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Nelson, Elizabeth Ness: Brooks, Kathryn H.Women's Studies as a Catalyst for FacultyDevelopment.Department of Education, Washington, D.C.; NationalInst. of Education (DEM, Washington, D.C.Feb 80NIE-P-79-001553p.Superintendent of Documents, U.S. Government PrintingOffice Office, Washington, DC 20402

MF01/PC03 Plus Postage.*College Faculty: College Programs; curriculumDevelopment: Educational innovation; *FacultyDevelopment; Higher Education; *InstructionalImprovement; Instructional Materials; Research NeedsTeacher Workshops; *Womens Studies

The extent to which wcnen's studies has been involvedin faculty development activities was examined. Among the sourcesused in the analysis were the faculty development literaturepublished since 1975, information from women's studies programs inthe United States, and "Seven Years Later: Women's Studies Programsin 1976," by Florence Howe. It was found that women's studiesprograms hove been involved in faculty development. In addition toformal faculty development activities, these programs have organizedworkshops and conferences on a variety of topics, developedinnovative instructional techniques, produced instructional aids toprovide a women's perspective in the curricula, engaged in a varietyof research activities, organized consortia among colleges, andevolved new patterns of faculty governance. It is recommended /,;hat.research be conducted on the involvement of women's studies programsin faculty development activities. The importance of considering theneeds of minority group members and women in faculty development

iprograms and the importance of research on adult life changes arenoted. A bibliography and information on faculty developmentactivities by institution are included. (SW)

*** ******** **** ***** * ** * ***** ************* * ****** ******Reproductions supplied by EDR8 are the best that can be made

from the original document.* * ********* ******* ******************** **

WOMEN'S STUDIES AS A CATALYST FOR FACULTY DEVELOPMENT

w

Elizabeth Ness NelsonKathryn H. Brooks

California State University, Fresno

U S OEPARTMENT OF HEALTH.EDUCATION i WELFARENATIONAL INSTITUTE OP

EDUCATION

THIS DOCUMENT HAS BEEN REPRO-DUCED EXACTLY AS RECEIVED FROMTHE PERSON OR ORGANIZATION ORIGIN-ATtNO IT POINTS OF VIEW OR OPINIONSSTATED DO NOT NECESSARILY REPRE-SENT OFFICIAL NATIONAL INSTITUTE OFEDUCATION POSITION OR POLICY

Department of Health, Education, and WelfarePatricia Roberts Harris, Secretary

National Institute of EducationP. Michael Timpane, Acting DirectorProgram on Teaching and Learning

Lois-ellin Datta, Associate Director

February 1980

by thg up.r U.S.

Printing Orate, WAshinston, D.C. 20402

This study was conducted for the National Instituteof Education, Department of Health, Education, andWelfare, under purchase order number NIE-P-79-0015.The opinions expressed in this report do not neces-sarily reflect NIE position or policy, and no of ficialendorsement by NIE or HEW should be inferred.

ii

PREFACE

This monograph is part of a series of eight,commissioned by the National Institute of Education(NIE), following recommendations presented in SevenYears Later: Women's Studies Programs in 1976 byFlorence Howe.

Seven Years Later was commissioned and publishedby the National Advisory Council on Women'stional Programs. It was the first federally financedinvestigation of women's studies. Howe visited andreported on 15 mature women's studies programs, in thecontext of national trends and directions withinwomen's studies. She focused on some areas (fundingand faculty, for example, in 47year colleges anduniversities) and excluded c 'Lars (community colleges,

for example) entirely.

The eight new monographs take up some of thequestions Howe explored; they also irAtiate explora-tions of untouched areas. All are e4onzerned primarily

with higher education.

Each monograph reviews literature relevant to itsfocus produced during this first decade of women's

studies. Each also attempts to provide definition toa field in the process of development, a cor lexinterdisciplinary area of scholarship and curriculumthat is also a strategy for educational change.Beyond definition, each monograph recommends researchessential for the future development of women'sstudies and important to educational research morebroadly.

While producing these eight monographs, the

researchers met for 2 days to compare perspectives andconclusions. As a group, we agreed to offer fourformal recommendations to the National Institute ofEducation and to all other Federal agencies andprivate foundations that might pursue and supportresearch and development in women's studies.

iii

The need for future monographs. We recognizethe importance of continuing the developmentof information about relatively unexploredaspects of women's studies. Among thoseaspects that need examination, the followingare especially important:

a. Graduate programs and graduate educationin women's studies.

b. Schools of education and women's studiesactivities.

Women's studies in the elementary andsecondary schools.

d. Noncredit curriculum development inwomen's centers, continuing education for

women, and community-based centers.

2. The need for a data base oL women's studies.All eightment of anecessaryactivity.oped inrates on

monographs recommend the de':elop-data base on women's studies as aprelude to research design andSince women's studies has devel-

c.laTonli Tm171u:LeTito4ihfofUetTIcountry, such a data base must be longi-tudinal In design. While we are recommendingits development in higher education, such adata base eventually will need to be extendedto all areas of education. We recommend thatannual updates be built into the data base toensure its proper maintenance and continuedusefulness.

The qualifications of esearch personnel inwomen's studies. We believe that the dis-tinctive and complex nature of women'sstudies, as well as the fact that it is stilla developing field, makes it essential thatresearchers be thoroughly Informed about

t'

iv

women's studies and be prepared to involve

women's studies practitioners in every aspectof research design and process. We arehopeful that NIE and other Federal agencies,

private foundations, and research institu-

tions will place responsibility for research

in women's studies in the hands of thoseexperienced and knowledgeable about the

area.

4. Considerations significant to evaluationresearch and methodology. We believe that

the evaluation of women's studies in higher

education will be an important activity of

the coming decade. Such evaluation will

serve the researcher interested in the

processes of changing higher education, as

well as those charged with administeringinstitutions. Such evaluation shoule, on

principle, also clearly serve the develop-mental needs of women's studies programs,engaging them in the design and processes of

research, as well as in the determination of

the uses .to which research will be put.

EvaluationS should be conducted onsite, with

the cooperation of program participants, and

within a framework of longitudinal data about

that program and others nationally. Re-

searchers and evaluators should be sensitive

to the work of the National Women's Studies

Association in this regard, and its activi-

ties serving the needs of women's studies

programs.

Detailed, further recommendations appear in each

the eight monographs.

We wish: to express our appreciation to the

National Institute of Education for pursuing this

research, and particularly to C.B. Crump, who directedthe Women's Studies Planning Studies project.

