{"product_id":"developing-a-comprehensive-faculty-evaluation-system-isbn-9781933371115","title":"Developing a Comprehensive Faculty Evaluation System","description":"This handbook provides a systematic, proven approach for developing a fair and consistent faculty evaluation system that can be adapted to the unique values, needs, missions, traditions, and overall culture of any institution. Based on thirty-six years of research and experience building and operating large-scale faculty evaluation systems and consulting to thousands of college and university personnel, the author has established an eight-step process for building a comprehensive evaluation system. These steps include  \u003cul type=\"disc\"\u003e \u003cli\u003eDetermining the faculty role model\u003c\/li\u003e \u003cli\u003eDetermining the faculty role model parameter values\u003c\/li\u003e \u003cli\u003eDetermining roles in the faculty role model\u003c\/li\u003e \u003cli\u003eDetermining role component weights\u003c\/li\u003e \u003cli\u003eDetermining appropriate sources of information\u003c\/li\u003e \u003cli\u003eDetermining the source impact weights\u003c\/li\u003e \u003cli\u003eDetermining how information should be gathered\u003c\/li\u003e \u003cli\u003eCompleting the system by selecting or designing forms, protocols, and rating scales\u003c\/li\u003e \u003c\/ul\u003e \u003cp\u003eIn this third edition, each step, including the definitions of the various roles to be evaluated, has been expanded and enhanced based on the experiences of many institutions that have followed the procedure outlined in the book. The third edition also features a new introduction; fresh research in the field; updated forms and procedures; a new, detailed case study of an institution that developed a Web-enabled, computer-supported system based on the eight-step process; and a new body of work that defines the professoriate as a meta-profession with a rubric for defining more than twenty faculty skill sets.\u003c\/p\u003e \u003cp\u003eReaders will learn how to generate and use an overall composite rating in promotion, tenure, merit pay, and post-tenure review decisions; they will also discover the issues in designing or finding, using and cataloging student rating forms. Sample forms, worksheets, models, and sample faculty evaluation manuals round out this practical, user-friendly handbook for anyone developing a faculty evaluation system.\u003c\/p\u003e  About the Author.  \u003cp\u003ePreface to the Third Edition.\u003c\/p\u003e \u003cp\u003eAcknowledgments.\u003c\/p\u003e \u003cp\u003e\u003cb\u003eIntroduction: Preliminary Issues in Planning of the Development of a Comprehensive Faculty Evaluation System.\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eThe New Paradigm.\u003c\/p\u003e \u003cp\u003eFaculty Evaluation: Fast, Fair, Cheap (Pick Any Two).\u003c\/p\u003e \u003cp\u003eThe Trap of Best Practices.\u003c\/p\u003e \u003cp\u003eSystematic Faculty Involvement.\u003c\/p\u003e \u003cp\u003eFundamental Definitions and Assumptions.\u003c\/p\u003e \u003cp\u003eCollege Teaching as Meta-Profession.\u003c\/p\u003e \u003cp\u003eLinking Faculty Evaluation and Faculty Development.\u003c\/p\u003e \u003cp\u003eObstacles to Establishing Successful Programs.\u003c\/p\u003e \u003cp\u003eCommon Errors.\u003c\/p\u003e \u003cp\u003eGuidelines for Overcoming Obstacles and Avoiding Errors.\u003c\/p\u003e \u003cp\u003ePractical Considerations in Planning the Development of Your Faculty Evaluation System.\u003c\/p\u003e \u003cp\u003eData Storage and Confidentiality.\u003c\/p\u003e \u003cp\u003eUsing This Book.\u003c\/p\u003e \u003cp\u003eReferences.\u003c\/p\u003e \u003cp\u003e\u003cb\u003e1. Step 1: Determining the Faculty Role Model.\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eReferences.\u003c\/p\u003e \u003cp\u003e\u003cb\u003e2. Step 2: Determining Faculty Role Model Parameter Values.\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eEstablishing Parameter Values.\u003c\/p\u003e \u003cp\u003eDetermining College or Institutional Parameter Values.