東華大學圖書館 |

Language: English

Help

回圖書館首頁

手機版館藏查詢

Back

Switch To: Labeled | MARC Mode | ISBD

Making a difference: Diverse colleg...

Luna de la Rosa, Mari.

Linked to FindBook

Google Book

Amazon

博客來

Making a difference: Diverse college faculty and factors influencing student engagement.

Record Type:	Electronic resources : Monograph/item
Title/Author:	Making a difference: Diverse college faculty and factors influencing student engagement./
Author:	Luna de la Rosa, Mari.
Description:	143 p.
Notes:	Source: Dissertation Abstracts International, Volume: 65-10, Section: A, page: 3719.
Contained By:	Dissertation Abstracts International65-10A.
Subject:	Education, Higher. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3151452
ISBN:	0496115545

Making a difference: Diverse college faculty and factors influencing student engagement.
Luna de la Rosa, Mari.

Making a difference: Diverse college faculty and factors influencing student engagement. - 143 p.

Source: Dissertation Abstracts International, Volume: 65-10, Section: A, page: 3719.

Thesis (Ph.D.)--The Claremont Graduate University, 2005.

Using data from the (1998) triennial national survey of college faculty conducted by the Higher Education Research Institute (UCLA), this study explored whether the race/ethnicity of a college professor along with other faculty characteristics and institutional settings relate to their engagement with students and what patterns exist with respect to frequency of interactions, and in-class and out-of-class interactions. Based on a stratified sample of the HERI norms data, significant findings demonstrate that faculty of color spend more time with students, initiate out-of-class activities such as research work and underrepresented faculty of color (American Indian, African American and Latino/a) use engaging in-class techniques. Findings also show that women faculty across all racial/ethnic groups spend more time than men faculty with students in advising and using engaging in-class techniques. Yet, this study discovers that men faculty more than women faculty are more likely to engage in out-of-class activities such as work on a research project. Results from the regression analyses indicate that faculty career characteristics and educational orientations are predictive of engagement. After controlling for these characteristics, certain institutional characteristics such as academic disciplines (e.g., Engineering, Humanities, and Social Science), institutional type, control, size and selectivity are predictive of engagement. Interestingly, time spent on activities other than teaching such as research, community service and committee work are positively predictive of engagement. Both positive and negative perceptions of their faculty role on campus also inform a professor's approach to student engagement. This study's empirical evidence builds on what is known about faculty-student engagement and interactions by adding the influences of race/ethnicity and gender. It further solidifies the value that faculty of color and women bring to teaching and learning in American higher education.

ISBN: 0496115545Subjects--Topical Terms:

543175
Education, Higher.

Making a difference: Diverse college faculty and factors influencing student engagement.
LDR:02946nmm 2200289 4500 001 1847175
005 20051107081541.5
008 130614s2005 eng d
020 $a 0496115545
035 $a (UnM)AAI3151452
035 $a AAI3151452
040 $a UnM $c UnM
100 1 $a Luna de la Rosa, Mari. $3 1935236
245 1 0 $a Making a difference: Diverse college faculty and factors influencing student engagement.
300 $a 143 p.
500 $a Source: Dissertation Abstracts International, Volume: 65-10, Section: A, page: 3719.
500 $a Chair: Daryl G. Smith.
502 $a Thesis (Ph.D.)--The Claremont Graduate University, 2005.
520 $a Using data from the (1998) triennial national survey of college faculty conducted by the Higher Education Research Institute (UCLA), this study explored whether the race/ethnicity of a college professor along with other faculty characteristics and institutional settings relate to their engagement with students and what patterns exist with respect to frequency of interactions, and in-class and out-of-class interactions. Based on a stratified sample of the HERI norms data, significant findings demonstrate that faculty of color spend more time with students, initiate out-of-class activities such as research work and underrepresented faculty of color (American Indian, African American and Latino/a) use engaging in-class techniques. Findings also show that women faculty across all racial/ethnic groups spend more time than men faculty with students in advising and using engaging in-class techniques. Yet, this study discovers that men faculty more than women faculty are more likely to engage in out-of-class activities such as work on a research project. Results from the regression analyses indicate that faculty career characteristics and educational orientations are predictive of engagement. After controlling for these characteristics, certain institutional characteristics such as academic disciplines (e.g., Engineering, Humanities, and Social Science), institutional type, control, size and selectivity are predictive of engagement. Interestingly, time spent on activities other than teaching such as research, community service and committee work are positively predictive of engagement. Both positive and negative perceptions of their faculty role on campus also inform a professor's approach to student engagement. This study's empirical evidence builds on what is known about faculty-student engagement and interactions by adding the influences of race/ethnicity and gender. It further solidifies the value that faculty of color and women bring to teaching and learning in American higher education.
590 $a School code: 0047.
650 4 $a Education, Higher. $3 543175
650 4 $a Education, Teacher Training. $3 783747
650 4 $a Education, Sociology of. $3 626654
690 $a 0745
690 $a 0530
690 $a 0340
710 2 0 $a The Claremont Graduate University. $3 1017403
773 0 $t Dissertation Abstracts International $g 65-10A.
790 1 0 $a Smith, Daryl G., $e advisor
790 $a 0047
791 $a Ph.D.
792 $a 2005
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3151452