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ERIC Number: EJ1085064
Record Type: Journal
Publication Date: 2015
Pages: 10
Abstractor: ERIC
Reference Count: 21
ISBN: N/A
ISSN: ISSN-0009-1383
Faculty Development to Address the Achievement Gap
Gillian-Daniel, Donald L.; Kraemer, Sara B.
Change: The Magazine of Higher Learning, v47 n6 p32-41 2015
Disparities in academic achievement between students who are under-represented minorities, the first in their families to go to college, and/or low income and their more privileged peers affects students from kindergarten through college. Inequities throughout their education, as well as other causes affect the ability of high school graduates to matriculate at the college or university of their choice; later, talented and bright undergraduates may underperform, especially in the large-enrollment courses that serve as gateways to many majors. Unable to pursue the majors of their choice, many disadvantaged students change paths. This failure to retain them in some majors detracts from the rich variety of ideas and experiences in the classroom, decreases the diversity of graduates in some disciplines, and ultimately reduces workforce diversity. An essential component of any institution's strategy for improving the success rates of minority students is to prepare faculty to teach more inclusively to a diverse student population. This article focuses on a program piloted at the University of Wisconsin Madison that engages both current and future faculty in an evidence-based, practice-oriented discourse about the academic achievement gap.
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Evaluative
Education Level: Higher Education; Postsecondary Education; High Schools; Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Wisconsin