The validity of the "publish or perish" dictum in faculty evaluation and promotion is discussed. Professors cannot always be expected to produce written works if adequate attention is to be paid to the duties of teaching. (CJ)

Discusses use of peer review, a teaching assessment technique in which faculty members observe and evaluate classroom instruction. More specifically addresses summative reviews. Outlines critical questions that should be raised whenever peer review is contemplated and some suggested answers. Sample questions include: Who should do the reviewing?…

Reviews the history of the tenure system and its constitutional and due process implications. Describes Florida's sustained performance review program, an evaluation of tenured faculty every seven years to encourage continuing professional development. (SK)

Discusses publishing in the field of education technology. Topics include publishing as a tool for faculty evaluation; perceptions about publishing; academic versus nonacademic publications; quality versus quantity of scholarly work; refereed status; and journal rankings by academic prestige, general reading, and classroom use. (LRW)

Describes criticisms of the current tenure process and the ways in which it impedes realization of Boyer's vision in "Scholarship Reconsidered." Explores some encouraging changes that directly address flaws in the tenure process and work to more effectively and flexibly validate and encourage the multiple types of scholarship that Boyer…

Asserts that systematic reform is necessary to allow for an acceptance of and emphasis on outreach performance as an area of faculty work critical to faculty and institutional growth and development. Describes efforts to legitimize and evaluate outreach. (EV)

Describes a computer-based knowledge system that assists faculty and administrators in defining, documenting, and evaluating faculty productivity. Suggests that these systems may be valuable in improving faculty productivity documentation, evaluating productivity more objectively, and linking institutional policy to teaching, research, and service…

Criticizes the current state of college faculty evaluation and recruiting. Identifies three main problems of today's bureaucratic system of evaluation. Discusses problems common in tenure deliberations. (HB)

Draws upon British experience, primarily over the past decade, with the appraisal of academic staff and initiatives to provide more coherent development opportunities at various stages in the career path. That background is presented as a basis for discussion of experiences and views about the need for, and ways of achieving, coherent and relevant…

Describes how faculty at Drexel University, fearing a system of post-tenure review imposed from above, devised a voluntary, penalty-free program for post-tenure "renewal." (EV)

The authors espouse inquiry-based methods of faculty assessment that provide a supportive environment for the faculty member. Effective evaluations also require the study of institutional goals, classroom environments, administrative organization and operations, curricular content, student achievement and the impact of programs on state and…

The teaching portfolio has been promoted as a vehicle for collecting and documenting information about an individual's teaching performance. The problem of how best to assess the information has not yet been addressed adequately. This article describes how a teacher's colleagues can provide assessments of portfolios. (JM)

Discussion of the use of citation indexes for faculty evaluation focuses on potential inequities such as uneven coverage in the discipline of education. Examines Social Sciences Citation Index; and compares its journal selection process with other educational indexing services, including ERIC. (LRW)

Explores the faculty evaluation process at Oklahoma State University using a survey and interviews. Finds support for the judgmental aspects of appraisal but a desire for greater focus on faculty development. Suggests that a combined approach to evaluation, while diminishing the focus of both forms, can have positive results both for faculty and…

After two decades of reform, faculty and administrators at research universities have not shifted their attention from teaching to learning. It is also evident that promotion and tenure decisions for faculty are not clear cut. The picture becomes even murkier for faculty with a more even balance between traditional disciplinary research and…