PUB TYPE Reports- Descriptive (141)-- Information Analyses

The origins of the faculty development movement in higher education can be traced to the mid-1970's, when low retirement rates were virtually eliminating career mobility for professors, and changes in student demographics, educational settings, and instructional methods required many faculty members to alter tr-lir usudl teaching practices. Private foundations and the Federal Government began funding organized faculty development programs emphasizing instructional development and teaching improvement. In the early 1980's, reduced clerical support, reduced travel budgets, N-.3ssive amounts of deferred maintenance, as well as a lerrease of about 13 % in:acuity earning power, triggered the formulation of a new faculty development paradigm. This paradigm draws upon social-psychological theories of adult socialization to provide more holistic development activities. The New Jersey Department of Highe