Expanding our knowledge of LGBQ+ faculty
BrckaLorenz, A., Fassett, K., Merckle, R., & Chamis, E.
Journal of Diversity in Higher Education, , , 2023.
Most research about queerness at colleges and universities has been aimed at examining the student experience. Research on queer faculty often has quantitative limitations, has grown outdated, or is qualitative in nature, but from this work, we know that the experiences of queer faculty are often difficult. Through a large-scale, multi-institution, multiyear investigation of LGBQ+ faculty, this study gives an overview of the academic lives of these understudied academics. We investigate who they are, what institutions employ them, and different ways they contribute to undergraduate education. With this story, we hope to strengthen the voices of qualitative studies and encourage higher education to think more broadly about notions of diversity and identity.
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How do university faculty feel about grading? Insights from a control-value theory perspective
Schwab, C., Frenzel, A. C., BrckaLorenz, A., Jaeger, J., & Stupnisky, R.
Studies in Higher Education, , , 2023.
Research on faculty emotions is scarce, despite their evident relevance for faculty well-being, higher education quality, and student outcomes. The present studies aimed to investigate six discrete emotions (enjoyment, pride, boredom, anxiety, anger, frustration) faculty may experience during grading. Study 1 compared faculty emotions for grading with emotions for research and teaching (US sample, Nâ??=â??1226). Mean comparisons showed that grading generally elicited less positive and more negative emotions than research and teaching. Study 2 further examined faculty emotions for grading through the lens of control-value theory, by identifying emotion-specific appraisal patterns in two countries (US, nâ??=â??244 and Germany, nâ??=â??201). Multiple linear regressions revealed that the most consistent predictor for grading emotions across both samples was cost, in terms of the extent to which faculty perceived grading as a thankless task that kept them away from more meaningful tasks. Our findings further point to the important role of facultyâ??student relationships and faculty membersâ?? confidence in their grading ability for eliciting grading emotions. This study extends existing research on emotions in higher education by considering grading as a relevant emotion-inducing task, and by applying control-value theory to a new context in two countries, thereby contributing to the question of this theoryâ??s generalizability. Practical implications of our findings entail that universities should aim to improve the circumstances of grading and equip their faculty with the means to handle their grading duties well, to optimize their somewhat worrisome emotional experiences in this context.
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Teaching development opportunities & faculty teaching practice at four-year institutions
Fassett, K., Hiller, S. C., BrckaLorenz, A., & Nelson Laird, T.
College Teaching, 71(3), 165-175, 2023.
To contextualize the myriad of teaching development efforts available to faculty, this large-scale study of nearly 4,500 faculty at four-year institutions broadens our understandings of who participates in teaching development practices, how their participation relates to their institutional environments, and how their participation connects to their use of effective teaching practices. Results show some notable patterns by academic field, social identity, the type of courses taught, and institutional characteristics. The overview of educational development participation in this study gives strength to positive findings from smaller-scale research studies and provides a solid base for more specific studies of these practices.
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Delivering on the Promise of High-Impact Practices: Research and Models for Achieving Equity, Fidelity, Impact, and Scale
Zilvinskis, J., Kinzie, J., Daday, J., Oâ??Donnell, K & Vande Zande C.
Stylus, 2022.
Research shows that enriching learning experiences such as learning communities, service-learning, undergraduate research, internships, and senior culminating experiences â?? collectively known as High-Impact Practices (HIPs) â?? are positively associated with student engagement; deep, and integrated learning; and personal and educational gains for all students â?? particularly for historically underserved students, including first-generation students and racially minoritized populations. Delivering on the Promise of High-Impact Practices is to provide examples from around the country of the ways educators are advancing equity, promoting fidelity, achieving scale, and strengthening assessment of their own local high-impact practices. Its chapters bring together the best current scholarship, methodologies, and evidence-based practices within the HIPs field, illustrating new approaches to faculty professional development, culture and coalition building, research and assessment, and continuous improvement that help institutions understand and extend practices with a demonstrated high impact.
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Exploring the Influence of Course-Based Career Experiences and Faculty on Studentsâ?? Career Preparation
Kinzie, J. & Akuyz, F.
NACE JournalNACE Journal, 83(4), 23-31, 2022.
The effective preparation of college students for careers is an important college outcome. Yet, employers and the public increasingly feel that universities are not doing enough to prepare students for the workforce. This article features NSSE data to focus on courses, exploring the extent to which students are exposed to course-based career experiences using new evidence of college studentsâ?? career and workforce preparation. We explore facets of course-based career experiences, along with studentsâ?? perceptions of their career preparation outcomes, and the influence of interactions with faculty and advisers on their career plans.
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Centering Black women faculty: Magnifying powerful voices
Priddie, C., Palmer, D., Silberstein, S., & BrckaLorenz, A.
To Improve the Academy, 41(2), 96-127, 2022.
While much of the quantitative research on Black women faculty has taken a comparative approach to understanding their experiences, this study provides a counternarrative, centering their experiences as faculty. This large-scale, multi-institution glance at Black women faculty helps to give us an overview of these women across the country, looking at who they are, where they are, how they spend their time, and what they value in undergraduate education. This study allows us to strengthen various arguments made in qualitative studies of Black women faculty and amplify their perspectives and experiences. Furthermore, it reaffirms and reinvigorates the need for educational developers to practice intentional assessment of Black women facultyâ??s teaching, support the current teaching efforts of Black women faculty on their campus, and advocate for policy change centering the work of Black women faculty.
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Linking Faculty Involvement in High-Impact Practices to First-Year Student Participation
Fassett, Kyle T. and BrckaLorenz, Allison
National Resource Center Research Brief, 2021(2), 1-4, 2021.
Tasked with developing, encouraging, and participating in highly impactful educational experiences, faculty serve in roles vital to first-year student success. Known for benefiting many students, high-impact practices assist institutions in promoting a variety of outcomes ranging from retention to civic engagement. Using data from the National Survey of Student Engagement (NSSE) and the Faculty Survey of Student Engagement (FSSE), we investigated the relationship between faculty emphasis and participation in high-impact practices with first-year student participation at over 80 diverse four year institutions. We found that faculty values for participation are positively related to student participation, but faculty involvement in more high-impact practices could decrease student participation. Administrators should consider ways to support their faculty in providing these experiences and to assess potential barriers for providing equitable quality high impact practices.
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Expectations for and quality experiences in undergraduate research over time: Perspectives of students and faculty
Kinzie, J. & BrckaLorenz, A.
Journal of the Scholarship of Teaching and Learning Special Issue on Undergraduate Research, 21(1), 35-56, 2021.
Attention to undergraduate research (UGR) is not surprising given its widespread appeal and evidence of educational benefit. Tracking participation and identifying equity gaps in UGR are important markers of access to and equity in educationally beneficial experiences. Information about studentsâ?? exposure to elements of quality in UGR and how this corresponds to faculty perspectives and instructional practice can help inform efforts to advance and improve UGR. In this article, we use 7 years of data from the National Survey of Student Engagement (NSSE) to explore the national landscape of UGR by examining the responses of 972,088 1st-year students who reported that they planned to participate in UGR before they graduated and the responses of 1,248,854 senior students who reported that they had done or were currently involved in a UGR experience. To complement our student perspectives, we present perspectives on faculty importance of and instructional practice in UGR with data from NSSEâ??s companion survey, the Faculty Survey of Student Engagement, by examining the experiences of 106,000 faculty respondents. Our presentation of descriptive statistics provides a national overview of UGR participation by a variety of salient institutional and student characteristics, a broad summary of faculty involvement in UGR, and baseline data about studentsâ?? exposure to elements of high-impact UGR.
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Honors college faculty support for high-impact practice participation
Miller, A., Silberstein, S., & BrckaLorenz, A.
Journal for the Education of the Gifted, 44(3), , 2021.
Much of the existing research on honors colleges or programs is focused on the student experience, with less information offered concerning the faculty perspective. This study presents findings from the Faculty Survey of Student Engagement (FSSE), comparing support for high-impact practices between faculty who teach honors courses and those who do not. Along with core FSSE items, this study uses responses from 1,487 faculty members at 15 institutions on two experimental items about teaching honors courses. A series of ordinary least squares and binary logistic regression analyses suggest that faculty who teach honors courses are more likely to supervise undergraduates on research and internships and to think that it is important for students to participate in learning communities, study abroad, and research with faculty. These findings are interpreted within the context of previous research and current theory, bridging knowledge from the fields of higher education and gifted education.
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Teaching honors courses: Perceptions of engagement from the faculty perspective.
Miller, A., Silberstein, S., & BrckaLorenz, A.
Journal of Advanced Academics, 32(1), 3-27, 2021.
Research suggests that honors students are more likely to be engaged in some, but not all, aspects of the college experience, although there is less information available from the faculty perspective. This study presents findings from the Faculty Survey of Student Engagement (FSSE), comparing various engagement-related practices between faculty who teach honors courses and those who do not. Along with core FSSE items, this study uses responses from 1,487 faculty members at 15 institutions on two items about teaching honors courses. A series of ordinary least squares regression analyses suggest that faculty who teach honors courses are more likely to encourage engagement in the areas of studentâ??faculty interaction, learning strategies, and collaborative learning, even after controlling for other demographic and institutional variables. These findings are considered within the context of existing research and theory, connecting knowledge from higher education and gifted education.
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How to reorient assessment and accreditation in the time of COVID-19 disruption
Kinzie, J.
Assessment Update, 32(4), 4-5, 2020.
Among the many issues facing higher education during COVID-19 is uncertainty about the status of student learning outcomes assessment and accreditation. Will necessary shifts in course assignments and assessments affect completion, particularly for those scheduled to graduate this year? Will a suspension (or slowdown) of program-level assessment put the institution out of compliance with state regulations or accreditation requirements? If accreditation visits are postponed, will the institution find its federal funding in jeopardy? All of these concerns are understandable, and it is good to have them aired and discussed. However, the disruptions caused by COVID-19 may also provide an occasion for some useful rethinking of assessment. What those disruptions underscore is that decisions about assessment and accreditation must, above all, be sensitive to current realities and do what is best for students and faculty. Rather than aiming for compliance, or sticking with the plan to ?just give students the exam and asterisk the results,? now is the time to prioritize what people need and embrace compassion-driven assessment, and reassess the fundamental goals of assessment. To help think about the issues at hand, I offer some practical suggestions for course- and program-level assessment and accreditation demands. Then I suggest we take advantage of this moment to make some meaningful improvements to assessment and accreditation.
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Expectations for Engagement: What 1st-year Students and Transfers Say
Cole, J. S., & Kinzie, J.
Washington, DC: , 2020.
Understanding entering student expectations is critical to assure that staff can align appropriate institutional resources for each student. This session will include how the Beginning College Survey of Student Engagement (BCSSE) provides comprehensive information about your entering first-year and transfer student?s prior academic experiences, as well as their expectations and beliefs regarding the upcoming academic year. Participants will learn how other institutions use BCSSE for academic advising, retention efforts, faculty and staff development, and other activities. Participants will be encouraged to share their campuses current practices and how BCSSE could facilitate best practices on their campus.
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Examining the Meaning of Vague Quantifiers in Higher Education: How Often is "Often"?
Rocconi, L.M., Dumford, A.D., & Butler, B.
Research in Higher Education, 61, 229-247, 2020.
Researchers, assessment professionals, and faculty in higher education increasingly depend on survey data from students to make pivotal curricular and programmatic decisions. The surveys collecting these data often require students to judge frequency (e.g., how often), quantity (e.g., how much), or intensity (e.g., how strongly). The response options given for these questions are usually vague and include responses such as "never," "sometimes," and "often." However, the meaning that respondents give to these vague responses may vary. This study aims to determine the efficacy of using vague quantifiers in survey research. More specifically, the purpose of this study is to explore the meaning that respondents ascribe to vague response options and whether or not those meanings vary by student characteristics. Results from this study indicate a high degree of correspondence between vague and numeric response and suggest that students seem to adapt the meaning of "sometimes," "often," and "very often" based on the appropriate reference for the question. Overall, findings provide evidence of the utility and appropriateness of using vague response options. Some differences by student characteristics and the implications of these differences are discussed.
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Teaching honors courses: Perceptions of engagement from the faculty perspective
Miller, A., Silberstein, S., & BrckaLorenz, A.
Journal of Advanced Academics, , , 2020.
Research suggests that honors students are more likely to be engaged in some, but not all, aspects of the college experience, although there is less information available from the faculty perspective. This study presents findings from the Faculty Survey of Student Engagement (FSSE), comparing various engagement-related practices between faculty who teach honors courses and those who do not. Along with core FSSE items, this study uses responses from 1,487 faculty members at 15 institutions on two items about teaching honors courses. A series of ordinary least squares regression analyses suggest that faculty who teach honors courses are more likely to encourage engagement in the areas of student?faculty interaction, learning strategies, and collaborative learning, even after controlling for other demographic and institutional variables. These findings are considered within the context of existing research and theory, connecting knowledge from higher education and gifted education.
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Reassessing disparities in online learner student engagement in higher education
Paulsen, J., & McCormick, A. C.
Educational Researcher, 49(1 January-February), 20–29, 2020.
Online learning is the fastest growing segment in U.S. higher education and is increasingly adopted in public and private not-for-profit institutions. While the impact of online learning on educational outcomes is becoming more clear, the literature on its connection with student engagement is sparse. Student engagement measures identify key aspects of the learning process that can improve learning and outcomes like retention and achievement. The few studies investigating the link between online learning and student engagement found positive benefits for online learners compared to face-to-face learners in terms of perceived academic challenge, learning gains, satisfaction, and better study habits. On the other hand, face-to-face learners reported higher levels of environment support, collaborative learning, and faculty interaction. However, these studies did not effectively account for the differences in background characteristics like age, time spent working or caring for dependents, and enrollment status. Further, they did not consider the increasingly large population of students who enroll in both online and face-to-face courses. In our study, we used propensity score matching on the 2015 National Survey of Student Engagement data to account for the disparities in these groups? demographics variables. After matching, we found that some of the previous literature?s differences diminish or disappear entirely. This suggests differences in supportive environments and learning strategies have more to do with online student characteristics than learning mode. However, online learning still falls well below other modes in terms of collaborative learning and interaction with faculty.

