Recently, there has been a growing emphasis on excellence in teaching and research in academia. Evaluative activities used in decisions related to retention, tenure, promotion, and merit salary increases can be positively linked to renewing faculty excellence in teaching. The development or revision of a faculty recognition document should allow…

In response to the problem of developing a comprehensive system of evaluation to improve and reward instructional effectiveness that is acceptable to both the academic and administrative arms of an institution, this paper presents a series of recommendations comprising a possible approach to the problem. After providing a rationale for a…

Developed for faculty employed on a part-time basis at Santa Fe Community College (SFCC), this booklet explains the required and optional activities comprising the college's professional development program. Introductory sections reveal that part-time faculty members are required to participate in a number of professional development activities,…

This guide for leaders of workshops on self-appraisal for university teachers presents a process that is being developed in Australia and the United Kingdom to help members of professional groups monitor their effectiveness in conjunction with their peers. The approach has been used in Australia, the United Kingdom, Canada, and Japan. The method…

Summarized in the first part of the report are the deliberations of the Southern Regional Education Board's Task Force on Faculty Evaluation and Institutional Reward Structures during 1976-77. The group assisted the SREB staff to analyze procedures currently used by institutions to judge faculty effectiveness, drew conclusions, and arrived at a…

Peer observation is discussed as an aid in instructional development, rather than a method for teacher evaluation. A team effort, consisting of from three to four peers who observe each other from four to seven times during the span of one term offers the greatest likelihood that instruction will be improved. Whether these groups are elective or…

Implementation of a successful college faculty development program is discussed. A faculty development coordinator working in concert with the college's administration and the faculty is considered of prime importance. The characteristics of the person placed in such a role are outlined: (1) an effective teacher and scholar, a tenured associate or…

Faculty development is distinguished in this speech from the business model of human resource development on numerous issues including the fact that human resource development in business and industry values productivity, and higher education is not committed to making money. Faculty development is more concerned with the growth of individuals…

Finding that lack of time was the obstacle to teachers' peer observations, one school district devotes inservice time for teachers to observe each other. (JW)

Although there are serious reservations regarding student evaluation, many of the students and teachers who have used evaluation instruments have found them to be effective in improving the learning process. The effectiveness of evaluation depends upon the quality of the climate in which it takes place. (MLW)

Five years' experience with posttenure faculty evaluation at the University of Hawaii, Manoa, suggest that a successful review plan includes identification of specific faculty deficiencies; objectives that address those deficiencies; specific activities to implement the plan; timelines for meeting expectations; annual review of progress; and…

Maintains that teaching and faculty development (research as well as a broad range of other possible activities) are mutually beneficial and inseparable activities. (SR)

Describes a study of employment practices concerning part-time faculty at 283 midwestern community colleges. Presents findings related to support services, evaluation of part-time faculty effectiveness, recognition of part-time faculty, and plans to increase support in the future. Reports a number of practices being used to assist part-time…

Presents three personnel issues and related problems for case studies that confront developmental program administrators, faculties, and staff. Addresses the challenge of team building when individuals do not want to participate and how to define workload equivalencies. Looks at professional development for personnel as it reflects upon academic…

After preparing their own teaching portfolios, four Georgia Southern University instructors designed a study to investigate what happens when neither follow-up workshops nor mentoring are provided by the institution. Results indicate that without institutional support, especially mentoring, faculty use teaching portfolios primarily for tenure and…