Faculty ratings of course evaluation items

Instructors whose teaching was evaluated by students were given the opportunity to rate how applicable the evaluation items were to their classes. This study examined the kinds of items which instructors felt to be applicable or inapplicable, the relationships between the student ratings and the instructor applicability ratings, and the effect on an overall evaluation score of using the instructor applicability judgments as weights.Results generally support the consensus procedure of establishing rating forms; they suggest that the common criticism that faculty judgments of item applicability are influenced by anticipation of student ratings may be true for specific items and that while weighting composite evaluation scores by means of faculty applicability judgments does not affect those overall scores, the distributions of certain items may be altered.     

Faculty attitudes toward student evaluation of teaching

This study dealt with university faculty attitudes toward the validity of and varying uses for student evaluations of teaching. It was hypothesized that faculty attitudes toward the potential uses of student evaluations would be systematically related to a professor's a priori frame of reference regarding the validity of these instruments. On the basis of responses to selected questionnaire items, faculty were divided into those whose frame of reference (1) opposed the idea that student evaluations could be made valid, (2) supported the idea that existing evaluation forms were valid, and (3) were uncommitted regarding this validity question. A fourth group, administrators at the university, were also surveyed. Large and consistent differences among these groups were found on policy matters such as the use of student evaluations in tenure and promotion decisions, in providing information to students to help them choose courses, and on a variety of other issues. In each case the results supported the hypothesis.Authors' names are ordered randomly.     

Faculty evaluation of a faculty development center

There is relatively little firm information concerning the effectiveness of faculty development programs at the present time. This condition is not likely to be alleviated by any one study, including the present one. The study does, however, offer a rationale for the faculty survey approach it uses and reports faculty responses concerning importance and performance, to each of 19 functions that make up the faculty development program at the institution involved. The study was conducted in a large urban university and involved responses from both faculty who had participated in the program during the preceding year and those who had not. It was concluded that, despite the subjective nature and other limitations of the survey approach to evaluation of faculty development programs, the information provided is useful both as a basis for decision making and program improvement.     

The Faculty Development Portfolio: A Framework for Documenting the Professional Development of Faculty Developers

Portfolios are used for a variety of purposes in higher education. Two such purposes are the documentation of one's professional development for others and the improvement of one's own performance over time. This article discusses the concept of the faculty development portfolio and, in doing so, outlines the work of faculty development professionals. It also identifies characteristics of effective faculty development professionals and defines the steps involved in creating a faculty development portfolio. These steps include how to conceptualize, gather, and present evidence of items that can be used as a framework for faculty developers to consider when documenting their professional development for summative and formative purposes.     

Faculty vitality given retrenchment: A policy analysis

Facing a future of static or declining funding available for faculty salaries, higher education management must evolve strategies to enable their institutions to avoid stagnation of their most prominent and essential resource—the institution's faculty. This task is especially complex in the health sciences because of the existence of two distinct faculty cohorts each with unique organizational characteristics. A simulation model designed to embody this duality is used to assess a variety of policies both individually and in combination. The authors propose guidelines for health-science school administrators in formulating policies to help maintain faculty vitality given severe resource constraints.Presented at the Twentieth Annual Forum of the Association for Institutional Research, Atlanta, April 1980.     

责任群体:教师群体中的一种可能存在

中国的教育改革需要大量教师参与,这种参与不仅是对教育改革的理解,而且要有相应的教育行为投入与教育行为改变。伴随教育改革的发展,脱颖而出一大批名师,并由此可能生成一种责任群体,且可能具备相应的责任表达。作为教师群体中的一部分,他们对教育改革的作用不容忽略,解读这类群体,或许对认识教师群体的诸多复杂有所裨益。     

Improving Campus Climate to Support Faculty Diversity and Retention: A Pilot Program for New Faculty

We report on a series of pilot programs that we developed and carried out to support the success and satisfaction of new faculty, particularly faculty of color. We hope that others committed to retaining and supporting underrepresented faculty can apply our learning from this pilot project, as a whole or in part.Fred P. Piercy, Ph.D. (University of Florida), M.Ed. (University of South Carolina), B.A. (Wake Forest University) is the Department Head of the Department of Human Development at Virginia Tech. His professional interests include family therapy education, HIV social science research and prevention, and family intervention for adolescent drug abusers. Valerie Giddings, Ph.D., M.S. (Virginia Tech), B.S. (Bennett College) is the Associate Vice Chancellor for Lifelong Learning at Winston-Salem State University. Her professional interests include anthropometry and apparel fit, cultural aesthetics for apparel, and diversity issues in higher education. Katherine R. Allen, Ph.D., M.A. (Syracuse University), B.S. (University of Connecticut) is a Professor in Human Development at Virginia Tech. Her interests include family diversity over the life course, adult sibling ties in transition, and persistence of women and minorities in IT majors. Benjamin Dixon, Ed.D. (University of Massachusetts), M.A.T. (Harvard University), B.Mus.Ed. (Howard University) is the Vice President for Multicultural Affairs at Virginia Tech. His interests include diversity, multicultural education, ethical pluralism, and equity and inclusion issues related to organizational management and development. Peggy S. Meszaros, Ph.D. (University of Maryland), M.S. (University of Kentucky), B.S. (Austin Peay State University) is the William E. Lavery Professor of Human Development and the Director of the Center for Information Technology Impacts on Children, Youth, and Families at Virginia Tech. Her interests include positive youth development, leadership issues, female career transitions, and mother/daughter communication. Karen Joest, Ph.D. (Virginia Tech), M.S. (Chaminade University), B.S. (Indiana State University) is an Assistant Professor of Child and Family Studies at the State University of New York, College at Oneonta. Her interests include adolescents exposed to domestic violence, use of qualitative research, and use of technology and feminist pedagogy     

