Abstract
This article offers a descriptive case study of faculty evaluation practices at a midwestern community college, highlighting key differences between two year and four year institutional expectations. Emphasizing teaching effectiveness and community engagement over research productivity, the evaluation process combines summative tools—such as student evaluations, administrative observation, and self assessment—with formative mechanisms designed to promote instructional improvement. The article outlines a decision tree framework for identifying and addressing performance concerns, and details a faculty mentoring program that pairs experienced instructors with colleagues in need of developmental support. It also discusses the role of staff development offices, peer observation initiatives, and campus based workshops in sustaining a culture of pedagogical growth. By advocating for evaluation systems that prioritize professional development over surveillance, this article contributes to ongoing conversations in educational leadership, instructional design, and community college administration about the purpose and implementation of meaningful faculty assessment.
Recommended Citation
Stine, Dick
(1989)
"Faculty Evaluation at a Community College,"
Association for Communication Administration Bulletin: Vol. 69, Article 11.
Available at:
https://stars.library.ucf.edu/aca/vol69/iss1/11
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