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dc.contributor.author Nelson Laird, T. F.
dc.contributor.author Shaw, M. D.
dc.contributor.author Cole, E. R.
dc.contributor.author BrckaLorenz, A.
dc.contributor.author Cervera, Y.
dc.date.accessioned 2019-09-16T18:23:49Z
dc.date.available 2019-09-16T18:23:49Z
dc.date.issued 2012-06-05
dc.identifier.uri http://hdl.handle.net/2022/23889
dc.description Paper presented at the Annual Forum of the Association for Institutional Research, June 2 – June 6, 2012 in New Orleans, LA. en
dc.description.abstract Using data from the Faculty Survey of Student Engagement (FSSE), this study examines how often faculty structure class sessions around diverse topics and how often faculty report students having serious conversations with diverse others in their courses. Findings suggest that faculty most often structure course sessions around economic and social inequalities and report students having the most conversations with people of differing economic or social backgrounds. Faculty members' gender and race matter in predicting these measures of diversity in the classroom, but disciplinary area was the strongest predictor. Implications for assessment and institutional research are discussed. en
dc.language.iso en en
dc.publisher Association for Institutional Research Annual Forum en
dc.rights.uri https://creativecommons.org/licenses/by/4.0/ en
dc.title Faculty emphasis on diversity topics and conversations with diverse others en
dc.type Presentation en


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