\u003c\/p\u003e \u003cp\u003eDealing With \"Outliers\".\u003c\/p\u003e \u003cp\u003e\u003cb\u003e3. Step 3: Defining Roles in the Faculty Role Model.\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eDefining the Teaching Role: Perspectives on the Definition of Teaching.\u003c\/p\u003e \u003cp\u003eDefining Teaching for Faculty Evaluation and Development Systems.\u003c\/p\u003e \u003cp\u003eDefining Other Roles.\u003c\/p\u003e \u003cp\u003eCompleting Step 3: Determining Role Definitions for Your Faculty Role Model.\u003c\/p\u003e \u003cp\u003eReferences.\u003c\/p\u003e \u003cp\u003e\u003cb\u003e4. Step 4: Determining Role Component Weights.\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eCase 1: Component Weights Fixed.\u003c\/p\u003e \u003cp\u003eCase 2: Required and Optional Components With Fixed or Variable Weights.\u003c\/p\u003e \u003cp\u003eCase 3: Mix of Required an Optional Components With Fixed or Variable Weights Gathering the Role Component Weight Information.\u003c\/p\u003e \u003cp\u003e\u003cb\u003e5. Step 5: Determining Appropriate Sources of Information.\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003e\u003cb\u003e6. Step 6: Determining the Source Impact Weights.\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eDetermining the Source Weights .Determining the Source Impact.\u003c\/p\u003e \u003cp\u003e\u003cb\u003e7. Step 7: Determining How Information Should Be Gathered.\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003e\u003cb\u003e8. Step 8: Completing the System: Selecting or Designing Forms, Protocols, and Rating Scale.\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eCommon Numerical Rating Scale.\u003c\/p\u003e \u003cp\u003eFaculty Evaluation Tools and Procedures.\u003c\/p\u003e \u003cp\u003eTimetable for Developing a Comprehensive Faculty Evaluation System.\u003c\/p\u003e \u003cp\u003e\u003cb\u003e9. Generating an Overall Composite Rating.\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eComputing the Composite Role Rating.\u003c\/p\u003e \u003cp\u003eIndividualizing the Evaluations: the Overall Composite Ratings (OCR).\u003c\/p\u003e \u003cp\u003eResponding to Concerns in Using a Single Numerical Index (OCR).\u003c\/p\u003e \u003cp\u003e\u003cb\u003e10. Using the OCR in Promotion, Tenure, Merit Pay, and Post-Tenure Review Decisions.\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003ePromotion Decisions.\u003c\/p\u003e \u003cp\u003eTenure Decisions.\u003c\/p\u003e \u003cp\u003ePost-Tenure Review.\u003c\/p\u003e \u003cp\u003eUsing the OCR in Merit Pay Decisions.\u003c\/p\u003e \u003cp\u003eSummary.\u003c\/p\u003e \u003cp\u003eReferences.\u003c\/p\u003e \u003cp\u003e\u003cb\u003e11. Operating the Faculty Evaluation System: Peer Input and Review Issues.\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eWho Is a Peer?\u003c\/p\u003e \u003cp\u003eWhat Information Can Peers Provide?\u003c\/p\u003e \u003cp\u003eGathering Peer Input.\u003c\/p\u003e \u003cp\u003eAdapting Traditional Peer Review and Evaluation Systems.\u003c\/p\u003e \u003cp\u003ePeer Observation of Classroom Performance.\u003c\/p\u003e \u003cp\u003eConclusion.\u003c\/p\u003e \u003cp\u003eReferences.\u003c\/p\u003e \u003cp\u003e\u003cb\u003e12. Student Ratings: What More Than 80 Years of Research Tell Us.\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eWhat Is Validity?\u003c\/p\u003e \u003cp\u003eWhat Does the Research Tell Us?\u003c\/p\u003e \u003cp\u003eSummary.\u003c\/p\u003e \u003cp\u003eReferences.\u003c\/p\u003e \u003cp\u003e\u003cb\u003e13. Operating the Faculty Evaluation System: Issues in Designing and Using Student rating Forms.\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eLegal Issues.\u003c\/p\u003e \u003cp\u003eDesigning a Valid and Reliable Student Rating Form.\u003c\/p\u003e \u003cp\u003eAdministering Student Rating Systems.\u003c\/p\u003e \u003cp\u003eOptions for Administering Ratings Forms in Class.\u003c\/p\u003e \u003cp\u003eThe Student Rating Report.\u003c\/p\u003e \u003cp\u003eFormat of the Student Rating Form Computerized Analysis Output.