Date of Award
8-16-2024
Document Type
Open Access Dissertation
Department
Educational Leadership and Policies
First Advisor
Henry Tran
Second Advisor
Michael Beets
Abstract
What are students learning in college? This question drives public skepticism and requests for accountability from higher education institutions. While faculties are committed to ensuring the highest quality education for college students, those at American research universities have traditionally avoided student learning outcomes assessment (SLOA) (Kuh & Ikenberry, 2009). This multi-methods study employs a systematic review to identify approaches to increasing faculty engagement in SLOA at research universities: leveraging assessment data, praise, and recognition, offering institutional support to alleviate SLOA workload, fostering faculty collaborations, remunerative awards, and sponsoring faculty professional development opportunities. The success of each of these approaches is examined through a meta-analysis and analyzed through the lens of Self-Determination Theory (SDT) (Ryan and Deci, 2000). The results suggest that all three psychological needs of SDT: competence, autonomy, and relatedness, must be factored into any successful intervention by a research university to increase faculty engagement ins SLOA.
Rights
© 2024, La Trice Ratcliff Small
Recommended Citation
Small, L. R.(2024). "We’re Not “Buying- In”: A Systematic Review and Multi Methods Study of Interventions by Research Universities to Bolster Faculty Engagement in Student Learning Outcomes Assessment. (Doctoral dissertation). Retrieved from https://scholarcommons.sc.edu/etd/7862