Effective faculty evaluation at the teaching-centered university: Building a fair and authentic portfolio of faculty work

Abstract

Purpose

The purpose of this paper is to determine the most fair, authentic, and reliable elements to include in a portfolio of faculty work, specifically at teaching-centered institutions.

Design/methodology/approach

This paper examines and evaluates relevant literature pertaining to faculty portfolios of work and recommends portfolio formats for teaching-centered institutions.

Findings

The author concludes that the four most essential components of a faculty member’s portfolio at a teaching-centered university are mindful student evaluations, critical peer evaluations, a sample of teaching materials, and evidence of collegial behavior.

Originality/value

This paper is valuable for administrators, deans, and department chairs who are evaluating their current rank, tenure, and promotions criteria and processes.

Citation

Lakin, A.L. (2016), "Effective faculty evaluation at the teaching-centered university: Building a fair and authentic portfolio of faculty work", International Journal of Educational Management, Vol. 30 No. 6, pp. 976-988. https://doi.org/10.1108/IJEM-03-2015-0030