Doctor of Philosophy (PhD)
First Committee Member
Number of Pages
The purpose of this dissertation was to examine variations of teaching and assessment strategies based on status and education level of faculty members at the Community College of Southern Nevada (CCSN) and the Truckee Meadows Community College (TMCC). To facilitate this study, a survey instrument was developed and distributed to 400 randomly selected faculty members employed at CCSN and TMCC, with an overall response rate of 45.8%; Adjunct and nondoctorate instructors focused significantly more on lectures than their full-time and doctorate colleagues. Full-time instructors, however, placed significantly more emphasis on class discussion, slide/powerpoint presentation, lab teaching, and distance learning compared to adjunct instructors. Full-time instructors placed significantly more emphasis on attendance/participation, quizzes, lab practicals, and research assignments, while placing significantly less emphasis on multiple-choice exams compared to adjunct instructors. Doctorate instructors focused significantly more on lab practicals than their nondoctorate colleagues. Adjunct instructors emphasized significantly more on recall of facts, critical thinking, integration of ideas, and application of theories than their full-time colleagues; Recommendations based on survey results included participation in faculty workshops for teaching and technology enhancement, greater access to multimedia equipment for adjunct instructors, and more utilization of multimedia equipment as part of teaching tools for all instructors.
Assessment; Colleges; Community; Community College; Community Colleges; Instructors; Nevada; Practices; Public; Teaching
Community colleges; Curriculum planning
University of Nevada, Las Vegas
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Lei, Simon A, "Teaching and assessment practices of instructors in two public community colleges in Nevada" (2002). UNLV Retrospective Theses & Dissertations. 2516.
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