Innovative Higher Education

, Volume 25, Issue 2, pp 143–157 | Cite as

New Faculty Roles in Learning Outcomes Education: The Experiences of Four Models and Institutions

  • Elizabeth A. McDaniel
  • B. Dell Felder
  • Linda Gordon
  • Mary Ellen Hrutka
  • Stephanie Quinn
Article

Abstract

Innovative models that focus on learning outcomes engage faculty in new ways of facilitating and assessing learning, while their institutions seek to support and reward their participation. Innovators from four different institutions provide an overview of their approaches to implementing principles of outcomes-based education, compare their models, and explore the changes that are precipitated in the roles, rewards, resources, structures, and models. While the four institutions and models differ on several significant variables, the innovators identify common key elements and issues that the academy must address in order to transform the educational experience and culture to a more learning-centered enterprise.

assessment learning outcomes roles and rewards 

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Copyright information

© Human Sciences Press, Inc. 2000

Authors and Affiliations

  • Elizabeth A. McDaniel
    • 1
  • B. Dell Felder
    • 2
  • Linda Gordon
    • 3
  • Mary Ellen Hrutka
    • 4
  • Stephanie Quinn
    • 5
  1. 1.Faculty and Academic Programs at the Information Resources Management CollegeNational Defense UniversityUSA
  2. 2.Academic AffairsZayad UniversityUnited Arab Emirates
  3. 3.Liberal ArtsNova Southeastern UniversityUSA
  4. 4.University of Maryland, University CollegeUSA
  5. 5.Millikin UniversityUSA

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