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A Longitudinal Analysis of Institution of Higher Education Faculty Engagement in a Math and Science Partnership Project

Abstract

Drawing on four years of survey data, the present study explores sources of variance that predict breadth, intensity, and persistence of engagement among college faculty in a National Science Foundation Math & Science Partnership project during 2003-2007. Building upon descriptive studies of faculty engagement and developmental theories on breadth and intensity as two separable dimensions of engagement, a three-level hierarchical linear model is applied to explain the proportion of variance attributable to temporal, individual, and institutional level variables, respectively. Results indicate that effects of between-person predictors on engagement vary across institutions for intensity but not for breadth. Implications for practice and research about effective engagement of college faculty in similar efforts to reform secondary mathematics and science education are discussed.

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