Skip to main content
Article thumbnail
Location of Repository

Faculty Survey of Student Engagement

By Tony Ribera, Amy K. Ribera, Allison Brckalorenz and Ph. DThomas Nelson Laird and Ph. D

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. 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

Year: 2013
OAI identifier: oai:CiteSeerX.psu:10.1.1.353.4154
Provided by: CiteSeerX
Download PDF:
Sorry, we are unable to provide the full text but you may find it at the following location(s):
  • http://citeseerx.ist.psu.edu/v... (external link)
  • Suggested articles


    To submit an update or takedown request for this paper, please submit an Update/Correction/Removal Request.