Date of Graduation
12-2022
Document Type
Dissertation
Degree Name
Doctor of Education in Adult and Lifelong Learning (EdD)
Degree Level
Graduate
Department
Rehabilitation, Human Resources and Communication Disorders
Advisor/Mentor
Kacirek, Kit
Committee Member
Hevel, Michael S.
Second Committee Member
Mamiseishvili, Ketevan
Keywords
Student success; Faculty perception; Faculty motivation
Abstract
Student success is inextricably linked with the assessment of student learning, and the literature cites the need for faculty engagement in the assessment process. However, many issues related to the assessment process may be considered demotivators by faculty. The purpose of this study is to examine whether faculty motivation to participate in student assessment was influenced by the accreditation status of the faculty member’s academic field. Data collection for this qualitative case study included individual interviews with participants and a review of documents related to the assessment process.
Citation
Spence, M. (2022). How Faculty Perceive Their Role in Student Learning Assessment and Program Improvement. Graduate Theses and Dissertations Retrieved from https://scholarworks.uark.edu/etd/4800
Included in
Adult and Continuing Education Commons, Adult and Continuing Education Administration Commons, Higher Education Administration Commons
