Abstract: (1988). Toward a definition of mentoring. Theory Into Practice: Vol. 27, Mentoring Teachers, pp. 190-194.

Abstract: Presents a model of new and sustained procedures to discover the ways in which students learn and how teachers can base their practice on this knowledge. This book also suggests a concept of undergraduate teaching based on professors adopting an investigative approach to student learning.

Abstract: Five federally funded family medicine faculty development programs were site visited from December 1985 to June 1986 to collect from experienced project directors, staff, and faculty their thoughts on training practices and future funding. The sites selected were the Faculty Development Center of Texas in Waco (McLennan County Medical Education and Research Foundation), the National Center for Faculty Development at the University of Miami, and programs at Michigan State University, the University of North Carolina-Chapel Hill, and Duke University. Since the late 1970s these programs have trained 259 fellows and 3,284 other participants. In total, $7,515,350 in federal dollars were spent. A variety of program formats and strategies were used to recruit faculty, and to prepare them in teaching, research, and other skill areas. Interviews (as well as phone conversations and letters) with key personnel at each site resulted in a summary of 30 critical elements identified for effective faculty development. Additionally, respondents made 11 specific recommendations to the Federal Faculty Development Grant Program that concern funding and future programs.

Abstract: Whether institutions of higher education are in need of renewal or not, whether faculty vitality should be an ongoing priority or not, are no longer issues in question. The long-predicted declines in student enrollment, faculty mobility, and resources are here, and faculty members of both genders-at all career stages and on every kind of campus-are feeling the effects. Because of the widespread depression in the professoriate as reported by Bowen and Schuster [82] and corroborated by the latest Carnegie Report [161], the September issue of Change Magazine called 1985-86 the year "that faculty vitality and performance get the concerted attention they need" [82].

Abstract: A comprehensive, authoritative guide to over six hundred books and articles on teaching, learning, curriculum, and faculty development in colleges and universities.

Abstract: Staff development is becoming a high-priority issue in two-year colleges. This chapter outlines the essential elements of a staff development program.

Abstract: The improvement of teaching is a constant need in colleges and universities, but commitment, resources, and strategies devoted to the task rise and fall from time to time and place to place. To test the proposition that competent teachers are made, not born, the author examined approaches to teaching taken by twelve outstanding instructors. The results suggest the promise of persistent, individual effort based on reflective practice and incremental improvement.

Abstract: A variety of beginning teacher assistance programs have been implemented in several states in recent years, designed to improve the quality of the induction year experience for beginning teachers. In many of these programs, roles for experienced, skilled teachers have been created to assist beginning teachers during the crucial first year of teaching. The roles these mentor teachers, teacher consultants, school based teacher educators, or peer teachers, as they are variously called in different programs, are expected to play differ from state to state, and sometimes carry conflicting expectations. This article examines several induction year programs, their role expectations for mentor teachers, and the often conflicting nature of these expectations. It proposes joining the concept of mentor teachers for induction programs with that of supervising teachers at the preservice level to create a new role-school based teacher educators-that

Abstract: This paper describes the academic roles of the 1978 through 1985 graduates of family medicine faculty development fellowship programs sponsored by the Robert Wood Johnson Foundation (RWJ) and the Division of Medicine of the U.S. Department of Health and Human Services (HHS). A total of 329 alumni from 12 of the 59 HHS programs and all five of the RWJ programs were surveyed. Based on a 74% response rate, profiles are drawn of graduates. These profiles are compared to a review of the literature in higher education on fellowships, faculty attrition, faculty activities, tenure, and promotion. Conclusions reached from these comparisons include: (1) The retention rate of fellows in full-time faculty positions equaled or exceeded those of other fellowships found in the literature. (2) The attrition rate of alumni from faculty positions has been less than that noted of faculty in other areas of higher education. (3) On average, fellowship graduates have spent less time in research activities than recommended for productivity. (4) The emphasis on research training, particularly in RWJ fellowships, was appropriate, given increasing expectations for research productivity in tenure and promotion decisions. (5) The national trend toward development of alternatives to traditional tenure tracks matches the patterns found in family medicine fellowship alumni--31% of these alumni were serving on such tracks.

Abstract: The Texas Consortium of Geriatric Education Centers was establisged in 1985. The primary goal of the Consortium is the continued professional development of health professions faculty in gerontology and geriatrics. This article describes a multi-level program of institutional development which has been initiated to accomplish this goal. The components of the program include a strategic planning document (Institutional Action Plan), and a professional development program for faculty (Personal Action Plan). Since October 1985 a total of 63 health professions faculty from 9 academic institutions have enrolled in the two-year program. As designated trainees, these individuals are expected to complete a seven-unit Learning Module in Geriatrics, attend two content-intensive multidisciplinary institutes, and prepare a structured plan for the introduction of aging content within educational experiences provided students in health-related disciplines. The design of the instructional program provided faculty traine...

Abstract: Since 1984 the University of British Columbia's School of Medicine has offered teaching improvement project systems (TIPS) workshops on effective teaching techniques; two workshops a year are given for medical faculty members and two a year for residents. The faculty members who conduct the workshops have received training on how to present them. The most powerful learning experience offered by TIPS is the opportunity for participants to present 10-minute teaching segments that are videotaped and later viewed privately by the participants. Eight workshops have been attended by 166 faculty members, and two others have been attended by 42 residents. This project demonstrates faculty development for both the participants and the people who teach the workshops.

Abstract: In 1979 the American Association for Higher Education devoted a session to "Faculty Renewal at Middle Age" with Laura Bornholdt of the Lilly Endowment as convener and a panel of practitioners At that session, panelist David Halliburton proposed a definition of faculty development which went beyond the then dominant emphasis on teaching According to this expanded definition, faculty development is the theory and practice of facilitating improved faculty performance in a variety of domains, including the intellectual, the institutional, the personal, the social, and the pedagogical Optimal weightings of these components vary from situation to situation

Abstract: This paper describes the benefits of inservices on learning disabilities forfaculty and the process we used to assess campus needs and to design andpromote involvement in the inservice. Our goals were to generate interest in the inservice, to provide infomation about college students with learning disabilities, and to discuss ethical andpedagogical issues concerning this population. Evaluations of the insemice were positive. Even more importantly, promoting involvement in the inservice seemed to promote more involve- ment across the campus in serving the needs of students with learning disabilities. Learning disabled students who approach their professors to describe their disabilities are now morefre4uently met with acceptance rather than suspicion.

Abstract: Since faculty development is the mainstay of a writing across the curriculum program, how do we provide long-term follow-up to the first workshop?

Abstract: (1988). Supervision and the Rhetoric of Empowerment: Silence or Collision? Action in Teacher Education: Vol. 10, The Changing Role of Supervision in Teacher Education, pp. 11-15.

Abstract: At issue is the current movement within gerontology education to adopt “program standards” for gerontology instruction in higher education. This paper presents a view, supported by the literature in higher education, that issues of quality cannot be resolved through the imposition of standardized curricular organization. It is proposed here that if program quality is the issue, faculty development is the prerequisite. Several recommendations are presented regarding the role professional organizations can play in furthering faculty development.