NotesFAQContact Us
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ904776
Record Type: Journal
Publication Date: 2010
Pages: 3
Abstractor: ERIC
Reference Count: N/A
ISSN: ISSN-0190-2946
Making Faculty Count in Higher Education Assessment
Gilbert, Greg
Academe, v96 n5 p25-27 Sep-Oct 2010
The experience of professors at community colleges in California shows that a well-organized faculty can advocate for meaningful academic principles--by getting involved in local accreditation, serving on visiting teams, and sitting on the accreditation commission itself. California's community colleges are not in harmonious accord with outcomes-based accountability. Even amid the complaints that outcomes-based accreditation is an unfunded mandate, a passing trend, or, worse, a gateway to federal standardization, faculty members are employing data in support of student success and trying to align resources and institutional budgetary processes with course and program needs. If along the way such efforts bolster an institution's accreditation status and empower the professoriate, better still. While each college approaches accountability in its own distinctive manner, local faculty members take leading roles in determining the qualitative and quantitative measures for all courses and programs. The effort to shape the future of higher education in California through involvement in accreditation can provide useful insights to others. In this article, the author offers some recommendations, based on his experience in California, for faculty members at the local level.
American Association of University Professors. 1012 Fourteenth Street NW Suite 500, Washington, DC 20005. Tel: 800-424-2973; Tel: 202-737-5900; Fax: 202-737-5526; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Descriptive
Education Level: Higher Education; Two Year Colleges
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: California