Evaluating, Improving, and Judging Faculty Performance in Two-Year Colleges

Evaluating, Improving, and Judging Faculty Performance in Two-Year Colleges

Evaluating, Improving, and Judging Faculty Performance in Two-Year Colleges

Evaluating, Improving, and Judging Faculty Performance in Two-Year Colleges

Excerpt

This book provides a comprehensive picture of how faculty teaching evaluation can be improved, and also focuses on improving faculty teaching in two-year colleges. Much work remains to be done in this important area, but very meager research findings and practical guidance are available to provide assistance. With current slowdowns in hiring new faculty members and with an aging instructional staff, the challenges of developing affordable and effective faculty development programs are becoming much more apparent.

Substantial numbers of part-time faculty members challenge two-year institutions to provide better systems for evaluation and improvement. Law’s (1987) massive study of part-time and full-time instructors found that students rated subject and technical competency about the same for these two groups, but part-timers were rated significantly lower in teaching and evaluating procedures. Two-year colleges can do something to improve performance in these crucial pedagogical areas.

Relationships between goal setting and evaluation and improvement are discussed. Several overview guidelines for faculty evaluation are addressed. A major section focuses on the several inputs that comprise the evaluation of classroom teaching, using research evidence as well as enlightened practices. The major components, such as forms for student ratings of classroom institu-

Search by... Author
Show... All Results Primary Sources Peer-reviewed

Oops!

An unknown error has occurred. Please click the button below to reload the page. If the problem persists, please try again in a little while.