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ERIC Number: ED348095
Record Type: RIE
Publication Date: 1991-Jul-8
Pages: 18
Abstractor: N/A
Reference Count: 0
ISBN: N/A
ISSN: N/A
Faculty and Staff Development: Two Models of Administrative-Faculty Linkages.
Curtis, Stephen M.; And Others
At Borough of Manhattan Community College (BMCC) in New York, over 90% of the students are ethnic minorities, and two-thirds are women. Among BMCC freshmen, 70% require some form of remediation. Faculty development efforts at the college emphasize the issues of serving an ethnically diverse student population and of reinforcing the basic skills of students. Faculty development efforts at the college have included: (1) faculty exchanges permitting BMCC faculty to teach at other institutions within the City University of New York (CUNY) system; (2) dissertation counseling seminars for tenured faculty who have completed doctoral course work; and (3) release time for faculty to attend special seminars examining issues such as gender, race, and ethnicity as they relate to the curriculum. Three faculty development projects have been initiated by the Office of Academic Affairs: (1) the Urban Academy Project (UAP), which provides faculty with in-service training on new methods to improve teaching; (2) the Freshman Year Project, which involves faculty in freshman orientation activities, and provides special seminars for faculty teaching paired or blocked freshman courses; and (3) the Committee on Pluralism and Diversity in the Curriculum, which presents forums and workshops to promote greater awareness of pluralism in the classroom. Activities initiated by faculty committees have included Faculty Development Day, the Faculty Mentoring Program, interdepartmental grants, and the Colloquium on College Teaching. Brief descriptions of each university and campus faculty development activity are included. (PAA)
Publication Type: Reports - Descriptive; Speeches/Meeting Papers
Education Level: N/A
Audience: Practitioners
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers: City University of New York Manhattan Comm Coll
Note: Paper presented at "Leadership 2000," the Annual International Conference of the League for Innovation in the Community College and the Community College Leadership Program (3rd, Chicago, IL, July 7-10, 1991).