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ERIC Number: EJ996424
Record Type: Journal
Publication Date: 2013
Pages: 4
Abstractor: As Provided
Reference Count: 1
ISSN: ISSN-1066-8926
Balancing Optimal Assessment with Part-Time Faculty Participation: A Discipline's Dilemma
Danley-Scott, Jennifer; Tompsett-Makin, Deborah
Community College Journal of Research and Practice, v37 n1 p64-67 2013
Part-time faculty need to be brought into the student learning outcomes assessment loop not only to help accreditation, but because they, like full-time faculty, can benefit from assessment. When part-time faculty are not participating in assessment, a sizable percentage of courses are being less effectively taught than they could be. In an attempt to increase part-time faculty in discipline-level assessment at Norco College, we experimented with several assessments that required varied levels of effort by part-time faculty. This piece discusses our experience. We found that peer mentoring and communication were better predictors of part-time faculty participation than stipends, adaptable assessment prompts, or administrative pressure.
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; 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