The Engaged Learning Index: Implications for Faculty Development
Abstract
The Engaged Learning Index was designed by the authors to assess students’ emotional, intellectual, and behavioral engagement in learning in a brief format that can be used in single courses or across multiple courses and institutions. In this study, evidence is presented for the reliability and predictive validity of the instrument based on a sample of 1,747 undergraduates from 13 institutions. The results are connected to four specific practices that can inform the faculty development process.
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