PROPOSAL FOR PROFESSIONAL LEAVE
                                 1996 Winter Quarter



                               Charles H. Brooks, Ph.D.
                       Professor of Health Care Administration
                    Department of Management and Labor Relations



            Major Oblective

                 I am requesting professional leave for the 1996 Winter
            Quarter in order to investigate, develop and promote the use
            of teaching and student portfolios as strategies to improve
            instructional effectiveness and quality in the College of
            Business Administration.

                 Assessing teaching performance is a long-standing
            problem in our nation's colleges and universities.  Although
            most members of personnel action committees believe that
            quality teaching should be an important criterion in
            promotion and tenure decisions, evidence of classroom
            effectiveness, beyond student ratings of teaching, is seldom
            considered.  In effect, faculty place more confidence in
            assessing outstanding scholarship than in evaluating
            outstanding teaching.

                 In its newly adopted MISSION STATEMENT, the College of
            Business Administration is committed to "develop and support
            procedures that enhance the effectiveness and quality of
            instructional activities and programs." It also wishes to
            "promote the value of teaching as a critical function of the
            College's faculty."

                 In addition to the above, both the North Central
            Association of Colleges and Schools and the American
            Assembly of Collegiate Schools of Business are requiring
            member institutions to improve their evaluation of teaching
            performance.  Student outcomes assessment is a major
            expression of this mandate.

                 Teaching and student portfolios are techniques that can
            successfully achieve these goals.  They not only provide
            tangible records of teaching activities and longitudinal
            evidence of student learning which external faculty can
            evaluate, they also stimulate a faculty member's self-
            analysis of teaching performance.