Better Together: How Faculty Development and Assessment Can Join Forces to Improve Student Learning
Kinzie, J., Landy, K., Sorcinelli, M. & Hutchings, P.
Change magazine, 51(5), 46-54, 2019.
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How does faculty research motivation type relate to success? A test of self-determination theory
Stupnisky, R., BrckaLorenz, A., & Nelson Laird, T. F.
International Journal of Educational Research, 98, 25-35, 2019.
Studies show institutional, demographic, and social-environmental factors to be incomplete predictors of professor research productivity; meanwhile, the effects of motivation on faculty research are relatively understudied. The current study tested the extent to which self-determined motivation served as a predictor of faculty research success. Analysis of 1,846 U.S. faculty from 19 institutions using structural equation modeling found autonomous motivation (enjoyment, value) positively related to self-reported research productivity and number of publications, beyond demographics and position details. The basic needs of autonomy and competence predicted autonomous motivation, and indirectly predicted achievement. External motivation (rewards) had relatively smaller positive relationships with research productivity, while introjected motivation (guilt) had no relationships. The results contribute to both the faculty development and motivation research literatures.
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Opening the activism and postsecondary education black box: Relating high-impact practices and student identity with activist behaviors
Morgan, D. L., Zilvinskis, J., & Dugan, B.
Journal of Political Science Education, , , 2019.
Faculty and administrators at postsecondary institutions continue to grapple with understanding the dynamic nature of student activism. In response, the National Survey of Student Engagement administered a supplemental item set following the 2016 presidential election, in which more than 3,000 respondents were asked about their involvement in activism. Leveraging these data, this study employed multilevel modeling to measure the relationship between activist behaviors and student backgrounds, high-impact practice (HIP) participation, involvement in student activities, and institutional characteristics. The present study adds nuance to and models the connection among HIPs, student identities (e.g., queer, black or African American), and student activism. Implications for practice and research are shared that outline a renewed understanding of student activism as a pillar of civic learning and democratic engagement work in higher education.
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Predicting the quality of Black women collegians' relationships with faculty at a public historically Black university
Williams, M. S., & Johnson, J. M.
Journal of Diversity in Higher Education, 12(2), 115-125, 2019.
Using data from the National Survey of Student Engagement, multivariate analyses were conducted to examine the impact of effective teaching practices and student?faculty interactions on perceptions of faculty relationship quality for Black women collegians at a public historically Black university. Using a conceptual framework that integrates Tinto‘s (1993) interactionalist theory of college student departure, Astin‘s (1993) student involvement theory, and Weidman‘s (1989) undergraduate socialization model, the final regression model explained 56% of the variance in faculty relationship quality. Significant predictors included faculty feedback, course-related conversations outside of class, and discussions around academic performance. We close with implications for policy, praxis, and future investigations.
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Time well spent: Flipped classrooms and effective teaching practices.
Fassett, K., BrckaLorenz, A., Strickland, J., & Ribera, A.
In E. Alqurashi Fostering Student Engagement with Instructional Technology in Higher Education ICI Global, 2019.
Good teaching practices are the crux of student education and require constant evaluation to meet current generations' learning needs. Flipped classrooms have sought a foothold in higher education to provide opportunities for deep learning through the delivery of content online prior to attending class while having activities related to processing and applying the information during class. Using a large-scale, multi-institution study of faculty teaching flipped courses, this study empirically links flipped procedures to other forms of effective educational practice and additionally focuses on the motivations and impacts on the faculty side of this pedagogical practice. Findings indicate numerous learning and development benefits for students with implications for supporting and motivating faculty across disciplines, faculty identities, and course types.
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Faculty members' motivation for teaching and best practices: Testing a model based on self-determination theory across institution types
Stupnisky, R., BrckaLorenz, A., Yuhas, B., & Guay, F.
Contemporary Educational Psychology, 58, 15-26, 2018.
This study tested a conceptual model based on self-determination theory to examine how university faculty members‘ motivation for teaching predicts their utilization of teaching best practices, and explored if faculty at various higher education institution types are differentially motivated for teaching. Data from a national online survey of 1,671 faculty from 19 universities was analyzed using structural equation modeling. Support for the overall model showed faculty autonomy, competence, and relatedness positively predicted autonomous motivation (intrinsic, identified), but not controlled motivation (introjected, external). Autonomous motivation, in turn, predicted greater incorporation of effective teaching strategies, namely instructional clarity, higher-order learning, reflective and integrative learning, and collaborative learning. There were no differences found across faculty at doctoral, master‘s, and bachelor‘s institutions in terms of autonomous motivation mean levels, nor for the predictive effects of autonomous motivation on teaching best practices. The findings have implications for the faculty motivation and teaching research literatures, as well as for faculty development initiatives aimed at improving teaching effectiveness.
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Do high achieving students benefit from honors college participation? A look at student engagement for first-year students and seniors
Miller, A. L., & Dumford, A. D.
Journal for the Education of the Gifted, 41(3), 217–241, 2018.
This study investigates findings from the National Survey of Student Engagement (NSSE), comparing various aspects of student engagement between honors college and general education students. Responses from 1,339 honors college students and 7,191 general education students across 15 different universities suggest a positive impact for honors college participation on reflective and integrative learning, use of learning strategies, collaborative learning, diverse discussions, student-faculty interaction, and quality of interactions for first-year students, even when controlling for student and institutional characteristics. For senior students, honors college participation was related to more frequent student-faculty interaction. Potential experiential and curricular reasons for these differences are discussed, along with implications for educators, researchers, parents, and students.

