Faculty do Matter: The Role of College Faculty in Student Learning and Engagement

By Paul D. Umbach, Matthew R. Wawrzynski. 2005

1,122 citations recorded by the source corpus.

View Paper: https://www.semanticscholar.org/paper/039ecc73ba892948ba547da2b610408ab9aacae9

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Citations in the corpus

Assessment of Student Engagement in Higher Education: A Synthesis of Literature and Assessment Tools (2015, background): “Recognizing the role that faculty play in fostering student engagement (Kuh, Nelson, Laird & Umbach, 2004: Umbach & Wawrzynski, 2004), the FSSE assesses faculty views in relation to: 1) the frequency at which students actively participate and engage in the learning process; 2) perceptions about the…”
The Underestimated Significance of Practitioner Knowledge in the Scholarship on Student Success (2007, background): “In “Faculty Do Matter: The Role of College Faculty in Student Learning and Engagement,” Umbach and Wawrzynski (2005) examined the relationship between faculty practices and student engagement and learning and concluded that “faculty members may play the single most important role in student…”
Assessing the Effects of Instructor Enthusiasm on Classroom Engagement, Learning Goal Orientation, and Academic Self-Efficacy (2014, background): “Similarly, teachers’ use of active and collaborative teaching styles and interactions with students also stimulate student engagement (Umbach & Wawrzynski, 2005).”
How Effective Are They? Exploring the Impact of Contingent Faculty on Undergraduate Education (2006, background): “Researchers (Fairweather, 1996; Finkelstein, Seal, & Schuster, 1998; Milem, Sherlin, & Irwin, 2001; Statham, Richardson, & Cook, 1991; Umbach & Wawrzynski, 2005) have found gender to be a strong predictor of faculty teaching behaviors.”
STUDENT ENGAGEMENT AND ACADEMIC PERFORMANCE OF STUDENTS OF PARTIDO STATE UNIVERSITY (2019, background): “As pointed by Umbach and Wawrzynski (2005), faculty do matter.”
The Effects of Student–Faculty Interaction on Academic Self-Concept: Does Academic Major Matter? (2014, background): “…academic disciplines) within institutions (Feldman & Newcomb 1969; Feldman et al. 2008; Jessor 1981; Laird et al. 2008; Pascarella & Terenzini 2005; Umbach & Wawrzynski 2005), some studies did identify a statistically significant net effects of some institutional characteristics on college…”
What does ‘quality’ in higher education mean? Perceptions of staff, students and employers (2019, background): “Nonetheless both are interlinked; how the teaching material is organised and delivered to students can encourage their active engagement (NSSE, 2001), and high levels of learning and engagement are reported by students when collaborative learning methods, academically challenging material and enrich”
Student retention and engagement in higher education (2020, background): “…retention – there is a growing literature on how to improve student engagement (e.g. Farr-Wharton et al. 2018; Holmes 2018; Kearney 2013; Nelson et al. 2012; Umbach and Wawrzynski 2005; Xerri, Radford, and Shacklock 2018; Zhao and Kuh 2004), largely through better understanding of how it works.”
The Effect of Gender and Race Intersectionality on Student Learning Outcomes In Engineering (2015, background): “Faculty members could contribute to the creation of more inclusive classroom environments for women and men of color in several ways (Lancaster et al., 2005; Umbach & Wawrzynski, 2005).”
The Effects of Discipline on Deep Approaches to Student Learning and College Outcomes (2008, background): “At the campus level, student work tends to reflect the assignments given by faculty (Umbach and Wawrzynski 2005).”
Mentors and College Student Leadership Outcomes: The Importance of Position and Process (2012, background): “Umbach and Wawrzynski (2005) conducted a study using NSSE data and found that faculty who engage students in more meaningful ways in the classroom (e.g., engaging students in collaborative learning activities, challenging students academically, and valuing enriching educational experiences)…”
Does Involvement Really Matter? Indicators of College Student Success and Satisfaction (2013, background): “…from interactions with faculty and diverse peers, institutional emphasis on supportive interactions with faculty, staff, and students, and engagement in community service confirm previous findings by Handelsman et al. (2005), Pike, Kuh, and Massa-McKinley (2008), and Umbach and Wawrynski (2005).”
Measuring the Effectiveness of Universal Design for Learning Intervention in Postsecondary Education. (2013, methodology): “One construct they studied was instructor-student interactions, which correlated with students feeling more engaged and more academically challenged (Umbach & Wawrzynski, 2005).”
What Student Affairs Professionals Need to Know About Student Engagement (2009, background): “What faculty think and value makes a difference with regard to the likelihood that students will participate in educationally effective practices (Kuh, Chen, & Nelson Laird, 2007; Umbach & Wawrzynski, 2005), including high-impact practices (Kuh, 2008a).”