Balancing Optimal Assessment with Part-Time Faculty Participation: A Discipline's Dilemma |
| |
| Authors: | Jennifer Danley-Scott Deborah Tompsett-Makin |
| |
| Institution: | 1. Department of History &2. Government , Texas Woman's University , Denton , Texas , USA jdanleyscott@twu.edu;4. Social and Behavioral Sciences, Norco College , Norco , California , USA |
| |
| Abstract: | 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. |
| |
| Keywords: | |
|
|
