Various scholars have entered the conversation on the educational effectiveness of HBCUs in comparison to PWIs. There is, however, an absence of research that examines the potential relationship between the positive educational outcomes of attending HBCUs and faculty teaching practices. This study uses data from the 2009 and 2010 administrations of the Faculty Survey of Student Engagement (FSSE) to examine the differences between faculty perceptions of student engagement and faculty teaching practices on HBCU and PWI campuses. The results complicate existing findings about HBCU environments, suggesting that students ’ quality of relationship may be higher on PWI campuses and that measures, such as faculty-student interaction, do not differ between the two institutional types. Adding to the literature, our results show that institutional support and certain faculty practices are higher on HBCU campuses, and suggest that faculty characteristics influence these differences. Running Head: PATTERNS IN FACULTY TEACHING 3 The institutional focus and pedagogical techniques of Historically Black Colleges and Universities (HBCUs) have been contentious subjects since the beginning of Black college teachings in the 1830s (Jackson, 2002). Created out of a desire to equalize educationa
To submit an update or takedown request for this paper, please submit an Update/Correction/Removal Request.