ERIC Number: ED243115
Record Type: Non-Journal
Publication Date: 1984-Mar
Reference Count: N/A
Evaluating Technical Communication Faculty: Some Empirically-Based Criteria and Guidelines. Draft.
Stevenson, Dwight W.
As technical communication is a young academic discipline, evaluating technical communication faculty for promotion, tenure, and merit purposes requires special awareness and care. To determine reasonable expectations of faculty achievement, a study documented the range, types, and frequency of activities of 12 professors and 12 associate professors identified as leaders in technical communication. Among other findings, the study showed that these professors taught a large number of undergraduate service offerings, produced many articles and textbooks but very few scholarly books, and performed a large number of service activities, including committee work for colleges and professional organizations and consulting for publishing houses. Administrators and faculty interested in developing evaluation guidelines should consider John A. Centra's book, "Determining Faculty Effectiveness." Evaluation of technical communication faculty should be based on the same criteria used to evaluate faculty in other fields: the quality, quantity, and kind of work they do in teaching, research, and service activities. Suggestions for effective evaluations include supplementing student evaluation of teaching with peer evaluations, using outside reviewers to evaluate the quality of faculty members' research, and considering a wide variety of faculty service accomplishments, such as serving on doctoral and master's committees and doing consulting and editorial work. (MM)
Descriptors: Educational Research, Evaluation Criteria, Faculty Evaluation, Faculty Promotion, Faculty Workload, Higher Education, Occupational Surveys, Professional Associations, Professional Development, Program Development, Teacher Effectiveness, Teacher Promotion, Tenure, Writing for Publication
Publication Type: Speeches/Meeting Papers; Reports - Research
Education Level: N/A
Authoring Institution: N/A