How does one develop and deliver the integrated core of a cross-disciplinary arts and sciences undergraduate degree when the degree program has no departmental or college home and no full-time faculty, but plenty of enthusiastic students who are looking for a unique educational experience? This article outlines how a formalized curriculum…

This chapter outlines the understanding gained when working with faculty to learn about assessment, to develop a plan, and to support them as they carry out and interpret their assessments. (Contains 1 table and 1 exhibit.)

Examines Ernest Boyer's 1990 Carnegie report, "Scholarship Reconsidered," as a "tipping point"--a critical turning point in what is fundamentally valued and rewarded in the scholarly work of faculty members. Gives special attention to the scholarship of teaching and the scholarship of engagement. (EV)

Describes criticisms of the current tenure process and the ways in which it impedes realization of Boyer's vision in "Scholarship Reconsidered." Explores some encouraging changes that directly address flaws in the tenure process and work to more effectively and flexibly validate and encourage the multiple types of scholarship that Boyer has…

Discusses influences on the definition of scholarship (such as discipline, priorities of the institution and academic unit, and interests of the individual), traces recent developments in how the scholarly role of faculty members is viewed, and recommends an institutional approach for bringing fairness and quality into faculty reward systems. (EV)

Discusses underlying issues that affect all forms of teaching evaluation: determining criteria, making links between teaching methods and learning outcomes, and distinguishing between evaluation for self-improvement and evaluation for accountability. (EV)

Based on Habermas (1971), asserts that knowledge about teaching can be communicative and emancipatory as well as instrumental; these aspects of teaching therefore call for interpretive and critical evaluation. Offers a range of relevant strategies. (EV)

Describes the history, goals, and applications of the teaching portfolio as an alternative teaching assessment. (EV)

Reviews the literature on teaching awards and then examines a specific case, the Alan P. Stuart Award for Excellence in Teaching at the University of New Brunswick, using Menges's three tests of effective awards. Suggests that examining the strengths and weaknesses of institutional teaching awards can help illuminate the processes involved in…

Examines the role of technology in teaching evaluation, discussing the need to incorporate the principles of good evaluation practice as evaluation systems become increasingly automated. Suggests applications of technology that hold promise for improving evaluation practice, such as teacher-course evaluation systems. (EV)

Explores the distinctions among good teaching, scholarly teaching, and teaching scholarship and discusses methods of formative evaluation that can produce improvement in these areas. (EV)

Discusses the often difficult process of evaluating teaching effectiveness in terms of student learning outcomes. Suggests approaches for micro- and macro-level teacher evaluation using student outcomes. (EV)

Examines the evaluation of teaching in entire programs, departments, and institutions. Discusses the varying levels of evaluation and their corresponding methodologies, asserting that these indicate the broadening context in which the evaluation of teaching is now taking place. (EV)

Menges identifies four areas of educational research in which data is substantial but much less useful than it could be: faculty behaviors and intentions; technology-mediated instruction; effective evaluative decisions and context-specific research. He suggests some directions for future research. (JM)

Ory emphasizes four processes in assessing faculty: examining the craft of teaching; faculty members reflecting on the quality of and standards for their work; receiving feedback from others with the expectation that faculty will improve and assessing the work of others by focusing on the value of the work. (JM)