Student success is inextricably linked with the assessment of student learning, and the literature cites the need for faculty engagement in the assessment process. However, many issues related to the assessment process may be considered demotivators by faculty. The purpose of this study is to examine whether faculty motivation to participate in student assessment was influenced by the accreditation status of the faculty member’s academic field. Data collection for this qualitative case study included individual interviews with participants and a review of documents related to the assessment process