High-impact practices and student-faculty interactions across sexual orientations
Garvey, J. C., BrckaLorenz, A., Latopolski, K., & Hurtado, S. S.
Journal of College Student Development, 59(2), 211-226, 2018.
The purpose of this study was to investigate the relationship between high-impact practices and student?faculty interactions for lesbian, gay, bisexual, and questioning (LGBQ) students. Results yield few differences in participation of high-impact practices for LGBQ students compared to heterosexual students. Results also demonstrate the significant influences of student and institutional characteristics on high-impact practice participation for LGBQ students, and in particular student?faculty interactions.
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International student engagement: An exploration of student and faculty perceptions
Wang, R. & BrckaLorenz, A.
Journal of International Students, 8(2), 1002-1033, 2018.
An increasing number of faculty have brought up questions and concerns about supporting international students? academic engagement and success. However, little is known about faculty?s approaches to international student engagement and how they may differ from international students? self-reported engagement at four-year institutions. Using data from the National Survey of Student Engagement and Faculty Survey of Student Engagement, both large-scale and multi-institutional datasets, this study explores international student engagement in learning strategies, collaborative learning, and student-faculty interaction as well as international student engagement from the perspectives of faculty and students. Recommendations on supporting international student engagement from an individual faculty level, department level, and institutional level are discussed.
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Looking across high-impact practices: First-year student democratic awareness and democratic participation
Weiss, H. A., & Fosnacht, K.
Journal of the First-Year Experience and Students in Transition, 30(2), 45–64, 2018.
Creating educated and informed citizens for our diverse democracy has long been one of the objectives of the U.S. educational system. Traditionally, service-learning has been the primary tool for colleges and universities to promote civic outcomes; however, other practices, particularly those requiring substantial student investments of time and energy, also hold the potential to improve civic outcomes. Using data from nearly 13,000 first-year students who responded to the National Survey of Student Engagement's Civic Engagement module, we found that service-learning, learning communities, and research with faculty were positively and significantly correlated to two measures of democratic engagement. The results have important implications for how postsecondary institutions promote civic outcomes.
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Reimagining student engagement: How nontraditional adult learners engage in traditional postsecondary environments
Rabourn, K., BrckaLorenz, A., & Shoup, R.
Journal of Continuing Higher Education, 66(1), 22-33, 2018.
Adult learners are a growing population in U.S. postsecondary education who experience distinct barriers to academic success. However, higher education institutions continue to create and adhere to policies that favor traditional college students. Thus, adult learner experiences must be better understood to ensure this population is supported. This study used data from the 2013 and 2014 administrations of the National Survey of Student Engagement to identify characteristics of adult learners and compare their engagement with traditional-aged students. Our regression analysis revealed that adult learners were more likely to take their classes online, begin their education at another institution, and enroll part-time. Adult learners also were more engaged academically and had positive perceptions of teaching practices and interactions with others, despite reporting fewer interactions with faculty and peers and less supportive campuses. These findings challenge institutions to continue to seek a deeper understanding of how adult learners engage with postsecondary education.
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Exceeding statements: How students and faculty experience institutional missions
Graham, P. A., Ribera, A., BrckaLorenz, A., & Broderick, C.
Journal of College and Character, 18(4), 246-263, 2017.
While the importance of institutional mission is acknowledged within the higher education community, there is a lack of empirical evidence investigating how missions are experienced. Using survey data from students and faculty, this study investigates perceptions of mission engagement at religiously affiliated and independent institutions. Implications for practice are discussed.
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High-impact practices and student-faculty interactions for gender-variant students
BrckaLorenz, A., Garvey, J. C., Hurtado, S. S., & Latopolski, K.
Journal of Diversity in Higher Education, , Advance online publication, 2017.
The vast amount of research on student success and engagement in college focuses on a narrative for majority student populations that does not account for unique experiences across social identities. This article examines the experiences of gender-variant students (i.e., students who do not identify as either cisgender men or women) regarding engagement in high-impact practices and student?faculty interactions using a large-scale, multi-institution quantitative data set collected from the 2014 administration of the National Survey of Student Engagement. Although high-impact practice participation was similar for gender-variant and cisgender students, positive student-faculty interaction was found to be a significant predictor for increased high-impact practice participation for gender-variant students. Results from this study may also point to chillier climates of certain major fields for gender-variant students. Implications for these findings focus on investigating major choice as a mediating factor for high-impact practice participation and advocating for the inclusion of different gender identities in surveys, institutional data, and higher-education research.
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Indirect assessments in higher education
Nelson Laird, T. F. & BrckaLorenz, A.
In T. Cumming & M. D. Miller Enhancing Assessment in Higher Education: Putting Psychometrics to Work Stylus Publishing, LLC, 2017.
Assessment and accountability are now inescapable features of the landscape of higher education, and ensuring that these assessments are psychometrically sound has become a high priority for accrediting agencies and therefore also for higher education institutions. Bringing together the higher education assessment literature with the psychometric literature, this book focuses on how to practice sound assessment. This volume provides comprehensive and detailed descriptions of tools for and approaches to assessing student learning outcomes in higher education. The book is guided by the core purpose of assessment, which is to enable faculty, administrators, and student affairs professionals with the information they need to increase student learning by making changes in policies, curricula, and other programs. The book is divided into three sections: overview, assessment in higher education, and case studies. The central section looks at direct and indirect measures of student learning, and how to assure the validity, reliability, and fairness of both types. The first six chapters (the first two sections) alternate chapters written by experts in assessment in higher education and experts in psychometrics. The remaining three chapters are applications of assessment practices in three higher education institutions. Finally, the book includes a glossary of key terms in the field.
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Sense of peer belonging and institutional acceptance in the first year: The role of high-impact practices
Ribera, A. K., Miller, A. L., & Dumford, A. D.
Journal of College Student Development, 58(4), 545–563, 2017.
This study examines the role that high-impact practices play in shaping first-year students‘ sense of belonging as it relates to peers and institutional acceptance. Using data from the National Survey of Student Engagement (n=9,371), results reveal troublesome gaps for historically underrepresented populations in their sense of belonging among their peers and affiliation with the institution. Yet, when students participated in certain high-impact practices (learning communities, service learning, research with faculty, and campus leadership), positive associations were found, even after controlling for other institutional and student-level characteristics. Implications for first-year programming are discussed.

The who, what, and where of learning strategies
Dumford, A. D., Cogswell, C. A., & Miller, A. L.
The Journal of Effective Teaching, 16(1), 72-88, 2016.
Learning strategies have been shown to be an important part of success in the classroom, but little research exists that examines differences across major fields concerning the use and faculty emphasis of learning strategies. This study uses data from the National Survey of Student Engagement and the Faculty Survey of Student Engagement to explore whether there is congruence for academic disciplines between the student use and faculty encouragement of learning strategies. Patterns in the results suggest that are certain fields, including health professions, biology, agriculture, natural resources, and social service professions most frequently emphasizing and using learning strategies, while others, including engineering, physical sciences, mathematics, and computer science are less likely to do so. OLS regression models also suggest demographic and environmental predictors of student use of learning strategies, such as gender, enrollment status, cumulative college grades, Greek affiliation, and participation in a learning community. Potential reasons for and implications of these findings are discussed.

Independent colleges and student engagement: Descriptive analysis by institutional type
Gonyea, R. M., & Kinzie, J.
Washington, DC: Council of Independent Colleges, 2015.
Critics of traditional, residential, liberal arts colleges and universities contend that this form of higher education is outmoded, too costly, and no longer educationally relevant for 21st century students. Economies of scale, large classes taught by contingent faculty members and graduate students, and increasing reliance on technology and online learning, so the argument goes, are the only cost-effective means of meeting the educational challenges of the future. This report, prepared for the Council of Independent Colleges (CIC), draws on the most current NSSE data, from 2013 and 2014, that include more than 540,000 first-year and senior students enrolled at more than 900 four-year colleges and universities. Findings are presented with comparisons across four institutional types: (1) baccalaureate and master‘s level private institutions (CIC‘s predominant membership profile), (2) baccalaureate and master‘s level public institutions, (3) doctoral private institutions, and (4) doctoral public institutions. Included in the analysis are measures from the updated NSSE that includes ten new Engagement Indicators, six High-Impact Practices, the Perceived Gains scale, and a Satisfaction scale. Findings from this study affirm the effectiveness of independent colleges and universities for undergraduate student learning. Students at private institutions are more likely to be engaged in educationally effective experiences than their peers at public institutions. Areas of distinction in the private institution undergraduate experience include a more academically challenging education, better relations with faculty members, more substantial interactions with others on campus, and the consistent perception that students have learned and grown more, in comparison with public institutions.
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Reflections on the state of student engagement data use and strategies for action
Kinzie, J., Cogswell, C. A., & Wheatle, K. I. E.
Assessment Update, 27(2), 1–2, 14–15, 2015.
Although the National Survey of Student Engagement (NSSE) collects responses from hundreds of participating colleges and universities every year, its ultimate goal is not to collect data but to catalyze improvement in undergraduate education. Launched in 2000 by the Pew Charitable Trusts in response to growing national and local pressures for higher education to focus on measures of education quality and for colleges and universities to engage in meaningful improvement, the NSSE has become a leader in a campaign to focus attention on a number of relatively clear characteristics of effective environments for teaching and learning. The NSSE‘s process indicators related to good practices in undergraduate education provide diagnostic information about concrete activities that can guide interventions to promote improvement. By 2014, more than 1,500 institutions had participated in the NSSE, and over 4.5 million students had completed the questionnaire. In addition, the launch of two complementary instruments, the Faculty Survey of Student Engagement (FSSE) and the Beginning College Survey of Student Engagement (BCSSE), have furthered efforts to encourage the use of data for improvement by equipping institutions with information about faculty perceptions and entering students‘ expectations for engagement. Given these noble goals and all the student engagement data, what impact has the NSSE had on the use of data for improvement on campuses? And what lessons does this work suggest for the improvement agenda in higher education?
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Participation in undergraduate research at minority-serving institutions
Haeger, H., BrckaLorenz, A., & Webber, K.
Perspectives on Undergraduate Research and Mentoring, 4(1), 1-22, 2015.
This research used a national dataset to examine factors associated with participation for underrepresented minority (URM) students, benefits of participation at minority-serving institutions, and examples of programs that work to decrease barriers for URM participation in UR. Findings showed that Latino and first-generation students participated in UR less than White peers, but students at Minority Serving Institutions who participated in research with a faculty member reported using more learning strategies, increased collaboration, and having more experience with quantitative reasoning than students not participating in an UR experience.
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Reconsidering the inclusion of diversity in the curriculum
Nelson Laird, T. F.
Diversity & Democracy, 17(4), 12–14, 2014.
As institutions seek to improve all students' success, the inclusion of people with diverse backgrounds, ideas, and methods of teaching and learning is an educational imperative. Such inclusion simultaneously (1) creates more equitable opportunities for students from marginalized groups to participate in higher education and (2) promotes the kinds of outcomes for all students that employers and society need, such as complex thinking skills, the ability to work across difference, increased civic participation, and decreased prejudice (see, for example, National Leadership Council 2007). Faculty members often recognize that inclusion is a key to learning. Even among students who have access to an educational experience, those who feel excluded from the full experience struggle to learn as well as those who feel included (Hurtado et al. 1999). To create an inclusive learning environment throughout the curriculum and in all fields, all faculty members should consider how they are incorporating diversity into their courses and how they can be more inclusive in their teaching. Incorporating diversity into one's teaching takes time and depends on the specifics of the situation (who is teaching which students, and in what context). Faculty members do not need simple solutions that may not work for their circumstances. Therefore, I offer the framework described below not as a prescription, but as a guide for faculty seeking their own ways of including diversity in their courses.

