Faculty Governance And Outcomes Assessment: Compatible Or Combustible?

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James L. DeBoy
Sally B. Monsilovich
Joanne R. DeBoy


Outcomes Assessment, Faculty Governance, Teaching Effectiveness, Professional Responsibility


This paper identifies the various factors driving the outcomes assessment movement, contrasts the old paradigm with the model now espoused by regional accreditors, discusses the six-step process of student outcomes assessment, emphasizes faculty ownership of the process to prevent administrative usurpation, and proposes specific strategies to enhance faculty empowerment.


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