Surveys a number of sociology departments in four year institutions throughout the United States in order to determine whether minority women in academic sociology suffer an extra disadvantage in possessing the two devalued characteristics of sex and race simultaneously. Urges that professional isolation and other concomitants of tokenism be…

This article outlines the problems in the student pipeline and the faculty pipeline related to engineering. Difficulties of women engineering faculty members are discussed. (YP)

Describes a three-week summer program teaching selected chemistry faculty how to incorporate polymer chemistry into chemistry courses. In addition to lectures, the program conducted many experiments and provided a trip to industry laboratories. (YP)

Follow-up activities are essential to maintaining a writing-across-the-curriculum program. La Salle University created a second stage of program development through new workshops and symposia, collaborative teaching and co-authoring, and opportunities for student involvement. (MSE)

Reports survey results of psychology departments with graduate programs relative to staffing of introductory psychology courses at large research-oriented universities. Discusses concerns generated by the use of nontenure position people as instructors. Cites supervision of instruction, televised courses, and incentives for teaching as examples of…

Discusses the danger of evaluating faculty by the number and value of grants they receive. (MS)

Interpretation, assimilation, and adjustment to the Utah Career Ladder Program and the extent to which these responses reflect fundamental changes in the structure of teacher work were assessed. Promotional positions and differentiated salaries--distinctive features of a career ladder--were being compromised at all levels of the system. (SLD)

A review of existing training programs for international teaching assistants indicates that trainers generally use one of four approaches: orientation, precession, concurrent-term, or preterm programs. The key to success to any of these approaches is the staff members who conduct the programs. (MLW)

A survey was conducted of the first authors of half of the research papers published in 18 leading peer-reviewed medical journals over a six-month period in 1986. They were sent a questionnaire that assessed their previous research training and their recommendations for training of clinical research faculty members. (Author/MLW)

A process engaged in by the West Chester University (Pennsylvania) teacher education program began with a faculty seminar on racial, class, and gender identity and culminated in the redesign of courses in special education and child development. Theory of the stages of racial identity formation proved useful in interpreting both faculty and…

Principals must create conditions that ensure that professional growth is part of school culture, remembering to create consensus, promote shared values, monitor the effort, ensure systematic collaboration, encourage experimentation, model commitment, provide one-on-one staff development, offer purposeful staff development programs, promote…

It is argued that improvement of higher education in Indonesia will not be adequately enhanced by short-term faculty development programs and curriculum development alone. A rethinking of the academic career, more broad-based instructional development centers, and more careful linking of institutional planning and staff development will be needed.…

Provides an annotated bibliography of current ERIC literature on faculty development in community colleges. Indicates that faculty development programs allow college professors to improve instructional material, keep abreast of new technology and methods, and network with professional colleagues. Suggests that development activities range from…

This article describes an interdisciplinary seminar for college faculty which focuses on the process of discovering and crossing disciplinary boundaries to work with colleagues on developing and teaching general education programs. Participants were interdisciplinary teams from different institutions. (MSE)

Five types of power (reward, coercive, legitimate, referent, and expert) and seven self-development strategies for female African American faculty are discussed. Strategies include: developing a maturing system, transferring results of change to long-term purposes, linking lifelong learning to self-discovery, risking failure to learn, maintaining…