Christine BoseKatVryn Brooks

Margaret EileenchildAllana Elovson

Mareyjoyce GreenBlanche Glassman Hersh

Florence HowePaul Lauter

Elizabeth Ness NelsonNancy Porter

Janet PriestJonesElaine Reuben

Mary Jo Strauss

vi

SUM ARY

In Seven Years Later: Women's Studies Programsin 1976, Florence Howe recommendedcommended tha

research bl done on the variety of ways in whichwomen's studies programs could function as a catalystfor faculty development. Specifically, she notedthat:

...privatR foundations continue to fundfaculty development, though relativelylittle money goes to women's studies direct-ly. Indeed, women's studies has onlyrecently been perceived as contributinglegitimately to the essential retooling offaculty.

This monograph examines the extent to whichwomen's studies has been involved in faculty develop-ment activities. So as to obtain as wide an input aspossible, a variety of sources were used, includingHowe's observations, obtained in the course of theoriginal study, and the faculty development literaturepublished since 1975. Additionally, women's studiesprograms throughout the United States were contactedso as to obtain direct information on their facultydevelopment activities.

Although women's studies programs were not

mentioned in the literature on faculty development,reports from women's atudies programs in the UnitedStates did reveal a variety of facult> development

Many programs ouve actually been involvedin formal faculty development, and many indicated thatthe establishment of a women's studies program itselfserved an unintended faculty development functionon campus. Women's studies programs have organizedworkshops and conferences covering a variety oftopics, developed innovative instructional techniques,produced instructional aids to provide a women'sperspective in the curricula, engaged in a variety

V11

of research activities, organized consortia amongcolleges, and evolved new patterns of faculty govern-ance. Clearly, women's studies programs have beeninvolved in faculty development, even if they do notappear to have been a "catalyst" that has had animpact on the field of professional faculty develop-ment specialists.

Based on our examination of the faculty develop-ment literature and our review of faculty developmentactivities within women's studies programs, we wouldlike to make several recommendations. first, becausewomen's studies programs have been involved in facultydevelopment activities, even though faculty develop-ment specialists are not aware of it, it is importantthat systematic research be done on this involvementand that information on these erAAvities be widelydistributed. We propose that a computerized clear-inghouse for women's studies activities in facultydeVelopment be established and that it make availablein published form reports on the various types ofactivities.

Second, judging from the unintentional facultydevelopment that appears to have taken place whenprograms were established, a perspective on womenclearly is needed in many areas of the institution.Thev-')re, .women's studies programs should be strongly

to participate in faculty development endeavorsas a means of continuing this expansion of knowledge.

Third, because the literature on faculty devel-opment shows little awareness of the variation infaculty and students b; sex and ethnicity, facultydevelopment programs should be encouraged to explicit-ly consider the needs of minority group members andwomen. This would include efforts to eliminateinstitutional racism and sexism on campus and toconsider the special needs of women of all ethnicgroups and minority group members of both sexes.

Finally, because faculty development is actuallya process of adult socialization, more research isneeded on the adult life changes that would affectthe training and retraining of faculty and the waysin which faculty can adapt to the needs of adultstuderits. Research in this area should be particular-ly cognizant of variation by sex and ethnicity and thequestion of cohort change.

Elizabeth Ness NelsonKathryn H. Brooks

California State University, Fresno

CONTENTS

Page

PREFACE . . . .... .

SUMMARY . . . . . . . . . . . . . . . . . . . . , v i i

1. INTRODUCTION

2. REVIEW OF THE FACULTY DEVELOPMENTLITERATURE SINCE 1975

Perspectives of Published Materials .

RelaC.onship Between Women's Studies andFaculty Development . . . . .

FACULTY DEVELOPMENT ACTIVITIES OF WOMEN'SSTUDIES PROGRAMS 7

Establishment of Women's Studies Programs . . 8

Formal Faculty Development _ _ _11

Workshops, Symposia, and Conferences . . . 13

Experimental/Innovative Instruction . . . . 15

Development a Instructional Aids . . . . 17

Research rresentations 20

Establishment of Consortia 21

Innovations in Governance. Structure 22

4. RECOMMENDATIONS FOR FURTHER DEVELOPMENT OFWOMEN'S STUDIES AS A CATALYST FOR FACULTYDEVELOPMENT . . . . . . . . . . . 25

R e s e a r c h on Women's Studies and Faculty

Development 26

Encouragement of Women's Studies Involvementin Faculty Development 27

Consideration of Needs of Women and Minority

Faculty 28

Research on Adult Life Changes 31

xi

CONTENTSfrCon t inued )

Pag-

BIBLIOGRAPHY . . ..... . .. . . . . . . 33

APPENDIX: FACULTY DEVELOPMENT ACTIVITIES BYINSTITUTION . . . . . . . . . . 37

xi i

I. INTRODUCTION

In Seven Year_ s Later: Women's Studies Programsin 1976, Florence Howe (1977) recommended thatresearch be done on the variety of ways in whichwomen's studies programs could function as a catalystfor faculty development. Specifically, she notedthat:

...private foundations continue to fundfaculty development, though relativelylittle money goes to women's studies direct-ly. Indeed, women's studies has onlyrecently been perceived as contributinglegitimately to the essential retooling offaculty.

This monograph examines the extent to whichwomen's studies has been involved in faculty develop-ment activities. So as to obtain as wide an input aspossible, a variety of sources were used. Theseinclude Howe's observations, obtained in the course ofthe original study, and the faculty developmentliterature published since 1975. Additionally,women's studies programs throughout the United Stateswere contacted so as to obtain direct information ontheir faculty development activities.

We began with a conceptualization of facultydevelopment that considered faculty development to beany program, project, or planned activity intended tofurther faculty awareness of new developments inteaching, advising. and counseling, research, profes-sional and community service; and governance. This

definition is similar to that used by the PresidentialTask Force on Faculty Development at California StateUniversity, Fresno (1975). Although research onfaculty development has used a variety of definitions,this list served as a useful enumeration of the kindsof activities involved in faculty development andwas helpful in describing the faculty developmentfunctions we reviewed.

The project began with a review of publishedliterature to determine the ways in which women orwomen's studies programs have been incorporated intothe study of faculty development in higher education.We obtained references from a variety of sources,including.the Education Index and various women'sstudies publications.

To obtain as complete information as possible,letters inquiring about faculty development effortswere send to all the women's studies programs in theUnited States and to selected individuals well-knownfor their interest in women's studies. We alsocontacted the Center for Faculty Evaluation andDevelopment in Higher Education at Kansas StateUniversity and The Women's Education Equity Communica-tions Network (Far West Laboratory for EducationalResearch and Development).

The result of these efforts are described in thefollowing two sections.

2

2. REVIEW OF THE FACULTY DEVELOPMENTLITERATURE SINCE 1:J/5

We found a growing body of literature on facultydevelopment, but it provided little evidence thatwomen's studies programs have served as a catalystin this area. In fact, the published reports onfaculty development programs gave little indicationthat women's studies programs existed or that theresearchers were aware that women were faculty membersor students.

