Abstract
Abstract While faculty are often treated as a homogenous group in literature discussing student learning outcomes assessment, this should not be the case. Drawing on responses to a national survey, we show that full-time faculty, both tenure-line and non-tenure-line, are likely to be invited to help design and give feedback on assessments implemented in disciplines, institutions, and classes. Full-time faculty are also likely to be invited to interpret the assessment results and offer feedback on how to use the results to close the loop. Part-time faculty members are not as likely as their full-time colleagues to be invited to participate in the various stages of the assessment loop. The implications of these findings are discussed.
Sign-in/Register to access full text options 
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a callMore From: Journal of Assessment and Institutional Effectiveness
Disclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.
