Brown University has engaged in a series of interrelated collaborative efforts with local schools and schools across the country. The three programs, which differ considerably in their immediate aims and constituencies, are described. Issues of such partnerships are discussed. (Author/MT)

Explores the causes of teacher burn-out in teaching assistants and offers possible solutions, such as having them attend inservice workshops with teachers of writing from area secondary schools. (DF)

Describes a technique for student evaluation of teacher performance, utilizing the involvement approach. Students evaluate the teacher midterm. The evaluations are then made available to a committee of volunteers drawn from the class. The committee identifies problem areas of instruction and recommends changes. (RM)

An annotated bibliography of "Essential Sources on Teaching" was assembled and made available to the faculty of the Penn State Instructional Development Program. The faculty's favorable response was responsible for the identification of this collection. (Author/MLW)

Describes a Texas program in which elementary and secondary school teachers switch positions with university professors. (FL)

Evidence is offered about the effectiveness of old as well as new approaches to instruction, plus a preview of likely approaches in the future. It is noted that institutions are adopting new approaches to instruction on an unprecedented scale. (Editor/LBH)

A series of workshops sponsored by the All India Association for Christian Higher Education, in which 170 teachers from 45 colleges participated, revealed that creative and often ingenious uses of evaluation methods are being used in India today. Some of the ways that teachers are using objective tests to improve their teaching are discussed. (LBH)

Four popular approaches to faculty development are identified: (1) financial incentive programs; (2) lectures and discussion groups focusing on broad issues of higher education and common teaching problems; (3) in-service courses and workshops dealing with specific instructional skills; and (4) feedback programs. (LBH)

This lecture, by a professor of English and literature who is a recipient of the AAU (Association of Atlantic Universities) Instructional Leadership Award, states that the lecturer does not have a lot of faith in faculty development as a way of improving university teaching. The lecture also states that the professor is generally skeptical of…

An instrument to be used by students in evaluating faculty was developed with the major focus being 5 conceptualized interpretations of scales (factors) culled from other research on faculty evaluation (evaluation, presentation, preparation, personality, intellect). This instrument can provide information to instructors for the improvement of…

Higher education is not producing teachers with vision for development of humanistic curriculum. The effort to humanize the curriculum is carried on by the self-appointed; from these efforts will ultimately emerge the most satisfactory methods for teaching the humanities. (Author)

An individualized approach to instructional improvement that pairs a teaching consultant with a faculty member (Teaching Improvement Consultation Program) is described. The model uses the faculty member's experiences and thoughts about the the experiences as the starting point for examining and analyzing teaching issues and practices. (MLW)