Objective: This study asked how faculty behaviors and course decisions best predict learning gains for students. Next, it investigated how the identified engaging practices vary based on faculty employment status, course experience, course level taught, and teaching area. Method: The sample was taken from students and faculty at one community college with a Hispanic-serving designation in California. Student participants took the 2012 Community College Survey of Student Engagement (CCSSE) and faculty took the 2012 Community College Faculty Survey of Student Engagement (CCFSSE). Ordinary least squares (OLS) regression was used to identify significant faculty-related CCSSE variables that predicted academic learning, career learning, or personal development gains. Results: The models explained one third or more of the variance in each learning domain. Among the 16 significant predictors, seven were identified as having the strongest effects and served as dependent variables to determine whether there were significant differences in use of these practices among faculty groups. Faculty teaching full-time, faculty with more course experience, and faculty in career technical education (CTE) programs applied faculty-related engagement practices more than their counterparts. In addition, faculty teaching only college-level courses perceived better quality relationships with their students than faculty who taught only developmental courses. Conclusion: Grounded in the study findings are recommendations for community colleges to invest in programs that increase faculty availability to students and schedule courses so faculty gain experience teaching the same courses over time and implement faculty development programs specific to teaching strategies.

中文翻译：

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课堂参与对社区大学生学习的影响：有效教师实践的定量分析

目标：本研究询问教师的行为和课程决定如何最好地预测学生的学习成果。接下来，它调查了确定的参与实践如何根据教师的就业状况、课程经验、教授的课程水平和教学领域而变化。方法：样本取自加利福尼亚州一所具有西班牙裔服务称号的社区学院的学生和教职员工。学生参与者参加了 2012 年社区学院学生参与度调查 (CCSSE)，教职员工参加了 2012 年社区学院学生参与度调查 (CCFSSE)。普通最小二乘法 (OLS) 回归用于确定与教师相关的重要 CCSSE 变量，这些变量可预测学术学习、职业学习或个人发展收益。结果：模型解释了每个学习领域中三分之一或更多的差异。在 16 个显着预测因子中，有 7 个被确定为具有最强的影响，并作为因变量来确定教师群体在使用这些实践时是否存在显着差异。全职教学、拥有更多课程经验的教师和职业技术教育 (CTE) 计划的教师比同行更多地应用与教师相关的参与实践。此外，与只教授发展课程的教师相比，只教授大学水平课程的教师认为与学生的关系更好。结论：