Fuller, Matthew B.2019-12-132019-12-132019-122019-10-31December 2https://hdl.handle.net/20.500.11875/2723The goal of this quantitative study was to examine if Time as a Faculty Member as an independent variable had an effect on the dependent variables (a) Focus on Student Learning; (b) Fear or Distrust of Assessment; (c) Benefits of Assessment; (d) Clarity of Assessment Leadership; (e) Use of Assessment Data; and (f) Sharing Assessment Results. This study used a linear regression to determine if the independent variable could predict any of the dependent variables. In this study, p values were reported and interpreted for statistical significance, effect sizes (R2) were reported and used to assist in determining whether data are useful beyond statistically. Although p values were low, the effect size (R2) was large enough to indicate the independent variable, Time as a Faculty Member had an effect on the majority of the dependent variables. Further, discussion on the use of the results of this study include ways in which assessment leaders can address training both early- and latter-career faculty and suggestions for additional research.application/pdfenSam Houston State University, Graduate SchoolTexasCulture of AssessmentAssessmentFaculty perception of assessmentSurvey of Assessment CultureThesis2019-12-13