Students' evaluations of teaching quality are one of the crucial components of the teaching quality evaluation (along with external evaluation, opinions of colleagues, etc.). According to our research and professional experience, the teaching quality has to be examined in correlation with personality traits of a lecturer. Students' surveys (aiming…

Describing, explaining, and discussing various modern indices of scholarly impact as accomplished by Ruscio, Seaman, D'Oriano, Stremlo, and Mahalchik (this issue) is highly commendable, as such measures get increasingly important in hiring and promotion decisions. The author agrees with almost all points made in the target article, except the…

Ruscio and colleagues (Ruscio, Seaman, D'Oriano, Stremlo, & Mahalchik, this issue) provide a thoughtful empirical analysis of 22 different measures of individual scholarly impact. The simplest metric is number of publications, which Simonton (1997) found to be a reasonable predictor of career trajectories. Although the assessment of the scholarly…

Ruscio et al. (Ruscio, Seaman, D'Oriano, Stremlo, & Mahalchik, this issue) write of a thing with which scientists and scholars are all too familiar, the assessment of published research and of its authors. The author was startled to discover how little the agenda of the paper seems to engage with factors one relies on for salary and promotion…

Asserting that evaluation of clinician-educators should be oriented to the impact of their work, offers an "impact map" as a way of graphically portraying the track record of an individual clinician-educator. (EV)

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?…

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…

Presents a selection of opinions on the bases for faculty evaluation. They range from a strongly-stated argument against over-emphasis on outside funding to a proposed system of performance quantifying performance. (JN)

Describes a specified procedure for faculty self-appraisal based on setting reasonable goals, identifying evaluation resources, and selecting appropriate self-evaluation tools. (JOW)

A goal-oriented evaluation system for dental education is seen as a necessity. Focusing on priority issues and showing responsiveness to the needs of society, it is suggested, will increase the likelihood of a competitive advantage for dentistry. Recommendations for changing the role of curriculum and faculty evaluation evaluation are provided.…

Describes and reflects on the faculty evaluation efforts of one midwestern community college. Examines some of the inherent differences between four-year and two-year institutions. Supports the use of formative faculty evaluation. (MM)

Discusses problems with the present system of recognition for clinical educators in academic medical centers including the requirement for regional and national reputation, the lack of reliable measures of clinical and teaching excellence, and the lack of training opportunities. Suggested solutions include changes in promotion criteria and the…

Despite the movement in dentistry toward a system of professional peer review, dental educators appear highly resistant to evaluation by their colleagues. The University of Maryland Dental School has a comprehensive evaluation system involving evaluation of courses and instruction by students, program evaluations by individual departments, formal…

Systematic post-tenure evaluation, uniformly and universally applied, preserves the strengths of tenure while allaying public suspicions about tenure and concerns about faculty vigor and accountability. Failure to address increasing public concerns will otherwise increase the likelihood of external regulation. (MSE)

Recommends that a "Management by Objectives" (MBO) approach be considered for an effective faculty appraisal system. MBO appraisal is based on the assumptions that faculty members are capable of committing themselves to their work and that they will be allowed to participate in the administration of their areas. (JOW)