\u003c\/p\u003e \u003cp\u003eInterpreting and Using Student Rating Results.\u003c\/p\u003e \u003cp\u003eFaculty Evaluation and Professional Enrichment.\u003c\/p\u003e \u003cp\u003eOnline Student Ratings.\u003c\/p\u003e \u003cp\u003eReferences.\u003c\/p\u003e \u003cp\u003e\u003cb\u003e14. Catalog of Student Rating Items.\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eContents.\u003c\/p\u003e \u003cp\u003eInstructional Design.\u003c\/p\u003e \u003cp\u003eInstructional Delivery.\u003c\/p\u003e \u003cp\u003eInstructional Assessment.\u003c\/p\u003e \u003cp\u003eCourse Management.\u003c\/p\u003e \u003cp\u003eSelf-Reported Course Impact on the Student.\u003c\/p\u003e \u003cp\u003eAlternate and Supplementary Teaching\/Learning Environments.\u003c\/p\u003e \u003cp\u003e\u003cb\u003e15. Commercially Available Student Rating Forms.\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eChecklist for Identifying and Selecting Published Forms.\u003c\/p\u003e \u003cp\u003eReview of Selected Published or Commercially Available Student Rating Forms.\u003c\/p\u003e \u003cp\u003eAleamoni Course\/Instructor Evaluation Questionnaire (CIEQ).\u003c\/p\u003e \u003cp\u003eIDEA Student Ratings of Instruction.\u003c\/p\u003e \u003cp\u003eStudent Instructional Report II (SIR II).\u003c\/p\u003e \u003cp\u003eReferences.\u003c\/p\u003e \u003cp\u003e\u003cb\u003e16. Case Studies and Sample Faculty Evaluation Manuals.\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eFrostburg State University Case Study.\u003c\/p\u003e \u003cp\u003eFrostburg State University Faculty Evaluation System.\u003c\/p\u003e \u003cp\u003eGeorgia Perimeter College Faculty Evaluation System.\u003c\/p\u003e \u003cp\u003eFairmont State University Case Study.\u003c\/p\u003e \u003cp\u003eReferences.\u003c\/p\u003e \u003cp\u003eBibliography.\u003c\/p\u003e \u003cp\u003eIndex.\u003c\/p\u003e  \u003cb\u003eRaoul A. Arreola\u003c\/b\u003e received his Ph.D. in educational psychology from Arizona State University in 1969, specializing in educational research and measurement. He has taught in the areas of statistics, educational psychology, personnel educational, and educational leadership, and has held a number of faculty and administrative positions involving assessment, strategic planning, faculty evaluation , and faculty development. These positions include director of the Office of Evaluation Services, associate director of the Learning Systems Institute, and associate professor of educational research and measurement at Florida State University, director of the Center for Instructional Services and research and professor of educational psychology at the University of Memphis; and professor and chair of the Department of Education, assistant dean for assessment and planning, director of educational technology, and director of institutional research, assessment, and planning at the University of Tennessee Health Service Center. Dr. Arreola currently serves as director of assessment and professor of pharmaceutical sciences in the College of Pharmacy at the University of Tennessee Health Science Center.\u003cbr\u003e Dr. Arreola has worked and published in the field of faculty evaluation and development for 36 years and has served as a consultant nationally and internationally to more than 250 colleges and universities in designing and operating faculty evaluation and development programs. He has also served as a consultant to the U.S. Department of labor and the Florida House of Representatives on designing and evaluating professional and occupational licensing examination procedures. He is president of his own consulting firm, the Center for Educational Development and Evaluation (CEDA), which offers consulting and national workshops on developing and assessing faculty performance. These workshops have been attended by thousands of faculty and administrators from more than 500 college and universities.