Post-Tenure Faculty Evaluation (Including Self-Reflection)

(1) The Idea Paper (Cashin) is a good article to read first as it provides a thorough overview of the faculty review process, in general. (Recommended)

Smith’s article (Peer Collaboration: Improving Teaching through Comprehensive Peer Review) focuses on the role of peer review in formative evaluation of teaching and provides an excellent overview of the rationale, components and procedures, and challenges and opportunities of peer review (and contrasts formative versus summative evaluation). (Recommended)

Waller’s article also examines the formative and summative uses of faculty evaluation and review.

(2) Articles that focus on the rationale, components and procedures, and examples of an annual faculty evaluation (including self-reflection, see note 3, below) that can be conducted in the context of formative or summative evaluation include:

Leveraging your Annual Evaluation (Simmons) (Recommended)

Evaluating Colleagues: Time Well Spent (Simmons) (Recommended)

Faculty Self-Evaluation Form (Reed College) (Recommended)

A Principled Faculty Evaluation Process Directed Toward Professional Growth Lessons and principles for using annual faculty evaluations for improvement. (Recommended)

Faculty Assessment and Evaluation: Fair, Formative, and Focused  Principles and procedures for an annual assessment to support faculty development and improvement. (Recommended)

Post-Tenure Faculty Review and Renewal – Moving the Conversation Forward (Standford University) (Recommended)

Academic Faculty Evaluation “Tool-Kit” (University of Nevada, Reno)

Evaluation of Teaching Faculty (Elon University) Examples of procedures for annual reviews and different types of post-tenure reviews. Click on “Tenured” for an example of an annual review form. Best practices and common problems in faculty reviews. One model of an annual review process.

(3) Several articles provide literature reviews and discussions of the role of self-reflection in professional development and faculty evaluations and reviews.

The “Reflection tips” paper (Aronson) offers many important and helpful suggestions and procedures for use of self-reflection. Although this article addresses the context of medical education- which as a long history of using reflection in faculty dev and review- the procedures can be generalized to a liberal arts context, and also applied to the use of self-reflection in faculty reviews of scholarship and service. (Recommended)

“Reflection and service learning” (Clayton) although focused on faculty who teach service learning courses, there are many good conceptual and procedural discussions that can be applied to our context. (Recommended)

“Reflection in higher education” (Rogers) Historical and conceptual review.

“The Reflective Practioner in Higher Education” (Wladarsky)

“Post-Tenure Review: An AAUP Response” (American Association of University Professors) Principles for post-tenure faculty review for faculty development purposes. (Recommended)

4) Two articles pertain directly to professional development/review across career stages:

Supporting Faculty Members Across their Careers” (Austin) (Recommended)

Keeping the Fire Burning” (Zeig, To Improve the Academy) (Recommended)