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. Running head: COLLABORATIVE LEARNING 3 Faculty Fostering Collaborative Learning and Personal and Social Responsibility For over a quarter-century, there has been a growing national interest in the quality of undergraduate education in the United States. In the early 1980s, reports like A Nation at Risk (The National Commission on Excellence in Education, 1983) and Involvement in Learning (The National Institute of Education, 1984) challenged colleges and universities to increase academi
To submit an update or takedown request for this paper, please submit an Update/Correction/Removal Request.