Degree Name

EdD (Doctor of Education)

Program

Educational Leadership

Date of Award

12-2025

Committee Chair or Co-Chairs

Dr. Susan Epps

Committee Members

Dr. James Lampley, Dr. Paul Garton

Abstract

State-mandated learning outcomes (LOs) have become central to curriculum design and instructional policy in higher education, yet little is known about how faculty perceive, implement, and assess them, particularly in community college settings. This qualitative study investigates faculty experiences at a rural Southeastern community college through semi-structured interviews with full-time faculty across STEM, Humanities, and Behavioral and Social Sciences. I explored how instructors interpret outcomes, integrate them into courses, assess student achievement, and evaluate their effectiveness. Findings revealed notable disciplinary differences: Science faculty emphasized alignment and standardized assessment, while Humanities and Social Sciences prioritized flexibility and qualitative evaluation. Across all divisions, participants expressed concern about vague outcome language and its limitations in capturing critical thinking and deeper learning. Faculty consistently highlighted the need to adapt outcomes to disciplinary contexts and student needs.

This study contributes to the conversation around outcomes-based education by centering faculty voices often overlooked in policy discourse. Recommendations include clarifying state-level outcome language, supporting discipline-specific professional development, and preserving instructional autonomy within accountability frameworks. These findings offer practical insights for policymakers, administrators, and educators seeking collaborative, context-sensitive approaches to strengthening both instructional practice and institutional policy.

Document Type

Dissertation - unrestricted

Copyright

Copyright by the authors.

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