Assessing learning spaces: Purpose, possibilities, approaches
Kinzie, J.
In J. L. Narum (Ed.) A guide: Planning for assessing 21st century spaces for 21st century learners Washington, DC: Learning Spaces Collaboratory, 2013.
The deep interest in knowing what would improve the quality of learning is driving assessment into every nook and cranny of colleges and universities. Colleges and universities are more accountable for educational effectiveness and for the performance of their students and graduates. Thus, concern about improving educational quality, coupled with the need for individual campuses to demonstrate learning outcomes, has made assessment an unavoidable activity on campuses since the 1980s. Renewed efforts to enhance quality and increase persistence and success for all students?particularly under-represented minorities?has made it essential to collect evidence on a regular basis of the extent to which effectiveness has been achieved, evidence intended to mobilize attention to improving educational conditions in light of the findings. Assessment has always been a critical component in teaching and learning. Educators regularly assess at the individual student level, evaluating student work and giving grades, and some aggregate this information to guide improvements efforts at the level of an individual course. Assessment also moves beyond the course when faculty consider strengths and weaknesses of students‘ work in relation to departmental learning goals. The department can then use these findings and other data, such as a graduating senior survey, to inform decisions about curriculum, pedagogy, and perhaps to prepare for a specialized accreditation review or an institutional review. The demand for information from assessment has broadened its definition and purpose, now embracing the collection and analysis of student learning outcomes and other institutional outcomes, including cost-effectiveness, satisfaction, and the achievement of standards?all to determine the impact of educational programs, practices, and policies. Good information in the right hands can be a vitally important lever for change. When done well, assessment can provide a foundation for wise planning, budgeting, improvements to the curriculum, pedagogy, staffing, programming, and ensuring that resources are dedicated to what is most effective.

Student and faculty member engagement in undergraduate research
Webber, K., Nelson Laird, T. F., & BrckaLorenz, A.
Research in Higher Education, 54(2), 227–249, 2013.
Undergraduate research (UR) is a valued co-curricular activity that has involved an increasing number of students and faculty members in recent years. While there is a growing body of research on student participation in UR, there is less research available examining faculty perceptions of, participation in UR, and how those factors influence student participation in UR. This study examined approximately 110,000 responses to the National Survey of Student Engagement and 40,000 responses to the Faculty Survey of Student Engagement at over 450 four-year institutions. Findings revealed that individual and institutional characteristics predicted student and faculty member involvement and that the majority of faculty members perceived UR to be of importance. Implications for fostering faculty involvement, student success, and viewing UR as an institutional asset are discussed.

Refreshing engagement: NSSE at 13
McCormick, A. C., Gonyea, R. M., & Kinzie, J.
Change: The Magazine of Higher Learning, 45(3), 6–15, 2013.
Thirteen years ago, 276 bachelor's-granting colleges and universities inaugurated a new approach to assessing college quality by participating in the first national administration of the National Survey of Student Engagement (NSSE). The timing was right. Policymakers were growing increasingly impatient with an ongoing yet unsustainable pattern of cost escalation, skepticism was building about how much students were learning in college, and regional accreditors were ratcheting up their demands on colleges and universities to adopt assessment for purposes of improvement. Meanwhile, higher education's leaders were frustrated by the crude metrics dominating the discourse about college quality. It's been said that a dean at one of those early-adopting institutions enthusiastically proclaimed: ?Finally, a test I actually want to teach to!?NSSE introduced a simple yet effective reframing of the quality question: ask undergraduates about their educationally purposeful experiences. It incorporated several important design principles: emphasize behaviors that prior research found to be positively related to desired learning outcomes; emphasize actionable information?behaviors and experiences that institutions can influence; standardize survey sampling and administration to ensure comparability between institutions; provide participating institutions with comprehensive reports detailing their own students' responses relative to those at comparison institutions, plus an identified student data file to permit further analysis by the institution. NSSE was administered to first-year students and seniors, opening a window on quality at these ?bookends? of the undergraduate experience. In addition to reporting item-by-item results, the project created summary measures in the form of five ?Benchmarks of Effective Educational Practice? that focused attention on key dimensions of quality in undergraduate education: level of academic challenge, active and collaborative learning, student-faculty interaction, enriching educational experiences, and supportive campus environment. The new survey caught on fast. Annual participation now numbers 600?700 institutions, for a cumulative total of more than 1,500 colleges and universities in the US and Canada. What started as a bold experiment in changing the discourse about quality and improvement in undergraduate education?and providing metrics to inform that discourse?is now a trusted fixture in higher education's assessment landscape. High rates of repeat participation offer compelling testimony of the project's value. Of the first group of 276, 93 percent administered the survey in NSSE's tenth year or later. The Web-based survey is now offered as a census of first-year students and seniors, permitting disaggregated analyses by academic unit or demographic subgroup. In 2013, some 1.6 million undergraduates were invited to complete the survey, providing both valuable information for more than 620 participating campuses and a comprehensive look at student engagement across a wide variety of institutions. The 2013 administration marks the first major update of the survey since its inception. In the following pages, we summarize what we've learned over NSSE's first 13 years, why we're updating the survey, and new insights and diagnostic possibilities represented by these changes. Although NSSE's companion surveys, the Faculty Survey of Student Engagement (FSSE) and the Beginning College Survey of Student Engagement (BCSSE), are incorporating parallel changes, here we focus on the changes to NSSE.
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The Degree Qualifications Profile: What it is and why we need it now
Jankowski, N., Hutchings, P., Ewell, P. T., Kinzie, J., & Kuh, G. D.
Change: The Magazine of Higher Learning, 45(6), 6–14, 2013.
There is no shortage of challenges facing postsecondary institutions in the US. One that cuts to the core of the enterprise is whether they are preparing their graduates to live productive, civically responsible lives in a dynamic global marketplace mapped onto diverse, yet increasingly interdependent, social and cultural systems. Much of the evidence presented in recent Change articles suggests that what undergraduate students know and are able to do falls well short of what employers, policymakers, and educational leaders say is needed. Whether one accepts the available evidence as sufficient to draw such a sweeping conclusion ultimately rests on resolving two non-trivial issues. First, key stakeholders?those mentioned above and others, including students?must agree on the constellation of knowledge, skills, competencies, and dispositions that need to be signaled by postsecondary degrees and credentials if they are to be attuned to the demands of the times. Various individuals and groups representing business and education have issued sets of preferred outcomes. Perhaps best known are the Essential Learning Outcomes promulgated by the Association of American Colleges and Universities' (AAC&U) Liberal Education and America's Promise (LEAP) campaign. But while there is considerable overlap in the attributes that various groups deem desirable, there is less agreement as to the expected level of proficiency associated with a given credential or degree (associate's, baccalaureate, and post-baccalaureate). Second, what evidence do we have that students have achieved the desired levels of proficiency in the respective outcome areas? Countries throughout the world?in Europe, Australasia, and Central and South America?have made considerable progress in addressing these challenges by developing degree qualifications frameworks that articulate what outcomes graduates of their colleges and universities should have, along with behaviorally anchored indicators and other measures that mark the extent to which students have acquired them. A handful of institutions in the US?such as Alverno College, the military academies, and Western Governor's University?have done something akin to this. But it is only recently that concerted efforts have been mounted to bring greater clarity and more widespread agreement about what credentials and degrees should represent by more precisely defining what college students in this country need to know and be able to do and at what level of proficiency. This paper is about the status and aspirations of one such effort, Lumina Foundation's Degree Qualifications Profile (DQP).Over the past 18 months, the staff of the National Institute for Learning Outcomes Assessment (NILOA) and their colleagues at Public Agenda and Lumina Foundation have collected information from faculty and staff at scores of colleges and universities across the country, as well as from participants at various conferences and convenings, about how the DQP is being used. The DQP authors will take this information into account as they prepare a revised iteration of the document, which should be available in 2014. Drawing from our work as members of the NILOA team and on the perspective of Peter Ewell as one of the DQP authors, what follows is a brief overview of the DQP's defining features, a summary of general trends in its use, brief descriptions of several projects, and an analysis of the DQP's implications for assessment. We conclude with some comments about the promise of the DQP for both individual institutions and for higher education writ large.

Examining effective faculty practice: Teaching clarity and student engagement
BrckaLorenz, A., Ribera, T., Kinzie, J., & Cole, E. R.
To Improve the Academy, 31, 149–160, 2012.
As colleges and universities shift to a learning- centered paradigm, a growing emphasis is being placed on understanding which teaching practices are effective in promoting student learning (Barr & Tagg, 1995). Reviewing the literature, there are varying ideas on what constitutes effective teaching; however, one that is often referenced when discussing the characteristics of effective teaching is teaching clarity (Feldman, 1989; Hativa, Barak, & Simhi, 2001; Sherman et al., 1987). Teaching clarity can be thought of as a teaching method where faculty demonstrate a level of transparency in their approach to instruction and goal setting in an effort to help students better understand expectations and comprehend subject matter (Ginsberg, 2007b). This includes providing examples and summarizing key points of lectures (Chesebro & McCroskey, 2001; Myers & Knox, 2001). Teaching clarity has been shown to have a positive effect on key outcomes of an undergraduate education (see Chesebro & McCroskey, 2001; Myers & Knox, 2001; Pascarella, Edison, Nora, Hagedorn, & Braxton, 1996). Unfortunately, little is known about the extent to which students are exposed to specific teaching clarity behaviors and the relationship to other important elements of an undergraduate education, such as student engagement, deep learning, and self-reported gains.

Lessons from the field—Volume 2: Moving from data to action
National Survey of Student Engagement
Bloomington, IN: Center for Postsecondary Research, Indiana University School of Education, 2012.
In this publication we highlight approaches different types of institutions have taken to improve the undergraduate experience. Because NSSE focuses on student behavior and effective educational practice, colleges and universities have found many productive ways to use survey results: accreditation self-studies, benchmarking, curricular reform, faculty and staff development, grant writing, institutional research, retention, and state system comparisons. The stories about data use illustrate various ways that assessment can be a worthwhile undertaking when meaningful data are generated and discussed with a wide campus audience, and results are used to inform efforts to improve educational effectiveness. Understanding how colleges and universities use results and achieve improvements in undergraduate education is important. to advancing systemic improvement in higher education. The examples in this volume provide ample inspiration for encouraging institutions to move from collecting data to taking action.
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Gender gaps in collegiate teaching style: Variations by course characteristics
Nelson Laird, T. F., Garver, A. K., & Niskodé-Dossett, A.S.
Research in Higher Education, 52, 261–277, 2011.
Using data from over 9,000 faculty members that participated in the Faculty Survey of Student Engagement (FSSE), this study examined the moderating role a range of course characteristics played on the effects of gender on the percentage of class time spent on various activities, a measure of teaching style. Results revealed gender differences, but that the gaps between men and women in lecturing and active classroom practices varied by disciplinary area, course level, and the number of times a course had been taught by the same instructor. The results confirm that gender effects depend on context, which implies that efforts to improve teaching and learning must also adapt to the instructional context.

