Examines use of collaborative college faculty peer review for instructional improvement. Establishes rationales for formative evaluation of teaching, peer review in instructional improvement, and comprehensive faculty evaluation that includes peer review. Examines roles faculty might play in assessing colleagues' teaching; describes five methods…

Proposes a broader concept of college faculty peer evaluation, in which perspectives of teacher, learner, and observer are considered. Argues that three basic principles (intention/interpretation, advisement/appraisement, acceptability/accessibility) must necessarily and minimally guide peer evaluation. Presents a four-part, multidimensional peer…

The University of Hawaii posttenure review focuses on collegial professional standards rather than salary. By administration-union agreement, chairpersons apply departmental expectations to assess deficiencies, subject to final adjudication by a peer committee. Individual remediation plans emphasize faculty development. The process is seen as…

Faculty ratings by academic staff and students in a new Australian higher education institution were compared on 21 criteria of lecturing performance. Faculty placed more emphasis on a range of performance criteria, while students stressed pace of presentation. Analysis revealed differences in the two groups' schematic models. Both agree that the…

The current procedures for evaluating library faculty at California State University Long Beach, are examined. Librarians with faculty status should be evaluated in a method similar to teaching faculty (i.e., peer review), and it is necessary to adapt the retention, tenure, and promotion (RTP) document currently used in California State…

A consultation method for analyzing and improving college instruction is described, along with views about the program by 10 faculty participants. The method employs two consultants and is based solely on individual consultation, teaching observations, and detailed critique. An initial meeting with the instructor addresses the individual's…

Using behavioral rating forms, college professors were covertly rated each day by pairs of students ostensibly enrolled in their classes. On specified days pairs of faculty observers introduced themselves to the instructor and rated him using the same forms. The purpose was to determine whether changes occurred in the instructor's behavior as a…

The author describes a paradigm, presented in the form of a matrix, designed to evaluate all relevant dimensions of a faculty member's (college or university) role on an ongoing basis. Each of the paradigm's elements, which illustrate data for evaluating faculty performance, is also discussed. (SH)

A comprehensive program to evaluate and improve a medical school's instruction is described. The system integrates quantitative measures of teaching, descriptive documentation, and qualitative judgments on the full spectrum of medical instruction. Results of two studies showing instructional improvement and academic promotions as a result of the…

Argues that faculty evaluation should utilize multiple methods including evidence of student learning and peer, student, self-, and administrative evaluation. Suggests that administrative evaluation involve classroom observation of teacher and student behavior, plus pre- and postobservation conferences to develop plans for improvement. (DMM)

While frank evaluation of instructional improvement needs is an important element in faculty development, it does not work well in a highly evaluative climate. Developmental and evaluative activities can be integrated effectively with a long-range perspective; when periodic evaluations are required, administration should reward effort without…

The objective of this study was to develop a scale to assess college-level teaching effectiveness in order to provide effective feedback for faculty in a nonthreatening atmosphere. (JOW)

People in the creative arts are no less scholarly, but their scholarly efforts are less quantifiable. A rationale for accepting creative works as scholarly equivalents is developed by examining creativity, the creative process, and the creative product. An historical viewpoint about creativity, creative works, and their social importance is…

Part of a national project on college faculty peer review in 12 institutions, this study drew on faculty's self-reflective commentaries, artifacts of instruction, and observation of discipline-specific (history and chemistry) group discussions to investigate what peers value most in teaching. Results and their implications for peer reviewers,…

An evaluation of the University of Colorado's posttenure faculty peer review process found that, although the process was successful in identifying faculty whose efforts might be reinvigorated through faculty development, the resources to effect change had seldom been forthcoming. The most useful aspect of the review was the most neglected. (MSE)