Two Loops that Need Closing: Contingent Faculty Perceptions of Outcomes Assessment

gray scott is an assistant professor of English and director of First Year Composition at Texas Woman's University. His research focuses on writing instruction and assessment, as well as social and psychological obstacles to improvement that writing teachers may encounter. Past publications have dealt with authorship attribution, strategies for teaching team writing, and increasing contingent faculty participation in assessment.

jennifer danley-scott is an adjunct assistant professor of government at Texas Woman's University. Past research and publications cover methods of efficient assessment of large classes, achieving discipline-wide assessment while maintaining academic freedom, and integration of contingent faculty in outcomes assessment.