Institutional encouragement of and faculty engagement in the scholarship of teaching and learning
Nelson Laird, T. F., & Ribera, T.
To Improve the Academy, 30, 112–125, 2011.
Nelson Laird and Ribera examine institutional encouragement of and faculty engagement in SoTL across forty-nine U.S. colleges and universities. Their results suggest that institutional encouragement of and faculty engagement in the public dissemination of teaching investigations lag behind encouragement and engagement in other aspects of SoTL.

Measuring the diversity inclusivity of college courses
Nelson Laird, T. F.
Research in Higher Education, 52, 572–588, 2011.
Most studies of curricular diversity have focused on the effects of participation in diversity courses on student outcomes. Though the results have been positive, these studies have used limited measures of curricular diversity and there is a great need for a complimentary body of research demonstrating what faculty and what types of courses are more likely to include diversity. This study relies on 12 diversity inclusivity items derived from a comprehensive model of how diversity is included into a course to investigate how much diversity is being included in collegiate courses and what predicts diversity inclusivity, as measured by two scales: diverse grounding and inclusive learning. The results, based on 7,101 responses from faculty participating in the 2007 Faculty Survey of Student Engagement, suggest that most faculty are including diversity in their courses in some way, but that women and faculty of color tend to include diversity to a greater extent than their colleagues. Also, courses taught in the soft fields are more likely to be inclusive of diversity.

STEM/non-STEM differences in engagement at U.S. institutions
Nelson Laird, T. F., McCormick, A. C., Sullivan, D. F., & Zimmerman, C. K.
Peer Review, 13(3), 23–26, 2011.
A recent paper by one of us (Nelson Laird) and some colleagues brought some sobering news of differences between STEM (science, technology, engineering, and mathematics) and non-STEM undergraduates with regard to approaches to learning that promote more complex, deeper understanding. Using data from the National Survey of Student Engagement (NSSE) and the Faculty Survey of Student Engagement (FSSE), Nelson Laird and colleagues examined disciplinary differences in the extent to which students are exposed to educational environments that promote deep approaches to learning. These approaches to learning are important because ?[s]tudents who use deep approaches to learning tend to perform better as well as retain, integrate, and transfer information at higher rates than students using surface approaches to student learning? (Nelson Laird, Shoup, Kuh, and Schwarz 2008, 470). Nelson Laird and colleagues found?using models with extensive statistical controls?that, nationally, STEM faculty generally use pedagogies that encourage higher-order, integrative, and reflective learning significantly less than faculty in non-STEM fields and, not coincidently, STEM seniors experience ?deep approaches to learning? less than seniors in non-STEM fields (for descriptions of the three measures, see Nelson Laird et al. 2008). The differences were small for Higher-Order Learning, the scale that is concerned with analysis, synthesis, and judgment regarding evidence?relatively good news?but quite large for the Integrative and Reflective Learning scales. The study by Nelson Laird and colleagues is a part of a larger body of work about students engaging in educationally purposeful activities?those educational practices known to positively influence valued educational outcomes, activities such as active and collaborative learning and those that involve much student?faculty interaction, as noted in many of the articles in this issue of Peer Review. We know of the positive impact of pedagogies of engagement not only on general student learning, but also on STEM learning, from years of research. It is discouraging that, nationally, faculty in STEM fields tend to have lower expectations for integrative and reflective learning relative to other faculty, and that results from seniors reflect those differences. The Integrative Learning scale assesses how often students use ideas from various sources and courses, include diverse perspectives in class discussions or writing assignments, and discuss ideas from readings or classes with faculty members and others outside of class. The Reflective Learning scale is a combination of responses to questions about trying out different perspectives and thinking about one‘s own beliefs. The kinds of intellectual self-reflection skills these questions are about are surely as important in the STEM disciplines as they are in other disciplines, but we see that STEM majors have far fewer opportunities to develop these skills than students in other majors. Indeed, one might argue that it is especially in STEM that students should acquire these skills, given the way empirical evidence tends to be seen as harder in science than in other disciplines. Discovering a bad premise or assumption and being open to other interpretations are just as important in STEM disciplines as elsewhere. These results caused us to want to look more closely at STEM/non-STEM differences and to determine whether there are circumstances where STEM seniors buck the general trends and are as engaged or more engaged than their non-STEM peers.

A comparison of student and faculty academic technology use across disciplines
Guidry, K. R., & BrckaLorenz, A.
EDUCAUSE Quarterly, 33(3), , 2010.
Our study extends the research into faculty and student use of contemporary academic technologies by asking five questions: How often do students report using academic technologies? How often do faculty report using academic technologies? Do students in different disciplines use these technologies more or less than their peers? Do faculty in different disciplines use these technologies more or less than their peers? Are there noticeable differences between how often students and faculty use these technologies? Our study examined responses to a pair of surveys ? the National Survey of Student Engagement (NSSE) and the Faculty Survey of Student Engagement (FSSE) ? administered in the spring of 2009.

Perspectives from campus leaders on the current state of student learning outcomes assessment.
Kinzie, J.
Assessment Update, 22(5), 1–2, 14–15, 2010.
The assessment of student learning outcomes is of keen interest to the federal government, accrediting bodies, and education associations and policymakers. Colleges and universities have been under increased pressured to demonstrate accountability for student learning and be more transparent about dimensions of educational quality. Although institutions are responding to these demands, it is not altogether clear where learning outcomes assessment ranks in importance on institutions‘ action agenda, or the extent to which colleges and universities are using assessment results to make real improvements in the quality of student learning. The National Institute for Learning Outcomes Assessment (NILOA) is a multiyear effort to understand and further the student learning outcomes agenda nationally. One of NILOA‘s primary activities is tracking the journey of higher education institutions responding to the challenge of outcomes assessment. To this end, NILOA conducts surveys, focus groups, and case studies to learn more about what colleges and universities are doing to assess student learning and how they are using the results. This paper highlights lessons from four focus group sessions with campus leaders ? presidents, provosts, academic deans and directors of institutional research from a variety of two- and four-year institutions ? regarding their perspectives on the state of learning assessment practices on their campuses. The perceptions are considered in relation to findings from the 2009 NILOA survey report, More Than You Think, Less than We Need: Learning Outcomes Assessment in Higher Education. The perspectives of campus leaders provide first-hand accounts of a range of student learning outcomes activities on campus and help contextualize results from the 2009 NILOA survey. Focus group findings illustrate the extent to which assessment has taken hold on campus, explicate the role of accreditation and the responsibility of faculty in student learning outcomes assessment, and showcase how assessment has been furthered on campuses. The institutional examples of innovative assessment practices, particularly those that involve faculty in meaningful ways and lead to institutional improvements, and the promising ways that assessment has been woven into administrative structures and processes, are instructive for advancing understanding of what is happening on the ground at colleges and universities. The paper concludes by articulating questions and challenges raised by campus leaders including reservations about identifying and using assessment measures, issues of transparency and communicating results, and concerns about financing assessment. As the demand for greater emphasis on student learning outcomes assessment intensifies, it is important to document both the successes and challenges associated with campus efforts to respond. Campus leaders provide an important perspective on what is most likely to help assessment efforts grow and deepen in institutions.

Research and discovery across the curriculum
Elrod, S., Kinzie, J., & Husic, D.
Peer Review, 12(2), 4–8, 2010.
The national conversation on undergraduate research is gaining momentum, in part because of its identification as one of the ten high-impact educational practices identified in an analysis of data from the National Survey of Student Engagement (NSSE), published by the Association of American Colleges and Universities (Kuh 2008). However, the trend is not new; the Council on Undergraduate Research (CUR) has been a leading proponent of undergraduate research for the past thirty years. According to CUR, undergraduate research is ?an inquiry or investigation conducted by an undergraduate student that makes an original intellectual or creative contribution to the discipline.? Ramirez and Hoagland (2003) state that faculty and students should be encouraged to ??collaborate as partners in their explorations of uncharted intellectual terrain. The symbiosis established between the faculty member and undergraduate collaborator energizes and informs the faculty member‘s teaching and research while simultaneously introducing the student to the joys of discovery as well as to lessons in persistence, problem-solving and critical thinking.? Thus, it is as much a matter of effective teaching and learning as it is a matter of research and scholarship. In STEM (science, technology, engineering, and mathematics) disciplines, Project Kaleidoscope, working over the past twenty years to advance effective STEM education, has also played a role. The National Science Foundation‘s Research Experience for Undergraduates (REU) and Research in Undergraduate Institutions (RUI) programs and various scientific societies have also helped to promote, support, and highlight the work of undergraduate researchers. Many funding agencies, philanthropic foundations and other organizations have also touted and supported the educational benefits of undergraduate research across all disciplines for decades, including the National Humanities Alliance, which holds an annual Humanities Advocacy Day. Undergraduate research experiences are also held in high regard by faculty members: more than 50 percent of faculty members reported on the Faculty Survey of Student Engagement (FSSE) that participation in a research project with a faculty member is important for students (National Survey of Student Engagement 2008). Students in all disciplines are also increasingly calling for such experiences (Society of Physics Students 2008). In this article, we provide an analysis of the value of undergraduate research and suggest that its essence be used to infuse a pedagogy of research and discovery into courses across the curriculum for a more relevant, real-world, research-rich educational experience.

