NotesFAQContact Us
Search Tips
Peer reviewed Peer reviewed
PDF on ERIC Download full text
ERIC Number: EJ1062847
Record Type: Journal
Publication Date: 2014
Pages: 14
Abstractor: As Provided
Reference Count: 39
ISSN: EISSN-2161-4210
The Other Half: Non-Tenure Track Faculty Thoughts on Student Learning Outcomes Assessment
Danley-Scott, Jennifer; Scott, Gray
Research & Practice in Assessment, v9 p31-44 Sum 2014
Articles on student learning outcomes assessment often treat faculty as one homogenous body. Yet the exponential growth of contingent faculty in universities and colleges has created two distinct faculty groups with varied concerns and thoughts on everything from the future of higher education to shared governance to student learning outcomes. When considering faculty thoughts and concerns regarding the assessment of student learning outcomes, it is inappropriate to assume the concerns of tenure-line faculty will echo the concerns of non-tenure-line faculty. In this article, we explore survey comments given by non-tenure-line faculty, examining the thoughts and concerns of non-tenure-line faculty in regards to the creation, implementation, and ramifications of outcomes assessment. We find that the contingent status of these faculty creates unique concerns that should be considered and addressed by departments and institutions wishing to increase participation in outcomes assessment.
Virginia Assessment Group. Tel: 504-314-2898; Fax: 504-247-1232; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: California