Redefining the Faculty Paradigm

June 11, 2015

Most people agree that faculty performance evaluations should be based on more than student feedback, grants and publication counts. But what does a more complete evaluation process look like? And how would a more progressive department function? The New American Colleges and Universities’ answer is Redefining the Paradigm: Faculty Models to Support Student Learning. The new monograph is based on new faculty evaluation models at NAC&U member institutions, and pushes other colleges and universities to rethink traditional department structures and processes to better support student learning. The monograph promotes the development of “holistic departments” that reject the arguably outdated scholarship-teaching-service faculty evaluation model in favor of processes that are more fluid and responsive to the changing faculty role and departmentwide needs. It also promotes active learning, in which professors are not “sages on the stage” but rather guides in research and other experiential learning.

The Teagle Foundation supported the project. Judith Shapiro, Teagle Foundation president and former president of Barnard College, recently wrote about the benefits of a redefined faculty paradigm here. Representatives from the Sage Colleges and Valparaiso University talked about their involvement with the project at the annual meeting of the Association of American Colleges and Universities. “One of the big issues here is to relook at teaching, scholarship and service and the collapsing boundaries between the three,” David Salomon, co-editor of the monograph and a professor of English and director of undergraduate research at the Sage Colleges, said at the time. “In a holistic department, someone might pick up more service, and we want to make sure we account for that in the evaluation, as well.”

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