Pub Date : 1984-05-01DOI: 10.1080/00193089.1984.10533850
M. Pulich
In introducing material on performance appraisals in the junior/senior personnel managem nt classes that I teach, I always ask this question. "How many of you [students] have ever formally evaluated someone's per formance in writing?" Seldom do more than a half dozen hands go up from forty or more students. When asked whether or not they have ever filled out a teacher evaluation form, of course, all hands go up. It is an alarming thought that students complete teacher evalua tions and do not associate this activity with appraising performance. It is even more alarming when one realizes that these students are juniors and seniors, and have been evaluating their professors' performances for at least the last two years. As performance appraisals, teacher evaluations are used to make career decisions regarding faculty mem bers. Teacher evaluations are considered in reappoint ment, promotion, and tenure decisions. These teacher evaluations should be handled in a professional manner, or problems such as inconsistency or halo effect may result. Sometimes the scores are the results of variables beyond the control of the faculty member. Yet the scores count in determining whether a professor is out standing, excellent, good, or average as an instructor. I would offer some suggestions for modifying the use of student-teacher evaluations to improve teaching ef fectiveness. It is just possible that better use of teacher evaluations will enable the students to do a better job of performance appraisal and enable the professor to feel more comfortable with the process.
{"title":"Ratings: Better Use of Student Evaluations for Teaching Effectiveness","authors":"M. Pulich","doi":"10.1080/00193089.1984.10533850","DOIUrl":"https://doi.org/10.1080/00193089.1984.10533850","url":null,"abstract":"In introducing material on performance appraisals in the junior/senior personnel managem nt classes that I teach, I always ask this question. \"How many of you [students] have ever formally evaluated someone's per formance in writing?\" Seldom do more than a half dozen hands go up from forty or more students. When asked whether or not they have ever filled out a teacher evaluation form, of course, all hands go up. It is an alarming thought that students complete teacher evalua tions and do not associate this activity with appraising performance. It is even more alarming when one realizes that these students are juniors and seniors, and have been evaluating their professors' performances for at least the last two years. As performance appraisals, teacher evaluations are used to make career decisions regarding faculty mem bers. Teacher evaluations are considered in reappoint ment, promotion, and tenure decisions. These teacher evaluations should be handled in a professional manner, or problems such as inconsistency or halo effect may result. Sometimes the scores are the results of variables beyond the control of the faculty member. Yet the scores count in determining whether a professor is out standing, excellent, good, or average as an instructor. I would offer some suggestions for modifying the use of student-teacher evaluations to improve teaching ef fectiveness. It is just possible that better use of teacher evaluations will enable the students to do a better job of performance appraisal and enable the professor to feel more comfortable with the process.","PeriodicalId":126898,"journal":{"name":"Improving College and University Teaching","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"1984-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128426027","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 1984-05-01DOI: 10.1080/00193089.1984.10533848
R. W. Weinbach, Jerry L. Randolph
{"title":"Peer Review for Tenure and Promotion in Professional Schools.","authors":"R. W. Weinbach, Jerry L. Randolph","doi":"10.1080/00193089.1984.10533848","DOIUrl":"https://doi.org/10.1080/00193089.1984.10533848","url":null,"abstract":"","PeriodicalId":126898,"journal":{"name":"Improving College and University Teaching","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"1984-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"122764371","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 1984-05-01DOI: 10.1080/00193089.1984.10533852
W. M. Cates
{"title":"Retesting: A Logical Alternative in College Instruction.","authors":"W. M. Cates","doi":"10.1080/00193089.1984.10533852","DOIUrl":"https://doi.org/10.1080/00193089.1984.10533852","url":null,"abstract":"","PeriodicalId":126898,"journal":{"name":"Improving College and University Teaching","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"1984-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129342745","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 1984-05-01DOI: 10.1080/00193089.1984.10533846
C. Hirshfield
of interest in what academics term '"popular" history. The success of television docudramas such as ''Roots," "Shogun," 'The Holocaust," and "The Blue and the Gray" attests to the popularity of historical themes with the public, as does the best-seller status attained by serious works such as Gordon Prange's posthumous volumes, At Dawn We Slept and Miracle at Midway. Indicative too of the public's continuing hunger for knowledge of the past has been a steady, even spec tacular growth of interest in military history. Books and articles designed to satisfy a vast readership pour forth from prestigious academic journals and popular maga zines alike. Battlefield tours are offered by book clubs and travel agencies; and enactment societies?voluntary organizations which exist to recreate in dramatic and
对学者们所谓的“大众”历史感兴趣。诸如《根》、《幕府将军》、《大屠杀》和《蓝与灰》等电视纪录片的成功证明了历史题材在公众中的受欢迎程度，正如戈登·普兰奇(Gordon Prange)的死后作品《黎明我们睡了》和《中途岛的奇迹》(Miracle At Midway)等严肃作品所取得的畅销书地位一样。公众对历史知识的持续渴求也体现在对军事史兴趣的稳步增长，甚至是特别的增长。为满足广大读者而设计的书籍和文章从著名的学术期刊和流行杂志中源源不断地涌现出来。战场之旅由读书俱乐部和旅行社提供;还有立法社团呢?自愿组织的存在是为了在戏剧和
