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Components of an Effective Faculty Development Program

William H. Bergquist and Steven R. Phillips
The Journal of Higher Education
Vol. 46, No. 2 (Mar. - Apr., 1975), pp. 177-211
DOI: 10.2307/1980880
Stable URL: http://www.jstor.org/stable/1980880
Page Count: 35
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Components of an Effective Faculty Development Program
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Abstract

Since piecemeal efforts to improve college and university teaching have generally proven ineffective, we must turn to a comprehensive approach to faculty development, through which we can develop new methods of evaluation and diagnosis, find viable ways of introducing new technology and curricula, and explore new approaches to instructional improvement. Faculty development must give serious attention to the impact of change on the faculty member himself and on his institution. Organizational and personal development thus become essential to faculty development. It is only through such a comprehensive approach that efforts toward improvement can have lasting impact.

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