A job-related system for evaluating faculty performance in a college of business is examined. The method emphasizes the role of the department chair, links weighted faculty responsibilities in teaching, scholarship, and service, and uses results in annual evaluations and salary recommendations. (Author/MLW)

A decade of interest in the evaluation of college teaching has produced both a wide variety of approaches and a concise set of practical guidelines for assisting college teachers in improving instruction. (Authors/MSE)

Argues that college faculty evaluation policies, procedures, and criteria emphasize technical rather than substantive aspects of teaching, focus on process over outcomes, lack strategic concern for institutional use of evaluation data, and deemphasize discipline. Recommends evaluating three aspects of teaching (planning, implementation, results),…

Universities can effectively employ regional accreditation processes in striving to find legitimate means and credible mechanisms for more equitably evaluating faculty teaching and professional work. Examples from accreditation show how institutions can ensure compliance while establishing strong evaluation procedures for faculty service and…

In response to re-accreditation recommendations, East Tennessee State University is devising and implementing a plan to use faculty evaluations for the improvement of faculty and the educational program. A task force developing the plan has outlined three major projects: (1) establish baseline data on current status of faculty development efforts…

This report summarizes current literature on trends that dramatically affect collegiate institutions. The following demographic changes are discussed: (1) increase in female enrollment; (2) decrease in enrollment of 18-year-olds; (3) increase in median age of students; (4) decline in enrollment and continuation of blacks; (5) increase in…

The question of evaluating effective teaching in light of the fact that teaching is still the principal function of the university is addressed. Most faculty receive very little specific training in teaching, even though the skills involved are complex and sophisticated. There is a dual responsibility for evaluation of teaching by faculty and…

Problems involved in evaluating preservice methods courses, such as the difficulty of isolating the specific contribution of a single course, are discussed. The training factor of a methods course must be distinguished from the selection factor influencing the capabilities of a student population. Methods courses should be evaluated if they are to…

At the University of Maryland University College, teaching portfolios are used for professional development of adjunct faculty in continuing education, and for determining annual teaching awards. The faculty development program offers workshops, information packets, and sample portfolios to potential award recipients and other faculty, provides…

A teaching portfolio is to document, over an extended period of time, the full range of one's abilities as a college teacher. Seven dimensions can be documented: what is taught; how it is taught; changes in teaching and course activities; academic rigor; student attitudes; skill development efforts; peer assessment. (MSE)

Research indicates that colleagues, administrators, students, and alumni have all identified similar general characteristics of effective college teachers and teaching and can make valid evaluations of individual teachers. A proposed process for identifying teaching award winners has two stages: (1) nomination using a rating and description form;…

As a consequence of the suspension of a system of yearly evaluations of individual courses with student questionnaires, the University of Leuven organised a broad consultation of the academic community focussing on what they expect from a system based on student feedback. The study revealed that this community attaches great importance to a clear…

A faculty evaluation study conducted at Memorial University of Newfoundland for the Committee on Faculty Evaluation is described. Evaluation criteria/methods and recent research findings regarding student ratings of faculty instruction are considered, along with the advantages and disadvantages of formative and summative evaluations. Formative…

Faculty development programs in colleges and universities must be faulted for not having adequate theory, employing comprehensive approaches, or showing a deep intention. An adequate theory of faculty development will involve a sophisticated understanding of the process of professionalization and an integrating theory of human development.…

This paper provides the results of a survey, conducted in 1991-92, on the use of adjunct faculty in the English and business departments at all 64 campuses of the State University of New York (SUNY) system. A total of seven English department chairs and eight business department chairs responded to the survey. It was found that, on average, the…