, with visits covering five establishments, were asked for their views on the value of the visits. (Author/SSH)

Challenges the assumption that colleges and universities have special needs that the entire academic community must serve and asserts that collaborative experience corrects this assumption. Suggests an alliance between elementary, high school, community college, and university teachers to discover the full range of issues and the resources to deal…

Reports on the growth of collaborative groups of foreign language teachers that were spawned by the "Strengthening the Humanities through Foreign Language and Literature Studies" project. Describes workshop activities, projects, resource banks, political activities, and information dissemination of some groups and the role administrators play in…

Describes "The College Course," a course designed by six Vassar professors to advance the goals of liberal education, through interdisciplinary, integrative, and synoptic study while laying a basis for later liberal arts studies. Considers the possibility of adapting the model to other disciplines and institutional settings. (DMM)

Teacher growth is an on-going, developmental process that continues through the teacher's career. Four phases to full professional development are explored in this article. Aspects of each phase are described, and competencies that should serve as a foundation for a developmental model are discussed. (DF)