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ERIC Number: ED551388
Record Type: Non-Journal
Publication Date: 2012
Pages: 81
Abstractor: As Provided
Reference Count: N/A
ISBN: 978-1-2677-8208-3
ISSN: N/A
Administrative Evaluation of Online Faculty in Community Colleges
Darling, Douglas Duane
ProQuest LLC, Ph.D. Dissertation, North Dakota State University
Policy and procedure haven't kept up with institutional practices at community colleges. With over 5.5 million college students taking online courses, 29% of college students are taking an online course. As student numbers taking online courses have increased, so have the number of faculty teaching online. The purpose of this study is to determine if and how community college, online, faculty are administratively evaluated. The Chief Academic Officer (CAO) of the members of the American Association of Community Colleges were surveyed to determine the factors considered relevant for online, asynchronous, administrative evaluation of faculty that are currently being used by community colleges and to determine the methods by which community college, online faculty are administratively evaluated. The literature review did not identify any research directly related to the administrative evaluation of community college, online faculty. A very limited amount of research on administrative evaluation of faculty was identified, but nearly all were over a decade old. The survey results indicate that a majority of community colleges do not specifically address evaluation of online faculty in policy. The results identify the criteria and methods used to evaluate online faculty and their rated importance. The most common criteria included in the evaluations were identified and their importance ranked by CAO's. The data was analyzed by institutional size based on the Integrated Postsecondary Education Data System (IPEDS) categories and contrasted and compared with the other institutional size categories. A proposed model/method for developing a comprehensive faculty evaluation system based the survey results and best practices from the literature review is presented along with recommendations for further research. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
Publication Type: Dissertations/Theses - Doctoral Dissertations
Education Level: Two Year Colleges; Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A