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Peer reviewedBraxton, John M.; Del Favero, Marietta – New Directions for Institutional Research, 2002
This chapter considers the limitations of traditional faculty assessment systems in the context of Boyers' four domains of scholarship and suggests a new organizing template for realigning assessment systems to accommodate work in all four domains. (EV)
Descriptors: College Faculty, Evaluation Criteria, Faculty Evaluation, Higher Education
Peer reviewedBraxton, John M.; Bayer, Alan E. – New Directions for Institutional Research, 1986
Measurement of faculty research performance is multidimensional, and no single type of measure can assess the full range of professional role performance. A variety of subjective and quantitative measures and weighting systems should be used together to minimize bias. (MSE)
Descriptors: College Faculty, Evaluation Criteria, Evaluation Methods, Faculty Evaluation
Peer reviewedBraxton, John M.; Bray, Nathaniel J.; Berger, Joseph B. – Journal of College Student Development, 2000
Examines the influence of student perceptions of faculty teaching skills on social integration, subsequent institutional commitment, and student departure decisions. Using path analysis to consider this link, the findings demonstrate a significant influence of faculty teaching skills on student persistence. Theoretical and practical implications…
Descriptors: Academic Achievement, Academic Persistence, College Students, Enrollment Influences
Direct linkBraxton, John M.; Luckey, William T., Jr.; Helland, Patricia A. – New Directions for Institutional Research, 2006
The authors compare the ideal versus actual academic reward structures at a representative sample of nondoctoral four-year institutions and make recommendations. (Contains 2 tables.)
Descriptors: College Faculty, Higher Education, Scholarship, Rewards
Peer reviewedBraxton, John M.; And Others – Research in Higher Education, 1992
Norms of undergraduate teaching behavior were examined in a survey of 302 biology, history, mathematics, and psychology faculty in 2 institution types, research universities and comprehensive colleges. The study investigated the perceived impropriety of specific planning, in-class, interpersonal, curricular, and testing practices. The survey…
Descriptors: Biology, College Faculty, College Instruction, Comparative Analysis
