Similarities and Differences between the Key Elements Identified by Faculty and Administrators Leading to Successful Implementation of Student Learning Outcomes

The initiation of new accreditation standards for the Western Association of Schools and Colleges in 2002 mandated assessing student learning as a requirement for all community colleges. This study examined a non-Californian community college recognized by experts as having successfully institutionalized student learning outcomes. Qualitative data from 18 faculty and seven administrators were examined to determine what elements could be identified as keys to successful implementation. Twelve categories emerged from the data. Each category was further analyzed to elicit elements that were key to faculty and/or administrators and to note similarities and differences among the groups. Faculty were most focused on what impacts their existence in the classroom; they see improvement of teaching and learning as the force behind their commitment. In contrast, administrators tended to take a broad institutional view in describing what was key. Findings from this study demonstrate the importance of understanding these two perspectives as essential to successful implementation. (Contains 2 tables.)