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.