A comparions of student and administrative opinions concerning faculty competence based on time allotted to teaching or research reveals differing and largely incorrect suppositions by both groups. (WM)

Discusses the pros and cons of using student evaluations to determine faculty promotions. Indicates that it is essential to include self-evaluation, peer evaluation, and administrative review along with student evaluations to present a complete profile of an instructor. (JOW)

Concerns about changing standards of scholarship prompted the University of Arizona to bar tenured professors no longer active in their disciplines, and not meeting current institutional standards for tenure, from evaluating colleagues for tenure and promotion. (MSE)

Reports on a survey of tenured faculty in the College of Liberal Arts at Auburn University concerning whether or not the number and value of grants ought to be a consideration in the promotion and tenure process. (MS)

Information obtained from department heads as well as from staff highlight the difficulties of heads who have to make evaluative statements on departmental staff that may further or slow down their career. Heads may have positional authority, but academic conventions often prevent heads from exercising it. (Author/MLW)

The August 1994 Ohio Supreme Court ruling opening state college and university tenure and promotion documents to the public allows examination of the faculty evaluation process. A review of 48 tenure cases at Ohio State University, which included interviews with scholars and officials, is presented. (MSE)

Guidelines for agricultural education faculty promotion/tenure include (1) assessment of institutional expectations (categorized by teaching or research institution); (2) documentation of teaching, personal attributes, advising, research, publications, committee and association work, time in rank, public service, and graduate student supervision;…

Suggests that tenure, rather than discriminating against minorities and women, benefits these groups by protecting their academic freedom in the classroom and by encouraging depth in scholarship, and also by adding to a democratic balance of power between faculty and administrators. Urges a more open tenure review process to eliminate elements of…

Describes the experiences of two-year college librarians in investigating and incorporating the use of peer review in their annual evaluations. States that the peer review process was seen as a way to broaden the scope of feedback for librarians. Examples of the peer review literature and the documents developed for use are included. (CW)

Describes how colleges are starting to consider online work in evaluations of professors; the key may be a growing movement for peer review of Web sites and online teaching materials. (EV)

Noting that librarians are integral to the library's performance of its educational function, this report argues that faculty status should be extended to academic librarians. This argument is supported by an excerpt from the "Joint Statement on Faculty Status of College and University Librarians," which was developed by the Association…

This study investigated procedures used by certified teacher training institutions to evaluate supervisors of student teaching programs. Three basic questions researched in the project were: (1) How are university supervisors evaluated and by what criteria; (2) Who evaluates university supervisors and how much weight does such evaluation have on…

Stresses the need for English department chairpersons to gather and present information about teaching, to see that some consistent form of faculty evaluation is maintained, and to work at identifying teaching competence and supporting teaching excellence throughout the year. (GW)

The use of a model to examine the impact of affirmative action policies on the female/male ratio of a faculty of natural sciences is reported. Increased analysis and detailed study of suggested alternatives can lead to better resolution of the problems and potentials of affirmative action programs. (LBH)

It is argued that although many institutions conduct informal and unrecorded post-tenure faculty evaluations, these evaluations lack authority, and adoption of a system of regular, formal evaluations would allow institutions to avoid the crisis mentality most adopt concerning planning and staffing. (MSE)