The presentation will trace the experiences of two program directors from Walden University and their examination of issues involved with faculty assessment. Their experiences were used to create a simple but effective and workable model for faculty assessment and development. Once a presentation of how data were obtained, and analyzed, to create…

The evolution and design of the University of Nebraska, Lincoln's departmental system of teaching awards are outlined. Ways of rewarding outstanding teaching are suggested, including promotion, tenure, merit pay, increasing nominations for teaching awards, faculty development leaves for teaching, provision of special resources beyond the usual…

Means of honoring teaching at the United States Military Academy (New York) are discussed. The internal debate over teaching awards within this specific academic culture, in which faculty are mostly military officers, is examined and alternatives for honoring teaching are explored. Currently, a teaching academy provides faculty development in…

An important component that models for peer review of faculty often exclude is course content. An approach incorporating course content evaluation by colleagues outside the institution, used at Indiana University-Purdue University at Indianapolis, is described, and the structure and materials used are noted. The model, excerpted from the final…

As colleges and universities seek to raise attention to teaching, peer review offers distinct advantages, especially for faculty eager to reduce classroom isolation and collaborate in improvement. It also presents political and methodological challenges and presumes significantly different roles for faculty in improving quality of student…

Miami-Dade Community College, which wants to reward faculty members who devote themselves to teaching, intends to hire professors who want to teach and advise large minority populations and remedial classes. Characteristics of an excellent professor are identified. (MLW)

Circumstances leading to 1992 adoption of teaching portfolios for faculty evaluation at the University of Kentucky are outlined, the implementation process is described, and results of a faculty survey following the first round of portfolio development are reported. Despite some obvious difficulties, responses to the portfolio approach were more…

Describes the peer observation program developed by faculty at California State University, Dominguez Hills, its structure and adaptations, outcomes, and recommendations for development of formative peer observation programs. The program helps reduce faculty professional isolation by providing an informal structure for discussion of teaching and…

Describes a system of undergraduate and graduate instructional evaluation that integrates student and peer evaluation techniques. The procedure has three steps: preliminary meeting between faculty member and peer facilitator; in-class assessment session in which the facilitator engages students in focused discussion of teaching, in the teacher's…

A discussion of faculty tenure focuses on the system used at Colby College (Maine). Policies and practices are described, with attention given to the four evaluations made before tenure is awarded, efforts to ensure instructional quality and research productivity after the tenure decision, and the balance of teaching and scholarship in the faculty…

The American Association of Colleges of Pharmacy is developing a program to assist in teaching skills instruction for pharmaceutical faculty, help faculty assess their own and peers' teaching, create criteria for determining teaching excellence, and institute a certification system for the designation Master Teacher in Pharmaceutical Education.…

One University of Georgia business administration department has experimented with having faculty interview a fellow faculty member's students for insights into enhancing the learning environment inside and outside the peer faculty's classroom. A description of the program looks at how the interviews were conducted, the value of the interactions…

Universities find it difficult to judge the teaching of academics and are reluctant to reward them on the basis of the scholarship of teaching. Continuing tension between teaching and research, in which research-based criteria usually take precedence, compounds this reluctance. Boyer's four-tiered scholarship model assisted the understanding of…

At the University of Maryland University College, teaching portfolios are used for professional development of adjunct faculty in continuing education, and for determining annual teaching awards. The faculty development program offers workshops, information packets, and sample portfolios to potential award recipients and other faculty, provides…

The University of Illinois' project on the elevation of the importance of teaching consisted of two programs: one to try to better systematize information about teaching effectiveness, and one to develop and validate a peer evaluation questionnaire to secure interpretable information. It is believed that the importance of teaching effectiveness…