Descriptor
Source
| New Directions for Teaching… | 2 |
Author
| Menges, Robert J. | 7 |
| Bode, Rita K. | 1 |
| Levinson, Judith L. | 1 |
| Levinson-Rose, Judith | 1 |
| Svinicki, Marilla D. | 1 |
Publication Type
| Opinion Papers | 3 |
| Speeches/Meeting Papers | 3 |
| Information Analyses | 2 |
| Journal Articles | 2 |
| Reports - Research | 2 |
| Guides - Non-Classroom | 1 |
| Reports - Descriptive | 1 |
| Reports - Evaluative | 1 |
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Peer reviewedSvinicki, Marilla D.; Menges, Robert J. – New Directions for Teaching and Learning, 1996
Good programs for recognizing exemplary college teaching are consistent with institutional mission and values, are grounded in research-based competencies and practices, recognize all significant facets of instruction, reward both collaborative and individual achievements, neither preclude nor replace the institutional reward system, call on those…
Descriptors: Awards, College Instruction, Educational Quality, Faculty Evaluation
Menges, Robert J. – 1984
An optimal evaluation system should have five features if it is to both stimulate academic work and lead to fair decisions: clear expectations, feedback on performance, formative evaluation, summative evaluation, and differential rewards. Women and minorities were asked about their experiences in relation to these features. None had received…
Descriptors: Evaluation Criteria, Evaluation Methods, Faculty Evaluation, Higher Education
Peer reviewedMenges, Robert J. – New Directions for Teaching and Learning, 1991
To be approached realistically, improvement of college teaching must be viewed from a faculty perspective. The real world of college teaching offers little information about objectives and outcomes. The situation can be changed most effectively by increasing available information and stimulating communication among faculty about instruction. (MSE)
Descriptors: College Faculty, College Instruction, Faculty Development, Faculty Evaluation
Menges, Robert J. – 1991
To identify reasons for peer evaluation of college teaching being more honored in rhetoric than in practice, events that occurred on the campus of a prominent public research university are described and suggestions offered as to why peer evaluation is not often practiced. A Committee on Teaching Effectiveness was appointed in response to…
Descriptors: Academic Freedom, College Faculty, Faculty Evaluation, Higher Education
Menges, Robert J.; Levinson-Rose, Judith – 1980
Results of a review of approximately 60 studies relevant to improving college teaching are considered, and a proposal for a study is presented. The interventions can be classified into four categories: workshops and seminars, grants for faculty projects, feedback from ratings by students, microteaching and minicourses, and protocol materials. It…
Descriptors: College Faculty, College Instruction, Educational Philosophy, Educational Research
Download full textLevinson, Judith L.; Menges, Robert J. – 1979
Research on instructional improvement interventions for college teachers is reviewed and implications for practice are briefly considered. Attention is directed to both the methodological soundness of the program evaluations and the findings of the studies. Interventions to assist faculty to change their teaching attitudes, roles, or activities…
Descriptors: College Instruction, Faculty Development, Faculty Evaluation, Higher Education
Bode, Rita K.; Menges, Robert J. – 1997
This study assessed the feedback-seeking behaviors of faculty in their third year of employment at five colleges and universities. A total of 121 faculty completed a mailed questionnaire on their feedback- and information-seeking behaviors, and a subset of 86 responded to interview questions about feedback. Statistical analyses of the survey and…
Descriptors: College Faculty, Community Colleges, Faculty Development, Faculty Evaluation
