ERIC Number: ED450854
Record Type: RIE
Publication Date: 1999
Faculty Evaluation in Community Colleges: A Response to Competing Values. An ERIC Review.
Redmon, Kent D.
This report discusses the effects of the "competing values" of community college administrators and faculty members on faculty evaluation programs. College administrators and faculty often have different perceptions about why an appraisal process is implemented. Community college administrators share a belief that their institutions should be stable, accountable, and in control of faculty and staff. Faculty members, on the other hand, generally share a belief that administrators should be more willing to share resources and power, and allow for creative growth and development in teaching. Because of the competing values, more fuel has been added to the debate over the perceived purpose of faculty evaluation. A review of documents and journal articles entered into the ERIC database since 1983 suggests that one faculty evaluation approach that emerged as a result of the competing values is a "procedural approach." Under this approach, self-evaluations are combined with appraisals made by peers, administrators, and students on an ongoing basis to accumulate a body of evidence that is used for both formative and summative appraisals. A second approach is the "developmental approach," which involves faculty members in the creation of teaching portfolios, dossiers, and self-evaluations that describe teaching strengths and accomplishments while participating in faculty development programs. Contains 28 references. (JA)
Publication Type: Information Analyses
Education Level: N/A
Authoring Institution: N/A