Examining the relationship between faculty identity and their civically engaged teaching practices
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Date
2024-11
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Abstract
This study explores the relationship between faculty’s identity and their civically engaged teaching practices, applying the Diversity Learning Environment model (Hurtado et al., 2012). We used the Faculty Survey of Student Engagement (FSSE), which included 13,531 faculty responses from 65 participating institutions, and conducted a multi-level modeling analysis.