Improving Student Success through Faculty Development: Evidence from Gateway Courses at a Public HBCU

• In Event: AERA Poster Session Wednesday 11:45am
  In Poster Session: Div J, Section 4 Poster Session 1

Abstract

This study examines the impact of a comprehensive faculty development program on students’ gateway course outcomes at a public Historically Black College and University (HBCU). Using quasi-experimental Difference-in-Differences (DID) models, we examined student outcomes before, during, and after faculty certification. Students taught by certified faculty showed statistically significant improvements in grades and passing rates, particularly during certification, with improvements in grades persisting one year post-certification. Gains were strongest among first-year, Pell-eligible, and first-generation students. These findings demonstrate the potential of faculty-centered interventions to improve academic outcomes at HBCUs, where equity commitments are strong and resources are often limited. Comprehensive, evidence-based professional development may offer a scalable strategy for reducing achievement gaps and advancing student success at mission-driven institutions.

Authors

• Paloma Benavides, ACUE

• Elizabeth K. Lawner, Association of College and University Educators

• Meghan Snow, Association of College and University Educators