Considers the similarities between teaching and directing and offers suggestions for evaluating play directors. (PD)

Discusses the difficulties inherent in evaluating the director's work since it combines teaching and artistic aspects. (PD)

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)

Examines a faculty development program that is based on management by objectives. (Includes forms or outlines for making recommendations for reappointment, promotion, or tenure; a development plan for the academic year; and a faculty performance review and development report.) (PD)

Reviews attempts of the academic theater community to develop a system to assess creative activity as a legitimate component for promotion and tenure decisions. (MM)

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)

Describes a microevaluation approach to faculty assessment written for a department with 15 faculty engaged in both traditional scholarship and creative activities in a research-oriented university. Presents the assessment instrument. (SR)

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)

Presents recommendations of the Association for Theatre in Higher Education Task Force, addressing the issue of faculty workload. Suggests several questions to form the basis for discussions on this issue. (MM)

Reports on a survey of tenured faculty in the College of Liberal Arts at Auburn University concerning whether or not the number and value of grants ought to be a consideration in the promotion and tenure process. (MS)

Surveyed administrators of theatre programs to determine the importance and value of artistic work by theatre faculty to institutional goals and in tenure decisions. Found (1) great variations in the degree to which artistic quality is valued and (2) dissatisfaction with the criteria and procedures for evaluating theatre faculty. (PD)

Reports the first phase of a project to develop an instrument for student evaluation of college faculty that can be applied across the curriculum. Suggests that the evaluation process should begin by developing a model of teaching effectiveness. Outlines a procedure for developing an instrument to measure teaching effectiveness. (MM)

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)