Pe s ectives of Published Materials

The writing on faculty development can be groupedinto three perspectives: that which is concernedwith raising the consciousness of faculty and admin-istrators to the need for faculty development;that which reports on the operation of existingfaculty development programs; and that which providespractical materials for actual use in faculty develop-ment programs.

One frequent type of published materials wasintended to increase the awareness of administrators,faculty, and others to the need for faculty develop-ment.in general and to the need for special' emphasesin faculty development programs. One such publicationwas Facult- Development_ in a Time of Retrenchment(1974 by the Group for Human Development in HigherEducation, which also included-suggestions for beginring faculty development programs. Richardson (1975)emphasized the need for staff development as anintegral part of the total process of organizationaldevelopment. Mathis (1976) described the need for awide range of efforts for examining and improving theteaching/learning function, with an awareness that

faculty have their own needs and values as well asconsideration of the value commitments of the institu-tion. Aullally and Duffy (1978) called for faculty-run, faculty-organized programs for the improvement ofinstruction.

Many of the published materials described exist-ing programs in some detail, some providing a typologyof programs. Gaff (1975) provl'ied an overview offaculty development programs, distinguishing betweenfaculty development, instructional. development, and

organizational development. Wegin (1976) described a2-year faculty development program at A large urbanuniversity, including an evaluation of its effective-ness. Simerly (1977) wrote about the variety ofapproaches to faculty development, providing somedetail from studies of each approach. Centra (1977a,1977b, 1978) reported on descriptions of facultydevelopment activities received from people at 756

colleges and universities who either directed theprograms or were knowledgeable about them. And KozMa(1978) compared the participants in a faculty develop-ment program with a sample of nonparticipants.

Other writers have provided practical guidelinesfor the establishment of faculty development programsor specific materials to be used in faculty develop-ment. For example, Gaff (1975) included informationon existing programs. Bergquist and Phillips (1975)provided aids for those alread .. involved in facultydevelopment, including materials to be used in work-'shops and faculty development centers.

Some writers addressed a combination of these

concerns. One of these was Gaff (1975), who not onlydescribed what was actually being done in colleges

and universities, but also presented a broader con-ceptualization of faculty development by distin-guishing between faculty development, instructional

development, and organizational development. His

report included both an overview of existing programsand specific recommendations for the implementation ofprograms.

Relationship BetweenWomen's Studies and Faculty Development

Because women's studies programs and facultydevelopment evolved in higher education during the

same time period (the early 14700, one might expectto find some interrelationship between the two. After

reviewing the published literature, we concluded thatthe growing body of written material showed littleevidence that women's studies programs existed or hadserved as a catalyst for faculty development.

Although Howe (1977) stated that women's studieshad only recently been perceived as contributinglegitimately to the retooling of faculty, the relationship between women's studies and facultydevelopment was not at all apparent in the faculty

development literature. Rather, it appeared thatresearchers were not even aware that women made up esubstantial minority of faculty members or constitutedclose to onehalf of the student populations at mostcolleges and universities.

None of the writings reviewed mentioned women inany serious way. For example, one of the most wellknown books on faculty development, Toward Facul_q_

Renewal (Gaff, 1975), made no mention of women-eitheras faculty or as students. There was no mention ofwomen among the new clientele for whom faculty must

alter their teaching practices, even though ethnic

minorities, firstgeneration college students, and

adults were mentioned as new groupe of students whoseneeds must be considered in the development of programs for faculty renewal. There was no indicationthat half or more of this new clientele, as well ashalf or more of the more traditional students, are

women whose needs might be different from those of the

usual young, male, middleclass students.

Most descriptions of the faculty to be changed by

faculty development programs described middleagedprofessors who had begun their academic careers earlyis life and had gradually become set in their ways.No sex was specified, but almost all of the reportsused the generic "he" to refer to professors in thethird person singular. Presumably, this characterization included female faculty, but when examples were

5

given, they were often specifically male, and dif-ferences for female faculty were not acknowledged.There was no consideration of the presence of femalesin the traditionally female departments, such as homeeconomics or women's physical education, or of the

increase of women in traditionally male fields.

Thus, we found very little evidence in the pub-lished literature that women's studies has served as acatalyst for faculty development. Indications thatwomen's studies has, in fact, been involved in facultydevelopment does come, however, from the responses toour request for information from the women's studiesprograms, as reported in the following section.

6

3. FACULTY DEVELOPMENT ACTIVITIES OFWOMEN'S STUDIES PROGRAMS

Evidence that women's studies programs haveserved as a catalyst for faculty development comesfrom the responses to our request for faculty development information directly from women's studies programs throughout the United States. These programsresponded generously with descriptions of theirfaculty development activities, and reported a varietyof activities.*

Analysis of the written descriptions resulted inthe identification of two processes of faculty development -- intentional and unintentional. In manyinstitutions, the establishment of, a women's studiesprogram itself served an unplanned faculty developmentfunction, with the initiation of such a programfrequently being accompanied by considerable change inthe faculty on campus. Perhaps the best descriptionof this situation comes from San Diego State University:

In response to your inquiry about participation of Women's Studies faculty in generalfaculty development, I would first statethat this is very difficult to assess. Our

very presence on. campus facilitates interaction with faculty which contributes to theirawareness of Women's Studies issues andmaterials. All Women's Studies faculty areexemplars and missionaries; and since we are

P. summary of these activities is provided in theappendix to this monograph, which lists the programsresponding to our request for information and provides a checklist of the activities mentioned byeach. This is not an exhaustive list of facultydevelopment activities, but rather includes onlythose spontaneously listed in response to ourrequest.

7

also active in campus affairs and universitycommittees beyond all reasonable expecta-

tions, we exert continuing influence in avariety of ways and places.

T'oe descriptions also indicated the involvementof some programs in formal faculty development activi-ties of various types, including workshops, symposia,and conferences. Some of these were intended to befaculty development activities, while others had anindirect impact on faculty. Women's 'studies programs

also reported being involved in initiating a varietyof innovative instructional techniques, in developinginstructional aids, in disseminating research activi-ties, in organizing consortia among campuses, and inchanging faculty governance patterns.

Establishment of Women's Studies Pro rams

From campuses with inaugural programs to insti-

tutions with established women's studies programs andsop,Lsticated (and funded) "faculty development"programs, it was noted that the establishment of thewomen's studies program itself served as facultydevelopment for both those faculty involved in the

program and other faculty on campus. The facultymembers involved in the program olLon had been trained

in traditional disciplines with little acknowledgmentof the role of women. These faculty, often women,

were confronted for the first time with the need toconsider women in their teaching or research, and didconsiderable retooling to begin teaching women'sstudies courses. For example, Moorhead State Univer-sity in Minnesota first offered women studies classes

1971. Currently, faculty members lecture inbeginni_ g women's studies classes about the changesthat have occurred in their disciplines as a result of

the establishment of women's studies.

