Discusses the practical questions of evaluating, improving, and rewarding teaching. Suggests that teaching become more collaborative through faculty seminars, curricular planning, or team teaching. (PRA)

Deplores the widespread practice of having graduate students with no teaching experience teach composition classes. Advocates (1) having tenured faculty teach one composition class per year, and (2) requiring graduate students to take a course in teaching composition before teaching it. (SR)

Reviews books and articles to help the department chair enhance faculty teaching. Discusses sources on beginning a teaching-enhancement program, attitudes and teaching improvement, and resources for teaching improvement. (SR)

Suggests that educators in two year colleges must find a space, in all the other work that they have, to do both the reading and writing that allows them to thrive professionally. Concludes that teaching will always matter, but it should not exclude the essential development that only a broader professional conversation can enable in the teacher.…

Discusses how the Humanities Out There (HOT) program has served as a resource library of curriculum models, of academic research, and of role models for students at Santa Ana High School. Notes how she, the teacher, had an important role in assisting the graduate and undergraduate students in developing their own teaching methodologies. (SC)

Describes how an English professor trained to become a technical writer for industry and the benefits of such training to all technical writing teachers. (AEA)

Considers a variety of topics, including the shortage of jobs for graduates of English doctoral programs, uses of graduate assistants, academic standards for graduate degrees, English department hiring practices, and ways faculty members can educate and be educated by new young instructors. (GW)

Examines the process of English professors taking a year's leave of absence in industry. Discusses useful job activities; effects that the work can have on teaching, research, and interaction with colleagues; pitfalls to avoid in planning a leave; and ways that department heads can help make the leave flow smoothly. (MM)

A program using secondary English teachers as associates to teach college freshman rhetoric was introduced at the University of Illinois at Urbana-Champaign. Associates had at least a master's degree and served during their sabbatical year, teaching three sections per semester while taking coursework. (DF)

Suggests that the information gathered from course evaluations can be made more useful to the teacher and administrators by adding to the evaluation instrument a broader set of questions that ask students to consider the extent to which they have taken responsibility for their own learning. Provides a Self-Evaluation sample. (NH)

Describes a university program for training composition teachers, which includes workshops for beginning teaching assistants, small group approaches for experienced teachers, and a teaching consultant service. (GW)

Describes how a self-arranged instructor internship program oriented a technical writing teacher to the technical communication profession and made clear some of the needed changes in instructional practices. (EL)