The traditional values held by academicians concerning individual academic autonomy, authority, comparison among colleagues, and the source of policy are viewed from the perspective that the liberal ideal of autonomous rationality may ultimately undercut the effectiveness of the institution. (MSE)

At Brooklyn College (New York), teacher education and drama are integrated in two courses, "Literacy and Education" and "Performance Techniques for the Classroom Teacher." A student's narratives about her childhood are transformed into dramatic performances to illustrate the significance to children of interaction with adults.…

It is proposed that the prestige and protected environment of graduate study can inflate a student's sense of personal authority and identification without adequate preparation for realities of college teaching. Contact with faculty outside the home graduate school, as in a new interinstitutional program, is seen as healthier professional…

The University of North Carolina (Asheville) chancellor and coordinator of a program linking graduate students with liberal arts colleges for a better understanding of the college teacher's role describes two aspects of the experience: lessons seen as important to impart to future liberal arts faculty, and effective means of communicating those…

The Brooklyn College (New York) program of campus leadership development was designed to tap the leadership potential of faculty but is adaptable for students and staff. It consists of five phases (emergence/identification; cultivation; classification; authorization; support) and focuses on developing three types of authority (substantive;…

The autobiographical stories of one college student about her childhood are used to help prospective teachers at Brooklyn College (New York) understand individual and child psychology in social context, particularly the roles of adults in the child's world. This may be useful to teachers in understanding their own relationships with students. (MSE)