ERIC Number: ED404923
Record Type: Non-Journal
Publication Date: 1991
Reference Count: N/A
Faculty Development in Higher Education. Enhancing a National Resource. To Promote Academic Justice and Excellence Series.
Bledsoe, Gerie B.
The National Education Association (NEA) believes that faculty development programs, if designed by the faculty, implemented on a voluntary and equitable basis, and adequately funded, can contribute to improving teaching and learning on college and university campuses. The ideal of continuing self-improvement by college and university faculty is a fundamental aspect of the profession. Calls for improved programs of faculty development include a range of activities from improving scholarship to enhancing teaching skills or revising curricula. Faculty development involves professional development, instructional development, personal development, curriculum development, and organizational development. The environment of American higher education is changing with greater student diversity, inadequate student preparation, shifts in student demand for courses from the liberal arts to business and technology, a knowledge explosion, large upward and downward changes in enrollment, and an aging profession with high departure rates and many new faculty. At the same time, general pressures for reform in higher education have accentuated the need for faculty development. State governments and institutions of higher education must define their roles in these efforts. Other issues relevant to faculty development include funding, a process for rewarding teaching, measures of effectiveness, and comprehensiveness. (Contains 27 references.) (JLS)
Descriptors: College Faculty, Decision Making, Educational Change, Educational Trends, Faculty Development, Futures (of Society), Higher Education, Personnel Policy, Professional Autonomy, Retrenchment, School Policy, Skill Development, Teaching Skills
Office of Higher Education, National Education Association, 1201 Sixteenth St., N.W., Washington, DC 20036.
Publication Type: Opinion Papers; Reports - General
Education Level: N/A
Audience: Teachers; Administrators; Practitioners
Authoring Institution: National Education Association, Washington, DC. Office of Higher Education.