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

摘要

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.