CURRENT ARTICLE • September 16

Evaluating Faculty with Specific Concerns: What, Why, and How

Evaluations mandated by institutions generally assess application of faculty expertise to teaching, research, and service. But as Keig (1994) states in Collaborative Peer Review, “Clearly, there is more to teaching than having a command of the subject matter, as essential as that is.” How can objective data be gathered on faculty issues unrelated to expertise that may be affecting the unit?

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OTHER RECENT ARTICLES

University of Missouri’s Faculty Accomplishment System

By: Rob Kelly

The University of Missouri recently implemented its system-wide Faculty Accomplishment System, an electronic database that provides a convenient way for faculty members to document their achievements for themselves and for administrators.

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Electronic Portfolios for Faculty Evaluation

By: Rob Kelly

Tina Ashford, assistant professor of information technology, was among the first faculty members at Macon State College to use an electronic portfolio to support her bid for tenure. Although the portfolio’s format wasn’t a factor in her tenure bid, she found that it offered several advantages over the traditional paper-based format that might make it attractive both to individual faculty members and tenure and promotion committees.

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Performance Appraisal Interviews as a Tool to Improve Faculty Work

By: Rob Kelly

The primary cost associated with an academic department is personnel. Personnel can include secretarial and support staff, but is typically dominated by faculty. In fact, as much as 95 percent of a department’s budget can be tied directly to faculty costs. This means that department heads and chairs have little room to negotiate around faculty and must instead face challenges directly. Compounding the chair’s ability to create change is the reality of academic freedom and tenure, both of which can immobilize progress and growth.

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