Two Sides of a Coin: Patterns of Student and Faculty Participation in High-Impact Practices

• In Event: Poster Session

Abstract

The higher education community continues to perpetuate high-impact practices as means for improving student success. Yet, challenges exist for assuring all students participate equitably in these beneficial educational experiences; one inhibiting factor may be a lack of faculty support. We examined the responses from 12,147 faculty and 28,504 seniors at 83 institutions to better understand the relationship between faculty who emphasize or participate in high-impact practices and students who do participate. Results indicate potential inequities in faculty participation in engaging students in high-impact practices. Faculty values of importance in participation relates to whether they participate reveling implications for future conversations about faculty hiring and development.

Authors

• Kyle T. Fassett, University of North Carolina - Chapel Hill

• Allison BrckaLorenz, Indiana University

• Thomas F. Nelson Laird, Indiana University