Questions raised frequently by college and university faculty about use of portfolios to document effective teaching are answered. The questions address such issues as how the portfolio is organized, what it should reflect, how and by whom it is used, preparation time, the mentor's role, reliability, subjectivity, maintaining the portfolio's…

Much has occurred in higher education to lead to expectation for change in the process of evaluation. The academic deans of all accredited private liberal arts colleges were asked to report on the procedures used in rating both overall and teaching performance, with 83.5 percent replying. Purposes of the questionnaire were to: (1) determine the…

Ten guidelines for successful administrator evaluation programs based on current research and interviews with campus administrators are presented. They concern the evaluation's purpose and approach and the role of the administrator in the process. (MSE)

Commonly asked questions about methods of faculty evaluation (including student, peer, and self-evaluation) are answered, and guidelines for improving a failing evaluation system are discussed. (MSE)

Seven separate areas of faculty evaluation are discussed: student, colleague and self-assessment, student learning, student advising, institutional service, and research and publication. Designed for use by faculty and administrators, this book is intended to serve as a practical resource in developing and upgrading programs for evaluation. Each…

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)

A national survey of liberal arts colleges' institutional policies and practices in evaluating faculty performance and classroom teaching, focusing on the changes in evaluation since 1978, is reported. Factors considered, their frequency of use, and sources of information for evaluation are examined. (MSE)