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Abstract

This article examines program evaluation from the perspective of a community college communication program, contrasting conditions at undergraduate only institutions with those at universities. The discussion identifies distinctive faculty characteristics, including small departmental size, geographic isolation, generalist teaching demands, heavy instructional loads, and limited emphasis on research. It emphasizes the need for faculty involvement in advising and cocurricular activities as well as participation in peer review and shared governance. Student demographics are described as heterogeneous, older, and often part time, with many entering through open admissions and possessing varied communication preparedness. The article outlines multiple motivations for evaluation such as accreditation requirements, state mandates, trustee oversight, administrative policy, faculty improvement, and taxpayer accountability. Several models for self study are referenced, including association handbooks and institution developed instruments. The argument maintains that program review at community colleges must address the unique mission, student population, and resource context of these institutions. It concludes that meaningful evaluation requires coordinated support, time, and financial commitment across administrative levels and faculty participation in order to sustain educational quality and respond to changing student needs.

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