Student engagement and learning: Experiences that matter
Kinzie, J.
In J. C. Hughes & J. Mighty (Eds.) Taking stock: Research on teaching and learning in higher education Montreal, Quebec/Kingston, ON, Canada: McGill-Queen?s University Press, 2010.
The author presents an overview of the current research on student engagement and learning. Taking into account decades of work on the subject, she concludes that ?engagement is . . . a robust proxy? for learning. More specifically, in a ?host of studies,? measures of student engagement correlate positively with measures of student learning. More plainly, when students are engaged, they are usually learning?and vice versa. The obvious pedagogical takeaway: We are encouraged to engage students more and to engage them more deeply. In other words, ?Engaging pedagogies matter . . .? (p. 151). In addition to this broad affirmation of efforts to engage students in the learning process, Kinzie proposes four specific propositions for how we should apply the research on student engagement and learning: 1. Expectations matter to student learning and success, particularly in the first year of university; 2. Stimulating educational experiences and certain ?high-impact? practices raise student learning and impart greater benefit to all students; 3. What faculty emphasize and think is important to learning and influences what students do; and 4. Educators must be concerned with the total learning environment, inside and outside the classroom.

The effect of teaching general education courses on deep approaches to learning: How disciplinary context matters
Nelson Laird, T. F., & Garver, A. K.
Research in Higher Education, 51, 248–265, 2010.
Building on work examining differences in the emphasis faculty place on effective educational practices, this study uses data from nearly 8,000 faculty members from the 2007 Faculty Survey of Student Engagement to explore how disciplinary area moderates the effect of teaching a general education course (GEC) on the emphasis faculty place on deep approaches to learning. Results showed that the GEC effect was strongest in hard-applied-life fields and weakest in hard-pure-life and soft-applied-life fields, suggesting that proponents of general education reform need to temper their efforts by a clearer understanding of disciplinary differences.

Work during college: Its relationship to student engagement and education outcomes
McCormick, A. C., Moore, J. V. III, & Kuh, G. D.
In In L. W. Perna (Ed.) Understanding the working college student: New research and its implications for policy and practice Sterling, VA: Stylus, 2010.
Research discussed in this chapter found that working either on campus or off campus is positively connected to several proportions of student engagement, particularly for full-time students. Specifically, students working more than 20 hours per week had the biggest gains on student engagement. First-year students were more likely to work longer hours and to work off campus more frequently than other students. Compared to students who had a parent with a bachelor‘s degree, a significant share of first-generation students worked more than 20 hours per week (e.g., among freshmen, 20% of first-generation students versus 10% second- or older-generation students worked and among seniors, 39% of first-generation students versus 25%second- or older-generation). Furthermore, first-generation seniors were twice as likely as their peers with college-educated parents to work at least 30 hours per week (20% versus 10%). Thus, with so many college students working, it is imperative that faculty and staff become more informed about the relationship between employment and both student engagement and educational outcomes.

Analyzing and interpreting NSSE data
Chen, P.-S. D., Gonyea, R. M., Sarraf, S. A., BrckaLorenz, A., Korkmaz, A., Lambert, A. D., Shoup, R., & Williams, J. M.
New Directions for Institutional Research, 2009(141, Special Issue), 35–54, 2009.
Colleges and universities in the United States are being challenged to assess student outcomes and the quality of programs and services (McPherson & Shulenburger, 2006; Commission on the Future of Higher Education, 2006). One of the more widely used sources of evidence is student engagement as measured by a cluster of student engagement surveys administered by the Center for Postsecondary Research at Indiana University. They include the National Survey of Student Engagement (NSSE) and its companion projects: the Beginning College Survey of Student Engagement, Faculty Survey of Student Engagement, and Law School Survey of Student Engagement. The University of Texas?Austin hosts the two-year variation of the NSSE, the Community College Survey of Student Engagement. With more than 1,300 colleges and universities using NSSE, many institutional researchers may benefit from guidance about how to understand and use these data. This chapter shares practical tips and recommendations for the analysis and interpretation of NSSE data. We divided the chapter into three parts. The first offers six overarching tips and recommendations for working with student engagement data. We then discuss considerations for the analysis of multiple years of student engagement data. Finally, we describe how effect sizes can be used and interpreted to make student engagement results more meaningful. Although we use NSSE data and examples throughout the chapter, institutional researchers can almost always extrapolate the suggestions we provide to other student experience surveys. Instead of technical discussions of such topics as scale construction and factor analysis, we focus on practical, concrete data manipulations and applications for the analytical work of the institutional research professional.

Effectively involving faculty in the assessment of student engagement
Nelson Laird, T. F., Smallwood, R., Niskodé-Dossett, A. S., & Garver, A. K.
New Directions for Institutional Research, 2009(141), 71–81, 2009.

Individual and environmental effects of part-time enrollment status on student-faculty interaction and self-reported gains
Nelson Laird, T. F., & Cruce, T. M.
The Journal of Higher Education, 80, 290–314, 2009.

Using NSSE in institutional research
Gonyea, R. M., & Kuh, G. D. (Eds.)
New Directions for Institutional Research, 2009(141, Special Issue), , 2009.
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Student learning and faculty research: Connecting teaching and scholarship
American Council of Learned Societies
Washington, DC: The Teagle Foundation, 2007.
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Promoting student success: Creating conditions so every student can learn
Chickering, A. W., & Kuh, G. D.
Bloomington, IN: Indiana University Center for Postsecondary Research, 2005.
Accommodating diverse learning styles of students has long been espoused as a principle of good practice in undergraduate education. Much progress has been made during the past two decades in using active, collaborative, and problem-based learning, learning communities, student-faculty research, service learning, internships, and other pedagogical innovations to enrich student learning. Variable time blocks are more common--from three hours, to all day, to weekends, to six or eight weeks--to fit the desired outcomes, content, and processes. Peers tutor other students, deepening their own learning in the process. Increasingly sophisticated communication and information technologies provide students access to a broad range of print and visual resources and to an expanded range of human expertise. A wider range of assessment tools document what and how well students are learning. Despite all this activity, at too many schools these and other effective educational practices are underutilized. The suggestions offered here are drawn in large part from a study of 20 diverse four-year colleges and universities that have higher-than-predicted graduation rates and, through the National Survey of Student Engagement, demonstrated that they have effective practices for fostering success among students of differing abilities and aspirations. These institutions clearly communicate that they value high quality undergraduate teaching and learning. They have developed instructional approaches tailored to a wide range of student learning styles, ensuring that students engage with course content and interact in meaningful ways with faculty and peers, inside and outside the classroom.
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Promoting student success: Making place matter to student success
Manning, K., & Kuh, G. D.
Bloomington, IN: Indiana University Center for Postsecondary Research, 2005.
Some campuses have a ?special? feel about them. Students are quick to mention that they cannot imagine a better place for them personally or--for that matter--any better setting for a college or university. The college has become their home away from home, the place they‘d rather be than any other. Generations of graduates return for reunion weekends, passing through familiar buildings and pausing at favorite spots that evoke fond recollections of what was a very meaningful time in their lives. Built structures and memories are inextricably intertwined to form deep emotional ties to the institution and to those with whom they shared this place. Colleges and universities with such a palpable sense of place also have salutary effects on student success. In a uniquely human way, this powerful connection to something larger than oneself encourages students to engage with faculty, staff, and peers in meaningful ways and compels graduates to give back to alma mater by contributing their time, talents, and resources. Administrators at other colleges long to understand and create the conditions that bond people so tightly to the institution and to one another during and after graduation.
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Promoting student success: Small steps senior administrators can take
El Khawas, E.
Bloomington, IN: Indiana University Center for Postsecondary Research, 2005.
Colleges and universities can increase the number of students who graduate by making a number of small, strategic changes in institutional policies and practices. Some schools have done this by focusing on effective educational practices and empowering faculty, staff and students to work together in new, productive ways. Others have improved the campus climate for learning by carefully assessing what students are experiencing or by realigning resources to induce students to participate in activities associated with persistence and other desired outcomes of college. Senior administrators play a key role in such efforts when they speak plainly and consistently about the importance of student success and make decisions congruent with this priority. The suggestions offered here are drawn from a study of 20 diverse four-year colleges and universities that have higher-than-predicted graduation rates and, through the National Survey of Student Engagement (NSSE), demonstrated that they have effective practices for fostering success among students of differing abilities and aspirations. These institutions--called DEEP schools here because they were studied for the project on Documenting Effective Educational Practices--clearly communicate that they value high quality undergraduate teaching and learning, and provide effective, well-linked academic and support services. Despite constraints, they have found ways to create supportive learning environments, ensuring that students engage with course content, faculty and peers, inside and outside the classroom.
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Promoting student success: The importance of shared leadership and collaboration
Kezar, A.
Bloomington, IN: Indiana University Center for Postsecondary Research, 2005.
Collaborative, shared leadership among administrators, students, faculty, and staff is a key component to creating campus environments that foster student success. Collaborative work groups can be powerful vehicles for launching and institutionalizing student-friendly policies and practices and for developing complementary programs such as first-year initiatives, fresh approaches to general education curricular offerings, service- learning, and student leadership development programs among others. Such initiatives almost always result in richer learning opportunities for students when done collaboratively than when an individual unit develops them. But collaborative approaches to leadership and program development do not come naturally within higher education institutions that reward individualistic endeavors over collaboration. The guiding principles offered here for promoting shared leadership and collaboration are based on an in-depth examination of 20 diverse four-year colleges and universities that have higher-than-predicted graduation rates and, as demonstrated through the National Survey of Student Engagement (NSSE), effective policies and practices for engaging their students.
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Promoting student success: Using financial and other resources to enhance student success
Jacobs, B. A., & Schuh, J. H.
Bloomington, IN: Indiana University Center for Postsecondary Research, 2005.
Howard Bowen (1996) wryly observed decades ago that colleges and universities raise all the money they can, and then they spend it. His point was that institutions have more good ideas than they can fully fund. As a consequence, they are constantly making choices as to how to best use their finite resources. Where and how resources are allocated reflect institutional priorities ideally guided by a deliberate planning process that values and supports student success. The principles that follow for using financial and other resources to enhance student learning are based on an in-depth examination of 20 diverse four-year colleges and universities that have higher-than-predicted graduation rates and, as demonstrated through the National Survey of Student Engagement (NSSE), effective policies and practices for engaging their students. These institutions illustrate that it is not necessarily the amount of resources an institution allocates that is important to student success but how financial resources, faculty and staff time, and facilities are linked to create powerful, affirming learning environments.
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Promoting student success: What campus leaders can do
Kuh, G. D.
Bloomington, IN: Indiana University Center for Postsecondary Research, 2005.
Graduating more students and increasing the quality of their learning are national priorities. Every college and university can improve in these areas by focusing on the educational conditions that matter to student success. Decades of research studies show that a key factor is student engagement--the time and effort students devote to their studies and related activities and how institutions organize learning opportunities and provide services to induce students to take part in and benefit from such activities. The guiding principles offered here are based on an in-depth examination of 20 diverse four-year colleges and universities that have higher-than-predicted graduation rates and demonstrated through the National Survey of Student Engagement (NSSE) that they have effective policies and practices for working with students of differing abilities and aspirations. These institutions value high quality undergraduate teaching, diversity and support for all students. They clearly communicate and hold students to high standards, provide timely feedback, and encourage students to actively engage with course content and faculty and peers, inside and outside the classroom. When they complement the institution‘s mission and values, these conditions can create powerful learning environments that lead to desirable learning outcomes that are generally independent of institutional resources or students‘ background.
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Promoting student success: What department chairs can do
Schuh, J. H., & Kuh, G. D.
Bloomington, IN: Indiana University Center for Postsecondary Research, 2005.
Department chairs are in a position to help shape a culture where student learning is the central focus of faculty, staff, and students (Gmelch & Schuh, 2004). They hire, socialize, and evaluate faculty members‘ performance, guide curriculum development, and maintain the quality of academic programs. At the same time, department chairs typically assume the role without any specific preparation for the position; many have little or no experience as academic administrators. Yet, they are expected to lead their peers in establishing and implementing departmental goals and objectives. If improving educational effectiveness and enhancing student learning are priorities, what should the department chair emphasize? The suggestions offered here are based on an in-depth examination of 20 diverse four-year colleges and universities that have higher-than-predicted graduation rates and higher-than-predicted scores on the National Survey of Student Engagement (NSSE). Taken together, these measures suggest that their policies, programs, practices, and campus climates challenge and support students of differing abilities and aspirations. How might these ideas be applied to your department?
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Promoting student success: What faculty members can do
Kinzie, J.
Bloomington, IN: Indiana University Center for Postsecondary Research, 2005.
What students do in college matters as much as anything else in terms of their educational success. Educationally effective colleges and universities--those that add value to the student experience--intentionally craft policies and practices that channel students‘ energy to the activities that matter to student learning. Students who participate in collaborative learning activities such as service-learning, coherent first-year programs, peer tutoring and senior capstone projects are more likely to persist and succeed--especially when these programs and practices are well conceived and delivered in an effective, coordinated manner. An essential ingredient is an unwavering, widespread commitment to enhancing student learning on the part of faculty members. The suggestions offered here are based on an in-depth examination of 20 diverse four-year colleges and universities that have higher-than-predicted graduation rates and demonstrated through the National Survey of Student Engagement (NSSE) that they have effective policies and practices for working with students of differing abilities and aspirations. These institutions value high quality undergraduate teaching, diversity, and support for all students. They clearly communicate and hold students to high standards, provide timely feedback, and encourage students to actively engage with course content, faculty and peers, inside and outside the classroom. When they complement the institution‘s mission and values, these conditions can create powerful learning environments that lead to desirable learning outcomes that are generally independent of institutional resources or students‘ background.
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Promoting student success: What new faculty need to know
Cambridge, B. L.
Bloomington, IN: Indiana University Center for Postsecondary Research, 2005.
Starting a new position is exhilarating. The key challenge is to make the strange familiar as soon as possible. There are new policies to learn, new colleagues to get to know, and new surroundings to adapt to. All these aspects and more need to be understood and managed well in order to focus on the primary task at hand--teaching and learning. Of all that is new, to what should you attend first if you are committed to creating the conditions under which students learn best? How can you use your institution‘s resources to help your students take advantage of opportunities to deepen their learning? The suggestions offered here are based on an in-depth examination of 20 diverse four-year colleges and universities that have higher-than-predicted graduation rates and demonstrated through the National Survey of Student Engagement (NSSE) that they have effective policies and practices for working with students of differing abilities and aspirations. Consider adapting some of their approaches to assist new faculty at your institution.
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Promoting student success: What student leaders can do
Magolda, P.
Bloomington, IN: Indiana University Center for Postsecondary Research, 2005.
Student leaders reap many benefits and rewards as a result of their involvements with campus organizations. In addition to enjoying the respect of their peers, they have opportunities to meet a variety of faculty, staff and students, exposing them to a range of different personalities and cultures. They typically grow in self confidence and practical competence as they learn how to manage their time, energy, and their group‘s financial resources. In addition, the challenges they encounter in the course of these and other activities draw them out of their comfortable patterns of thinking and responding to situations, helping them to become more flexible, responsive, and reflective (Kuh, 1995; Kuh & Lund, 1994). In addition to these personal benefits, student leaders can contribute much to the quality of the learning environment, the experiences of their peers, and the larger campus community. Unfortunately, too often these potentially positive effects are not fully realized. Student governments get sidetracked on trivial issues. Social organizations inadvertently discourage participation by students from diverse backgrounds. Service clubs touch in relevant ways only a small fraction of those who need assistance. Established campus governance structures ignore or limit active, meaningful involvement by students.
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Aligning faculty and student behavior: Realizing the promise of greater expectations
Kuh, G. D., Nelson Laird, T. F., & Umbach, P. D.
Liberal Education, 90(4), 24–31, 2004.
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What we’re learning about student engagement from NSSE
Kuh, G. D
Change: The Magazine of Higher Learning, 35(2), 24–32, 2003.
For years, judgments about the quality of the undergraduate experience have turned on evidence about an institution‘s reputation and resources?students‘ SAT scores, faculty credentials, library holdings, and so on. But students can be surrounded by impressive resources and not routinely encounter classes or take part in activities that engage them in authentic learning. A more meaningful approach to evaluating an institution is to determine how well it fosters student learning. The National Survey of Student Engagement (NSSE) was launched upon the premise that to assess the quality of the undergraduate education at an institution, we need good information about student engagement. This article outlines NSSE‘s evolution, summarizes some of what has been learned so far about engagement patterns of different groups of students, and discusses some of the questions and challenges the NSSE results raise.
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The effects of student-faculty interaction in the 1990s
Kuh, G. D., & Hu, S.
The Review of Higher Education, 24, 309–332, 2001.

