New faculty roles in learning outcomes education: The experiences of four models and institutions
Document Type
Article
Source of Publication
Innovative Higher Education
Publication Date
1-1-2000
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. © 2000 Human Sciences Press, Inc.
DOI Link
ISSN
Publisher
Kluwer Academic Publishers
Volume
25
Issue
2
First Page
143
Last Page
157
Disciplines
Education
Keywords
Assessment, Learning outcomes, Roles and rewards
Scopus ID
Recommended Citation
McDaniel, Elizabeth A.; Dell Felder, B.; Gordon, Linda; Hrutka, Mary Ellen; and Quinn, Stephanie, "New faculty roles in learning outcomes education: The experiences of four models and institutions" (2000). All Works. 2496.
https://zuscholars.zu.ac.ae/works/2496
Indexed in Scopus
yes
Open Access
no