restricted access Faculty and Institutional Factors that Promote Student Encounters with Difference in First-Year Courses

Research clearly indicates that faculty members have the potential to influence student learning outcomes through their pedagogical practices, but we know less about what influences faculty members’ choices to employ specific pedagogical practices. This study, based on data from 2,853 faculty members who teach courses that serve primarily first-year students on 45 campuses nationwide, identifies the individual, organizational, environmental, programmatic, and policy factors that individually and collectively influence faculty members’ decisions to engage in one particular pedagogical practice requiring students to engage with difference.