My professional goals have always included teaching but never administration. I tended to be a bit judgmental and suspicious of administration. However, after five years in an elementary classroom and 19 years in a university classroom, circumstances led me to take the plunge into higher education administration. Having served as a faculty member at the University of Central Arkansas for some 21 years and being an alumna there, ties of loyalty and service ran deep. It was my duty to take on this new adventure and ensure that I was doing my part to serve our faculty, promote idealistic goals of my university, and make sure that the future of higher education was in good hands. I felt that I could take all that I had learned from a faculty viewpoint and implement the best leadership strategies to be the kind of administrator that all faculty would love!
Faculty developers across the nation are working on developing methods to evaluate their services. In 2010, the 35th Annual Professional Organizational and Development Network Conference identified assessing the impact of faculty development as a key priority. It was this growing demand that spawned my interest in conducting a 2007 statewide and a 2010 nationwide investigation of faculty development evaluation practices in the U.S. This article will describe how to develop a customized evaluation plan based on your program’s structure, purpose, and desired results, based on contemporary practices discovered through this research.
