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Journal of Higher Education Theory and Practice
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This study provides community college leaders with insights regarding how administrators and faculty members perceive faculty portfolios as an evaluation tool in two-year colleges. Utilizing a qualitative design, this study focused on perceptions of administrators and faculty members regarding the use of portfolios as the primary instrument for faculty evaluation. Overall, faculty and administrators found portfolios useful when the process encouraged and allowed for faculty self-reflection and honest feedback from administrators. Background While community colleges are required to evaluate faculty for accreditation, the development and, more importantly, the utilization of a faculty evaluation system have become crucial issues in educational institutions (Centra, 1993; McKeachie, 1990). The best faculty evaluation programs, according to Cohen & Brawer (2008), are those designed to improve teaching rather than to determine who receives tenure or salary increases. Boyer (1987) observe.
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The Department Chair
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