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Danley-Scott, Jennifer; Tompsett-Makin, Deborah – Community College Journal of Research and Practice, 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…
Descriptors: Part Time Faculty, Outcomes of Education, College Faculty, Higher Education
Peer reviewed
Harnish, Dorothy; Wild, Lynn A. – Community College Journal of Research and Practice, 1993
Describes four community college peer mentoring programs implemented at Niagara County Community College (New York) to update faculty members' skills, promote cross-discipline cooperation, improve new/adjunct faculty teaching, and improve teaching skills through interdisciplinary mentor teams. Analyzes results of the peer mentor projects. (MAB)
Descriptors: Beginning Teacher Induction, College Faculty, Collegiality, Community Colleges
Van Ast, John; Field, Dennis W. – Community College Journal of Research and Practice, 2005
This investigation used data collected from students who assessed their instructors' teaching and learning effectiveness. Instructors were community-college career and technical-education faculty enrolled in the Community College Induction Mentoring Program (CCIM), a jointly sponsored program between Iowa State University and the instructors'…
Descriptors: Teacher Effectiveness, Instructional Effectiveness, Student Surveys, Student Attitudes