Abstract
This case study of a public, multicampus college in New Hampshire contributes to the growing body of literature about the role of part-time or adjunct faculty in program assessment. The study takes a historical look at the college's progress in engaging its part-time faculty over a period of thirteen years via administrative and faculty leadership, course-embedded assessments, multidisciplinary scoring teams, and grant-funded resources. Emphasis is placed on initiatives that assess core competencies across the curriculum. Building on part-time faculty's commitment to their classrooms, systematic reflection on teaching and learning emerges as the most meaningful and, therefore, motivating reason for adjunct faculty to engage in program assessment.
