Examines the role of technology in teaching evaluation, discussing the need to incorporate the principles of good evaluation practice as evaluation systems become increasingly automated. Suggests applications of technology that hold promise for improving evaluation practice, such as teacher-course evaluation systems. (EV)

Examines 16 myths regarding student rating of instructors and instruction from the perspective of research that has been conducted over 74 years. Concludes that the myths actually are, on the whole, myths. Suggests ways to improve and document instructional effectiveness. (Contains 153 references.) (Author/SLD)

This chapter provides an overview of academic freedom and tenure as applied to the community college.

This investigation used data collected from students who assessed their instructors' teaching and learning effectiveness. Instructors were community-college career and technical-education faculty enrolled in the Community College Induction Mentoring Program (CCIM), a jointly sponsored program between Iowa State University and the instructors'…

Measurement of the quality of teaching activities is becoming increasingly important since universities are rewarding performance in terms of promotion, awards and bonuses and research is no longer the only key performance indicator. Good teaching is not easy to identify and measure. This paper specifically deals with the issue of good teaching in…

A 5-step methodology is presented for developing a teaching effectiveness rating instrument: (1) development of an item pool, (2) screening of the item pool, (3) survey assessment of the screened items for importance and for student ability to rate, (4) response analysis, (5) development of the evaluation instrument options. (Editor/JT)

A Professor Emeritus of New York University reviews the practice of awarding recognition for superior college teaching (great teacher awards) concluding that they do not increase great teaching or the number of great teachers. He suggests that prospective students should seriously ask colleges what they do to insure good teaching. (JT)

In developing a community medicine course with a lecture-seminar form, the University of Kentucky College of Medicine used a peer review process in which proposed lectures and seminar materials were presented to the faculty who played the role of students as well as peer reviewers. The process was considered valuable. (JT)

Designed primarily as a functional tool and reference book for administrators, this book provides a collection of essays covering various aspects of the performance appraisal of college faculty, administrators, and support staff. The booklet presents practical information on the key concepts, theories, practices, and legal constraints in…

The status of litigation involving dismissals of tenured faculty for reasons of incompetence, broadly defined, is evaluated. In practice, there is no consensus within higher education as to what constitutes adequate cause based on incompetence for dismissal of faculty members. The following issues are explored: (1) the pattern of increasing…

Two questions were investigated: (1) would rewording items on a questionnaire for evaluating faculty teaching effectiveness substantially affect students' ratings? and (2) would students' ratings of professors' teaching quality be totally consistent with their ratings of benefits derived from courses? (Author/RC)

Teachers of business communication, along with teachers in other disciplines, must develop ways of responding to demands for faculty evaluation. The first section of this paper considers three questions relevant to any kind of faculty evaluation: To whom should a teacher be accountable? What criteria should be the touchstones for evaluation? and,…

The nature of competent teaching is discussed and distinctions between competent and incompetent teaching are made. Teaching involves the intention to bring about learning and competence in a method designed to bring about learning. Teaching is defined as educative when it is conducted in a morally acceptable manner and when the content of what is…

This system of student evaluation of teaching was developed for use at any teaching facility. Based on a 1964 study, the authors postulated that there are six "universal" dimensions of teaching that can be identified in diverse teaching situations. A random sample of 2,000 University of Minnesota students were asked to place…