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Understanding the adoption of studen...

University of Idaho.

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Understanding the adoption of student learning outcomes assessment: A case study of community college faculty.

Record Type:	Electronic resources : Monograph/item
Title/Author:	Understanding the adoption of student learning outcomes assessment: A case study of community college faculty./
Author:	Dove, Cynthia A.
Description:	213 p.
Notes:	Adviser: Jerine Pegg.
Contained By:	Dissertation Abstracts International70-02A.
Subject:	Education, Community College. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3347520
ISBN:	9781109025682

Understanding the adoption of student learning outcomes assessment: A case study of community college faculty.
Dove, Cynthia A.

Understanding the adoption of student learning outcomes assessment: A case study of community college faculty. - 213 p.

Adviser: Jerine Pegg.

Thesis (Ph.D.)--University of Idaho, 2009.

Faculty at colleges and universities are being asked to integrate student learning outcomes assessment (SLOA) into their teaching to improve teaching and learning and for accountability purposes. Not all faculty respond to this charge equally. This qualitative multiple case study explored factors that influenced faculty adoption of SLOA at a community college. The participants included ten faculty from various academic disciplines, with a wide range of teaching experience, and with varying attitudes towards SLOA. Based on the concept that SLOA is an innovation for faculty, the Concerns Based Adoption Model (CBAM) and the Diffusion of Innovation were used as theoretical frameworks. Data included in-depth interviews, the Stages of Concerns Questionnaire, and instructional documents. Three broad categories of factors that influence faculty adoption of outcomes assessment emerged from the research. They are (1) background and demographic factors, (2) systems factors, and (3) beliefs about teaching and learning. Background factors that influenced faculty adoption of SLOA were time in education, academic discipline, program type, and faculty knowledge of assessment. Systems factors that influenced faculty adoption included resources, such as time, administrative support and intentions, collaboration and communication, and flexibility. Faculty beliefs about teaching and learning that influenced their adoption of outcomes assessment included their beliefs about academic freedom, their views of assessment, and perceptions that SLOA is similar to No Child Left Behind, the accountability model used in K-12 education. The results of this study provide implications for faculty leaders and academic administrators involved with student learning outcomes assessment.

ISBN: 9781109025682Subjects--Topical Terms:

1018008
Education, Community College.

Understanding the adoption of student learning outcomes assessment: A case study of community college faculty.
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245 1 0 $a Understanding the adoption of student learning outcomes assessment: A case study of community college faculty.
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502 $a Thesis (Ph.D.)--University of Idaho, 2009.
520 $a Faculty at colleges and universities are being asked to integrate student learning outcomes assessment (SLOA) into their teaching to improve teaching and learning and for accountability purposes. Not all faculty respond to this charge equally. This qualitative multiple case study explored factors that influenced faculty adoption of SLOA at a community college. The participants included ten faculty from various academic disciplines, with a wide range of teaching experience, and with varying attitudes towards SLOA. Based on the concept that SLOA is an innovation for faculty, the Concerns Based Adoption Model (CBAM) and the Diffusion of Innovation were used as theoretical frameworks. Data included in-depth interviews, the Stages of Concerns Questionnaire, and instructional documents. Three broad categories of factors that influence faculty adoption of outcomes assessment emerged from the research. They are (1) background and demographic factors, (2) systems factors, and (3) beliefs about teaching and learning. Background factors that influenced faculty adoption of SLOA were time in education, academic discipline, program type, and faculty knowledge of assessment. Systems factors that influenced faculty adoption included resources, such as time, administrative support and intentions, collaboration and communication, and flexibility. Faculty beliefs about teaching and learning that influenced their adoption of outcomes assessment included their beliefs about academic freedom, their views of assessment, and perceptions that SLOA is similar to No Child Left Behind, the accountability model used in K-12 education. The results of this study provide implications for faculty leaders and academic administrators involved with student learning outcomes assessment.
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