Faculty-student affairs collaboration on assessment: Lessons from the field
Kuh, G. D., & Banta, T. W.
About Campus, 4(6), 4-11, 2000.

Faculty expectations of college students
Forsberg, I., & Greenbaum, A.
College Student Journal, 15(4), 387-392, 1981.

The role of the faculty in the accrediting of colleges and universities
American Association of University Professors
Policy documents and reports Washington, DC: Author, 1968.

High-impact practices and student-faculty interactions for gender-variant students
BrckaLorenz, A., Garvey, J. C., Hurtado, S. S., & Latopolski, K.
Journal of Diversity in Higher Education, , , 0.
The vast amount of research on student success and engagement in college focuses on a narrative for majority student populations that does not account for unique experiences across social identities. This article examines the experiences of gender-variant students (i.e., students who do not identify as either cisgender men or women) regarding engagement in high-impact practices and student?faculty interactions using a large-scale, multi-institution quantitative data set collected from the 2014 administration of the National Survey of Student Engagement. Although high-impact practice participation was similar for gender-variant and cisgender students, positive student-faculty interaction was found to be a significant predictor for increased high-impact practice participation for gender-variant students. Results from this study may also point to chillier climates of certain major fields for gender-variant students. Implications for these findings focus on investigating major choice as a mediating factor for high-impact practice participation and advocating for the inclusion of different gender identities in surveys, institutional data, and higher-education research.

