ERIC Number: ED346773
Record Type: Non-Journal
Publication Date: 1992-Apr-23
Reference Count: N/A
Diversity in American Academic Culture: Implications for Reward Structures.
Narveson, Robert D.
This paper addresses the problem of how teaching performance should be evaluated and rewarded and examines how a University of Nebraska (Lincoln) Project FIPSE (Fund for the Improvement of Postsecondary Education) has helped to improve the climate for teaching and the processes for recognizing and rewarding excellence. First, the paper examines the sources of diversity that were found at the five colleges involved in the project. The differences described include areas such as department sizes, differences in their missions, and differences in administrative structures and department norms. Discussed next are how, in the face of all the diversity found, appraisal uniformity can be accomplished. Several appraisal practices are compared, and appraisal instruments, the use of student evaluation forms as well as departmental and school evaluation forms, and the appraisal hierarchy that is in place are discussed. Specific conclusions are provided regarding the rationales for appraisal practices, the effects of appraisal practices, and the results of the FIPSE project. A more general conclusion is that the project has demonstrated that when diversity of standards, norms, and values within units is acknowledged and respected, and when units, with administrative encouragement, devise evaluation processes acceptable to their faculties, improvement of both the climate for teaching and the process of evaluation and reward can be achieved. Contains eight references. (GLR)
Publication Type: Reports - General; Speeches/Meeting Papers
Education Level: N/A
Audience: Administrators; Teachers; Practitioners
Authoring Institution: N/A