Examines the evaluation of teaching in entire programs, departments, and institutions. Discusses the varying levels of evaluation and their corresponding methodologies, asserting that these indicate the broadening context in which the evaluation of teaching is now taking place. (EV)

The complex and comprehensive nature of writing-across-the-curriculum programs makes them difficult to evaluate. There are some measures of program effectiveness that are easy to collect and others that are worth trying for. (MSE)

Discusses two approaches for evaluating distance education. One collects six categories of evaluation information (measures): activity, efficiency, outcomes, program aims, policy, and organization. The other identifies key questions needed for effective evaluation and methods for determining outcomes in five areas: accountability, effectiveness,…

A variety of assessment techniques to measure and document the outcomes of interdisciplinary study at the college level are examined, focusing on the contexts and problems of such assessments. Several programs are profiled, suggestions for assessment design are offered, and an annotated bibliography of information sources is presented. (MSE)

This chapter describes Clemson University's Laptop Faculty Development Program and its assessment, offering the program as one model for designing faculty development to successfully implement laptop mandates. The chapter also acquaints readers with the many types of in-class, laptop-based activities that meet best-practice criteria for effective…