Literaturnachweis - Detailanzeige
| Autor/inn/en | Shaughnessy, Michael F.; und weitere |
|---|---|
| Titel | The Split "T" Offense Versus the Full Court Press: Implications for Higher Education. |
| Quelle | (1991), (14 Seiten)
PDF als Volltext kostenfreie Datei |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Monographie |
| Schlagwörter | Stellungnahme; Academic Advising; College Faculty; College Instruction; Committees; Evaluation Methods; Faculty Evaluation; Faculty Publishing; Faculty Workload; Higher Education; Noninstructional Responsibility; Productivity; Publish or Perish Issue; Research; Scholarly Journals; Summative Evaluation; Teacher Attitudes |
| Abstract | This paper addresses difficult issues in evaluation of college faculty for scholarship, teaching, and service particularly noting areas that trouble faculty themselves. A section on evaluation of teaching notes long standing debate and disagreement. This section then lists many of the central questions around evaluation of teaching and notes that some faculty pay little attention to teaching in order to focus more on research and scholarship. A discussion of evaluation of scholarship considers the following issues: the problems of publishing; the difficulty of placing articles with reputable journals; the different status and quality levels of conferences where papers are presented; the difficulty of evaluating the quality of published pieces; the possibility of faculty working with presses in a relationship where the author virtually pays to have his or her book published; and the mining of data from vast research projects for information of perhaps questionable usefulness. The section on evaluating faculty service to the institution describes the very extensive time demands of advising and committee work and the difficulties connected with effectively evaluating such work. A final section notes that often the administrators evaluating a faculty member's research productivity do not have the expertise to accurately assess scholarship. (JB) |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2004/1/01 |
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