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This five-part essay sets out various achievement goals for higher education institutions and educators. The first paper, Guidelines in Higher Education, lists the criteria for encouraging broad faculty participation in the decision-making process, improving the quality of human relations, encouraging scholarly pursuits among faculty members, organizing the curriculum, reaching beyond accrediting agency standards, and selecting competent personnel. The premise of All Educators Should Be History of Education Specialists, is that many older pedagogical concepts and theories are still relevant and can be adapted to today's needs. In the third paper, titled, Staff Development in Higher Education, the importance of staff development programs, through either management-centered inservice approaches or instructor-centered personnel improvement models, is discussed. In Achievement in Student Teaching, the importance of the student teaching experience not only to the student-teacher but also to the classroom pupil is examined. The final paper, Decision Making in Higher Education, calls for a democratic process in which all faculty members have ample opportunities to be involved in the decision-making outcomes. (Contains a total of 38 references.) (CH)

Descriptors: Academic Standards, Accrediting Agencies, Curriculum Design, Curriculum Development, Educational History, Educational Strategies, Faculty College Relationship, Higher Education, Inservice Education, Instructional Effectiveness, Instructional Innovation, Management Systems, Mentors, Organizational Development, Participative Decision Making, Policy Formation, Professional Autonomy, Staff Development, Student Teaching, Teacher Administrator Relationship, Teacher Influence, Teacher Student Relationship

Autor: Ediger, Marlow

Fuente: https://eric.ed.gov/?q=a&ft=on&ff1=dtySince_1992&pg=12030&id=ED401838

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