In response to an increasing demand for faculty evaluation, focus is on elements of a successful evaluation program. It is suggested that faculty must be consulted in order to arrive at a mutually agreed upon structure, incorporating such areas as which sources should provide the information or data on which the evaluation will be based. Another…

Reviews literature on strategies to facilitate the effective supervision of part-time community college faculty, identifying common approaches to faculty evaluation (e.g., student evaluations, classroom observations, and artifact collection) and ways of improving teaching performance (e.g., supplying instructional information, and orientation and…

The Center for Instructional Development uses elements of a comprehensive planning program in working with faculty and administrators to improve teaching and learning. Its organization, development process, and impact are discussed. (LBH)

This paper gives an overview, from an institutional point of view, of the problems and issues surrounding faculty development. The paper sketches out four main changes that are occurring in higher education that have defined the sense of what faculty development issues of the future will be: changes in academic disciplines; changes in students;…

Discusses the need for faculty development programs in library schools and examines some aspects of instructional development, microteaching, curriculum development, organizational development, and personal development as components in formulating such programs. (FM)

The steps involved in evaluating college faculty are discussed, including the decision making on the focus, evaluation design, criteria, data collection processes, material review, and committee formation. (JMF)

To be approached realistically, improvement of college teaching must be viewed from a faculty perspective. The real world of college teaching offers little information about objectives and outcomes. The situation can be changed most effectively by increasing available information and stimulating communication among faculty about instruction. (MSE)

Discusses trends in policy concerning the evaluation and development of tenured college faculty, including the evolution of such policies, current policies, common approaches, and unifying principles that lead to successful implementation. Explores questions regarding impact, outcomes, costs, and benefits of post-tenure reviews. (Author/DB)

When the faculty of a degree-awarding distance education institution is assembled, it is essential to meet the credentialing requirements established by the accrediting commission of the Distance Education and Training Council and the various state educational councils. It is also important to find faculty applicants with a love of teaching,…

Formative teacher evaluation promotes teacher growth by illuminating some areas of difficulty and creating a viable course for change. The goal is to help teachers become more effective. Since 1991, the SouthEastern Regional Vision for Education (SERVE) has supported selected school systems in their attempts to design and implement formative…

Changing conditions in higher education have altered the attitudes of many participants in the academic evaluation process, as well as the process itself. The overall result has been a trade-off between more useful data gathering, more informed discussion by the participants, and some diffusion of the decision-making power on one hand; and a more…

Four papers from a 1981 conference in England on the management of quality in further education are presented. In "The Management of Quality," Tim Brighouse discusses quantitative versus qualitative measurement of quality in further education advisory input, self-evaluation, leadership, and inservice education. In "Staff…

The purpose of this dissertation is to identify the instructional goals of faculty who teach in the web-based environment and compare those to the goals of faculty who teach traditional, face-to-face course. Study participants were faculty members from two year public community colleges in Florida and the data was collected via a website that…

Discusses a five-phase faculty development model consisting of recruitment, orientation, communication, support services, and evaluation. Indicates that these phases are critical to the professional growth of a continuing faculty member and must be considered. (JOW)

Examines obstacles to and errors in establishing faculty evaluation and development programs. Presents 12 guidelines for overcoming obstacles and avoiding errors, including the identification and enlistment of high-level administrative support; responsiveness to faculty concerns; and the establishment of development centers, advisory boards, and…