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Baldwin, Roger G. – New Directions for Teaching and Learning, 1984
Faculty development efforts should strive to create a work environment encouraging and rewarding continuing growth by faculty of all ages and experience and be flexible enough to respond to career growth objectives at successive career stages. This may require adaptation of general development programs or programs specifically for older faculty…
Descriptors: Academic Rank (Professional), Administrative Policy, Aging (Individuals), Career Development
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Andrews, John D. W. – New Directions for Teaching and Learning, 1985
Approaches to developing teaching assistant programs are discussed, based on the organizational change literature. Five models are identified: rational planning, social interaction, human problem solving, political models, and a research and development approach. Political processes often can be blended with social interaction and problem-solving…
Descriptors: Change Strategies, Educational Planning, Higher Education, Organizational Change
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Thaiss, Christopher – New Directions for Teaching and Learning, 1988
Continuing problems, troubling trends, and many opportunities face writing-across-the-curriculum planners in the future. Proponents must continue to believe in the benefits of writing-across-the-curriculum programs and widen and intensify networks of support. (MSE)
Descriptors: Change Strategies, College Curriculum, Educational Change, Futures (of Society)
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Smock, Richard; Menges, Robert – New Directions for Teaching and Learning, 1985
Establishing a program to help teaching assistants (TAs) become better teachers is discussed, including advantages/disadvantages of five possible organizational locations: individual course instructors, departments, colleges of education, other individual colleges, and a central administrative office. A mix of locations and criteria for assessing…
Descriptors: Departments, Educational Policy, Evaluation Criteria, Higher Education
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Caldwell, Elizabeth Ann; Sorcinelli, Mary Deane – New Directions for Teaching and Learning, 1997
Suggests faculty development programs based on writing-to-learn can foster more effective teaching, by providing opportunities for faculty and teaching assistants to develop new teaching skills and to integrate scholarship and teaching, by changing faculty approaches to teaching and learning, by providing a forum for sharing talents and…
Descriptors: Attitude Change, Classroom Techniques, College Faculty, College Instruction