Many programs simply listed courses that they

teach as evidence of their involvement in facultydevelopment. Some listed a few courses, others

8

indicated considerable breadth and opportunities forspecialization in their course offerings. The processof establishing certificate or minor programs, or insome cases majors or graduate degrees in women'sstudies, were also described as having been a time offaculty development. California State College, Sonoma

stated that: "Major faculty development activity isdepartmental (rather than women's faculty) sponsorshipof all our women's studies student-taught courses."

The issues raised when a women's studies programis established also heighten the awareness of theadministration and faculty governance organizations toissues of tenure, promotion, leadership, and adminis-trative opportunities for existing and future womenfaculty members. If the process of program establish-ment meets with hostility, the pressures exerted andissues discussed during the process have, in onesense, served as a catalyst for faculty development.

As one program put it: "The vast majority of ourfemale faculty (and a sizeable number of the malestoo) have, becautic ,f the publicity and the adminis-trative position, committed themselves openly toanti-sexist, if not feminist, principles.."

In the general response by,programs, this area

was mentioned explicitly or alluded to most frequent-

ly. It is likely that many programs experienced thisas they ffight for recognition as a campus entity, but

they did not include it in their responses because itdid not come to mind as faculty development per se.An example of this is shown in this letter.

Nassau Community College. does not have anofficial women's studios department. It

does however, offer the following electivecourses...Lacking such a department, theWomen's Faculty Association has designated aperson to receive, coordinate and distribute

all Women's Studies information. This same

association, in tandem with other campuscommittees, centers and endeavors, actively

9

works to achieve awareness. At other times,women's issues achieve campus and communityawareness through the individual efforts offaculty members who are, incidently,members of WFA.

Similarly, the establishment of a women's centeron campus may affect the faculty For example, theWomen's Center at the College of Marin noted:

Many of the classes that have come to

fruition through the credit program andcontinuing education have started throughactivities sponsored by the students,faculty and staff who are associated withthe center

Women's studies programs continue to initiate newcourses. Since the development of enriched teachingcapacities and courses has been considered to bea crucial part of faculty development, clearly women'sstudies programs have been actively involved inthe development of faculty. For example, the Univer-sity of Missouri in Columbia indicated: "The UMCWomen's Studies Committee...has for the past two yearsbeen allotted a limited sum for the development ofseveral new undergraduate courses relating to women'sstudies." State University College at Buffalo spokeof their involvement: "We also help to initiate newwomen's studies courses -- both .for traditional andContinuing Education students actively supportthe approval of women's studies courses and programsproposed by other faculty members." University ofMassachusetts, Boston, was representative of manyprograms in writing of eucouraging new courses as wellas integrating materials on women into the existingcurriculum.

An interesting comment was in a response by aprogram awaiting official approval. It was noted:

Since we have no formal program in women'sstudies, our development activities have

10 22

been directed toward the departments andtoward individual faculty members. We haveurged, cajoled, and embarrassed individualdepartments to offer courses focusing onwomen. For the most part, faculty interesthas been available...whet was needed wasdepartmental approval or release time forsuch courses to be offered.

Northern Kentucky University summarized it best bysaying;

Without formally being a part of the FacultyDevelopment Program, the Women's StudiesProgram by its nature has made it necessaryfor faculty members to create new courses.As a result of creating new courses, theyhave sharpened their skills and venturedinto new areas so faculty deve:kopment wouldbe a byproduct of the Women's StudiesProgram.

Formal Faculty Development

Many women's studies prog'.1ms have been involvedin formal programs of faculty development compensatedby release time or grant money. This involvementencompasses a variety of activities aimed at trainingor retraining faculty, developing materials for newcourses, and providing other forms of faculty development.

Florence Howe spent the 1978-79 year -;isiting

various colleges in the Great Lakes Colleges Association, giving workshops and conferences and working oncurriculum development and other issues in women'sstudies. The Wellesley College Center for Researchon Women has worked with Wellesley College and tho

11

Higher Education Resource Services on innovativecurriculum projects in higher education. The projectwas described as follows:

This program aims to balance the views incurrent curricula of women's and men'sroles, by encouraging- faculty to bringmaterials on women into their regularacademic programs. Gronts are awarded tofaculty at Wellesley and other New Englandcolleges for up to one semester of,leavetime for research and curriculum developmenton issues concerning women. Major criteriafor selection of program participants arerelevance to the goal of balancing theundergraduate curriculum and the likelihood that the project will be able to

significantly affect the curriculum in theapplicant's institution. In addition, the

program provides an interdisciplinarymonthly seminar for grantees and invitedarea scholars on a theme relevant tograntees' research interests; this year'sseminar will focus on women's networks...TheCenter is entering its third year of thisprogram, funded by the Andrew W. MellonFoundation. Grants are awarded by acommittee composed of Wellesley faculty andBoston area scholars, coordinated by theCenter.

Several campuses reported having or applying forvarious types of grants for the development of newcourses or other forms of faculty development. Only afew examples are given here. For one, the Universityof MissouriColumbia Women's Studies Committee, aninterdepartmental committee comprised of faculty andstudents, has for the past 2 years been allotted alimited-sum for the development of several newundergraduate courses related. to women's studies. In

the fall of 1978, these included "Language andWomen's Place," "Women's Studies in the Library,""Psychobiology for Women," "Male and Female," and

"Images of Women in Literature."

12

California State University, Northridge cospon-sored (with the Institute for the Advancement ofTeaching and Learning, the faculty development unit oncampus) a Women's Studies Symposium/Workshop. Partial

funding for this came from the Instructional Improve-ment Projects Grant, California State Universities andColleges. Northeastern Illinois University has beeninvolved with a successful faculty development programon campus, the Kellog- Faculty Fellowship Program,which initially was sponsored by the Kellogg Founda-tionbut is now operated by the university. Women's

studies is one of the areas of nontraditional educa-tion involved in this project. Women's studies peoplehave received released time to develop courses, andnon-women's studies faculty have been encouragedto consider woqien in the faculty development efforts.

At Bowling Green State University, a FacultyDevelopment Subcommittee of the Women's StudiesProgram Committee works to aid faculty in exploringnew research ideas and gain grant funding for research

projects. California State University, Hayward hasa Pilot Project Grant for Instructional Innovationfrom the Chancellor's Office to aid faculty in incor-porating more women's studies material into theregular curriculum. Vassar College Women's StudiesProgram was hopeful that it would be able to have apart of the Paul Mellon Grant for faculty development

on campus. They plan to use the award to draw up newcourses. And the Office of Women's Studies at theUniversity of Cincinnati reported working on a grantprogram for faculty development that would involve a

summer stipend for faculty who teach introductorycourses in the traditional disciplines. The stipend

would be to aid them in incorporating women's studiesmaterials into the courses.

