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dc.contributor.author Fassett, Kyle T.
dc.contributor.author BrckaLorenz, Allison
dc.contributor.author Nelson Laird, Thomas F.
dc.date.accessioned 2021-04-11T15:04:03Z
dc.date.available 2021-04-11T15:04:03Z
dc.date.issued 2021-04
dc.identifier.uri http://hdl.handle.net/2022/26348
dc.description.abstract The higher education community continues to perpetuate high-impact practices as means for improving student success. Yet, challenges exist for assuring all students participate equitably in these beneficial educational experiences; one inhibiting factor may be a lack of faculty support. We examined the responses from 12,147 faculty and 28,504 seniors at 83 institutions to better understand the relationship between faculty who emphasize or participate in high-impact practices and students who do participate. Results indicate potential inequities in faculty participation in engaging students in high-impact practices. Faculty values of importance in participation relates to whether they participate reveling implications for future conversations about faculty hiring and development. en
dc.language.iso en en
dc.title Two Sides of a Coin: Patterns of Student & Faculty Participation in High-Impact Practices en
dc.type Presentation en


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