Evaluating the work of a scholar traditionally involves several elements:
Each of these steps has a parallel in the evaluation of electronic scholarship, but not all forms of evaluation are always available. And some issues that would not arise in evaluating scholarship in print are important to consider when evaluating electronic scholarship.
A number of institutions and organizations have made serious attempts to grapple with these issues, and though UVA does not have an institution-wide policy statement on the matter, it might be useful for the committee to consider the Modern Language Association’s guidelines on the subject (available on the web at http://www.mla.org/guidelines_evaluation_digital/), or those of some other colleges and universities—for example, the report of Mount Holyoke College’s “Guidelines for Evaluating Faculty Research, teaching and Community Service in the Digital Age” (http://www.mtholyoke.edu/committees/facappoint/guidelines.shtml). The Mount Holyoke document, based on a year-long survey of the ways in which these issues are handled at other educational institutions, makes some useful points.
The following is a discussion of the five elements of evaluation (above) and considerations to be made as they apply to digital scholarship.
How many people have visited the site? How does that figure compare to a traditional print publication in the same area of scholarship?
“Work with technology is often collaborative. It is not uncommon for instructors on different campuses to link their courses, for example. It is also not uncommon for people working with technology to work closely with others in different areas of the campus—e.g., faculty in history using the geographic information systems workstation and software in teaching and research.”
— “Guidelines for Evaluating Faculty Research, teaching and Community Service in the Digital Age” Mount Holyoke College
Digital research seems to inculcate collaboration, and it opens up new and important collegial roles for graduate research assistants. Who has collaborated with the faculty member under review? What graduate students were involved and what was their role in the project? But, also of consideration is the faculty member’s role of leadership in the project. Has the faculty member been involved in each aspect of the project, and at each stage of its development?
(This text was taken from a 3 Dec 2001 letter by John Unsworth evaluating the digital scholarship of a faculty member up for promotion that year. Mr. Unsworth was director of the Institute of Advanced Technology in the Humanities at the time.)