Workshops, Symposia, and Conferences

A characteristic of women's studies programsthat clearly appears in the program responses is thatthey generate a variety of workshops, symposia, and

13

coLoquia. Not intended solely as faculty develop-ment, these activities incorporate a broad outreachthat includes faculty, administrators, students,university staff, community leaders, -public schoolteachers, and other interested community participants.The workshops cover a variety of topics and activitiesand may range in form from a single presentation on atimely subject to extensive programs listing over aperiod of time.

Some workshops/conferences originally wereintended to be community outreach, but have alsoserved as faculty development. For example, SarahLawrence College reports:

Sarah Lawrence sponsored a month-longwomen's festival, "Women Experiment in theLiving Arts,"...presented a five-partlecture series...entitled "Women in theArts: Women's Studies"...and co-sponsoredwith Marymount College, Westchester Com-munity College, Pace and Westchesterchapters of NOW weekend entitled "Focus onWomen."

Similarly, California State University, Fresno,originally conceived of its "Women's Forum" ascommunity/faculty/student outreach, but after theinitial series a significant amount of faculty devel-opment activities. were noted. The University ofArizona used cosponsorship of conferences with tradi-tional academic departments as a means of facultydevelopment. Intended for specific segments ofthe greater Tucson community, these conferencesrepresented such topics as "Interdisciplinary ResearchConference. on Menopause," "Regenerating the Workforce:A Modern View of an Old Principle," "Equal Opportuni-ties at the Old and New Frontiers," and "Equality Thenand Now."

Some programs reported on activities designedspecifically for faculty. For example, Northeastern's

14

Feminist Study Group meets at lunchtime, and functionsas a faculty colloquium reading and discussing variouswomen-oriented issues. The University of Californiaat Berkeley sponsored a forum on "The Advancement ofWomen Scholars and Feminist Scholarship" for women andmen interested in the advancement of women on theBerkeley campus. Lower Columbia College (Longview,Washington) submitted information on their "Womenin Education Workshop," in which the ways men andwomen behave differently in the classroom and theways faculty treat the work of men and women studentswere among the subjects discussed with facultyparticipants.

The areas covered in workshops,included an arrayof subjects ranging from women !.n business to witches,and encompassed a variety of units on campus --education, sociology, psychology, history, counseling,etc. The State University College at uffalo, St.

Cloud State University (Minnesota), Cornell Univer-sity, Kansas State University, Florida State Univer-sity, the Great Lakes Colleges Association, the

University of New Mexico, and Eastern Michigan Univer-sity all mentioned series in which the women's studiesprograms had initiated, either singularly or withothers, workshops that resulted in faculty participa-tion in'faculty development.

Ex erimental /Innovative Instruction

Women's studies has been, of necessity, a multi-disciplinary program. The study of women and thecontributions of women to academic disciplines encom-passes almost all units of a university and caninclude such topics as the biology, psychology, andsociology of women; women as they have been portrayedin art, literature, and the mass media; and women insports, science, and mathematics.

Women's studies programs recognized early that

the traditional lecture-discussion format was notalways adequate for providing the new perspectives on

15

women. Team teaching, joint appointments, visiting

scholars, and other innovative techniques used intraditional academic disciplines were seen as neces-sary to satisfy the variety of needs in teachingwomen's studies.

Team teaching, in which people on campus co-operate to provide information from their respectivedisciplines, has become a common way to deal with thenecessity of teaching diverse content and the scarcityof resources available to many women's studies pro-grams. Introductory women's studies courses oftenhave a multidisciplinary emphasisand team teachingpermits students to enrich their knowledge by contactwith experts in a variety of fields. Team teaching isalso used in seminars and advanced women's studiescourses.

Women's studies programs have used joint appoint-ments -- under which an individual is hired to teachboth courses in a traditional academic disciplineand courses in the multidisciplinary women's studiesprogram as innovative instruction. The jointappointee serves important needs in both areas, andalso often serves as a faculty development resourceboth for members of the academic department and forwomen's studies faculty. Thus, the joint appointeebrings a women's perspective to the department thatother faculty can integrate into their courses, andbrings the expertise of her academic discipline tothe women's studies program.

Similarly, visiting scholars have been used tomeet temporarily the needs of women's studies andother academic departments that cannot be met by localfaculty personnel. For example, the Great LakesColleges Association reports:

This year, GLCA has been able to appoint aVisiting Scholar in Women's Studies.Professor Florence Howe is visiting themember campuses to talk with faculty and

16

students about curriculum development and

other issues in women's studies, assistingwith the conference and workshops, andworking with the Women's Studies Committee.She is helping in the development of guide-lines for a women's studies major whichwould be appropriate to the philccophies andresources of the GLCA colleges. Theseguidelines will propose combining vigorousacademic work with the development of lifeplanning and marketable career skills.

The visiting; scholar not only provides importantteaching and learning experiences to students andfaculty during the term of the appointment, but herinfluence continues to local faculty even aftst sheleaves the campus.

Women's studies faculty have also developedinnovative teaching techniques. For example, at the

University of Tennessee, K%oxville, the women'sstudies prograT reported that Dr. Sharon Lord haddeveloped a "Feminist Teaching/Learning" model that

she successfully employed in her courses. Presenta-tions on the model have been given on campus and atprofessional meetings, and several faculty areseriously considering ways to utilize some of theideas.

Development of Instructional Aids

Early in the history of women's studies programsit became apparent that there was an urgent need todevelop curricular materials specifically for women'sstudies classes. In many cases, these materials havebeen incorporated into regular use by all faculty.

Resources for developing such materials have comefrom a variety of sources, including faculty develop-ment funding from individual campuses or systems and

national or public funding, such as that from theWomen's Educational Equity Act, the Fund for theImprovement of Postsecondary Education, the National

Institute of Education, and others.

17

Some programs have created general materials thatcan be put to a variety of uses. For example, theUniversity of North Carolina (Chapel Hill) developeda three-screen sound/slide presentation giving the

rationale for a women's studies program. The presen-tation, eittitled "1,Lmen and the University," examinessocial changes in American society, changes in the

university in the treatment of women as students, asfaculty, and as subject matter, and women's studies.

Several other institutions have developedteaching aids. For example, at California StateUniversity, Chico, the coordinator of women's studiesreceived funding from the Instructional ImprovementProjects Grant of the California State Universitiesand Colleges to produce three video tapes aboutwomen's concerns in the family, health, and careers.At Moorhead State University in Minnesota, the stu-dents developed a slide/sound presentation on "PrairieWomen" for wide faculty use, and another presentationis currently being developed for public television on"Indian Women of the Red Riser- Valley." A facultymember involved in the Women's Studies Program atCalifornia State University, Fresno developed anintroductory course on "Women in Literature" fortelevision use.

Books have been the byproduct of faculty members'involvement in women's studies at Eastern MichiganUniversity and at California State University, Sonoma.At Eastern Michigan, 10 members of the Women'sStudies faculty wrote a textbook, The American Woman,for the introductory course. At Sonoma State, J.J.Wilson and Karen Petersen wrote Women and Art, whichwas conceived as a part of and emerged directlyfrom courses they developed in the women's studies'curriculum.