{"title":"War and the Humanities: A Small Revolution in Teaching History.","authors":"C. Hirshfield","doi":"10.1080/00193089.1984.10533846","DOIUrl":"https://doi.org/10.1080/00193089.1984.10533846","url":null,"abstract":"of interest in what academics term '\"popular\" history. The success of television docudramas such as ''Roots,\" \"Shogun,\" 'The Holocaust,\" and \"The Blue and the Gray\" attests to the popularity of historical themes with the public, as does the best-seller status attained by serious works such as Gordon Prange's posthumous volumes, At Dawn We Slept and Miracle at Midway. Indicative too of the public's continuing hunger for knowledge of the past has been a steady, even spec tacular growth of interest in military history. Books and articles designed to satisfy a vast readership pour forth from prestigious academic journals and popular maga zines alike. Battlefield tours are offered by book clubs and travel agencies; and enactment societies?voluntary organizations which exist to recreate in dramatic and","PeriodicalId":126898,"journal":{"name":"Improving College and University Teaching","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"1984-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121811941","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 1984-05-01DOI: 10.1080/00193089.1984.10533849
Stanley N. Miller
-.75 to +.87 (5). Despite this inconsistency, an increasing number of universities, including my own, re quire student evaluation of teachers as one piece of data among others for tenure and promotion decisions. One also suspects that colleges whose primary function is teaching place an increasing importance on student rating scales. Admittedly teacher effectiveness is dif ficult to assess because recognized and unrecognized variables are so numerous and a definition of effective teaching is elusive. Yet an attempt must be made because teaching effectiveness is a universal criterion for tenure and promotion decisions, and rightly so. Because of the pressure to evaluate, many have suc cumbed to the allure of student rating scales that pro
{"title":"Ratings: Student Rating Scales for Tenure and Promotion","authors":"Stanley N. Miller","doi":"10.1080/00193089.1984.10533849","DOIUrl":"https://doi.org/10.1080/00193089.1984.10533849","url":null,"abstract":"-.75 to +.87 (5). Despite this inconsistency, an increasing number of universities, including my own, re quire student evaluation of teachers as one piece of data among others for tenure and promotion decisions. One also suspects that colleges whose primary function is teaching place an increasing importance on student rating scales. Admittedly teacher effectiveness is dif ficult to assess because recognized and unrecognized variables are so numerous and a definition of effective teaching is elusive. Yet an attempt must be made because teaching effectiveness is a universal criterion for tenure and promotion decisions, and rightly so. Because of the pressure to evaluate, many have suc cumbed to the allure of student rating scales that pro","PeriodicalId":126898,"journal":{"name":"Improving College and University Teaching","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"1984-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126805370","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 1984-05-01DOI: 10.1080/00193089.1984.10533847
G. Davis
{"title":"Academic Freedom and the Teaching of Religion.","authors":"G. Davis","doi":"10.1080/00193089.1984.10533847","DOIUrl":"https://doi.org/10.1080/00193089.1984.10533847","url":null,"abstract":"","PeriodicalId":126898,"journal":{"name":"Improving College and University Teaching","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"1984-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"117304847","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 1984-05-01DOI: 10.1080/00193089.1984.10533845
F. S. Weaver
{"title":"Commentary: A Major Case for the Minor","authors":"F. S. Weaver","doi":"10.1080/00193089.1984.10533845","DOIUrl":"https://doi.org/10.1080/00193089.1984.10533845","url":null,"abstract":"","PeriodicalId":126898,"journal":{"name":"Improving College and University Teaching","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"1984-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121661969","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 1984-05-01DOI: 10.1080/00193089.1984.10533853
Bruce E. Fleury
{"title":"Lectures, Textbooks, and the College Librarian","authors":"Bruce E. Fleury","doi":"10.1080/00193089.1984.10533853","DOIUrl":"https://doi.org/10.1080/00193089.1984.10533853","url":null,"abstract":"","PeriodicalId":126898,"journal":{"name":"Improving College and University Teaching","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"1984-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133519894","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 1984-05-01DOI: 10.1080/00193089.1984.10533851
Rosa Quezada, Katherine M. Jones-Loheyde
Increasing numbers of qualified Hispanic students are applyi g and gaining admission to post-secondary programs. A study of college students from 14 to 34 years of age demonstrated that of the total 11,230,848 students enrolled in institutions of higher education in fall 1978, 417,271 were Hispanic. Of these students 53,118 were enrolled in universities, 137,236 at other four-year institutions, and 226,917 in two-year institu tions across the United States. The dramatic change may be attributed in part to the increase of Hispanic women enrolled in institutions of higher education from fall 1976-1978. The number of Hispanic females increased from 174,076 to 204,747, an increase of 17.6 percent, while Hispanic males enrolled in institutions increased only 1.3 percent during the same time period. In reviewing Hispanics enrolled in college, a 1976 report on Hispanics on the U.S. mainland stated that while Hispanics are underrepresented in the total enroll ment, the proportion of Hispanic women is equivalent to the proportion of women in general in the total col lege population. In general, Hispanic students are poorer (56 percent are financially independent of their parents), and employed in jobs with longer hours for less pay than are other students. In addition, Hispanic students are likely to be older than their majority counterparts.1 The female Hispanic student faces a variety of poten tial problems as she pursues advanced education or training. Possible barriers to academic success may arise from within her culture and across cultures. Under standing these issues which may inhibit academic suc cess is essential in the advising and counseling process.
