Describes a survey of faculty members at the University of Witwatersrand (South Africa) which investigated the extent of support for use of teaching portfolios, in addition to student evaluations, as a method for evaluating faculty for promotion, and based on responses, development of a profile of portfolio content and procedures for its review.…

The author explores his insights and lessons learned during service as a dean at two business schools.

The English Department at the Allegheny Campus of the Community College of Allegheny County, in Pennsylvania, has implemented standards for recruiting, training, and providing development opportunities for part-time faculty. To ensure high quality instruction and a continuity of standards between full- and part-time faculty, the same criteria for…

Ramapo College of New Jersey has implemented a program review with self-reflective pedagogy as a critical component. The review is a self-study that encourages faculty to use peer observation to evaluate and improve their pedagogy. The review encourages all faculty regardless of rank to serve as both observers and the observed in a series of…

This book proposes a plan for higher education reform that rejects the "publish or perish" controversy and stresses strong leadership that elevates the importance of teaching excellence. Chapters 1 and 2, "Agendas," look at the agenda for change and suggest some of the constraints in value conflicts and teacher evaluation. Chapters 3 and 4,…

This book addresses issues in higher education faculty assessment with emphasis on the role of assessment in fostering development of individual faculty members and their institutions. Part 1 describes the role of faculty assessment with the first chapter outlining inadequacies in current approaches. The second chapter offers a perspective on…

Issues pertaining to effective faculty development programs at colleges and universities are considered, based on interviews with faculty members, administrators, and students at 20 liberal arts colleges. The book is also an outgrowth of the author's role in the Project on Faculty Development in 1979 at the Association of American Colleges.…

Suggestions are offered for faculty development and evaluation activities that can aid teachers' understanding and growth. Teachers can benefit from classroom observation feedback from other teachers who have been trained to appreciate the different kinds of cognitive processes used in the classroom. Observing teachers can record the pattern of…

The way in which faculty reward is linked to faculty evaluation is examined. It is contended that faculty reputations continue to be important to instructional images and professional advancement of the individual and are dominant in many systems of faculty evaluation. The contradiction when faculty are evaluated on the basis of performance and…

A national survey found that, although most dental schools formally evaluate faculty through student ratings, they agree that peer evaluation should be included. Most valued features of evaluation include a feedback mechanism, faculty input, and standardization. Most institutions provide teaching enhancement programs but value may research…

Describes the author's five years directing the Montessori Accreditation Council for Teacher Education (MACTE), an accrediting agency for institutions which offer preparation programs for Montessori teaching. Notes how she found the program to be a means of self-improvement, ensuring credibility with the public, and assuring Montessori teachers…

King's College (Pennsylvania) has redesigned its faculty reward system, mixing intrinsic and extrinsic incentives in three interrelated institutional initiatives related to general educational reform, senior faculty performance appraisal, and merit pay. An early result of the effort is a perceptible improvement in faculty motivation and…

A study evaluated the instrument used for rating faculty in the pediatrics department of the University of Wisconsin medical school by assessing its measurement of overall teaching effectiveness in two different instructional settings. The form was shown to be reliable and useful for faculty development and decision making. (MSE)

Examines trends in use of teaching portfolios for college-faculty evaluation and development in Australia and the United States, offering a framework for portfolio use to address the diverse purposes, products, and processes of evaluation and the need for both formative and summative evaluation methods. The framework enables portfolio use to be…

One of the main obstacles to effective faculty evaluation is the inability to reach consensus on the evaluation's intended purpose. On one hand, faculty evaluation has a formative purpose, supporting faculty development, growth, and self-improvement, while it also has a summative purpose in that it provides data to make personnel decisions on…