Research suggests that honors students are more likely to be engaged in some, but not all, aspects of the college experience, although there is less information available from the faculty perspective. This study presents findings from the Faculty Survey of Student Engagement (FSSE), comparing various engagement-related practices between faculty who teach honors courses and those who do not. Along with core FSSE items, this study uses responses from 1,487 faculty members at 15 institutions on two items about teaching honors courses. A series of ordinary least squares regression analyses suggest that faculty who teach honors courses are more likely to encourage engagement in the areas of student–faculty interaction, learning strategies, and collaborative learning, even after controlling for other demographic and institutional variables. These findings are considered within the context of existing research and theory, connecting knowledge from higher education and gifted education.
While much of the quantitative research on Black women faculty has taken a comparative approach to understanding their experiences, this study provides a counternarrative, centering their experiences as faculty. This large-scale, multi-institution glance at Black women faculty helps to give us an overview of these women across the country, looking at who they are, where they are, how they spend their time, and what they value in undergraduate education. This study allows us to strengthen various arguments made in qualitative studies of Black women faculty and amplify their perspectives and experiences. Furthermore, it reaffirms and reinvigorates the need for educational developers to practice intentional assessment of Black women faculty’s teaching, support the current teaching efforts of Black women faculty on their campus, and advocate for policy change centering the work of Black women faculty.
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