Criticizes the current state of college faculty evaluation and recruiting. Identifies three main problems of today's bureaucratic system of evaluation. Discusses problems common in tenure deliberations. (HB)

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)

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)

Discusses the danger of evaluating faculty by the number and value of grants they receive. (MS)

Suggests an alternative to the publish or perish model of faculty promotion and tenure (the "collegiality model") in which teaching evaluation is systematic and on-going and scholarly activity (required from all faculty) is defined broadly to allow for individual inclination and yet be equitable. (SR)

Maintains that teaching and faculty development (research as well as a broad range of other possible activities) are mutually beneficial and inseparable activities. (SR)