Although measures of student ratings of instruction have been developed and examined empirically, students' attitudes about the utility of these ratings have yet to be meaningfully quantified. Using survey responses from 1229 students at a major Canadian university, we developed a psychometrically sound measure of the usefulness of student…

The presentation will trace the experiences of two program directors from Walden University and their examination of issues involved with faculty assessment. Their experiences were used to create a simple but effective and workable model for faculty assessment and development. Once a presentation of how data were obtained, and analyzed, to create…

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…

Correlates student assessment of teaching effectiveness and a measure of learning, and concludes that if how much students learn is considered to be a major component of good teaching, it must be concluded that good teaching is not validly measured by student evaluations in their present form'' because the students who learned the most rated…

Examines Ernest Boyer's 1990 Carnegie report, "Scholarship Reconsidered," as a "tipping point"--a critical turning point in what is fundamentally valued and rewarded in the scholarly work of faculty members. Gives special attention to the scholarship of teaching and the scholarship of engagement. (EV)

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…

Background: The Approaches to Teaching Inventory (ATI) is structured as two main scales, reflecting a teacher-centred information-transmission approach versus a student-centred conceptual-change approach, each subdivided into intention and strategy subscales. Its use in higher education investigations is increasing and, by default, it is assuming…

Asserts that in order for teaching evaluation to encourage improvement, there must be a measure of all elements that make teaching what it is. Proposes a model that highlights the significance of conceptions, knowledge, and the context within which the instructional event takes place. Suggests activities and instruments that may assess teaching…

Traditional ideas about improving teaching should be augmented by new understandings of faculty self-perception and motivation. At the National Center for Research to Improve Postsecondary Teaching and Learning, professors have been interviewed to determine if faculty hold beliefs about an institution that influence their behavior. (MLW)

Reviews efforts to create and introduce measures to quantify the quality and scholarship of teaching by faculty in veterinary medicine. (EV)

Conditions that can enhance college teachers' acceptance and productive use of feedback about instruction are outlined, including understanding of the purposes of evaluation, who provides the feedback, the message itself (form, timing, sources, and subsequent messages), characteristics of the recipient, immediate environment, and consequences…

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…

A principal belief embedded in promotion and tenure and in annual review decisions is that faculty members should and can be simultaneously productive in teaching and research. This study used national survey data to estimate by discipline and type of institution the percentage of faculty who meet this standard. (Author)

Analysis of data from the 1993 National Survey of Postsecondary Faculty showed that faculty value teaching over research. At the same time, the explicit reward structure of academe favors research and publication, rewarding "productivity" in these arenas with money and status. Implications of this disconnect between values and rewards…