A survey administered to academic administrators at all 15 of Michigan's public higher education institutions received 224 responses. New academics were hired, the respondents reported, for their potential to produce quality publications and potential to be a quality instructor. Scholarship and teaching were the factors designated as most important for promotion and tenure. The most important methods for evaluating teaching were student evaluations (40 percent), peer evaluation (27 percent), evaluations by the department head or chairperson (23 percent), and self-evaluation (7 percent). When asked if they were satisfied with the evaluation process, 53 percent of the respondents were satisfied, 27 percent were neutral, and 20 percent were dissatisfied. Path analysis revealed that student evaluations, peer evaluations, and evaluation training positively predicted the belief that evaluation facilitated quality instruction, while clarity of the evaluation process and organizational type predicted satisfaction with the evaluation process, which, in turn, influenced the belief that evaluation facilitated quality instruction. The presence of a collective bargaining agreement and a prominent role for the department chairperson in the evaluation process predicted less satisfaction with the evaluation process and less trust that evaluation produced quality instruction.The Students as Colleagues Project trains student volunteers as evaluators of teaching, and their evaluations were compared to those of academics. The student colleagues offered more feedback, as measured by word count, and their feedback was more personal and less couched in professional or impersonal terms than that of the academics. The student colleagues also offered more praise and less criticism. (28 ref)-School of Life, Sport and Social Sciences, Edinburgh Napier University, United Kingdom. Jaquett, C. M., VanMaaren, V. G., & Williams, R. I. Course Factors That Motivate Students to Submit End-of-Course Evaluations. Innovative Higher Education, 2017, 42 (February) pp. 19-31. https://doi.org/10.1007/s10755-016-9368-5.In an undergraduate educational psychology course, 152 students completed a questionnaire about the factors that motivated them to complete course evaluations. The students reported a greater willingness to submit course evaluations for courses with positive characteristics, such as easy tests, good grades, extra credit, high standards, and valuable information. Bad grades and hard tests had the opposite effect. (17 ref)-School Psychology Program, University of Tennessee.