Abstract
teaching has been a reality in academe since the turbulent 1960s (Abrami 1989). Linked by university administrations to the career rewards of tenure, promotion, and merit pay, such evaluations have been defined by many academics as a necessary evil. A few professors with strong teaching records applauded these evaluations as useful diagnostic tools for improving their teaching. Anecdotal evidence, however, suggests that most faculty members viewed them as primafacie evidence of administrators' intrusion into
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