Papers and presentations

Permanent link for this collectionhttps://hdl.handle.net/2022/28238

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    Examining the relationship between faculty identity and their civically engaged teaching practices
    (2024-11) Jin, Seonmi; Zhang, Xiaoxia; BrckaLorenz, Allison
    This study explores the relationship between faculty’s identity and their civically engaged teaching practices, applying the Diversity Learning Environment model (Hurtado et al., 2012). We used the Faculty Survey of Student Engagement (FSSE), which included 13,531 faculty responses from 65 participating institutions, and conducted a multi-level modeling analysis.
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    Am I a professional? A quantitative study of faculty professional identity
    (2024-11) Chamis, Ella; Braught, Emily; BrckaLorenz, Allison
    The field often takes the professional identities of its faculty for granted, and faculty professional identity development is largely understudied. In this person-centered quantitative study, we explore the importance of faculty professional identity and consider its influencing factors for development. Our findings provide clarity and guidance in developing faculty professional identity.
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    A Quantitative Review of Faculty Practices and Perceptions of the Scholarship for Teaching and Learning
    (2024) Braught, Emily; BrckaLorenz, Allison
    How do faculty perceive and interact with scholarship for teaching and learning? This session will review findings from the 2022 and 2023 Faculty Survey of Student Engagement (FSSE), exploring the extent to which classroom- and institutional-level assessment efforts are used to make improvements and hone teaching practices, the extent to which faculty collaborate and build community with one another to share out teaching practices, and the extent to which external motivations influence faculty frequency of practices related to the scholarship of teaching and learning.
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    Faculty Perceptions of Disciplinary Cultures and Their Relationship to Teaching: Validating Becher’s Convergent-Divergent Dimension
    (2024-04) Hiller, Stephen C.; Braught, Emily; Nelson Laird, Thomas
    Becher’s (1989) seminal work on academic disciplines proposed the Convergent-Divergent dimension to capture one social dynamic that distinguished disciplinary cultures, and yet little work has explored how the Convergent-Divergent dimension relates to faculty teaching practices. This study operationalizes this dimension in items appended to the Faculty Survey of Student Engagement (FSSE). With nearly 700 responses from faculty in 98 disciplines, this study examines the relationship of a Cultural Convergence construct with faculty teaching practices and whether faculty taught similarly to their disciplinary peers. Findings indicate that cultural convergence does not influence teaching practices in four of five areas, though the more convergent a discipline, the more faculty tend to teach similarly to their peers in three of five areas of teaching.
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    Faculty Perceptions of Their Disciplinary Cultures: Re-Evaluating Biglan’s Dimensions
    (2024-04) Braught, Emily; Hiller, Stephen C.; Nelson Laird, Thomas
    Disciplinary cultures are an important part of understanding the faculty experience. For fifty years, the Biglan dimensions have been frequently relied on by researchers interested in considering disciplinary differences as parts of their studies; however, applying a cultural lens draws attention to the possibility that over time, disciplinary cultures may have changed. Through exploring faculty perceptions of their disciplines using an item set derived from key cultural aspects of Biglan’s dimensions, compared to the Biglan dimensions, this exploratory study offers insights into the evolution of disciplinary cultures, highlighting the variation and fluidity of disciplinary cultures that faculty experience in their disciplines today.
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    Options for Assessing the Faculty Practice in HIPs
    (2024-04) BrckaLorenz, Allison
    This session discusses options for assessing faculty involvement in engaging students in high-impact practices (HIPs). We will talk about assessing faculty use of effective, educational, high-impact practices as well as ways to create environments that support and motivate faculty to do their best work engaging students in HIPs.
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    Exploring Relationships Between Faculty Values for and Practice in Developing Student Quantitative Reasoning
    (2023) Hu, Tien-Ling; BrckaLorenz, Allison
    The American Association of Colleges and Universities listed quantitative literacy as an essential practical skill. Colleges and universities play a key role in preparing students with career skills. Building on two critical perspectives: the importance of quality teaching to quality learning and the importance of quantitative reasoning in workforce success, the study explores the relationship between faculty values for quantitative reasoning, how much faculty structure their courses to help develop students’ real-world skills, and to what extent faculty encourage students to participate in career-related activities. The findings show that faculty values for the importance of quantitative reasoning significantly predicted how they structure their courses to help develop students’ numerical skills and how they encourage students to participate in career-related activities.