Literaturnachweis - Detailanzeige
| Autor/in | Taylor, James W. |
|---|---|
| Titel | Lessons Learned About Post-tenure Review from the AAHE Peer Review of Teaching Project. |
| Quelle | In: Innovative higher education, (1999) 1, S.73-80Infoseite zur Zeitschrift
PDF als Volltext |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 0742-5627 |
| DOI | 10.1023/B:IHIE.0000008147.49328.84 |
| Schlagwörter | Social Psychology; Formal Mechanism; American Association; Faculty Activity; Review Process |
| Abstract | Abstract Although most institutions seem to have in place a formal mechanism for evaluating faculty activities annually for the purpose of merit and promotion, a post-tenure review process is relatively new. Faculty facing a post-tenure review, which calls for both a backward review of what has been accomplished over a multi-year period and a forward projection of what is planned, may not have sufficient guides to know what to include and what to omit. As a result of my exposure to the American Association for Higher Education's (AAHE) Peer Review of Teaching Project I tried to adapt one of their strategies to provide the backward and forward view for my post-tenure review. The strategy was the “reflective memo;” and it proved to be adaptable as a guide in the review of research, teaching, and service. I hope the process that I describe and the lessons that I learned will be helpful to others facing a similar process. |
| Erfasst von | OLC |
| Update | 2023/2/05 |
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