In the past, faculty evaluation programs have been more often prone to failure than success. Characteristics of a successful program include: (1) deciding the system's purpose; (2) seeking solid administrative support; (3) securing faculty involvement; (4) overcoming faculty resistance; (5) selecting the evaluation instruments; and (6) obtaining…

Questions raised frequently by college and university faculty about use of portfolios to document effective teaching are answered. The questions address such issues as how the portfolio is organized, what it should reflect, how and by whom it is used, preparation time, the mentor's role, reliability, subjectivity, maintaining the portfolio's…

This book examines the teaching portfolio approach to evaluating classroom performance of college instructors. It identifies key issues, warnings, and benchmarks for success. It differentiates between portfolios for personnel decisions and portfolios for teaching improvement. It describes how 10 different institutions use portfolios. It lists 30…

Much has occurred in higher education to lead to expectation for change in the process of evaluation. The academic deans of all accredited private liberal arts colleges were asked to report on the procedures used in rating both overall and teaching performance, with 83.5 percent replying. Purposes of the questionnaire were to: (1) determine the…

This book offers information on fostering effective use of teaching portfolios by college faculty. The first chapter, "The Teaching Portfolio Concept" (Peter Seldin), discusses how the teaching portfolio concept differs from other evaluation approaches, what is and is not included in a portfolio, and why the content depends on the purpose of the…

Ten guidelines for successful administrator evaluation programs based on current research and interviews with campus administrators are presented. They concern the evaluation's purpose and approach and the role of the administrator in the process. (MSE)

Academic deans from 550 accredited, undergraduate, private liberal arts colleges responded to a questionnaire concerning their faculty evaluation methods. Comparison of this 1978 data to that from a similar 1973 study indicates significant trends toward more structured procedures and increasing use of student, peer, and self-evaluation. (SJL)

This book examines the teaching portfolio approach to evaluating classroom performance of college instructors. It notes that an estimated 1,000 colleges and universities in the United States are now using or experimenting with portfolios, and that this approach, called a "teaching dossier" has been in use in Canada for 20 years. Key…

Commonly asked questions about methods of faculty evaluation (including student, peer, and self-evaluation) are answered, and guidelines for improving a failing evaluation system are discussed. (MSE)

Seven separate areas of faculty evaluation are discussed: student, colleague and self-assessment, student learning, student advising, institutional service, and research and publication. Designed for use by faculty and administrators, this book is intended to serve as a practical resource in developing and upgrading programs for evaluation. Each…

A decade of interest in the evaluation of college teaching has produced both a wide variety of approaches and a concise set of practical guidelines for assisting college teachers in improving instruction. (Authors/MSE)

A national survey of liberal arts colleges' institutional policies and practices in evaluating faculty performance and classroom teaching, focusing on the changes in evaluation since 1978, is reported. Factors considered, their frequency of use, and sources of information for evaluation are examined. (MSE)