| This study proposes to devise guidelines for establishing effective and comprehensive faculty development programs for Liberia's liberal arts colleges. Such programs will incorporate the essential components of development programs which lead to significant changes in attitudes, processes, and structures.;In searching the literature, four models surfaced: personal, professional, instructional, and organizational. Each model was analyzed and described for indispensable aspects of interrelatedness and interdependence necessary for effective faculty and institutional renewal.;The first two chapters present the background and organization of the study. Chapter III gives historical accounts of Liberia's founding and the development of her educational system, including both traditional and western-type schools.;Chapter IV describes and analyzes faculty development programs in Liberia's liberal arts colleges with characteristics of their faculty, types of existing development programs, extent of faculty participation, and a summary.;The researcher examines the sparse literature on faculty development programs in Liberia's liberal arts colleges and reviews related literature on selected programs in America's higher education to derive implications for guidelines to expand and deepen comprehensive and multifaceted development programs in Liberia to meet her needs for faculty, students, and institutions.;Chapter V reviews and comments on literature related to America's higher education development programs from historical perspectives, theoretical foundations, and program models, and summarizes the findings.;Chapter VI describes and analyzes selected program models in American higher education: personal, professional, instructional, and institutional. It describes advantages and disadvantages of each and stresses the need for programs to be effectively interrelated.;Chapter VII emphasizes prospectives for development programs in both countries. A careful examination of both countries' higher education development programs revealed significant differences only in nomenclature, resources and facilities.;Chapter VIII recommends some major guidelines for devising faculty development programs in Liberia's liberal arts colleges. These guidelines cluster around year-round voluntary participation in interviews, workshops, conferences, and conventions; sharing in visitations, incentives, and growth contracts; and being involved in periodic evaluations of the programs, which will lead to the development of faculty as individuals and as professionals, their improved methods of instruction, and create effective environment for teaching and learning. |
