Analyzes excellence in teaching, expertise in teaching, and the scholarship of teaching according to the nature and sources of knowledge construction underlying each. Illustrates the differences with practical examples. Asserts that excellence in teaching and the scholarship of teaching are both important but should be recognized and rewarded in…

A professor outlines four types of college faculty evaluation (by superiors, by students, by peers, and by outsiders). His attitude toward basic assumptions underlying evaluation is analyzed in terms of values concerning the nature of knowledge, hierarchies, and teaching. Encouraged is evaluation with consultative and open procedures, tangible and…

Presents recommendations of a faculty/administrator committee at Louisiana State University concerning faculty ranks and reviews, especially of nontenured full-time faculty who specialize in either teaching or research. It proposes rolling multiple-year contracts for instructors, new titles for non-teaching research scientists, university…

Maintains that creative teaching with effectiveness that is rigorously substantiated, demonstrated educational leadership, and use of educational methods that advance learners' knowledge are consistent with the traditional definition of scholarship and faculty who meet these criteria are scholars and should be recognized by promotion. Outlines an…

Provides a point-by-point response to the questions raised in Pasnak's review (S0 515 248). Attention is called to design and measurement issues for future research. (Author/JDH)

This chapter examines, within the higher education context, the difficulties which instructional developers often encounter in gaining cooperation to achieve their goals. It is argued that instructional development in the university involves a paradox in that a great deal of money is provided for the improvement of instruction, but an environment…

Student forms for evaluating instruction are examined from three perspectives: as forms themselves, through their relationship with their authors, and through the milieu in which they exist. Results suggest that the forms objectify students, reify knowledge, place themselves beyond criticism, and reinforce "banking" education and closed learning…

To be approached realistically, improvement of college teaching must be viewed from a faculty perspective. The real world of college teaching offers little information about objectives and outcomes. The situation can be changed most effectively by increasing available information and stimulating communication among faculty about instruction. (MSE)

Assessment of college teaching is viewed broadly as the gathering of information for understanding and improving teaching as well as judging its quality. It is seen to play a crucial support role at each stage of instructional development: problem clarification, instructional design/redesign, and field testing and implementation. (MSE)

In answer to why faculty and administrators rely on quantification of faculty performance (i.e., productivity measures), two reasons are given: (1) it is the only evaluation that is persuasive to a democratic audience (the public); and (2) it is better than none at all. (MSE)

Suggests ways of improving the effectiveness of the Australian Universities Quality Agency (AUQA) in raising the quality of university teaching, including: (1) the wide reporting of more accurate teaching performance indicators; and (2) a revised university funding model in which university income is based on teaching performance indicators. (EV)

Asserts that veterinary medicine needs greater participation by minority groups to incorporate their worldview into the field. Discusses how this community-oriented view is at odds with the manner in which the academy typically assesses performance, and why teaching and service should therefore be more readily and effectively evaluated and…

Critiques a 1982 research report which related college students' emotions, course grades, and faculty teaching evaluations. Maintains that the design contained several limitations which impugn the validity of the conclusions drawn. (JDH)

Suggestions for improving the design and use of student evaluation forms include tailoring the forms to the class needs and format, wording statements carefully, training students to evaluate performance, allowing ample time for completion, handling the evaluation procedure without involvement of the professor, and eliminating student anonymity.…

The author proposes that the unique benefit of self-evaluation for college faculty is the close involvement it gives the teacher in considering the effectiveness of their own teaching. Different methods of self-evaluation are considered, and a technique involving keeping a course log that has been found successful is explained. (Author/MSE)