While faculty are often treated as a homogenous group in literature discussing student learning outcomes assessment, this should not be the case. Drawing on responses to a national survey, we show that full-time faculty, both tenure-line and non-tenure-line, are likely to be invited to help design and give feedback on assessments implemented in disciplines, institutions, and classes. Full-time faculty are also likely to be invited to interpret the assessment results and offer feedback on how to use the results to close the loop. Part-time faculty members are not as likely as their full-time colleagues to be invited to participate in the various stages of the assessment loop. The implications of these findings are discussed.

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