The reliability and validity of student ratings of faculty can be affected by the ethical decisions of those evaluated and evaluating. Systems of faculty evaluation should have their own codes of conduct for students, faculty, and administrators. Nine scenarios offer illustrations. (Author/MSE)

Describes and reflects on the faculty evaluation efforts of one midwestern community college. Examines some of the inherent differences between four-year and two-year institutions. Supports the use of formative faculty evaluation. (MM)

Claims that research findings of curriculum scholars may be harmful to the successful practice of teaching resulting from the following pathologies within the academic study of curriculum: (1) employing a generic approach toward curricular problems; (2) using meaningless educational jargon; (3) transferring metaphors from other disciplines to…

Discusses the uses and misuses of teacher evaluations. Opposes their use in a statistical way to evaluate promotion and tenure decisions and their awkwardness for the evaluation of theater artists. (SR)

Ways are discussed for making faculty assessment an integral part of a department. Suggestions relate to developing career plans, specifying goals, identifying skills, conducting regular reviews, and locating assessment within the departmental and institutional culture. Guidelines and procedures are illustrated with sample letters and third-year…

A professor outlines four types of college faculty evaluation (by superiors, by students, by peers, and by outsiders). His attitude toward basic assumptions underlying evaluation is analyzed in terms of values concerning the nature of knowledge, hierarchies, and teaching. Encouraged is evaluation with consultative and open procedures, tangible and…

Provides a working definition for assessment as it relates to higher education. Contrasts what assessment should be with what it should not be. Gives several suggestions for administrators just beginning assessment activities. (HB)

Discusses problems with the present system of recognition for clinical educators in academic medical centers including the requirement for regional and national reputation, the lack of reliable measures of clinical and teaching excellence, and the lack of training opportunities. Suggested solutions include changes in promotion criteria and the…

Considers four themes related to peer and post-tenure review of college faculty: (1) post-tenure review as a summative moment in a cycle of formative occasions; (2) the post-tenure period as characterized by flux and change; (3) the post-tenure period as one of crisis in intellectual growth; (4) peer collaboration and review of teaching as…

Argues that faculty evaluation procedures undertaken to improve instruction need to be separate from those used to reward excellence. (SRT)

This article proposes six priorities for faculty development which can strengthen the role of teacher education in the institution, while developing the vitality of the education faculty individually and collectively. (MT)

Discusses eight steps to modify the way engineering schools operate. They include hiring some experienced engineers as faculty, incorporating peer and student review of teaching performance in faculty evaluations, reversing the tendency to make curricula increasingly narrow and specialized, and adopting a systems approach to engineering education.…

Combining period objectives and base evaluations creates an environment of continuing education in a well-functioning college. Specific and measurable attainment can be documented under the heading of "Period Objectives" including: preparation and publication of articles, performance of research projects, and presentation of scholarly papers. (MLW)

Ways for improving college level faculty evaluation are examined. Three criteria are discussed: research performance, teaching performance, and administrative performance. Desirable features of faculty rewards systems are also described. (RM)

Ranking the "top 10 universities" which train recreation professionals does little to enhance the goals and standards of the field of parks and recreation. While evaluation of faculty and educational institutions is considered important, it should be conducted in a manner which tends to be more professional than mere gossip. (JN)