ASSESSING STUDENT LEARNING IN COURSES TAUGHT BY FULL-TIME, ASSOCIATE, AND ADJUNCT FACULTY MEMBERS

National University, the second largest private university in California, is recognized as one of the outstanding institutions of higher education. Its Sanford School of Education graduates more teachers than any other institution of higher education in the state. National University has adopted a rather unique academic program in which students take a single course per month. This focused academic program approach results in higher levels of student learning and requires greater commitment to learning on the part of both students and instructors. Academic programs are assessed by a program annual review (PAR) process with schools/college are directed to annually assessing 20% of all programs, however, some have elected to annually assess 100% of their academic programs.

Key to the success of National University’s success is the quality of its faculty which is comprised of full-time, associate, and adjunct faculty members. This study assessed student learning in courses taught by each of the categories of faculty members and examined data from the 3,507 graduate courses and 4,594 undergraduate courses taught during SY 2014. Student learning in both graduate and undergraduate courses was analyzed by ANOVA and Scheffe’ statistical measures to determine if statistically significant differences were found to exist in student learning in courses taught by the three different faculty categories. Next, factor analysis was used to determine which elements of course content, presentation, and instructor activities most highly correlated to learning in courses taught by full-time, associate, and adjunct faculty members in both graduate and undergraduate programs.