ERIC Number: ED239227
Record Type: RIE
Publication Date: 1982-Oct
Reference Count: 0
Staff Development for University Level English Faculty: Improving the Teaching of Reading and Writing.
Rakes, Thomas A.
A four-day workshop designed to acquaint faculty members with teaching strategies for combining basic reading skills in English composition was evaluated as very effective by the seven workshop participants. The evaluation results indicated that interdisciplinary staff development seminars can be beneficial to faculty from varied content areas. Recommendations developing from this seminar relative to the teaching of special students include the following: (1) the ultimate responsibility for teaching special students should be left to academic departments rather than nonacademic or service level agencies within the university; (2) basic reading-study achievement levels of all special students should be evaluated on entrance, interim, and exit bases; (3) faculty interested in developing and maintaining instructional programs for special students should be identified and organized; and (4) specialized staff development seminars should be available to all departments within the university. The efficient utilization of available faculty expertise is essential if colleges are to develop inexpensive staff development programs. (MM)
Descriptors: Basic Skills, College Programs, Content Area Reading, English Instruction, Faculty Development, High Risk Students, Higher Education, Interdisciplinary Approach, Program Development, Program Evaluation, Reading Improvement, Reading Instruction, Reading Skills, Remedial Reading, Teacher Effectiveness, Teaching Methods, Workshops, Writing Instruction, Writing Skills
Publication Type: Reports - Research; Opinion Papers; Speeches/Meeting Papers
Education Level: N/A
Sponsor: Memphis State Univ., TN.
Authoring Institution: N/A
Note: Paper presented at the Annual Meeting of the College Reading Association (26th, Philadelphia, PA, October 28-30, 1982).