Evaluating Faculty Performance: A Practical Guide to Assessing Teaching, Research, and Service
May 2006, Jossey-Bass
Offering numerous suggestions for improving evaluation methods, assessing program weaknesses, and avoiding common problems, the book
- Examines compelling reasons for developing effective and systematic faculty assessment processes
- Discusses how to create a climate for positive change by favoring performance counseling over performance evaluation
- Identifies the essential elements and best practices in assessment, while also revealing what not to do in evaluating performance
- Explains the value of the professional portfolio in assessment teaching, and offers advice on how to complete a portfolio
- Outlines key issues, dangers, and benchmarks for success in straightforward language
Included are field-tested forms and checklists that can be used to measure faculty performance in teaching, research, and service. The suggestions for improving faculty assessment are clear and practicable—sensible advice for strengthening a process that is of increasing importance in higher education.
About the Contributors
1. Building a Successful Evaluation Program (Peter Seldin).
2. Essential Operating Principles and Key Guidelines (Peter Seldin).
3. Building a Climate For Faculty evaluation That Improves Teaching (Mary Lou HJiggerson).
4. Uses and Abuses of Student Ratings (William Pallett).
5. Institutional Service (Clement A. Seldin).
6. Peer Observations as a Catalyst for Faculty Development (Barbara J. Millis).
7. Self-Evaluation: Composing an Academic Life Narrative (Thomas V. McGovern).
8. Teaching Portfolios (Monica A. Devanas).
9. Evaluating Faculty Research (Teck-Kah Lim).
10. Teaching Evaluation Follies: Misperception and Misbehavior in Student Evaluations of Teachers (Jane S. Halonen, Geroge B. Ellenberg).
11. Using Evaluation Data to Improve Teaching effectiveness (Todd Zakrajsek).
12. Using Evaluation Data for Personnel Decisions (David Fite).
13. The Professional Portfolio: Expanding the Value of Portfolio Development (John Zubizarreta).
14. Summary and Recommendations for Evaluating Faculty Performance (J. Elizabeth Miller).
Appendix: Selected Forms to Evaluate Teaching, Advising, Research, and Service.
His well-received books include:
The Teaching Portfolio, third edition (Anker, 2004)
The Administrative Portfolio, with Mary Lou Higgerson (Anker, 2002)
Changing Practices in Evaluating Teaching, with associates (Anker, 1999)
The Teaching Portfolio, second edition (Anker, 1997)
Improving College Teaching, with associates (Anker, 1995)
Successful Use of Teaching Portfolios, with associates (Anker, 1993)
The Teaching Portfolio (Anker 1991)
How Administrators Can Improve Teaching, with associates (Jossey-Bass, 1990)
Evaluating and Developing Administrative Performance (Jossey-Bass, 1988)
Coping with Faculty Stress, with associates (Jossey-Bass, 1987)
Changing Practices in Faculty Evaluation (Jossey-Bass, 1984)
Successful Faculty Evaluation Programs (Coventry Press. 1980)
Teaching Professors to Teach (Blythe-Pennington, 1977)
How Colleges Evaluate Professors (Blythe-Pennington, 1975)
He has contributed numerous articles on the teaching profession student ratings, education practice, and academic culture to such publications as The New York times, The Chronicle of Higher Education, and Change magazine. Among recent honors, he was named by the World Bank as a visiting scholar to Indonesia, In addition, he was elected a fellow of the College of Preceptors in London, England. This special honor is given to a small number of faculty and administrators who are judged to have made an "outstanding contribution to higher education on the internal level." For his contributions to the scholarship of teaching, he has received honorary degrees from Keystone College (Pennsylvania) and Columbia College (South Carolina).
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