Examines the negative aspects of teleteaching and distance education. Makes recommendations for teachers to follow to improve both classroom lecturing and distance education teleconferencing. (JMV)

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)

Describes the goals of the New Standards Project, and the first Writing Calibration Workshop at the Sagamore on Lake George in New York. Asserts that the workshop experiment shows that there is enough agreement among English teachers to consider developing a system of common standards that does not depend upon a single examination. (PRA)

Discusses how teachers may videotape their own teaching as a method of self-evaluation. Offers ideas on questions to ask while viewing the tape. (SR)

In years 1 and 3, the cognitive level of classroom discourse was assessed for 28 agriculture faculty. In year 2, interventions included either awareness workshops, workshops plus readings, or workshops plus teaching meetings. Percentage of higher-level discourse increased; faculty experiencing positive change with higher-level discourse increased…

Suggests that a pragmatic concern for self-understanding through reflection and action is central to the role of the Writing Program Administrator (WPA), and that recognizing these two principle elements of a pragmatist philosophy in the work of WPAs bolsters the argument of the "Intellectual Work Document." Promotes a self-awareness of…

Lists reasons teaching portfolios have become popular: they encourage teachers and administrators to place emphasis and value on teaching; teaching portfolios are often seen as an improvement over earlier ways to evaluate teachers, including student evaluation and single observations; and teaching portfolios are celebrated for their potential to…

Considers what role professional organizations play in helping educators live their lives as intellectuals. Notes that being an intellectual means engaging the world, acting on it and in it, reflecting on and learning from the events around them and from their interactions with others. Concludes that to experience being an intellectual, a…

Explains that semantic coaching is a system of conversational analysis and communication design developed by Fernando Flores, and was based on the earlier research of John Austin and John Searle. Describes how to establish the coaching relationship, and how to coach for improved performance. (PA)

This article explores how Asians foster community and nourish spirit in staff development settings, discussing the role of rituals in learning communities, contrasting Asian approaches with North American approaches, and arguing for including rituals in staff development for a more balanced sharing of learning across cultures. (SM)

Explores the concept of professionalism in teaching and the facilitation of learning in higher education in the United Kingdom, discussing the role of the Institute for Learning and Teaching in Higher Education. The article suggests that professionalizing teaching cannot occur through restrictions on the right to practice, but instead will come…

Presents a statement from the Society for College Science Teachers (SCST) that provides guidance on the important processes of promotion and tenure, and to help college science teachers reflect on their own teaching and make improvements. (ASK)

Using an article on the dichotomy between teaching and research as a starting point, this article explores whether a love for the subject in necessary to produce good teachers or good students in higher education. (EV)

Reviews the context of Canadian teacher education, highlighting changes in the educational landscape, in the population (e.g., the multicultural nature of society and shifting urban/rural trends), and in how people think about professional education and discussing the professional development of in-service teachers. An overview of formal and…

Discusses fundamentals upon which continuing faculty development programs should be built to ensure effective teaching for college learning communities. Issues addressed include learning about learning, developing interdisciplinary approaches, developing teaching teams, attending to promotion and tenure issues (including the Boyer/Rice model of…