An attack on the concept of educational accountability, arguing that teaching is not amenable to cost accounting and that the management concept of accountability, illogically applied to education, which is unproductive in a tangible sense, is a tyrany potentially damanging to society. (JT)

The variety of institutional policies and personal procedures regarding faculty publishing are discussed and some suggestions are offered for judging the quality of individual publications and restricting the type of work claimed as published. (LBH)

A plea is made for a rational and humane effort to reconcile conflicting forces in a genuine movement of faculty development. Faculty members are pulled in two directions: one toward improving performance, and the other toward accountability, retrenchment, or budget cutting. (LBH)

The academic profession, whose responsibilities and standards are less clearly defined than those of other learned professions, stands in need of fresh and continuing reflection on its role, suggests the author. (Editor/LBH)

Two concerns about collective bargaining are: (1) the impact of collective bargaining on the college student; and (2) the impact of the college student on collective bargaining. (Author/KE)

Faculty development programs should help professionals to encourage in students not only a mastery of a body of knowledge but also a familiarity with various modes of knowing. (Author/KE)

An effective system of evaluation is advocated as a means to improvement of the teaching/learning process. Colleague evaluation and academic freedom need not be adversaries but may contribute to educational accountability. (LBH)

A survey of selected institutions concerning the use of performance evaluation for tenured and nontenured faculty suggests much confusion and opinion about the issue, but more receptivity than has been presumed, warranting further experimentation. (MSE)

An ongoing project to measure faculty work at the University of Southern California exemplifies the collaborative approach to producing an assessment instrument that documents both an individual's productivity in research, teaching, and service and determines the worth of his activities in relation to institutional goals. The resulting Faculty…

In response to a critique of teacher performance by student representatives on the faculty council (e.g. that professors were dull and stodgy, even readers of dull notes), the author offers guidelines on how to decide who is a good teacher, how much can be learned froma dull professor, and other basic considerations. (Editor/JT)

The Faculty Career Development Program at Austin College is described in detail. Included are the essential elements of a successful program, some specific problems encountered and their solutions, as well as examples of some of Austin's self-improvement projects. (Author/JMD)

A discussion of faculty unionization and collective bargaining concerns competing authority structures of administration and faculty, the question as to whether department chairpersons have administrative authority, tenure for deans, the status of part-time faculty, negotiations about faculty promotion and evaluation, seniority, and retrenchment.…

Faculty development programs are designed to improve faculty performance in all aspects of their professional lives. Six areas of concern are presented: flexibility of approach; individual v corporate activity; new understanding of scholarship; personnel management; understanding student development; and administrative leadership and support. (JMF)

Reed College uses a junior qualifying examination, which can take a number of forms, a senior thesis based on the subject chosen for the junior exam, and an oral exam based on the senior thesis to monitor student preparation and measure the strengths and weaknesses of the curriculum and instruction. (MSE)