The existing literature on non-tenure-track (ntt ) faculty focuses largely on whether relying on contingent faculty is harmful to students. However, studies rarely survey contingent faculty or explore how to increase ntt faculty participation in outcomes assessment, even though contingent faculty teach most general education courses. Our survey of ntt faculty at California higher education institutions finds that (1) community colleges are conveying accreditation concerns, rather than pedagogical benefits, to ntt faculty; (2) contingent faculty training has not sufficiently emphasized the purpose of assessment; and (3) ntt faculty should be included in meetings and training on assessment.


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