CRITERIA FOR QUALITY OF SCHOLARS
CRITERIA
Clear, realistic and important goals
and/or philosophy
CLARIFYING QUESTIONS
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Adequate preparation
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Appropriate methods
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Meaningful results
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Effective presentation
(Sharing strategies or experiences with
peers)
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Reflective critique
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Is educational endeavor important to mission of college?
Are goals specific and obtainable?
Are goals consistent with stated leadership philosophy?
Do goals reflect needs of profession, society, learners, other faculty?
Is the development of enduring materials guided by a cohesive set of
professional goals?
Is researcher’s line of research important to the field?
Is teacher prepared to teach effectively?
Does leader strive to continuously learn new ways of dealing with
challenging issues?
Does educator take advantage of educator development opportunities?
Does faculty have skills matching his/her role in preparing enduring
educational materials?
Does teacher use appropriate teaching techniques?
Is design of course effective?
Does leader get others meaningfully involved?
Are actions consistent with current literature?
Are systematic instructional design methods used to prepare enduring
educational materials?
Is design of study appropriate?
Does study have sufficient statistical power?
Does educational strategy, (e.g., teaching method, course management)
serve as a model for others?
Were stated goals achieved?
Do learners use the enduring educational materials as intended? Are
desired learning outcomes achieved?
Does research study lead to outcomes worthy of publication in the
literature?
Are “lessons” learned about teaching educational leadership or the
preparation of enduring educational materials shared with peers at local,
regional or national levels?
Do peer reviewers for grant journal, and/or educational award find the
presentation of results understandable and credible?
Is write up of research results credible to a local, regional, and/or national
audience?
Does teacher, leader, or developer solicit and use feedback from learners
and peers?
Does educator examine multiple perspectives before changing strategies?
Does researcher solicit and effectively use advice from
colleagues/mentors?
(From Scholarship Assessed, Glassik, Huber, and Maeroff, 1997)
*These questions illustrate how the criteria apply to multiple areas of scholarship, including scientific and educational research. Based on the award
category, members of the peer review panel will look for answers to questions such as these in the information you present in you mini-portfolio.
(Fulbright and Jawarski LLP Faculty Excellence Awards)
AMT Criteria for Quality of Scholars
edited 061407