\u003cbr\u003e In 2004 Dr. Arreola was presented with the McKeachie Career Achievement Award by the Special Interest group of faculty teaching Evaluation, and Development of the American Educational Research Association for his contributions to the field of assessing and developing faculty performance. In 2005 the American Educational Research Association presented him with the prestigious Interpretive Scholarship Award in recognition for his work in developing the \u003ci\u003emeta-profession\u003c\/i\u003e model of the professoriate, which underpins the processes described in this volume.\u003cbr\u003e Raoul Arreola is married to Dr. Mona J. Arreola, associate director of the cancer center of St. Jude Children’s Research hospital. They have four grown children and nine grandchildren (so far).  This highly successful handbook provides practical, proven models for developing and using a comprehensive faculty evaluation system. Based on 36 years of research and experience building and operating large-scale faculty evaluation systems, as well as consulting experience to thousands of administrators and faculty from hundreds of colleges and universities of all types, this new edition includes more detailed information about the process of building and operating a comprehensive faculty evaluation system and a new model for conceptualizing the full complexity of faculty performance itself. The heart of the book remains the same reliable eight-step process that has worked so well for so many institutions. Each step, including the definitions of the various roles to be evaluated, has been expanded and enhanced based on the experiences of many institutions that have followed the procedure outlined in this book.  \u003cp\u003eThis third edition also includes a new introductory section; new research in the field; updated forms and procedures; a new, detailed case study of an institution that developed a web-enabled, computer-supported system based on the eight-step process; and a new body of work that defines the professoriate as a meta-profession, with a rubric for defining more than 20 faculty skill sets.\u003c\/p\u003e \u003cp\u003e\u003cb\u003eContents include:\u003c\/b\u003e\u003c\/p\u003e \u003cul\u003e \u003cli\u003ePreliminary Issues in Planning of the Development of a Comprehensive Faculty Evaluation System\u003c\/li\u003e \u003cli\u003eStep 1: Determining the Faculty Role Model\u003c\/li\u003e \u003cli\u003eStep 2: Determining Faculty Role Model Parameter Values\u003c\/li\u003e \u003cli\u003eStep 3: Defining Roles in the Faculty Role Model\u003c\/li\u003e \u003cli\u003eStep 4: Determining Role Component Weights\u003c\/li\u003e \u003cli\u003eStep 5: Determining Appropriate Sources of Information\u003c\/li\u003e \u003cli\u003eStep 6: Determining the Source Impact Weights\u003c\/li\u003e \u003cli\u003eStep 7: Determining How Information Should Be Gathered\u003c\/li\u003e \u003cli\u003eStep 8: Completing the System: Selecting or Designing Forms, Protocols, and Rating Scale\u003c\/li\u003e \u003cli\u003eGenerating an Overall Composite Rating (OCR)\u003c\/li\u003e \u003cli\u003eUsing the OCR in Promotion, Tenure, Merit Pay, and Post-Tenure Review Decisions.\u003c\/li\u003e \u003cli\u003eOperating the Faculty Evaluation System: Peer Input and Review Issues.\u003c\/li\u003e \u003cli\u003eMore Than 80 Years of Research on Student Rating\u003c\/li\u003e \u003cli\u003eIssues in Designing and Using Student rating Forms\u003c\/li\u003e \u003cli\u003eCatalog of Student Rating Items.\u003c\/li\u003e \u003cli\u003eCommercially Available Student Rating Forms.\u003c\/li\u003e \u003cli\u003eCase Studies and Sample Faculty Evaluation Manuals\u003c\/li\u003e \u003cli\u003eBibliography of more than 650 references\u003c\/li\u003e \u003cli\u003eSample forms, worksheets, and models\u003c\/li\u003e \u003c\/ul\u003e","brand":"Jossey-Bass","offers":[{"title":"Default Title","offer_id":47989052113125,"sku":"NP9781933371115","price":59.0,"currency_code":"USD","in_stock":false}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/1842\/7735\/files\/9781933371115.jpg?v=1761782595","url":"https:\/\/k12savings.com\/products\/developing-a-comprehensive-faculty-evaluation-system-isbn-9781933371115","provider":"K12savings","version":"1.0","type":"link"}