Describes the Program for the Advancement of the College Teaching of Science (PACTS), which provides a sabbatical leave opportunity for college professors to study pedagogy. (CS)

Summarizes papers presented at the Sixth Biennial Conference on Chemical Education in the areas of faculty development, teaching assistants, and teaching strategies. A bibliography of 16 presented papers related to these topics is attached. (CS)

Successful faculty development programs are seen as the result of orchestration by a faculty development coordinator in concert with the college's administration and the faculty. Four faculty development programs with different funding levels, including one with little or no money, are described. (MLW)

Three surveys to assess both the expressed needs of university teachers for teaching improvement and the means of effecting such improvement are presented. Teachers in Canadian faculties of education were the primary focus of the surveys. Respondents asked for improvement in discussion techniques and group work. (Author/MLW)

Proposed is a graduate program based on the Master of Philosophy degree plan of the University of London, for college science faculty who have not obtained a PhD degree. This program is composed of individually designed courses of study, completed by summer and evening course work and individual study. (DS)

Encourages professors to become aware of and improve teaching skills through developing staff communication, writing effective learning objectives, constructing better tests and measures, and recognizing states of student intellectual development. (JD)

Four courses of action toward a proactive stance in in-service education are recommended: develop a conceptual framework that relates preservice and in-service education; recognize the role of higher education; provide linkages; and develop a funding and reward system. (JMF)

College and university faculty are taking a new look at their role in in-service teacher education and staff development. Several considerations regarding perceptions and activities in this area are discussed. (JMF)

Provides specific examples of journalism teachers' working summer internships at newspapers and television news departments. Illustrates the value of teachers' occasionally "tuning up" their journalism skills. (RL)

Describes the inservice training program initiated at Delphi College, New York. Discusses the various programs organized as part of overall staff development. Contends that inservice programs provide staff with the confidence and competence to improve the teaching/learning environment in a time of evolving instructional technology. (CAM)

Describes a cooperative program designed to bring together faculty members and housing professionals who want to work with each other. Programs should include advantages for both staff and faculty members as well as students. The interdepartmental relationship is more important than programs resulting from the relationships. (Author/BEF)

Presents the results of a 1977 staff development survey which found that administrators were concerned about developmental education, clientele served, marketing education, testing, behavioral objectives, new learners, recruitment, institutional development, and budgeting, while teachers focused on development of cognate fields, student…

The relationships between important needs of faculty and the processes and contexts of teaching in institutions of higher learning that might affect need satisfaction are examined. It is suggested that the various dimensions of the teaching role serve to frustrate need satisfaction rather than to facilitate it. (Author/LBH)

Describes mixed results for faculty development programs implemented at the State University of New York. Reports that bringing experts in for workshops and providing faculty incentives for course development were not successful, but that a one- to four-week summer training seminar was. Proposes 10 principles for successful faculty development.…

Suggests that higher education institutions should provide faculty development opportunities for service-learning that develop a common understanding on campus concerning the nature of service-learning, establish and maintain academic integrity of service-learning; increase faculty confidence in implementing a new pedagogy, and increase the…