This study examined the relative importance of teaching, research, and institutional service, as well as the emphasis placed by administrators upon performance factors within teaching, research, and service. It also compared evaluation practices of departments of management with those of other departments within the typical business school. (JOW)

Content analysis was done of actual performance appraisal policies, procedures, and forms of 86 schools with graduate programs in nursing. Performance appraisal systems were found to be in early stages of development. There was agreement of teaching, service, and research as domains; there was less consensus as to the attributes of domains. (JOW)

Describes a study of posttenure faculty review in community colleges in the north central United States, indicating that 70 percent of 610 respondents had systems for posttenure review. Discusses evaluation criteria; outcomes and problems associated with the review process; perceptions regarding effectiveness and benefit of posttenure evaluation;…

Administrators of accounting education programs (106 respondents) were asked about the use of student evaluations of faculty and the relative importance of teaching in evaluations. The relative emphasis given student evaluations was inversely associated with the weight assigned to teaching in faculty evaluations. (SK)

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…

The Peer Review Workgroup of the Community-Engaged Scholarship for Health Collaborative developed a novel set of quality community-engaged scholarship characteristics and a resource package aimed at two primary audiences: faculty seeking promotion or tenure based on community-engaged scholarship; and review, promotion, and tenure committee members…

Article focused on the value of some type of faculty evaluation scheme in all community colleges and discussed some guidelines for creating such a scheme. (RK)

A survey instrument was designed to ascertain faculty opinion on the faculty evaluation process so that the Academic Senate could make recommendations for future changes. Under the present system faculty must be evaluated every two years, but, within certain guidelines, departmental procedures may vary. A total of 77.3 percent of all faculty and…

Three teaching evaluation forms for assessing university supervisors are presented. The forms are designed for use by student teachers, cooperating teachers, and administrators, respectively, and each form uses different criteria. (DS)

Presents abstracts of selected ERIC documents on community college faculty evaluation. (DC)

Describes a study that compared the faculty evaluation practices of a sample of occupational therapy (OT) chairpersons with those of a national sample of deans of liberal arts colleges. Discusses significant differences and similarities between the two groups and raises questions about the defensibility of evaluating certain dimensions of OT…

A survey of continuing education administrators addressed the question of the interpretation of the public service component of faculty evaluation. A majority of responses revealed that teaching credit or noncredit continuing education courses as a community service was not widely recognized in tenure and evaluation processes. (SK)

Argues that across-the-board pay raises perpetuate mediocrity and suggests the implementation of merit pay systems that reward instructors for out-of-class professional activities. Acknowledges the lack of a reliable instrument for measuring teacher effectiveness, but suggests that teams of well trained educators could establish criteria for merit…

Describes an evaluation/promotion system developed at Pensacola Junior College whereby an anonymous faculty committee would independently evaluate each candidate's promotion documentation. After six years, very little agreement was found among the committee's evaluations. Evaluators worked from their own unique sets of criteria of effectiveness.…