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dc.contributor.author Nelson Laird, T.
dc.contributor.author Lambert, A.
dc.contributor.author Cogswell, C. A.
dc.contributor.author Ribera, A.
dc.date.accessioned 2019-09-16T19:38:48Z
dc.date.available 2019-09-16T19:38:48Z
dc.date.issued 2014-05-29
dc.identifier.uri https://hdl.handle.net/2022/23898
dc.description Presented at the 2014 Association for Institutional Research Annual Forum in Orlando, FL. en
dc.description.abstract This study is a follow up to Umbach and Wawrzynski's (2005) much cited work connecting faculty teaching practices to student engagement. It relies on data from the same two national surveys used in the previous study. However, both the Faculty Survey of Student Engagement and National Survey of Student Engagement were significantly updated in 2013. As a result, our findings, which come from an updated and expanded set of measures for both students and faculty members, (1) confirm the prior study's findings by showing that students report higher levels of engagement and learning at institutions where faculty members use effective educational practices more and (2) show previously untested relationships between faculty practices and student engagement. 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.subject Faculty en
dc.subject Engagement en
dc.subject FSSE en
dc.subject NSSE en
dc.subject faculty practices en
dc.subject student engagement en
dc.title Faculty still matter to student engagement en
dc.type Presentation en


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