High school students with disabilities are attending colleges and universities in growing numbers, with their rate of college participation doubling in the past twenty years. Students with disabilities in the secondary educational system are protected by the Individuals with Disabilities Education Improvement Act (IDEIA) of 2004, which requires…

In the race to be internationally present, colleges and universities seek increasing ways to partner across boundaries. Sometimes, arrangements are loose configurations including ways in which individual student or faculty study-abroad activities have traditionally been initiated; sometimes, they are more integrally connected to core institutional…

Undergraduate transfer is a fact of life. At least 40 percent of students attend more than one institution on their path to a baccalaureate degree. Some students initially attend a two-year college, so transfer is to be expected if they seek a baccalaureate. Two-year college students are not the only ones who transfer. Data from the Beginning…

Changing enrollment profiles have introduced differences in demographics, ability, and interest among the learners in higher education classrooms. As a result, faculty must now accomplish their jobs in a fluid environment with new teaching strategies. Their partners in this work are student affairs staff, who usually educate students in a far less…

Summarizing past research, Smith (1995) indicates that the majority of faculty members "'view teaching as their primary role,' want to do a good job, and work hard at improving their effectiveness." Yet most faculty members are not educated to be teachers. At best, they have received a course in pedagogy specific to their discipline as a…

The Council of Graduate Schools' description of the faculty role differentiates several kinds of faculty service: "Service in the context of academia generally refers to service to the institution, the external community, and the larger academic community." Within these categories, the faculty role toward the external community has taken on a new…

For faculty members to perform at the highest levels of excellence institutions must design and implement an array of appropriate incentives and support systems effective for different faculty needs and characteristics. Collegiate and corporate illustrations are provided. (Author/MSE)

A series of interviews with 532 faculty, department heads, and upper-level administrators on 38 campuses revealed attitudes about general and specific elements of faculty vitality and aspects of institutional administration that promote it. (MSE)

The experiences of the University of Richmond and others institutions indicate that incentives, direct and tangible or indirect and intangible, reflecting the realities of academic life enhance opportunities for initiative and collegiality. (MSE)

The potential roles of department heads, deans, and faculty development directors in guiding and monitoring the effective delivery of faculty incentives are outlined, and key factors in facilitating and inhibiting vitality and signs of increased vitality are listed. (MSE)

A program of incentives must respond to the various aspirations faculty members have at different stages of their careers. Careful monitoring and interpretation of changes in faculty ability, interest, and behavior can aid the institution in improving the person-environment fit. (Author/MSE)

The institution, disciplines, and academic profession as a whole can enhance or inhibit vitality. A critical analysis reveals that despite many advances, a comprehensive professionalism has been compromised and must be restored. Professional development practices noted by Centra (1976) and Uwalaka (1985) are listed. (Author/MSE)

A program of small foundation grants and a broad definition of the kinds of excellence to be supported by the institution combined to create faculty commitment to professional development at the College of Charleston since 1976. (MSE)

A consortium of 12 small, private liberal arts colleges in the Great Lakes region has shown that by working together, the institutions can provide major opportunities for faculty professional development through conferences and workshops. (MSE)

The concepts of excellence now widely adopted in business also apply to higher education and include five fundamental areas of competence: taking innovative action, getting back in touch with past and present customers, existing for the customer, fostering individual commitment, and instilling unique values. (MSE)