A questionnaire survey was conducted among five higher education institutions to determine the number of hours faculty members spent in their various duties. A total of 450 faculty members provided usable responses regarding their time spent teaching, advising, research, and service. (LBH)

Recent studies show that universities generally are credited with doing a good job in training graduate students in research, but not in preparing them to teach. Implications and examples of training programs are discussed. (LBH)

Attributes peculiar to master's degree graduates from DePaul University's School of Education from 1966 to 1969 are examined in order to adequately judge the quality of the graduate program. Data are reported on student birthplace, residence, undergraduate study and degree, admission status, GPA, specialization, age beginning and ending, degree…

Methods by which a first course in educational research can combine theory with practice as each student is required to conduct a research study. The entire class then proposes a problem, develops a hypothesis, surveys related studies, collects data, analyzes and interprets the data, and draws conclusions and generalizations. (LBH)

Recommendations are offered for correcting unnecessary conditions that lead to additional stress for doctoral students, such as: foreign language requirements; inadequate counseling services; unsystematized processes; unnecessary regulation; grading course work; and dissertation committee functioning. (LBH)

The effects of a structured instructional approach and of an inquiry-based instructional approach on the abilities of teachers to read and interpret research literature in education were examined in a study using 69 graduate students. Both methods proved effective, and the results indicate that improved interpretation skills can be taught. (LBH)

Data gathered in a questionnaire survey of 164 junior faculty members at the University of Illinois support the theory that these teachers are very interested in teaching but feel they will be unrewarded for teaching efforts when compared with research activities. (LBH)

Due to expressed dissatisfaction by both faculty and administrators, this study aimed (1) to provide current data on orientation programs and procedures in Illinois community colleges, and (2) to present an "orientation model" as a guideline for the planning, implementation, and evaluation of faculty orientation programs. (Author/LBH)

A model for reviewing both quality and quantity of professorial publications establishes a variety of criteria that ideal publications should meet, provides for the assignment of relative weight to each criterion, and establishes a rating system for computing a raw score for each set of faculty publications being reviewed. (LBH)

A study concerned with attitudes and achievement in a speech communication course is reported. Of three methods of instruction, the small class-individual instructor technique prompted more favorable student attitudes than did the 40- or 80-student lecture treatments. (Editor/LBH)

A department chairman from Denison University offers a reminder that to educate means to lead or guide, rather than what teachers have mistakenly believed or practiced. Various pressures for professorial role change are cited, including the Dalton Plan and contract learning. (Editor/LBH)

Some major learning theory principles are reviewed and suggestions are made for integrating them into the process of education at the college or graduate school level. The theories deal with reinforcement, behavior modification, reactive inhibition, cognitive maps, incidental learning, retroactive inhibition, proactive inhibition, and spontaneous…

The sabbatical leave is surveyed by a University of Utah professor concerned with academic and financial planning. The leave plan in effect at that university was assessed by faculty members who were either eligible or had applied for a sabbatical to determine whether the plan was meeting faculty and institutional needs. (Editor/LBH)

The teaching responsibilities of a professor particularly make him a professional, as pointed out by a faculty member of the U. S. Air Force Academy. He suggests that a teacher's professionalism can be transmitted to his students. (Editor/LBH)

A review of the literature dealing with faculty load in colleges and universities from 1929 reveals that this problem has not been resolved satisfactorily in any institution. Two plans are described for determining assignment loads. (Author/LBH)