This research focuses on factors predicting faculty-student engagement for Black male collegians. In this study, the authors investigated whether students' perceptions of racial/gender stereotypes had a moderating effect on the determinants of engagement with faculty. The sample population was derived from 16 urban community colleges located…

Research has documented lower retention rates in online versus face-to-face courses. However, little research has focused on the impact of course-level characteristics (e.g. elective versus distributional versus major requirements; difficulty level; STEM status) on online course outcomes. Yet, focusing interventions at the course level versus the…

Student evaluation of teaching (SET) is now common practice across higher education, with the results used for both course improvement and quality assurance purposes. While much research has examined the validity of SETs for measuring teaching quality, few studies have investigated the factors that influence student participation in the SET…

Literature shows that attendance is an important bidirectional link in engaging students in learning. However, metacognitive awareness eludes many first-year students--particularly the disadvantaged, including those with low admission scores, English as a second language or coming from low socio-economic status (SES), migrant, or first-in-family…

This study is one of only a few that attempts to examine simultaneously faculty productivity in teaching, research, and service. The research is guided by a conceptual model built from several branches of the literature on career stage theory, motivation theory, and previous studies of faculty productivity. The model hypothesizes that faculty…