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Teaching in the Department of Social Sciences

CONTENTS
 
 
 
 
 
 
 
 
 
 
 
 
 
 

 
 
[1] Kenneth E. Boulding, "The Task of the Teacher in the Social Sciences," in Effective College Teaching, ed. William H. Morris (Washington: American Council on Education, 1970), p. 105.
 
[2] Paul L. Dressel, Handbook of Academic Evaluation, (San Francisco: Jossey-Bass, 1976), p. 338 and John A. Centra, Determining Faculty Effectiveness (San Francisco: Jossey-Bass, 1981) p. 149. [3] Robert C. Wilson and Jerry G. Gaff , College Professors and Their Impact on Students (New York: John Wiley and Sons, 1975), pp. 178-79.
 
[4] Epstein, pp. 25-30.
 
[5] Todd E. Marques; David M. Lane and Peter W. Dorfman, "Toward the Development of a System for Instructional Evaluation: Is There Consensus Regarding What Constitutes Effective Teaching?" Journal of Educational Psychology 71 (December, 1979) p. 840.
 
[6] Wilson and Gaff, p. 131 and pp. 104-105.
 
[7] Lita Linzer Schwartz, "Criteria for Effective University Teaching", Improving College and University Teaching (Summer, 1980), p. 121.
 
[8] For an alternative view on vigor and enthusiasm see Audrey D. Landers,"Evaluating Teachers," On College Teaching, ed. Ohmer Milton (San Francisco:Jossey-Bass, 1978) p. 367.
 
[9] Samuel Huntington, "The Democratic Distemper ," The Public Interest (Fall,1975), p. 36.
 
[10] Centra, pp. 4-9 and 17.
 
[11] Lawrence M. Aleamoni. "Student Ratings of Instruction", Handbook of Teacher Evaluation, ed. Jason Millman (Beverly Hi/Is: Sage, 1981 ), pp. 110-116.
 
[12] Lawrence J. Dennis. "Teacher Evaluation in Higher Education", Liberal Education 62 (October, 1976), p. 438.
 
[13] Gordon E. Greenwood and Howard J. Ramagli, Jr., "Alternatives to Student Ratings of College Teaching," Journal of Higher Education (November/December 1980), p. 680.
 
[14] Centra, p. 44.
 
[15] Epstein, p. 24.
 
[16] Centra, p. 41
 
[17] Henry Adams, The Education of Henry Adams (Boston: Houghton Mifflin, 1946).
 
[18] Some of the literature on effective teaching seems to suggest that such evaluation can be constructed in a rigorous way. Given the demands on faculty members to teach, publish, advise students, support extracurricular and college activities, and remain current in their fields, extensive evaluation systems strike me as the proverbial straw on the camel's back. Furthermore, such systems try to mask the realities that colleagues, senior professors, and college administrators will decide the destiny of faculty members, and that these evaluators will do so by judging the contributions an instructor has made and will make to the academic department. Applying "scientific" devices to this process may make some faculty members feel better about it all, but really won't alter the process or the outcome.
 
[19] Harold Howe II, "Less Teaching, More Conversation," Improving College Teaching, ed. Calvin Lee, (Washington, D.C.: American Council on Education, 1967), p.261.
 
[20] Centra, p. 49.
 
[21] J. Gregory Carroll, "Faculty Self-Evaluation," Handbook of Teacher Evaluation, p.180.
 
[22] F.F. Fuller and B.A. Manning, as quoted in Carroll, p. 196.
 
[23] Boulding, p. 119-123.
 
[24] Centra, pp. 55-58. An example of each of these questions would be as follows: cognitive memory: when and where was the UN formed?; convergent: what influence did international experience with the League of Nations have on the UN?; divergent: what are your predictions for the future of the UN?; and evaluative: do you think the U.S. should continue to provide extensive financial support for the UN?
 
[25] Erving Goffman, The Presentation of Self in EverydayLife (Garden City: Doubleday,1959).
 
[26] V.O. Key, The Responsible Electorate (Cambridge: Belknap, 1966), p. 7
 
[27] Modan Mohan and Ronald E. Hull, Teaching Effectiveness (Englewood Cliffs: Education Technology Publications, 1975), p. 145.
 
[28] Samuel Johnson, Life of Milton.
 
[29] David McCord, What Cheer (New York: Coward-McCann, 1945), pp. 372.