Faculty work continues to change in response to the increased emphases on diversity requirements in undergraduate education, partnerships between academic and student affairs, and computer technology (O’Meara, et al, 2003). As even more is learned about strategies for the educational success of their students, faculty will be counted on to tailor their skills and pedagogies to new populations of students. At the same time, colleges and universities must keep pace with these changes by ensuring that expectations about faculty work are clearly defined and are reflected in evaluation and reward structures—and that faculty are supported in their efforts. The quality of the experience of teaching and learning is one important measure of institutional success; without faculty who are invigorated by their work and able to be successful, the teaching and learning experience for students may be compromised.
New England Resource Center for Higher Education, University of Massachusetts Boston, "Brief 19: The Dean’s Role in Faculty Evaluation" (2005). New England Resource Center for Higher Education Publications. 43.