Faculty still matter to student engagement

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dc.contributor.authorNelson Laird, T.
dc.contributor.authorLambert, A.
dc.contributor.authorCogswell, C. A.
dc.contributor.authorRibera, A.
dc.date.accessioned2019-09-16T19:38:48Z
dc.date.available2019-09-16T19:38:48Z
dc.date.issued2014-05-29
dc.descriptionPresented at the 2014 Association for Institutional Research Annual Forum in Orlando, FL.en
dc.description.abstractThis 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.identifier.urihttps://hdl.handle.net/2022/23898
dc.language.isoenen
dc.publisherAssociation for Institutional Research Annual Forumen
dc.rights.urihttps://creativecommons.org/licenses/by/4.0/en
dc.subjectFacultyen
dc.subjectEngagementen
dc.subjectFSSEen
dc.subjectNSSEen
dc.subjectfaculty practicesen
dc.subjectstudent engagementen
dc.titleFaculty still matter to student engagementen
dc.typePresentationen

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