Examined is the phenomenon of the recent faculty development movements in institutions of higher education. Of special importance are: (1) major ways we have approached faculty development; (2) forces that influence the faculty development movement. A construct of faculty development involves giving conscious attention to planning, studying, and…

Based on a 2-year-old faculty development program at an urban university, a model is derived that describes faculty development as an evolving process, beginning with low mutual knowledge and trust and an "expert" consulting role, developing into greater mutual knowledge and trust and a more "collaborative" consulting role. (Editor/JT)

Outlines responsibilities of an English department chairperson in many areas, including writing promotion and tenure recommendations, explaining the department's activities to the administration, creating and maintaining an effective environment, creating a sense of individual dignity and worth among faculty members, developing a sense of…

Six ways for a professional educator to keep up with his field are to subscribe to professional journals, read professional books, attend professional meetings, travel, go back to a university, and engage in experimentation and research. (Author/KR)

Procedures for designing a faculty evaluation instrument are suggested, along with a description of the program developed at the School of Business Administration, American University, Washington, D.C. Their evaluation instrument indexed total performance, with classroom teaching effectiveness rated slightly more important than professional…

The Faculty Career Development Program at Austin College is described in detail. Included are the essential elements of a successful program, some specific problems encountered and their solutions, as well as examples of some of Austin's self-improvement projects. (Author/JMD)

The article describes an emerging approach to the development of training known as behavior modeling, based on the principles of social-learning theory. Applications of modeling and social learning to training and reports of successful behavior-modeling programs in various businesses are included. (MF)

A model comprised of five stages of faculty development is described. Individual faculty are located along a continuum, beginning at a stage where knowledge is seen as an unambiguous entity and teaching as a simple presentation of facts, and progressing to a level of more complex attitudes. Validation for and implications of the model are…

Andrews University's commitment to teacher improvement is evidenced by the availability of instructional materials and assistance in using them, and in its faculty development program that includes a new teacher seminar and a Committee on Instruction and Research. Faculty evaluation is the logical outcome of the program. (JMD)

In these hard times in higher education the continued development of current faculty is a crucial concern in an institution's attempts to maintain future viability. This article describes the range of activities undertaken to increase faculty effectiveness and the unique role counseling psychologists can play. Training implications are discussed.…

Staff development activities should achieve both indirect outcomes (behavior changes of staff members) and direct outcomes (improvement in student achievement). This article describes how one junior high staff development program was initiated and carried out. (DS)

The author deals with instructional competence and training teachers in the basic teaching skills. He lists 13 general instructional components, which provide guidelines for determining the needs of teaching effectiveness, as well as providing a basis for evaluation. (DS)

Trends of collective negotiations were examined as they affect inservice education, through an examination of collective bargaining agreements. Conclusion: the trend is presently one of negotiation of provisions in a piecemeal fashion rather than one with the goal of establishing comprehensive professional improvement programs. (Editor/JT)

Describes and evaluates nine 3-day faculty education workshops designed to assist in developing skills for training and use of simulated patients. Conclusion: active participation in developing and using a new skill with immediate feedback from peers and students is effective for refreshing or developing educational skills of health professional…

It is argued that to judge faculty competence, the range of knowledge, skills, and attitudes constituting competence must be established, and that competence is composed of preparation for teaching, engagement in teaching, and professional development. Sources of evaluation data are discussed and increased documentation of teaching achievement is…