Discusses the uses of student evaluations of teacher effectiveness, including validity and reliability procedures, and items for possible inclusion in the instrument. (MLH)

Examines the differences in summative and formative evaluation of college teaching, and suggests a new model for peer review of teaching that uses colleagues from other campuses (external review) for summative evaluation. Argues that traditional student evaluation and on-campus peer evaluation (internal review) discourage innovations in teaching…

An assessment model for a preservice teacher education program is described that is developmental, allows for skills enhancement, involves both arts and science education faculty review, and includes evaluation strategies other than standard pen-and-pencil tests. Assumptions underlying the model are presented and the sequence of assessments as…

The Task Force on Defining Scholarship in Psychology has called for an increased emphasis on the scholarship involved in teaching for faculty evaluation processes. Each college and university should also examine its own institutional goals and interests and translate these into their own faculty-evaluation processes. (SLD)

Describes some key policy dilemmas and challenges taking place in the U.S. academic profession. These issues derive from a complex array of demographic, economic, social, and technological developments that have caused major shifts in the areas of assessment and accountability, governance, power, faculty roles, and recruitment patterns. (SLD)

Notes the growing interest in analyzing academic expertise in British higher education, defining key terms; discussing purposes and approaches (central government, universities, academic staff, and external influences); examining difficulties in undertaking analysis (e.g., diversity and being definitive about academic activity); and discussing the…

Based on Habermas (1971), asserts that knowledge about teaching can be communicative and emancipatory as well as instrumental; these aspects of teaching therefore call for interpretive and critical evaluation. Offers a range of relevant strategies. (EV)

Explores the distinctions among good teaching, scholarly teaching, and teaching scholarship and discusses methods of formative evaluation that can produce improvement in these areas. (EV)

How do some Black junior faculty manage to successfully negotiate academic life? The author observed that they tend to have several things in common. This document describes the following commonalities: (1) highly successful Black junior faculty learn the expectations for promotion; (2) they learn how to say "no" early and often and protect their…

The publicizing of the Beijing University Teacher Personnel System Reform Plan has aroused strong concern among institutions of higher learning nationwide. This is because Beida's graduates will no longer be retained as teachers at the university and Beida's teaching positions will be open to recruitment in China and the world as a whole. In view…

After Beijing University produced the first and second drafts (subsequent discussions are based on the second draft) of the "Beijing University Teachers' Engagements and Promotions System Reform Plan," which aroused sharp debates, Zhongshan University stated that the standing committee of its university party committee had examined and…

As a person who worked for more than twenty years at Beida, I must say I entertain quite complicated feelings about Beida?s current reform. First of all, I am still somewhat in the fold, and it is inevitable that an emotional patina would be involved. More important, the university's reform itself is too complicated, or I should say that the…

An unresolved issue in student evaluations of teaching effectiveness (SETE) literature is what type of overall evaluation of teaching effectiveness should be used in personnel decisions. The objective of this study is to compare the merits of: (a) an overall evaluation made by students, (b) a weighted average overall evaluation with the weights…