ABSTRACT
This chapter discusses the results of the author's first interview study, what they learned from developing examples of evidence, criteria, and standards for their general education learning outcomes. Faculty valued the development of criteria and standards for many different reasons, including “being able to collaborate with colleagues” and “having to approach their learning outcomes from a student’s perspective.” The process of developing examples of evidence, criteria, and standards actually required faculty to develop a shared understanding of their learning outcomes by forcing many assumptions regarding the use of language, philosophy, and academic discipline out into the open. Tenured, tenure-track, and part-time faculty noted that the status of faculty influenced how they participated in the development of examples of evidence, criteria, and standards.
