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Evaluating Department Chair's Effectiveness Using Faculty Ratings as Formative Feedback
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| Presenter(s):
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| B Jan Middendorf, Kansas State University, jmiddend@ksu.edu
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| Stephen Benton, The Idea Center, benton@theideacenter.org
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| Abstract:
This paper examines the underlying dimensions of faculty perceptions about the academic chair's effectiveness through exploratory research analyzing faculty ratings from The IDEA Center's Faculty Perceptions of Department Head/Chair Survey (FPDHS). The study was conducted to determine if the perceptions from this instrument can be assessed validly and reliably to provide formative feedback on the chair's performance. This paper presents the research findings from data collected on 9,125 faculty members' ratings of 604 department heads/chairs across the years 2003 to 2007. Ratings were collected using the FPDHS which is a 70-item instrument containing 67 objectively worded items and three short-answer written response items. Recommendations will be provided on how to use summary information from the FPDHS to conduct formative evaluations of the chair's effectiveness along several dimensions.
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An Evaluation of an Adjunct Faculty Performance Appraisal Program
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| Presenter(s):
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| Joshua Black, Indiana Wesleyan University, joshua.black@indwes.edu
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| Jeannie Trudel, Indiana Wesleyan University, jeannie.trudel@indwes.edu
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| Abstract:
This presentation discusses a completed evaluation of a private Midwestern University off site Adjunct Faculty Performance Appraisal Program for adult degree programs. According to Fitzpatrick, Sanders and Worthen (2004), evaluations are conducted to judge the worth, merit and value of programs and products. The evaluation utilized Stufflebeam's (2000) context, input, process, and product (CIPP) evaluation model to assess the adjunct faculty performance appraisal program. The evaluation addresses questions of adjunct faculty effectiveness in relation to institutional goals, as well as identifying areas for improvement.
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A New Approach to Using Monitoring and Evaluation to Improve Undergraduate Teaching and Learning
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| Presenter(s):
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| Valerie Ruhe, University of British Columbia, valerie.ruhe@ubc.ca
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| Chris Lovato, University of British Columbia, chris.lovato@ubc.ca
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| Abstract:
Public universities routinely use student course evaluations to provide instructors with feedback on teaching performance; however these data are rarely used to implement and monitor curricular improvements at the program level. This presentation will focus on a monitoring system used by the Evaluation Studies Unit, Faculty of Medicine, University of British Columbia, to evaluate the medical education curriculum. Student course evaluation data are used to identify areas of weakness and strength, and to draft recommendations. These recommendations are negotiated with faculty who use them for program planning. The following year, a monitoring form is used to report specific actions that were taken to implement the recommendations. We will discuss the approach and tools used to facilitate the process, as well as lessons learned in collaborating with stakeholders. Finally, we will explain how this new approach is applicable to a wide range of educational programs.
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