一双袜子

One fine afternoon I was walking along the Fifth Avenue,when I remembered that it was necessary to buy a pair of socks.I turned into the first sock shop that caught my eye,and a boy clerk who could not have been more than seventeen years old came forward. "What can I do for you,sir?""I wish to buy a pair of     

美国高校教师发展:多维的演进

高校教师发展运动肇始于美国,历经了四十多年的发展与演进,进程中呈现诸多的多元化特征:即"多因素"——美国高校教师发展的动因、"多向度"——美国高校教师发展的目标、"多类型"——美国高校教师发展的对象、"多形式"——美国高校教师发展的模式、"多渠道"——美国高校教师发展的资助。上述诸"多"赋予了美国高校教师发展持续的、异彩纷呈的强劲生命力。     

Faculty development in medicine: A field in evolution

This article focuses on the evolution of faculty development in medicine. Of note, improving teaching in medical education is not a new concept. At a minimum, it was seriously discussed by pioneers like George Miller and Steve Abrahamson as early as the 1950s [Simpson & Bland (2002). Stephen Abrahamson, PhD, ScD, educationist: A stranger in a kind of paradise. Advances in Health Science Education Theory Practice, 7, 223–234]. By 2005, significant numbers of medical school faculty have participated in teaching improvement methods [Clark et al. (2004). Teaching the teachers: National survey of faculty development in departments of medicine of US teaching hospitals. Journal General Internal Medicine, 19, 205–14]. Yet, views of the importance and value of faculty development have evolved slowly. Fortunately, we are now in a more receptive era for program developers to assist faculty in their difficult roles.     

Supporting Teaching Faculty as Scholars: A Developmental Model

Professors from across the academic disciplines at Council for Christian College & Universities (CCCU) institutions have traditionally excelled in their teaching. In recent years, CCCU faculty have also increasingly been expected to conduct research and to publish scholarly work. As CCCU institutions expand research and scholarship expectations for faculty, we must also provide the requisite support for professors to be effective in this work. In this article, we highlight institutional practices to encourage, support, and celebrate scholarly writing and research by faculty. Drawing upon findings from Zuidema's 2016 survey of CCCU chief academic officers, we offer benchmark practices for communicating expectations, offering tangible supports and resources, augmenting accountability measures with formative feedback, and recognizing and celebrating scholarship. Against this backdrop, we highlight practical, affordable strategies used at Point Loma Nazarene University (PLNU) in California and Dordt College in Iowa, two CCCU institutions that have increased expectations for scholarship in recent years. Through these illustrations, we aim to inspire new and creative strategies for supporting scholarship by showing how these practices are an outgrowth of a developmental philosophy of leadership that seeks to invest in the core resource of CCCU institutions: the faculty.     

Faculty evaluation: Reliability of peer assessments of research,teaching, and service

In this paper, assessments of faculty performance for the determination of salary increases are analyzed to estimate interrater reliability. Using the independent ratings by six elected members of the faculty, correlations between the ratings are calculated and estimates of the reliability of the composite (group) ratings are generated. Average intercorrelations are found to range from 0.603 for teaching, to 0.850 for research. The average intercorrelation for the overall faculty ratings is 0.794. Using these correlations, the reliability of the six-person group (the composite reliability) is estimated to be over 0.900 for each of the three areas and 0.959 for the overall faculty rating. Furthermore, little correlation is found between the ratings of performance levels of individual faculty members in the three areas of research, teaching, and service. The high intercorrelations and, consequently, the high composite reliabilities suggest that a reduction in the number of raters would have relatively small effects on reliability. The findings are discussed in terms of their relationship to issues of validity as well as to other questions of faculty assessment.     

A University Name Change: Significance of Faculty Involvement

ABSTRACT

The landscape of higher education is more competitive now than ever before. Colleges and universities are changing and refocusing their identity, missions, and strategic visions to better serve students, prospective students, partners, and other external constituencies. As a result, many colleges and universities have changed their name to distinguish and differentiate themselves in this growing and evolving marketplace. This study takes a closer look into the phenomenon of a university strategic name change process and faculty involvement. It addresses the following questions: How much faculty involvement is needed to facilitate a successful university strategic name process? What is the impact of faculty involvement on a university strategic name event? What are the drivers of a university strategic name change? What are the roles of faculty members in fulfilling the desired outcome(s) of university strategic name change events. This paper proposes that faculty involvement is pertinent to the process and outcomes of a strategic university name change.     

浅论高校教师的自我发展

通过对知识经济形势下高等教育发展规律的分析,指出了高校教师自我发展的重要性。根据我国高等教育实际,结合教师自身发展阶段的分析,提出了高校教师的自我发展存在着"螺旋效应",绝大多数教师的自我发展是不断向前的,处于良性循环之中,这是"螺旋正效应";有部分教师的自我发展则会出现逆向变化,甚至陷入恶性循环之中,这是"螺旋负效应"。结合实际阐述了高校教师自我发展的途径。