{"title":"Hispanic Women: Academic Advisees of High Potential","authors":"Rosa Quezada, Katherine M. Jones-Loheyde","doi":"10.1080/00193089.1984.10533851","DOIUrl":"https://doi.org/10.1080/00193089.1984.10533851","url":null,"abstract":"Increasing numbers of qualified Hispanic students are applyi g and gaining admission to post-secondary programs. A study of college students from 14 to 34 years of age demonstrated that of the total 11,230,848 students enrolled in institutions of higher education in fall 1978, 417,271 were Hispanic. Of these students 53,118 were enrolled in universities, 137,236 at other four-year institutions, and 226,917 in two-year institu tions across the United States. The dramatic change may be attributed in part to the increase of Hispanic women enrolled in institutions of higher education from fall 1976-1978. The number of Hispanic females increased from 174,076 to 204,747, an increase of 17.6 percent, while Hispanic males enrolled in institutions increased only 1.3 percent during the same time period. In reviewing Hispanics enrolled in college, a 1976 report on Hispanics on the U.S. mainland stated that while Hispanics are underrepresented in the total enroll ment, the proportion of Hispanic women is equivalent to the proportion of women in general in the total col lege population. In general, Hispanic students are poorer (56 percent are financially independent of their parents), and employed in jobs with longer hours for less pay than are other students. In addition, Hispanic students are likely to be older than their majority counterparts.1 The female Hispanic student faces a variety of poten tial problems as she pursues advanced education or training. Possible barriers to academic success may arise from within her culture and across cultures. Under standing these issues which may inhibit academic suc cess is essential in the advising and counseling process.","PeriodicalId":126898,"journal":{"name":"Improving College and University Teaching","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"1984-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115092135","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 1984-02-01DOI: 10.1080/00193089.1984.10533839
Lila Soll, Cecelia Mccall
For over a decade, concerted efforts have been made to provi e nontraditional students with access to traditional higher education in such diverse cultural and geographical settings as Israel and New York City. The Israeli Mechina program and the City University of New York's (CUNY) SEEK program both aim to prepare disadvantaged young adults to succeed in demanding university baccalaureate programs. There are some similarities, as well as obvious differences in the two programs, even beyond the diverse cultural back grounds of their populations. Although comparable data to verify the academic success of special program students are unavailable, a comparison of the two pro grams may yield some insight for educators interested in such programs. Both authors have taught reading in the SEEK pro gram at one of CUNY's unit colleges for fourteen years. In addition, they conducted a survey of reading pro grams at CUNY colleges for the University's Office of Academic Affairs. In doing this, they interviewed SEEK directors and other administrators. During a two-month period in Israel they also interviewed a number of Israeli educators and studied materials describing the Israeli educational system. The Israeli Mechina program is a pre-academic pro gram started at Hebrew University in 1963 as a cooperative effort of the Ministry of Defense and the Ministry of Education and Culture. Its purpose was to prepare soldiers from Asian and North African back ground for a university education. During its first six years, the Mechina (or Center of Pre-Academic Studies) graduated 186 students. Of these, 163 obtained degrees and only seven dropped the program. In 1980, 373 Mechina students were enrolled at Hebrew University
十多年来，为非传统学生提供了在以色列和纽约等不同文化和地理环境中接受传统高等教育的机会，各方作出了一致努力。以色列机械项目和纽约城市大学(CUNY)的SEEK项目都旨在帮助处境不利的年轻人在要求苛刻的大学学士学位课程中取得成功。即使超越了两国人民不同的文化背景，这两个项目也有一些相似之处，也有明显的差异。虽然没有可比较的数据来验证特殊项目学生的学业成就，但对这两个项目的比较可能会给对这类项目感兴趣的教育工作者带来一些启发。两位作者都在纽约市立大学的一所单元学院的SEEK项目中教授了14年的阅读课程。此外，他们还为纽约市立大学学术事务办公室(Office of Academic Affairs)对纽约市立大学各学院的阅读项目进行了调查。在此过程中，他们采访了SEEK的董事和其他管理人员。在以色列的两个月期间，他们还采访了一些以色列教育工作者，并研究了描述以色列教育制度的材料。以色列机械中国项目是1963年在希伯来大学启动的一个学术预科项目，是国防部和教育文化部的合作项目。它的目的是为来自亚洲和北非的士兵准备大学教育。在最初的六年里，机械(或学前教育中心)毕业了186名学生。其中163人获得了学位，只有7人放弃了这个项目。1980年，希伯来大学招收了373名中国学生
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