Bibliographies to facilitate finding resource

material, published either for specific campus use orfor wide distribution, also represent an aspect of

faculty development for some programs. UCLA has

18

published a Guide to Social Science Resources inWomen's Studies, edited by Oakes and Sheldon, which isintended to assist researchers, students, and facultyin using and incorporating women's studies materials.The University of Hawaii at Manoa is among thoseprograms publishing a jouraal, The Women's Studies

Program_ Working Paper Series. Also in this categoryis Frontiers= A Journal of Women's Studies, pu 1-_--bl'shed

by the University of Colorado Women's Studies Program.

Printed information, brochures, and newslettersrepresent another area of instructional aids thatcould be loosely defined as faculty development.Although development of a brochure to advertisewomen's studies program offerings is typical of manyprograms, some programs specifically mentioned that

their brochure served as a tool for faculty develop-

ment at their institution. Pomona College, in its

attempt to increase faculty awareness of new develop-ments in teaching and research, sent all faculty itsextensive description of courses relating to women'sstudies; this listed all courses in the ClaremontColleges that have as their organizational focuswomen, men, and/or sex roles. The Center for Womenand Religion of the Graduate Theological Union. usedits newsletter to make available to the faculty the

proceedings from its first national consultation on"Women's studies in Theological Education." And the

Great Lakes Colleges Association Women's StudiesProgram used its Faculty Newsletter as an introductionto what GLCA is and does a look at current activi-ties and plans for the future: faculty developmentevents, women's studies program, off-campus studyopportunities, and other cooperative activities.

Several programs mentioned the development of

library resources in terms of their involvement in

faculty development. Pomona College noted thattheir coordinating committee had been working towardimproving library resources and widening knowledge

among faculty of the holdings in women's studies nowavailable in the lib%ary.

19

Research Presentations

Women's studies programs have been involved in avariety of research projects, and research results areqften presented in a variety of settings that serve afaculty development function by increasing facultyknowledge of recent developments. For example,Douglass College of Rutgers reported that research ismade possible by a seed money grant from the RutgersUniversity Board of Governors and that the Eagletoninstitute is doing research on women and politics.Bowling Green State University described how theFaculty Development Subcommittee works to aid facultyin exploring new research ideas and obtaining fundingfor research.

Eastern Michigan University, Ypsilanti has aregular series in which faculty report on their ownresearch in sessions open to the whole campus. TheUniversity of Minnesota, Twin Cities holds brown bagseminars that provide a forum for faculty research,and a Feminist Scholar Colloquium meets twice weeklyto discuss feminist research. Similarly, SagamonState University has a feminist scholarship lecture atnoon, in addition to a brown bag series, and theUniversity of Cincinnati uses a brown bag lunch seriesas a setting for the faculty and graduate students todiscuss their research.

Hofstra is in the process of setting up acooperative scholarly relationship between facultyand selected public school teachers. The Intercol-legiate Women's Studies Field Committee of theClaremont Colleges holds a women's studies colloquiumseries in which a variety of researchers discusstheir work. Kansas State University reports that aprofessor presently on leave will return to campus todiscuss her current research, and that a women'sstudies study 'group meets regularly. And at Occi-dental College, a weekly seminar is held in which aspeaker presents ideas and discusses them with theparticipants.

20

Establishment of Consortia

In some cases, colleges in the same geographicarea have formed consortia as a means of sharingwomen's studies resources. There are many differentmodels in the consortia approach, including programsthat share faculty,, speakers, or resources amongmember campuses. The communication and publicitynecessary to generate the original consortium oftenhas served as faculty development in ways similar tothe establishment of programs. The primary goals ofconsortia have been to meet the needs of women stu-dents and women faculty and to expand instructionalmaterial about women.

Concerning the consortia approach, the GreatLakes Colleges Association Women's Studies Programnoted:

Today women represent at least half of mostcollege student bodies, yet little in the

curriculum reflects the rapidly expandingbody of scholarship about women. Facultyand administrators (predominantly male) areinadequately informed and trained to teach,advise, or shape policies responsive towomen's educational needs. The problemsloom especially large for the small liberalarts college with few women faculty membersand little budget flexibility. To dealwith these problems at its twelve membercolleges, the Great Lakes Colleges Associa-tion created the GLCA Women's StudiesProgram, launched in 1977 with a two-year

grant from the Fund for the Improvement ofPostsecondary Education.

Bowling Green State University and Moorehead StateUniversity (Minnesota) were also among those involvedin consortia activities.

21

Innovations in Governance Structures

Some programs have affected the governanceucture of universities by actively working for

new opportunities for women in the governance ofin3titutions. For example, Wichita. State Universityreported:

DELTA (Design for Leadership, Training,Attitudes) funded from 1976-78 by WEEA, aprogram of HEW...The primary purposeof the project was to facilitate the entryand mobility of women in positions ofleadership and decision making in highereducation...Women faculty members andadministrators attended workshops, presen-tations ofjlationally-known speakers andother sessions devoted to national and localissues for women in higher education...Malefaculty members and administrators were alsoinvolved in many of the DELTA programs.

Women's studies programs have sometimes beenagents of faculty development in their effect onpatterns of faculty governance. Women's studiesprograms often are intentionally nonhierarchical,although they usually have to operate through channelsin a university organized along bureaucratic lines.The women's studies program usually makes decisions ona cooperative, consensual basis, including juniorfaculty in this process, and the coordinator/directorreflects the position of the group rather than' makingdecisions for the group. Students also are oftenpermitted to provide input or involve themselves indecisionmaking for the program.

At times, less bureaucratic patterns of decision-making are seen to have spread from women's studiesprograms to other units on campus in situations wherecooperation seems more effective than a division oflabor with strict lines of authority. These patternsof collective decisionmaking, characteristic of

22

women's programs are, in effect, a return to theconcept of the un versityras a community of scholarsrather than as a strictly bureaucratic institution.

23

RECOMMENDATIONS FOR FURTHER DEVELOPMENTOF WOMEN'S STUDIES

AS A CATALYST FOR FACULTY DEVELOPMENT

On the basis of our examination of the facultydevelopment literature and the reports of facultydevelopment activities from women's studies programsthroughout the Nation,,we would like to make severalrecommendations.

o First, because women's studies programs havebeen involved in faculty development -- eventhough faculty development specialists have

not been aware of it -- it is important thatsystematic research on this involvement be

done, The information on these activitiesshould then be widely distributed, possibly

through a computerized clearinghouse forwomen's studies activities in faculty development.

o Second, judging from the unintentional facultydevelopment that appears to have: taken placewhen women's studies programs were established, a perspective on women clearly isneeded in many areas of the institution.Therefore, women's studies programs should bestrongly urged to participate in facultydevelopment endeavors as a means of continuingthis expansion of knowledge.

o Third, because the literature on facultydevelopment shows little awareness of thevariation in faculty and'students by sex andethnicity, faculty development programs shouldbe encouraged to explicitly consider the needsof minority group members and women. This

would include efforts to eliminate institutional racism and sexism on campus.

