At Cross Purposes: Faculty Perceptions of Outcomes Assessment and Program Change

Document Type


Degree Name

Doctor of Education (Ed.D)


Curriculum and Instruction

Date of Award

Fall 2013


Given the heavy accountability mandates that have permeated K-16 education in recent years, many higher education faculty and administrators have experienced pressure to establish measurable student learning outcomes and then produce data that demonstrate student mastery of the stated learning objectives. For some faculty, assessment data analysis has been a career-long practice that has consistently resulted in careful reflection of teaching practices and course curriculum. For others, however, assessment requirements are viewed as a product of accountability mandates and have little value in the routine planning processes of higher education instructors. The purpose of this study was to identify the differences that exist in the responses of undergraduate education faculty concerning the value of outcomes assessment in the program planning process. Further, this study attempted to recognize the relationships that occur across variables among the responses of undergraduate education faculty.


Richard Lumadue

Subject Categories

Curriculum and Instruction | Education