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About the Presenter

Raoul A. Arreola received his Ph.D. degree in Educational Psychology, specializing in measurement and evaluation, in 1969 from Arizona State University. Teacher, author, trainer and consultant to over 300 of colleges and universities nationally and internationally, Dr. Arreola has published in the areas of distance education, academic leadership, and faculty evaluation and development. His best-selling book Developing a Comprehensive Faculty Evaluation System now in its third edition, is widely used in colleges and universities in designing faculty evaluation programs. Dr. Arreola retired as Professor Emeritus from the faculty of The University of Tennessee Health Science Center where he served as Professor and Assistant Dean for Assessment in the College of Pharmacy. He has also held several administrative positions including Chairman of the Department of Education and Director of Institutional Research, Assessment and Planning for the campus In addition Dr. Arreola has served on the staff of the University of Tennessee Institute for Leadership Effectiveness as one of only 15 faculty selected from throughout the University's 5-campus system to serve as a facilitator in the leadership training of over 300 academic administrators. For the last 22 years Dr. Arreola has conducted national workshops on faculty evaluation for thousands of faculty and administrators from over 500 colleges throughout the world.   He has been invited to make numerous keynote addresses on the topics of assessing faculty performance, evaluating and enhancing teaching, the use of technology in teaching, and identifying, measuring, and developing the skill set components of teaching excellence. Dr. Arreola has been a featured presenter on faculty evaluation and student ratings in Magna Publication's Audio Conference series. In 2004 Dr. Arreola received the McKeachie Career Achievement Award from the American Educational Research Association's Special Interest Group on Faculty Teaching, Evaluation, and Development.   In addition, in 2005 his work on defining the professoriate as a 'meta-profession' and identifying the subordinate skill sets of faculty work was recognized by the American Educational Research Association which awarded him its prestigious Relating Research to Practice Award .