Thesis (Ed. D.)--Oregon State University, 2005. / Printout. Includes bibliographical references (leaves 146-153). Also available on the World Wide Web.

Thesis (Ed.D.)--East Carolina University, 2008. / Title from PDF t.p. (viewed Nov. 6, 2009). Presented to the faculty of the Department of Educational Leadership. Advisor: Cheryl McFadden. Includes bibliographical references.

Thesis (Ph. D.)--Oregon State University, 2008. / Printout. Includes bibliographical references (leaves 313-319). Also available on the World Wide Web.

Policy and procedure haven’t kept up with institutional practices at community colleges. With over 5.5 million college students taking online courses, 29% of college students are taking an online course. As student numbers taking online courses have increased, so have the number of faculty teaching online. The purpose of this study is to determine if and how community college, online, faculty are administratively evaluated. The Chief Academic Officer (CAO) of the members of the American Association of Community Colleges were surveyed to determine the factors considered relevant for online, asynchronous, administrative evaluation of faculty that are currently being used by community colleges and to determine the methods by which community college, online faculty are administratively evaluated. The literature review did not identify any research directly related to the administrative evaluation of community college, online faculty. A very limited amount of research on administrative evaluation of faculty was identified, but nearly all were over a decade old. The survey results indicate that a majority of community colleges do not specifically address evaluation of online faculty in policy. The results identify the criteria and methods used to evaluate online faculty and their rated importance. The most common criteria included in the evaluations were identified and their importance ranked by CAO’s. The data was analyzed by institutional size based on the Integrated Postsecondary Education Data System (IPEDS) categories and contrasted and compared with the other institutional size categories. A proposed model/method for developing a comprehensive faculty evaluation system based the survey results and best practices from the literature review is presented along with recommendations for further research.

Increasing demand coupled with declining resources make it impossible for community colleges to realize their comprehensive mission without employing part-time faculty. This study examined the impact of the part-time faculty upon the mission of the community college by interviewing board members, administrators, national experts, and by surveying full-time and part-time faculty. Empirical data were gathered regarding load and student credit hours generated in each mission function by part-time and full-time faculty. Financial allocations associated with salary were reviewed. Responses from those interviewed were determined to be imbedded in four themes: position within the organization, the concept of "appropriateness," mission support activities other than teaching, and the personal goals of faculty. Experts, board members and administrators indicated that the use of part-time faculty was more acceptable in some mission functions than in others. They endorsed the use of part-timers in the community/continuing education and occupational/career functions but they had strong reservations about their use in the transfer function. They indicated that while part-timers had limited impact on the counseling/guidance function they had strong impact on the remedial/developmental, occupational/career, and community/ continuing education functions. Intergroup faculty responses were more divergent. For all mission functions, the full-timers indicated that part-timers had less impact than part-timers indicated for themselves. Based on direct instruction, the empirical data evidenced that the impact of part-time faculty varied with the mission function. Ranked from least to greatest part-time faculty impact, the mission functions were: counseling/guidance; community-continuing education; general education; academic transfer; occupational/career; and, most heavily impacted, remedial/developmental. Financial data affirmed that the use of part-time faculty had saved millions of dollars and that it costs two-and-one-half times as much for a full-timer to generate one credit hour of instruction as it does for a part-timer. Full-time and part-time faculty did not differ greatly in their goals for teaching students. However, full-timers placed higher intrinsic value on participation in collegial activities than did part-timers.

Thesis (Ph. D.)--Oregon State University, 2008. / Printout. Includes bibliographical references (leaves 199-204). Also available on the World Wide Web.

Thesis (Ph.D.)--University of Nebraska-Lincoln, 2007. / Title from title screen (site viewed May 20, 2008). PDF text: v, 203 p. ; 5 Mb. UMI publication number: AAT 3284005. Includes bibliographical references. Also available in microfilm and microfiche formats.

Thesis (Ed.D.)--East Carolina University, 2008. / Presented to the faculty of the Department of Educational Leadership. Advisor: David Siegel. Title from PDF t.p. (viewed Apr. 26, 2010). Includes bibliographical references.

Thesis (Ph. D.)--University of Texas at Austin, 1999. / Vita. Includes bibliographical references (leaves 96-112). Available also in a digital version from Dissertation Abstracts.

Thesis (M. P. A.)--Texas State University-San Marcos, 2006. / "Summer 2006." Includes bibliographical references (leaves 64-67).