Monday, January 26, 2015

Reassessing Faculty Assessment

Inside Higher Ed
January 26th, 2015

Most professors’ workloads don’t look like they did even 10 years ago, but institutions still largely evaluate faculty members by the age-old teaching-scholarship-service model. So what would happen if faculty members were assessed for the work they actually did, rather than by a system that wrongly assumes all faculty work is created equal? And is there a way to make the whole evaluation process more meaningful? These questions were the focus of a session here Friday at the annual meeting of the Association of American Colleges and Universities.
The session, called “Supporting Student Learning Through Holistic Faculty Evaluation,” was sponsored by the New American Colleges and Universities, a consortium of small to midsize private institutions. Some 16 member colleges and universities participated in a Teagle Foundation-funded project to improve and individualize the evaluation of faculty work, develop “holistic” department models, and advance the consortium’s focus on integrating professional studies and the liberal arts. The New American Colleges is working on a forthcoming monograph about the project, and faculty and administrators from two participating institutions – Valparaiso University and Sage Colleges – shared their experiences so far.

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