25

o Fourth, because faculty development isactually a process of adult socialization,more research is needed on the adult lifechanges that affect the training and retrain-ing of faculty and on the ways in whichfaculty can adapt to the needs of adultstudents. This research should be particular-ly cognizant of variations by sex and eth-nicity, and should address the question ofcohort change.

The following paragraphs provide amplification onthese recommendations.

Research on Women's Studies and Faculty Development

It is clear that women's studies programsthroughout the couAtry have been involved in a varietyof faculty development activities, even though facultydevelopment specialists may not be aware of this.Accurate information cn the faculty developmentactivities of women's studies programs is of primeimportance to faculty development planners and toothers interested in women's studies as an innovativeeducational process. We would therefore recommendthat systematic research be done on faculty develop-ment and women's studies.*

Specifically, what is needed-now is a systematicsurvey in which each women's studies program is askedabout specific faculty development activities. In thesurvey, the categories of faculty development identi-fied in this planning study could be expanded and usedas specific questions.

Once the data are gathered, they should be main-tained as a computerized data base that could be

*A study on thiifaCulty development activities ofethnic studies programs would be a logical parallelto this effort.

26

updated regularly. Additionally, a clearinghouseon women's studies faculty development could beestablished to serve both women's studies programsinterested in faculty development and faculty development planners interested in including the growingresources from women's studies in faculty dcveloraentprograms. The clearinghouse could make informationavailable in the form of written reports, and acomputerized data base could provide particulardetails as the need arises.

Encouragement of Women's Studies InvolvementIn FacutLy Development

The repo :ts from women's studies programsdemonstrated that simply establishing a women'sstudies program on campus had faculty developmentconsequences. Given this, we strongly recommend thatwomen's studies programs be encouraged to expand theirrole in local faculty development efforts.

Gaff defined faculty developiLlnt as "enhancing

the talents, expanding the interests, improvingthe competence, and otherwise facilitating the professional and personal growth of faculty members, particularly in their roles as instructors." He definedinstructional development, which he considers to be

one part of faculty development, as "the systematicand continuous application of learning principles andeducational technology to develop the most effectiveand efficient learning experiences for students."Women's studies does just that!

Because so little was actually known about women,their needs, and their contributions in the early1970s, the impact of women's studies on faculties was

explosive. Women's studies was more than an administrative phenomenon; it became a discipline withcontent and innovative instructional techniques.Thus, without realizing it, women's studies became afaculty developer.

27

This process continues, in fact grows, inimportance. Women's studies programs continue tobring those perspectives, !ontent, and techniques tothe academic in,ztitution. Innovative teaching tech-niques evolving from women's studies courses cancontinue to find a variety of applications throughoutthe university. Most academic disciplines have onlyrecently begun to include the systematic study ofwomen in their classes and research. The perspectivesthat the women's studies program brings to the insti-tution are necessary, not only in traditional academicdepartments, but in all the areas of the campus thatcope with women students and their changing roles anddemands. Because women's studies programs have beenadapting to the needs of adult women students,information that has been developed in establishingwomen's re-entry programs can be used with benefit inother areas of the campus. Sociologists, psycholo-gists, and educators who specialize in the needs ofwomen and minority men and women through their work inwomen's studies likewise might 2rovide information anddirection for the campus as a whole.

Thus, we feel that there is a continuing need forwomen's studies to participate in and initiate newefforts in faculty development. In a systematic,planned effort at faculty development, women's studiescan exercise leadership in facilitating the personalgrowth of faculty members and can enhance the educa-tional technology of an institution.

Consideration of eeds of Women and Minority Faculty

Most writing on faculty development assumeswhite, male, middle-class professors. Yet women andminority males do constitute a small proportion ofexisting faculty, and commitment to equality in oursociety should lead to a careful consideration oftheir needs. Minority or women faculty share someneeds similar to those of more traditional faculty,but they have other needs that should be explicitlyconsidered in faculty development programs.

28

One of the most critical needs of women andminority faculty is for techniques to eliminate or atleast minimize institutional racism and sexism inacademia. Even where there is no conscious prejudiceor intentional discrimination, the structure ofthe university as an organization can work to thedisadvantage of women of all ethnic groups and/orminority group members of both sexes.

Traditional practices on college and universitycampuses may result in inequity as conditions changeand practices do not adapt. Two examples illustratethis. First, in a time of declining enrollment atcolleges and universities, the traditional way ofreducing faculty based on seniority means thatrecently hired women or minority gtuup faculty whowere excluded in the past by overt discrimination nowhave the least seniority and are the most likely to belaid off. Second, the traditional means of evaluatingprofessors for retention, tenure, or promotion

iemphasizes teaching and research in traditionalacademic disciplines. Since the study of women orthe study of minority groups from the perspectiveof the group itself is relatively new to academicdisciplines, faculty who specialize in these areas

often cannot be fairly evaluated by traditionalstandards.

Systematic research is needed to determine the

specific needs of women and minority faculty. The

paragraphs below, which are based on our discussionswith women and minority faculty, offer a startingpoint for this research.

Needs ofWomen'Faculti

Women faculty often have different careerpatterns than men and may have different facultydevelopment needs. Although women often follow theusual pattern of graduate training after undergraduateeducation, first job as an assistant professor inone's late twenties, and the like, many women enter

29

academic training and/or begin professional careers atlater points in .their lives. For women, child rearingoften precedes or interrupts professional education oroccupational careers, resulting in different facultydevelopment needs than those of men or of women whofollow the traditional pattern. These needs mayinclude official sanction of flexibility in academiccareer patterns facilitated by re-entry services forinterrupted careers aLid srport services for part-timecareers.

Such services are needed by women now, but makingthem part of established faculty development serviceswould benefit both men and women in the future. That

is, providing the opportunity for males and femalesto vary the pattern. of their academic careers wouldprovide flexibility to the university when steady-state or declining enrollments make staffing flexi-bility a problem for administrators.

Needs of Minority_ Faculty

Faculty members of both sexes who are members ofethnic minority groups often hold quite differentpositions from those of the rest of the faculty.These differences have important implications for theplanning of faculty development programs, and pointto the need for research to identify the needs ofminority faculty. We provide only a few exampleshere.

At present, minority faculty -Ire quite few innumber on most university campuses. The whole rangeof activities that universities would like to offerfor minority students or to raise the awareness ofnonminorities to the situation thus falls to a rathersmall number of individuals, making it unlikely thatthere will be enough people to cover all the areas inwhich minority input is desired. In addition, minori-ties often are not adequately portrayed in the booksand other teaching materials used in college classes.Minority faculty frequently spend much of their time

30

developing new materials for their own courses,making these available to others as well. This oftenis not encouraged or rewarded by the traditional meansof evaluating faculty for tenure or promotion.

