The process presented interrelates a positive, systematic plan for evaluation of nursing faculty with an individualized program of personal and professional development. This process makes use of self-, peer, student, and administrative input. (Editor/CT)

Asserts that systematic reform is necessary to allow for an acceptance of and emphasis on outreach performance as an area of faculty work critical to faculty and institutional growth and development. Describes efforts to legitimize and evaluate outreach. (EV)

Explores the faculty evaluation process at Oklahoma State University using a survey and interviews. Finds support for the judgmental aspects of appraisal but a desire for greater focus on faculty development. Suggests that a combined approach to evaluation, while diminishing the focus of both forms, can have positive results both for faculty and…

An increasing number of academic institutions are considering changing to Web-based systems to take advantage of efficiencies in the collection of end-of-semester course evaluations. In considering such a change it is important that researchers determine whether it will affect mean evaluation scores and response rates. We undertook this study in a…

Examines Ernest Boyer's 1990 Carnegie report, "Scholarship Reconsidered," as a "tipping point"--a critical turning point in what is fundamentally valued and rewarded in the scholarly work of faculty members. Gives special attention to the scholarship of teaching and the scholarship of engagement. (EV)

A survey of 588 full-time tenure-track faculty indicated that two-thirds were involved in outreach; the quality of outreach activities should be judged by their effectiveness in meeting needs; and multiple measures should be used. Concerns included barriers to outreach participation and determination of what constitutes excellence. (SK)

The findings of the evaluation of the three-year Community-Engaged Scholarship for Health Collaborative are presented, describing changes in institutional capacity for community-engaged scholarship, and changes in promotion and tenure policies and processes. The change process in the participating institutions is assessed using the Kotter model of…

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)

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…

Presents the final report of a panel convened by the Association of American Medical College's Mission-based Management Program to examine use of metrics (i.e., measures) in assessing faculty and departmental contributions to clinical mission. Discusses methods of measuring and comparing clinical effort, commonly used metrics, development of…

Reviews the history of tenure and post-tenure review, the theory of total quality management (TQM), the role of TQM in higher education, and finally how TQM can be implemented and even supported by tenure and post-tenure programs. Suggests institutional changes so that tenure, post-tenure review, and TQM can work compatibly together. (EV)

A professor who uses a stop-the-clock policy cannot be certain that his or her total work output will be evaluated as if he or she had a normal probationary period. (Contains 1 table.)

Discusses the tenure evaluation guidelines developed by the United States Institute for Theatre Technology (USITT). Expresses concern over the widening split between theater technologists and the actors, directors, and designers they support. (MM)

Problems associated with peer observation and evaluation of teaching are examined, and practical ways to compensate for and overcome them in order to achieve the benefits of this form of evaluation are discussed. (Author/MSE)

Reviews the literature on teaching awards and then examines a specific case, the Alan P. Stuart Award for Excellence in Teaching at the University of New Brunswick, using Menges's three tests of effective awards. Suggests that examining the strengths and weaknesses of institutional teaching awards can help illuminate the processes involved in…