In response to the Jarratt Report, British university faculty attitudes toward the use of performance indicators for evaluating departments and individual faculty members are examined. The probable direction of the administrative use of performance indicators is discussed. An interview schedule and additional suggestions are appended. (Author/MSE)

Student evaluations of faculty members are worth reading, but some difficulties in their interpretation must be solved if they are not to subvert the teaching process. Problems include the perceived connection between lowered academic standards and student evaluations, the role of personalities, and their use for personnel decisions. (MSE)

People on the tenure track complain that evaluation criteria are inexplicit. The second problem is the allocation of energies between teaching and publication. Administrators must be informed about anything that explains exactly what the faculty member's work means. (MLW)

When institutional personnel assess faculty research performance, they should consider the extent to which the institution rewards research, ways to encourage faculty to be productive, criteria for evaluating research performance, and the specific steps useful in reviewing research performance within academic units. (Author/MSE)

Addresses several considerations related to faculty evaluation, including student evaluation, peer review, self-assessment, evaluation of scholarly investigation and creative production, and examination of service functions performed. Proposes an innovative approach to determining merit salary increases. (AYC)

Results are presented of a nationwide study that examined the written criteria currently used by graduate schools of social work for the appointment, retention, and promotion of their faculties. A content analysis of the study is discussed, and a unique behavioral model for the evaluation of faculty competence is offered. (Author/LBH)

Two general dimensions of teachers' behavior--the teacher's personal relationship with students and his emphasis on course content and learning tasks--are studied in their relationship to organizational leadership behavior. (Author/KM)

Includes lists of accredited institutions.

Reviews developments in faculty evaluation since 1968. Considers various evaluation models (e.g., Teacher Performance Test, comprehensive evaluation, and student evaluation). Concludes that rather than improving faculty performance, the emphasis on teacher evaluation has resulted in more faculty mistrust, lower self-esteem, less innovation and…

Personal characteristics and skills which athletic directors prize in coaches are discussed. Highly valued competencies include: (1) technical understanding of sports; (2) ability to relate to students, colleagues, and the community; (3) ability to use conceptual skills; and (4) dedication to the school's goals. (PP)

Issues related to the construction of instruments for course and instructor evaluation by students are reviewed, and the construction process is examined in terms of domain specification, scaling, item generation, and statistical analysis. A set of guidelines applicable to this process is derived from research and current practices. (Author/JMD)

Investigates strong points and shortcomings of peer and student evaluation of library faculty. Examples of evaluation plans in use at various university libraries are cited, and the instrument used at Southern University-Carbondale's library is examined. A copy of the two-page evaluation form is appended. (CWM)

Although teaching portfolios are now used widely in North American colleges and universities, origins can be traced to an initiative of the Canadian Association of University Teachers in the 1970s. Reasons for development of the teaching dossier are outlined, and the evolution of the concept is chronicled. Some unresolved issues in their use to…

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…

An important component that models for peer review of faculty often exclude is course content. An approach incorporating course content evaluation by colleagues outside the institution, used at Indiana University-Purdue University at Indianapolis, is described, and the structure and materials used are noted. The model, excerpted from the final…