The questionnaires or course evaluation forms (CEF) are routinely administered to university students to obtain information about the quality of courses and instructor effectiveness. There is an extensive variety of formats but many use a combination of Likert-type items and open-ended questions. Percentages, but more often means and standard…

A faculty development program instituted in Northeastern University's College of Nursing is described. Operated internally by elected faculty development committee members, the program includes goal setting, evaluation, and related services. Through a series of steps new faculty members plan their professional development and prepare evaluative…

The percentage of universities using student ratings to evaluate teacher performance is steadily increasing, but this method can be abused if it is the sole criterion of evaluation. Recent surveys of faculty attitudes towards teaching evaluation indicate that most faculty members are in favor of systematic evaluation, prefer student ratings to…

The results of a project to determine how English polytechnic lecturers see their teaching objectives are presented. Development of a behaviorally referenced student feedback questionnaire and the theory behind behavioral referencing are described. The definitions of teaching and learning are explored and the relationship between teaching and…

A systems model of academic department performance is proposed and an empirical test of the model in a set of 20 departments is reported. A review of research into departmental functioning is also presented. Departmental input and process variables were examined in relation to eight departmental outcomes including: (1) student satisfaction with…

The organization and activities of the Center for Instructional Development at Appalachian State University, North Carolina, are outlined. The Center is involved with instructional and faculty development in higher education. Basic responsibilities of the Center are development, evaluation, and media support services. The following aspects of the…

Analysis is made in this document of three types of information solicited from faculty members in schools, colleges and departments of education (SCDEs): (1) demographic data descriptive of the faculty population as a whole; (2) faculty perceptions about institutional missions, organizational arrangements, and activities and products relating to…

This instructional analysis kit for teachers presents a self-evaluation form, 22 instructional elements, an annotated bibliography of learning resources for each element, and a student evaluation form parallel to the instructor self-evaluation form. Instructions are provided on administering the forms, analyzing instruction and student responses,…

College rules and regulations governing faculty personnel policy and academic policies and procedures are presented in this September 1975 edition of the manual. Part 1 consists of the college's final proposal to the faculty federation and includes some controversial matters such as an article dealing with salaries and salary adjustments. Part 2…

History, Administration of the College, Faculty, Services, Student Life, and General Information are the major sections of the faculty handbook of St. Olaf College, a church-related school in Northfield, Minnesota. Responsibilities for administrative, departmental, and teaching positions, and for faculty committees are described, and personnel…

The 1974 faculty handbook from the California State University, Long Beach discusses: (1) history, planning, and budgeting; (2) university organization, covering administrative, faculty, and auxiliary organizations, and university support groups; (3) personnel policies and procedures, including affirmative action, and student evaluation of…

The 1972 edition of the Springfield College faculty handbook provides information to the faculty regarding the standards and purpose of the college; the college's definition of a faculty member; faculty classification, appointments, and employment agreement; academic freedom; salaries; evaluation; promotion; tenure; termination; leave policies;…

Faculty development programs in colleges and universities must be faulted for not having adequate theory, employing comprehensive approaches, or showing a deep intention. An adequate theory of faculty development will involve a sophisticated understanding of the process of professionalization and an integrating theory of human development.…

Governance, university offerings, faculty information, and general services and facilities are reviewed in the 1975-76 faculty handbook. University governance is described in terms of the bylaws of the board of trustees, executive administration, academic officers, faculty policy and organization, admission standards, registration procedures, and…

Policies and procedures for academic affairs are detailed in the 1974-1975 edition of the faculty handbook. Areas of concern are presented alphabetically and include: absences, academic classification, admissions requirements, advanced standing, appealing grades, curriculum changes, course or college withdrawal, fees, graduate courses and…