NotesFAQContact Us
Collection
Advanced
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ1090706
Record Type: Journal
Publication Date: 2016-Jan
Pages: 15
Abstractor: As Provided
Reference Count: 70
ISBN: N/A
ISSN: ISSN-0897-5264
Faculty as Contributors to Learning for Native American Students
Lundberg, Carol A.; Lowe, Shelly C.
Journal of College Student Development, v57 n1 p3-17 Jan 2016
With a national sample of 700 Native American students who took the National Survey of Student Engagement (NSSE), this study tested the ways faculty interaction and inclusion of diverse perspectives in the classroom contributed to learning for Native American students. Significant predictors of learning were quality academic advising, faculty interactions that were supportive, instructor feedback that enabled students to work hard to meet expectations, and coursework that emphasized analysis, application, and diverse perspectives.
Johns Hopkins University Press. 2715 North Charles Street, Baltimore, MD 21218. Tel: 800-548-1784; Tel: 410-516-6987; Fax: 410-516-6968; e-mail: jlorder@jhupress.jhu.edu; Web site: http://www.press.jhu.edu/journals/subscribe.html
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Assessments and Surveys: National Survey of Student Engagement