Faculty Outcomes for Student Outcomes
A Structural Analysis of Student Disengagement and Faculty Development
LDES 503 University as a Design Problem | Spring 2023
Professors Randall Bass and Ashley Finley
What types of evidence-based teaching and learning practices might address the recent trends in student disengagement?
Abstract:
The COVID-19 pandemic disrupted higher education, leading to significant challenges in student engagement and learning outcomes. This paper examines the wicked problem of student disengagement within the existing dominant paradigm of higher education using the wicked problems and three horizons framework. Despite extensive research advocating learner-focused pedagogies, traditional teaching methods persist, contributing to student disengagement and exacerbating other problems like declining enrollment and retention. This paper envisions an alternative paradigm that centers on student success and holistic engagement, with a focus on high-impact practices (HIPs) and faculty development.
Student engagement is defined as deep learning outcomes and active participation in educational activities. The pandemic intensified student disengagement, with financial stress, emotional strain, and curriculum disconnection being major factors. Disengagement is especially pronounced among students from marginalized backgrounds. The wicked problem nature of student disengagement arises from its complexity and systemic challenges, hindering the adoption of evidence-based best practices.
The dominant paradigm prioritizes faculty research over teaching, resulting in a lack of incentive for faculty to improve their teaching methods. Faculty development and innovative pedagogies are often marginalized, with traditional lecture-based instruction remaining prevalent. The emerging paradigm envisions a co-created, holistic learning ecosystem centered on high-impact practices and learner-focused pedagogies. This paradigm shift requires investment in faculty development, student-centered teaching, and institutional priorities aligned with student engagement and success.
The transitions toward the emerging paradigm involve incremental changes, with innovations in faculty development and high-impact practices gaining importance. High-impact practices, such as project-based learning, are critical for bridging the disconnect between students and curriculum. However, faculty often lack the expertise to implement these practices effectively, necessitating enhanced faculty development initiatives.
Centers for Teaching and Learning (CTLs) play a vital role in faculty development. Despite their importance, many CTLs are under-resourced, leading to gaps between aspirations and investment. External organizations, like the Association of College and University Educators (ACUE), offer innovative faculty development solutions but do not explicitly connect faculty development with high-impact practices.
To address student disengagement effectively, future innovations must integrate evidence-based practices, HIPs, and faculty development at all levels. Capacity building and community partnerships can enhance CTLs' role as Hubs and Incubators to facilitate both collaboration and support individual development. An abundance of solutions can transform higher education, but imaginative, holistic, and student-centered innovations are necessary for creating a liberatory educational experience for all students.
