Recent reform in Japanese higher education requires an appropriate evaluation framework for educational activities undertaken by each faculty. Even though a number of universities in Japan have already implemented evaluative systems for this purpose, Nagasaki University has as yet to clarify its assessment policy of educational engagement. Theauthors, therefore, looked to the evaluation process of educational activities in U.S. universities and sought to find implications from their well-established practice of assessing faculty performance. Three universities around Los Angeles (UCLA, USC, and CSULA) were visited in February, 2013, and the results of the hearings are hereby presented. At each university, assessment of educational activities was found to be being conducted on the basis of the faculty-provided dossier, and the evaluation practice seemed to be pursued in more of a qualitative, integrative fashion, rather than relying on objective, quantitative ratings on specified criteria. Implications pertinent to faculty evaluation at Nagasaki University are discussed.