By including in faculty development programsmethods by which women and minority faculty of bothsexes can overcome the barriers inherent in theirsituation, we can help that faculty member work towardher/his potential within the academic institution.Research from women's studies and ethnic studies canlend faculty development the tools with which toexpand awareness of the variation in needs of allfaculty members.

Research on Adult Life Chan-e

Faculty development is actually a process ofadult socialization. To develop techniques fortraining professors to meet changes in the studentpopulation,-adapt to new teaching techniques, andlearn new developments in the curricula, planners offaculty development programs will need to know moreabout the basic changes in adult life. And to makethis possible, further research on adult life changeis needed. Such studies must be thorough enough toreflect the complexity of contemporary life, includingmales and females, minority group members as well aswhites; and both recently trained and more establishedfaculty.

Although theories of personality often haveassumed that the experiences of childhood are the mostinfluential in human life, there has been increasingemphasis on the importance of changes in adulthood.At present, interest in the entire life cycle is foundin theories that attempt to identify a series ofstages through which adults pass. Levinson (1974) andothers have studied adults and identified a series ofdevelopmental stages. Gould (1972) looked at patternsof adult female development, and Sheehy (1977) addedinterviews with women and examples from her own

31

experiences to her summery of this type of research.But most such studies have involved males only.Future research must consider similarities anddiffereaces by sex.

Hodgkinson (1974) began to explore the implications of this research for the planning of facultydevelopment programs. With more detailed work on thebasic processes of adult life, faculty developmentplanners can adept their programs to the needs andabilities of the faculty as adults in the process oflife cycle change.

Since women's studies programs have been adaptingto the needs of adult women students, the informationthat has been used to esablish wien's reentryprograms and other services to elder adults at

colleges can probably be used with benefit here.Sociologists, psychologists, and educators who -havehad experience with special programs to meet women'sand minority students' needs might provide valuableinput in this research.

The fact that contemporary society has beenchanging very rapidly over time also presents important challenges for researchers of adult life andplanners of adult life change. Since people livetheir lives in a complex, rapidly changing society, itis important to consider the extent to which thedevelopmental stages of life outlined in this type ofresearch were influenced by historicalandsocialevents unique to the time period being studied. Onthis point, Abeles and Riley (1976-77) warn that a setof stages derived from the study of adult life might,in fact, be unique to the cohort of individuals beingstudied. Thus, any faculty development program set upto meet the needs of professors at a certain point intime must be aware of the possibility that thoseprograms meet the needs of individuals who experiencedsocial and historical events at a particular stage inthei life cycles and might not be relevant to futuregroups of faculty.

32

BIBLIOGRAPHY

Abeles, Ronald, and Matilda White Riley1976-7 "A Life-Course Perspective on the Later

Years of Life: Some Implications forResearch." Social Science Research CouncilAnnual Report.

Alexander, Lawrence T., and Stephen L. Yelon (eds.)Instructional Develo ment encies inHigher Education. East Lansing, Michigan:Continuing Education Service.

Bergquist, William H., and Steven R. Phillips1975 A Handbook for Faculty Development. Washing-

ton, D.C.: Council for the Advancement ofSmall Colleges.

Centra, John A.1977a "Plusses and Minuses for Faculty Develop-

ment." Change 9:46-48.

19771 "Renewing and Evaluating Teaching. NewDirections for Hi her Education. SanFrancisco: Jossey-Bass.

1978 Types of Faculty Development Pragrams."Journal of_ Higher Education 49:151-162.

Eble, Kenneth E.1972 Professors as eache San Francisco:

Jossey-Bass.

Freedman, Mervin (ed.)1973 "Facilitating Faculty Development." New

Directions for Higher Education. San Fran-cisco: Jossey-Bass.

ff, Jerry G.1975 Toward Faculty Renewal: Advances in Faculty,

Instructional_and Organizational Development.San Francisco: Jossey-Bass.

33

Gould, Roger1972 "The Phases of Adult Life."

of Psychologyan Journal

The Group for Human Development in Higher Education1974 Facult Develo Ment in a Time of Retrenchment.

New Rochelle, N. Change Magazine,

Hodgkinson,Harold L.1974 "Adult Development: Implications for Faculty

and Administrators. Education Record 55:263-274.

Howe,. Florence

1977 Seven Years Later: Women's Studies Programs

in 1976. Washington, D.C.: National AdvisoryCouncil on Women's Educational Programs.

Kozma, R.B.1978 "Faculty Development and the AJoption and

Diffusion of Class innovations." Journal of

Higher Education 49:438 =49.

Levinson, Daniel, Charlotte M. Darrow, Edward B.Klein, Maria Levinson, and Braxton Mckee1974 "The Psychosocial Development of Men in Early

Adulthood and the Mid-Life Transition."243-258 in David F. Ricks, Alexander Thomas,and Merrill Roff (eds.) Life History Research1.EmEtsi21.212Ax. Minneapolis: University

of Minnesota Press.

Mathis, C.1976 "Faculty Development in Higher Education."

Journal of Educational Research 69:inside backcover.

Mullally, Lee J., and Noonan V. Duffy1978 "Goals of Faculty Development: Improving

Instruction (and Surviving)." ImprovingCollege and University Teachin& 28:121-3.

34

O'Banion, Terry1977 "Developing Staff Potential." New Directions

for Hi Education. San Francisco: Jossey-Bass.

Perkins, James A. (ed.)1973 The University as an. Organization. New York:

McGraw Hill.

Presidential Task Force on Faculty Development1975 "Report of the Presidential Task Force on

Faculty Development."_: California StateUniversity, Fresno Administrative Report.

Richardson, Richard C., Jr.1975 "Staff Development: A Conceptual Frame

Work." Journal of Hi her Education 46:303-11.

Sheehy, Gail1977 Passage.. New York: Bantam.

Simerly, Robert1977 "Ways to View Faculty Development."

tional Technology 17:47-49.

Vermilye, Dyckman W. (ed.)1972 The Expanded Campus. San Francisco: Jossey-

Bass.

Educa-

Wegin, J.F.1976 "Practice of Faculty Development. Journal of

Higher Education 47:298-308.

35

APPENDIX: FACULTY DEVELOPMENT ACTIVITIES

BY INSTITUTION

INSTITUTION

Alverno College (Wisconsin)

Arizona, University of

Bowling green State University

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Cal, State Univo Humboldt

Cal, State Univ.1 Northridge

Cal'. State Univ., Sonoma

APPENDIX

(continued)

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30

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Sangamon State Univ. (Illinois) X 'X

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Scarritt College (Tennessee)X X X

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