Departments, schools, and colleges within the University of Michigan differ widely in the procedures used to evaluate members of their faculties. In some instances student rating forms are used but practices differ as to the kind of information obtained and the weight given to these assessments. Each set of procedures is designed to serve local…

This study determines empirically the relationship between college teachers' classroom performance and their involvement in research. The study is based on a national sample of approximately 5,000 faculty members in 16 colleges. Ratings of classroom performance were derived from published course critiques and scholarship ratings are based on a…

Results of four studies in which the semantic differential was used to evaluate teaching effectiveness of professors at the university level are presented. Conclusions based on comparisons between factors isolated in the four studies, as well as between these four studies and other data, are as follows: (1) some factors such as teaching dynamism,…

Professors and courses at Austin College were evaluated sociometrically by almost 90% of all full-time resident students. The 3 professors and courses they would recommend most as well as least to other students were listed. A 30% random sample of respondents was then interviewed by other students. Both the sociometric results and the results of…

The underlying premise of anonymous faculty evaluation is that the basic relationship between colleagues and between faculty and students is adversarial. To acknowledge this relationship openly would allow both evaluators and evaluees to know clearly what is expected and to uncover capricious, discriminatory and/or vindictive acts on either side.…

The proper use of objective ratings in faculty evaluation can be diagnostic, motivational, and remedial. Faculty effectiveness should improve if valid factors, properly weighted, are used periodically to evaluate teachers through objective ratings. (LBH)

This handbook contains basic principles for committee members on promotion, tenure, or faculty review committees and discusses basic policy issues related to the assessment of faculty. It also contains disciplinary statements on the work of faculty, useful references and resources, and examples of how to document nonresearch-related scholarly and…

This Critical Issue Bibliography (CRIB) Sheet focuses on post-tenure review of higher education faculty. Post-tenure review is the planned evaluation of faculty that have been awarded tenure. The way in which post-tenure review is executed varies by campus, but the process usually involves in-class evaluation, meetings with administrators about…

An approach used to determine some university faculty annual raises is described. Faculty assessment information is obtained by describing the calendar year activities of each faculty member in files dedicated to achievements, information related to instruction, and professional writings. Tabular summaries made from this information are also…

Classification of teachers in Quebec has resulted in a series of confusing problems. (PG)

A paired comparisons questionnaire was completed by 100 university faculty, in order to determine the importance of five criteria for evaluating faculty. Research, scholarship, and quality of teaching were most important, followed by department or college service. Grantspersonship and community service received the least emphasis. (GDC)