I (Don't) Know My SLOs: Contingent Faculty Perspectives on SLO Achievement

• In Event: Faculty Perspectives: COVID-19, Assessment, and Success

Abstract

The use of contingent faculty, who now comprise over 75 percent of the postsecondary instructional workforce, has been associated with lower student learning outcome. Relatively ignored in this literature is the perspectives of contingent faculty in relation to student learning outcomes. This study explored the ways in which contingent faculty felt they were able to promote student learning outcomes and what institutional factors impacted their ability to meet student learning outcome outcomes Findings highlight insufficient knowledge and exclusion from discussion about learning outcomes and inadequate institutional support in the form of training on SLO’s and teaching relevant factors affected student learning outcome metrics.

Authors

• Diane Cardenas Elliott, Kutztown University of Pennsylvania

• Yana Kuchirko, Brooklyn College - CUNY

• Kadidja Diallo, NYC Department of Youth and Community Development