Faculty fostering collaborative learning and personal and social responsibility

Abstract

The interactions experienced by undergraduates through collaborative learning (CL) are paramount for academic and personal development. Yet, little is known about the faculty who employ CL teaching techniques, and the academic context in which it is likely to happen. Using data from over 1,400 faculty members, this study identifies demographics and course characteristics that are predictive of faculty using CL in their selected course section. Findings reveal discipline, class size, gender, race/ethnicity, and time spent reflecting on teaching practices are predictive of faculty fostering collaborative learning experiences. Further, using CL is positively linked to promoting various aspects of personal and social responsibility, an essential learning outcome.