Resources for Faculty Evaluation

These titles provide information about faculty evaluation processes for both faculty members and administrators.

For Faculty

Ronald A. Berk, Thirteen Strategies to Measure College Teaching
This book takes begins with the premise that student ratings are a necessary, but not sufficient, source of evidence for measuring teaching effectiveness. As the major stakeholders in this process, both faculty AND administrators, plus clinicians who teach in schools of medicine, nursing, and the allied health fields, need to be involved in writing, adapting, evaluating, or buying items to create the various scales to measure teaching performance. This is the first basic introduction in the faculty evaluation literature to take you step-by-step through the process to develop these tools, interpret their scores, and make decisions about teaching improvement, annual contract renewal/dismissal, merit pay, promotion, and tenure. It explains how to create appropriate, high quality items and detect those that can introduce bias and unfairness into the results.

John A. Centra, Reflective Faculty Evaluation: Enhancing Teaching and Determining Faculty Effectiveness
In this book, John A. Centra provides faculty members, administrators, and faculty development specialists with the up-to-date approaches they need to evaluate and improve teaching. Greatly expanding his earlier bestseller, Determining Faculty Effectiveness, Centra underscores the importance of active methods of teaching and the need to evaluate those methods in less traditional ways.

Nancy Van Note Chism, Peer Review of Teaching: A Sourcebook. 2nd ed.
The new edition of this bestselling book builds on the author’s extensive administrative and consulting experience as well as scholarship on faculty reward. It includes additional discussion of important foundational issues as well as practical forms and ideas gleaned from disciplinary groups and campuses throughout the nation.

Peter Seldin, The Teaching Portfolio: A Practical Guide to Improved Performance and Promotion/Tenure Decisions (3rd ed.)
This edition focuses on self-reflection and documenting teaching performance. “Its straightforward approach, practical suggestions, step-by-step instructions, and field-tested recommendations will prove invaluable to those involved in evaluating and improving teaching.”

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For Administrators

Raoul A. Arreola, Developing a Comprehensive Faculty Evaluation System: A Guide to Designing, Building, and Operating Large-Scale Faculty Evaluation Systems
Based on 36 years of research and experience building and operating large-scale faculty evaluation systems, as well as consulting experience to thousands of administrators and faculty from hundreds of college and universities of all types, this new edition includes more detailed information about the process of building and operating a comprehensive faculty evaluation system and a new model for conceptualizing the full complexity of faculty performance itself.

Ronald A. Berk, Thirteen Strategies to Measure College Teaching
This book takes begins with the premise that student ratings are a necessary, but not sufficient, source of evidence for measuring teaching effectiveness. As the major stakeholders in this process, both faculty AND administrators, plus clinicians who teach in schools of medicine, nursing, and the allied health fields, need to be involved in writing, adapting, evaluating, or buying items to create the various scales to measure teaching performance. This is the first basic introduction in the faculty evaluation literature to take you step-by-step through the process to develop these tools, interpret their scores, and make decisions about teaching improvement, annual contract renewal/dismissal, merit pay, promotion, and tenure. It explains how to create appropriate, high quality items and detect those that can introduce bias and unfairness into the results.

John A. Centra, Reflective Faculty Evaluation: Enhancing Teaching and Determining Faculty Effectiveness
In this book, John A. Centra provides faculty members, administrators, and faculty development specialists with the up-to-date approaches they need to evaluate and improve teaching. Greatly expanding his earlier bestseller, Determining Faculty Effectiveness, Centra underscores the importance of active methods of teaching and the need to evaluate those methods in less traditional ways.

Robert M. Diamond, Aligning Faculty Rewards with Institutional Mission: Statements, Policies, and Guidelines
This book provides guidelines for developing a coherent faculty rewards system, starting with the articulation of institutional priorities and following the process through the development of department guidelines and union contracts.

Peter Seldin & Associates. Changing Practices in Evaluating Teaching
Changing Practices in Evaluating Teaching is a complete guidebook, with a wide array of forms, case studies, tables, and examples. It is written for presidents, provosts, academic vice presidents, deans, department chairs, instructional development specialists, and faculty — the essential partners in improving teaching evaluation systems.

Peter Seldin & Associates. Evaluating Faculty Performance: A Practical Guide to Assessing Teaching, Research, and Service
This book contains a wealth of material on current evaluation practices and realistic suggestions for upgrading methods and procedures. Seldin and his associates cover every aspect of the evaluation of teaching, research, and service—from gaining genuine faculty support to collecting and assessing various kinds of data—revealing what works and what does not.

Peter Seldin, The Teaching Portfolio: A Practical Guide to Improved Performance and Promotion/Tenure Decisions (3rd ed.)
This edition focuses on self-reflection and documenting teaching performance. “Its straightforward approach, practical suggestions, step-by-step instructions, and field-tested recommendations will prove invaluable to those involved in evaluating and improving teaching.”

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