Combining period objectives and base evaluations creates an environment of continuing education in a well-functioning college. Specific and measurable attainment can be documented under the heading of "Period Objectives" including: preparation and publication of articles, performance of research projects, and presentation of scholarly papers. (MLW)

At New River Community College in Dublin, Virginia, a variable merit-pay plan is underway. The plan, designed by the faculty's Improvement of Instruction Committee uses a variety of inputs from students, peers, and supervisors. The variety of subjective inputs are used to assure a relatively objective assessment of faculty. (DS)

Ways for improving college level faculty evaluation are examined. Three criteria are discussed: research performance, teaching performance, and administrative performance. Desirable features of faculty rewards systems are also described. (RM)

Presents a variety of examples for developing a faculty evaluation system and gathering data about faculty members' activities. An equation is given that can be used to compute merit pay. The system for evaluation is designed to promote individualization in many settings. (SA)

A task profile for faculty evaluation, generated by the Psychology Department at Louisiana State University, is explained in this article. Peer review is emphasized. (SA)

Discusses influences on the definition of scholarship (such as discipline, priorities of the institution and academic unit, and interests of the individual), traces recent developments in how the scholarly role of faculty members is viewed, and recommends an institutional approach for bringing fairness and quality into faculty reward systems. (EV)

Discussion of criteria for hiring and the development of university teachers focuses on the development of an instrument for students to evaluate teachers' effectiveness. A copy of the instructor evaluation form developed at DePaul University (Chicago) is included, and suggestions for a program to improve teaching are offered. (LRW)

Reviews the literature on teaching awards and then examines a specific case, the Alan P. Stuart Award for Excellence in Teaching at the University of New Brunswick, using Menges's three tests of effective awards. Suggests that examining the strengths and weaknesses of institutional teaching awards can help illuminate the processes involved in…

Discusses the often difficult process of evaluating teaching effectiveness in terms of student learning outcomes. Suggests approaches for micro- and macro-level teacher evaluation using student outcomes. (EV)

The basic evaluation model for faculty is one in which quantitative information about the means of teaching, research, and service are tied to salary increases. However, faculty evaluation in this context is usually trapped conceptually between questions of fairness and questions of evaluation. Means and ends are distorted. On the other hand, if…

Examines the potential of typical evaluation processes to enhance instructional performance. Finds them ill-suited to this purpose. Advocates a disclosure-free approach to evaluation. (Author)

This study was undertaken to devise a standardized faculty evaluation instrument which could be used by all departments at Rhode Island Junior College and which could be easily filled out by students, colleagues, and the department chairpersons of the instructor being evaluated. In order to ascertain the preferences of the college community…

Describes a theoretical model for evaluating college faculty that can improve faculty performance and resource allocation. Characteristics of the model, appropriate evaluation criteria for teaching, research, administrative, and other activities, and departmental procedures for determining evaluation criteria and weights are discussed. (AM)

Attempts to define and enunciate the purposes of a process for the development of an acceptable faculty evaluation program. (Author/RK)