Literaturnachweis - Detailanzeige
| Autor/inn/en | Shirk, Joseph; Miller, Marie |
|---|---|
| Titel | Linking the Faculty Recognition Process to Teaching Excellence. |
| Quelle | (1994), (10 Seiten)
PDF als Volltext kostenfreie Datei |
| Beigaben | Tabellen |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Monographie |
| Schlagwörter | Stellungnahme; College Faculty; Educational Quality; Excellence in Education; Faculty Development; Faculty Evaluation; Faculty Promotion; Higher Education; Instructional Improvement; Teacher Effectiveness; Teaching Skills |
| Abstract | Recently, there has been a growing emphasis on excellence in teaching and research in academia. Evaluative activities used in decisions related to retention, tenure, promotion, and merit salary increases can be positively linked to renewing faculty excellence in teaching. The development or revision of a faculty recognition document should allow for maximum faculty input and reflect a consensus of the faculty within the division or department. Further, division chairs may employ such techniques as the evaluative conference to promote excellence. Other valuable tools include student evaluations, self evaluations, and peer evaluations. Finally, recommendations for determining appropriate measures to continually advance faculty effectiveness include the following: (1) address the importance of teaching in the faculty recognition document; (2) assign a majority of the total percentage of faculty recognition to teaching; (3) allow faculty the flexibility to elect a larger percentage of the total evaluative weight to teaching through the faculty recognition document; (4) encourage an atmosphere of collegiality; (5) allow faculty to receive evaluative letters before any evaluative conference; (6) encourage observation of teaching models; (7) develop faculty enrichment programs; (8) organize a faculty mentoring program; (9) develop faculty-guided media materials; and (10) organize informal faculty discussions about effective teaching practices and concerns. Contains 24 references. (TGI) |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2004/1/01 |
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