Shaping College Students’ Civic Attitudes Through Faculty Teaching Practices and Student-Faculty Interactions

Abstract

Using data from the Wabash National Study of Liberal Arts Education, this study examined the relationship between several faculty practices and interactions with students and students’ civic engagement attitudes. Several faculty practices were associated with positive civic attitudes, including frequency of student–faculty contact, use of cooperative learning classroom activities, use of course content that helps students see connections between intended careers and how they affect society, and use of course content that helps students understand the historical, political, and social connections of past events. Implications for institutional policy and practice are discussed.

Additional information

Notes on contributors

Teniell L. Trolian

a

Teniell L. Trolian ([email protected]) is assistant professor of Educational Policy and Leadership at the University at Albany, State University of New York. Her research examines educational experiences that contribute to student learning and outcomes.

Eugene T. Parker

b

Eugene T. Parker, III ([email protected]) is assistant professor of Higher Education Administration in the department of Educational Leadership and Policy Studies at the University of Kansas. His research examines diversity, equity, and inclusion in higher education.