You are here

Individual and Institutional Factors that Encourage Faculty to Promote Student Encounters with Difference in First-Year Courses

Title: Individual and Institutional Factors that Encourage Faculty to Promote Student Encounters with Difference in First-Year Courses.
243 views
143 downloads
Name(s): Reason, Robert, author
Cox, Bradley E., author
Lutovsky Quaye, Brenda, author
Terenzini, Patrick T., author
Type of Resource: text
Genre: Text
Issuance: serial
Date Issued: 2010
Physical Form: computer
Physical Form: online resource
Extent: 1 online resource
Language(s): English
Abstract/Description: Research clearly indicates that faculty members have the potential to influence student learning outcomes through their pedagogical practices (Pascarella & Terenzini, 1991, 2005). We know less about what influences faculty members' choices to employ specific pedagogical practices. This study, based on data from 2,853 faculty members who teach courses that serve primarily first-year students on 45 campuses nationwide, identifies the individual, organizational, environmental, programmatic, and policy factors that individually and collectively influence faculty members' decisions to engage in one particular pedagogical practice—requiring students to engage with difference.
Identifier: FSU_migr_edlp_faculty_publications-0018 (IID), 10.1353/rhe.0.0137 (DOI)
Citation: Reason, R. D., Cox, B. E., Lutovsky Quaye, B. R., & Terenzini, P. T. (2010). Faculty and institutional factors that promote student encounters with difference in first-year courses. Review of Higher Education, 33(3), 391-414.
Subject(s): Educational leadership
Links: http://dx.doi.org/10.1353/rhe.0.0137
Persistent Link to This Record: http://purl.flvc.org/fsu/fd/FSU_migr_edlp_faculty_publications-0018
Owner Institution: FSU
Is Part of Series: Department of Educational Leadership and Policy Studies.
Is Part Of: Review of Higher Education.
Issue: 3, 33

Choose the citation style.
Reason, R., Cox, B. E., Lutovsky Quaye, B., & Terenzini, P. T. (2010). Individual and Institutional Factors that Encourage Faculty to Promote Student Encounters with Difference in First-Year Courses. Review Of Higher Education. Retrieved from http://dx.doi.org/10.1353/rhe.0.0137