A faculty supervisor training program to assess faculty performance: a community college case study

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dc.contributor.advisorRoueche, John E.en
dc.creatorPersson, Elizabeth Katherineen
dc.date.accessioned2008-08-28T21:36:42Zen
dc.date.accessioned2017-05-11T22:15:59Z
dc.date.available2008-08-28T21:36:42Zen
dc.date.available2017-05-11T22:15:59Z
dc.date.issued2002en
dc.descriptiontexten
dc.description.abstractMany faculty in higher education simply do not value their supervisor’s assessment of their performance. The reasons are many-fold; among them is a lack of confidence in the supervisor’s ability to assess performance. While policymakers require institutions to conduct faculty performance evaluations and external stakeholders believe that the institution should be held accountable for student learning, there is often a disconnect between faculty performance and student benefit. Both faculty and faculty supervisors believe the primary outcome of faculty evaluations should be student benefit. Therefore, this qualitative case study was designed to create a model by which to base a faculty supervisor training program to assess and improve faculty performance. The study design addresses the (a) developmental process of creating a faculty supervisor training program, (b) organizational culture, and (c) participants perspective. This community college study was participant driven through the use of an Interactive Qualitative Analysis methodology with separate faculty and faculty supervisor focus groups. By describing their experiences with getting and giving evaluations, clustering their descriptors into affinity groups, and determining how they relate to one another, a model of each group’s experiences was created. Each group had eight affinities, four of which were in common. Both noted student benefit as the primary outcome of faculty evaluations. However, faculty said their main experience drivers were consistency/inconsistency and evaluator competence. Supervisors said their main experience driver was communication. This information formed the basis for developing a training program that shifted from a multi-college district perspective to an individual college. Training was offered on portfolio assessment, role playing/coaching skills, interpretation of assessment instrument rating scale and components, and legal aspects for documenting performance issues around faculty members with disabilities. The study 1) provides solid research on a topic for which there is little published information, 2) develops a model for faculty supervisor training programs, 3) builds grounded theory on the topic, and 4) offers a framework through which faculty and faculty supervisors can focus on student learning through assessing faculty performance and continually improving performance.
dc.description.departmentEducational Administrationen
dc.format.mediumelectronicen
dc.identifierb57185827en
dc.identifier.oclc56889693en
dc.identifier.proqst3099513en
dc.identifier.urihttp://hdl.handle.net/2152/843en
dc.language.isoengen
dc.rightsCopyright is held by the author. Presentation of this material on the Libraries' web site by University Libraries, The University of Texas at Austin was made possible under a limited license grant from the author who has retained all copyrights in the works.en
dc.subject.lcshCommunity college teachers--Rating of--United Statesen
dc.subject.lcshCommunity college teachers--Rating of--United States--Case studiesen
dc.titleA faculty supervisor training program to assess faculty performance: a community college case studyen
dc.type.genreThesisen

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