Evaluation and Decision Making in Higher Education Toward Equitable Repertoires of Faculty Practice

Abstract

In this chapter, we propose evaluation and decision-making as activities which, properly reconstructed from conventional norms, can be leveraged to change who and what receives access, opportunities, recognition, and status in higher education. We critically review seminal perspectives on faculty evaluation and decision-making, advance a new framework for equitable evaluation and decisionmaking in higher education, and consider the relevance of this framework in four functional areas of faculty practice: admission of graduate students, hiring, peer review, and curriculum and instruction.