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

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.

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McDaniel, E.A., Felder, B.D., Gordon, L. et al. New Faculty Roles in Learning Outcomes Education: The Experiences of Four Models and Institutions. Innovative Higher Education 25, 143–157 (2000). https://doi.org/10.1023/A:1007529007265

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  • assessment
  • learning outcomes
  • roles and rewards