Educational Assessment, Evaluation, and Research Commons^™

Learning Styles Of Students And Instructors: An Analysis Of Course Performance And Satisfaction, Marshall A. Geiger, Edmund J. Boyle

Accounting Faculty Publications

Accounting educators have utilized Kolb's Learning Style Inventory (LSI) in the assessment of accounting students and the accounting curriculum. This study extends these earlier works by examining the effect of student and instructor learning style, as measured by the revised 1985 LSI, on introductory course performance and ratings of satisfaction with both the course and the instructor.

The results indicate no significant effect of student/teacher learning style interaction on final course grade or students' ratings of satisfaction. However, instructors having a convergent learning style were given significantly higher satisfaction ratings regardless of student learning style.

Learning Styles Of Introductory Accounting Students: An Extension To Course Performance And Satisfaction, Marshall A. Geiger

Accounting Faculty Publications

Togo and Baldwin (1990) have recently utilized Kolb's 1976 Learning Style Inventory (LSI) in the assessment of introductory accounting student performance. This study extends this earlier work by examining the effect of learning style, as measured by the 1985 LSI, on introductory exam performance and ratings of satisfaction with the introductory course. Learning style was found to be significantly related to overall exam performance; with those maintaining a similar learning style as the instructor (i.e. assimilator) performing best. Additionally, learning style was also found to affect student ratings of course satisfaction.

Ua3/8/6 Report Of The Task-Force On Part-Time Faculty, Wku President's Office-Meredith

WKU Archives Records

During the 1991 fall semester, President Thomas Meredith appointed a Task Force on Part-Time Faculty at WKU. He requested that the task force conduct a study and make recommendations to the university regarding such issues as part-time faculty compensation and benefits, rates of usage, quality of instruction, orientation and evaluation and administration and budgeting. The study was stimulated, in part, by the fact that the university has in recent years reached historic highs in the use of part-time faculty.