Faculty Perceptions of Their Disciplinary Cultures: Re-Evaluating Biglanâ??s Dimensions
Braught, Emily; Hiller, Stephen C.; Nelson Laird, Thomas
American Educational Research Association Annual Meeting, Philadelphia, PA, 2024, April.
Disciplinary cultures are an important part of understanding the faculty experience. For fifty years, the Biglan dimensions have been frequently relied on by researchers interested in considering disciplinary differences as parts of their studies; however, applying a cultural lens draws attention to the possibility that over time, disciplinary cultures may have changed. Through exploring faculty perceptions of their disciplines using an item set derived from key cultural aspects of Biglanâ??s dimensions, compared to the Biglan dimensions, this exploratory study offers insights into the evolution of disciplinary cultures, highlighting the variation and fluidity of disciplinary cultures that faculty experience in their disciplines today.
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Examining campus support systems for LGBQ+ college students' mental health and well-being
Feldman, Steven; BrckaLorenz, Allison
Association for the Study of Higher Education Annual Conference, Minneapolis, MN, 2023, November.
In this study, we explore LGBQ+ college studentsâ?? experiences related to mental health and wellbeing, using the Proud & Thriving Framework. Our research utilizes a large scale, multi-institutional, quantitative and qualitative data set that includes a variety of institutional types and geographic locations across the United States. We use a series of OLS regression analyses and descriptive analyses to explore LGBQ+ studentsâ?? difficulties, support networks, knowledge about institution-provided supports, and student-suggested ways that their institution has supported their mental health and well-being. We find that large portions of LGBQ+ students do not know how to get help with various difficulties and that students within the LGBQ+ community had differing relationships with risks and supports depending on their specific LGBQ+ identity such as asexual students struggling less with workload-related issues and pansexual students struggling more with health-related issues than their LGBQ+ peers. We conclude with suggestions for campus staff, faculty, and higher education researchers on tangible ways that they can work to improve campus environments and experiences for LGBQ+ college students.
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Somewhere to Stay and Thrive: Relationships between Persistence and Environments for Diverse Faculty
BrckaLorenz, Allison; Christiaens, Roman; Feldman, Steven; Russell, Alethia; Wenger, Kevin
Association for the Study of Higher Education Annual Conference, Minneapolis, MN, 2023, November.
As colleges and universities invest in efforts to cultivate diverse learning environments, a primary focus has been hiring and retaining faculty with underrepresented and marginalized backgrounds. Using data from a large-scale, multi-institution quantitative data set, we explore how faculty persistence relates to aspects of a faculty memberâ??s environment. We found that faculty perceptions of work-life balance and within-work balance were the strongest indicators of a faculty memberâ??s intentions to persist. Relationships between persistence and aspects of environment tended to be strongest for LGBQ+ faculty. Institutions interested in supporting and retaining diverse faculty can use these findings to better understand their institutionâ??s environment for faculty and pinpoint areas to implement change.
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Exploring Relationships Between Faculty Values for and Practice in Developing Student Quantitative Reasoning
Hu, Tien-Ling & BrckaLorenz, Allison
American Educational Research Association Annual Meeting, Chicago, IL, 2023, April.
The American Association of Colleges and Universities listed quantitative literacy as an essential practical skill. Colleges and universities play a key role in preparing students with career skills. Building on two critical perspectives: the importance of quality teaching to quality learning and the importance of quantitative reasoning in workforce success, the study explores the relationship between faculty values for quantitative reasoning, how much faculty structure their courses to help develop studentsâ?? real-world skills, and to what extent faculty encourage students to participate in career-related activities. The findings show that faculty values for the importance of quantitative reasoning significantly predicted how they structure their courses to help develop studentsâ?? numerical skills and how they encourage students to participate in career-related activities.
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Faculty Feelings Matter: Environmental Experiences of Queer Faculty of Color
BrckaLorenz, Allison; Chamis, Ella; Feldman, Steven
American Educational Research Association Annual Meeting, Chicago, IL, 2023, April.
Despite an emphasis on diversifying the professoriate, higher education has failed to make significant progress in recruiting and retaining diverse faculty in the academy. Literature points to issues of campus climate, discrimination, and workplace stress as common reasons for diverse faculty to leave their positions. Using the College + University Teaching Environment framework, Quare Theory, critical methodological philosophies, and a large-scale multi-institution quantitative dataset, this study examines affective components of a faculty environment for queer faculty, faculty of color, and queer faculty of color. Results indicate strong relationships between perceptions of support, sense of belonging, mental health, and stress with faculty persistence in their role as well as additional stress for LGBQ+ faculty of color.
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Intersectionality and Sense of Belonging: Unpacking the Student Veteran Experience
Morris, Phillip Allen; BrckaLorenz, Allison; Burke, Jim; Chamis, Ella; Russell, Alethia; Weiss, Jennifer
Association for the Study of Higher Education Conference, Las Vegas, NV, 2022, November.
Military veterans are increasingly diverse students with multiple identity intersections. Using variable- and person-centered analyses with data from NSSE (n= 12,668), we examined impacts of veteransâ?? diverse identities on the multi-item factors Sense of Belonging, Collaborative Learning, Student-Faculty Interaction, and Quality of Interactions. Policy and practice implications are discussed.
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Environments that Motivate Teaching Excellence: The College + University Teaching Environment Framework
BrckaLorenz, Allison; Brandon, Josclynn; Nelson Laird, Tom
Association for the Study of Higher Education, 2021, November.
Inequities and discrimination built into the systems and structures of higher education prevent faculty from doing and receiving recognition for their best work. The framework proposed here guides our understanding of faculty needs, motivations, and supports that are necessary for healthy teaching environments and the wellbeing of diverse faculty.
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Teaching during the Pandemic: A Spectrum of Faculty Perspectives
Fassett, Kyle T.; BrckaLorenz, Allison; Hu, Tien-Ling
Association for the Study of Higher Education, 2021, November.
In this study, we holistically investigated the ways the pandemic altered how faculty navigated their roles. We examined how faculty adapted course reparation and teaching practices while considering faculty teaching needs and personal relationships. Findings from two national surveys show differences in faculty experiences by race, gender, sexual orientation, rank, and discipline. One finding showed White faculty tended to be less flexible regarding changes to their courses while Asian faculty tended to be more flexible in comparison to the average faculty response. We discuss both broad and specific implications for institutions and faculty for comprehending faculty teaching practices as well as understanding faculty holistically.
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Disciplinary Differences in Faculty Emphasis on Deep Approaches to Learning
Hiller, Stephen C.; Nelson Laird, Thomas F.
American Educational Research Association Annual Meeting, 2021, April.
This large-scale study compares how Biglan and Holland conceptualizations of academic disciplines in their ability to explain differences in faculty emphasis on deep approaches to learning in their courses. To examine these differences, several multiple regressions models are conducted 6,500 faculty and instructor responses to the Faculty Survey of Student Engagement (FSSE), using effect coding to better compare disciplinary categories. Analyses examining disciplines using Biglanâ??s three dimensions or Hollandâ??s theory suggest differences within each conceptualization that largely align with previous research. Comparisons between these two conceptualizations, while showing some overlap, indicate that Biglanâ??s dimensions explain slightly more variation, with a slightly greater range of magnitude in some effect sizes. These findings underscore for researchers, faculty, and educational developers the need to examine disciplinary effects on teaching practices while also suggesting for researchers the need to appropriately align disciplinary conceptualizations with their area of study.
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Difficult Discourse and Critical Pedagogies: A Large-Scale Mixed-Methods Exploration of Faculty Practice
Hurtado, Sarah; BrckaLorenz, Allison; Sisaket, Lesley; Washington, Sylvia
Association for the Study of Higher Education, 2020, November.
Using critical pedagogy as our framework, this study?s purpose is to explore faculty members? ability to engage in difficult discourse with their students and their use of related critical pedagogies. The findings come from a large-scale multi-institution mixed-methods study to provide guidance for faculty to participate in this work.
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Trial and Error: Socialization?s Failure to Teach Us How to Teach
BrckaLorenz, Allison; Hurtado, Sarah; Palmer, Dajanae; McCoy-Simmons, Casey
Association for the Study of Higher Education, 2020, November.
Socialization is a major component to faculty development, but without intentional direction it can fail to produce effective educators. The purpose of this large-scale mixed-methods study is to explore teaching influences, missed opportunities to prepare faculty for handling challenging teaching situations, and ways we can improve the socialization process. Results highlight the importance of faculty experiences as undergraduate and graduate students, the value of professional associations and conference participation, and the great range in faculty desires for professional development as educators. Potential implications include a focus on early socialization experiences, encouraging the Scholarship of Teaching and Learning, and providing equitable opportunities to support vulnerable populations.
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A multi-institutional study of teaching development opportunities and faculty practice
Fassett, K.; BrckaLorenz, A.; Hiller, S.; Nelson Laird, T.
American Educational Research Association Annual Meeting, 2020, April.
Research on faculty teaching development is robust, with small-scale research studies on specific teaching development experiences or practices in particular fields. To contextualize the myriad of teaching development efforts available to faculty, this large-scale multi-institution study of nearly 4,500 faculty seeks to broaden our understandings of who participates in teaching development practices, how their participation relates to their institutional environments, and how their participation connects to use of effective teaching practices. Results show there are some notable trends by field, identity, the type of courses taught, and institutional characteristics. The overview of professional development participation in this study gives strength to positive findings from smaller-scale research studies and provides a solid base for more specific studies of these practices.
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Are Black women faculty and Women of Color faculty synonymous?
Priddie, C.; Palmer, D.; Silberstein, S.; BrckaLorenz, A.
American Educational Research Association Annual Meeting, 2020, April.
Black women faculty in the professoriate are often lumped into broader women of color categories when examining their experiences in academia. However, women of color are not a monolith and their experiences should be examined with disaggregation. The current study examined the time allocation of Black women faculty in relation to other women of color faculty to assess whether narratives compiling all women of color faculty together are appropriate. Results showed that Black women faculty differ in how they allocate their time in relation to their women of color counterparts. Our findings suggest that studies conducted aggregating the stories of women of color are not portraying the unique experience Black women faculty are facing.
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Developing transferable skills for the public good
Kirnbauer, T.; BrckaLorenz, A.
American Educational Research Association Annual Meeting, 2020, April.
Transferable skills are crucial for undergraduates to be prepared to enter the workforce after college. Previous research has shown how effective educational approaches enhance student learning. There is, however, limited research that understands how the emphasis on transferable skills relates to the value of deep approaches to student learning. This paper analyzes how faculty emphasis of transferable skills, through analytical writing and problem-solving, is related to deep approaches to learning in higher education. Data come from a large-scale, multi-institutional study that surveys faculty at four-year institutions. Findings indicate that the intentional development of transferable skills has a positive relationship with emphases on deep approaches to learning. The study reinforces the importance of collaboration between multiple stakeholders to foster student learning.
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Examining the relationship between faculty development opportunities and teaching practices
Fassett, K.; BrckaLorenz, A.
American Educational Research Association Annual Meeting, 2020, April.
Teaching is arguably the lifeblood of higher education as students enroll in higher education institutions to learn new information. Faculty often partake in developmental opportunities that seek to improve their pedagogical practices and the student experience. Seeing the importance in understanding teaching, this study uses a multi-institution data set to examine the relationship between development opportunities and faculty use of effective teaching practices and course goals. Findings indicate that informal practices including discussing teaching with colleagues, speaking with students beyond course evaluations about classroom practices, and reading pedagogy books increased use of effective teaching practices. These findings have implications for faculty developers coordinating teaching development opportunities, administrators investing funding in development, and faculty who are looking to change their practices.
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Exploring interactions of race and discipline in teaching practices: Focusing on faculty of color in STEM
Hiller, S., BrckaLorenz, A., Priddie, C., & Nelson Laird, T.
Association for the Study of Higher Education Annual Conference, Portland, OR, 2019, November.
This study seeks to center the experiences of minoritized faculty to better understand how diverse faculty approach teaching in different disciplines. Findings suggest that students in STEM courses taught by faculty of color may experience deeper and more meaningful learning than in STEM courses taught by White faculty.
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Advancing truth: Expanding our knowledge of LGBQ+ faculty
BrckaLorenz, A., Fassett, K., & Merckle, R.
American Educational Research Association Annual Meeting, Toronto, Ontario, Canada, 2019, April.
Most research about queerness at colleges and universities has been aimed at examining the student experience. Research on queer faculty often has quantitative limitations, has grown outdated, or is qualitative in nature. From this, we know that the experiences of queer faculty are often difficult. Through a large-scale, multi-institution, multi-year investigation of LGBQ+ faculty, this study aims to give an overview of the academic lives of these understudied academics. We investigate who they are, at what kinds of institutions are they employed, and different ways they contribute to undergraduate education. With this story, we hope to strengthen the voices of qualitative studies and encourage higher education to think more broadly about notions of diversity and identity.
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Centering Black women faculty: Magnifying powerful voices
Priddie, C., Palmer, D., Silberstein, S., & BrckaLorenz, A.
American Educational Research Association Annual Meeting, Toronto, Ontario, Canada, 2019, April.
While much of the quantitative research Black women faculty, has taken a comparative approach to understanding their experiences, this study provides a counternarrative, centering their experiences as faculty. This large-scale, multi-institution glance at Black women faculty helps to give us an overview of these women across the country, looking at who they are, where they are, how they spend their time, and what they value in undergraduate education. This study allows us to strengthen various arguments made in qualitative studies of Black women faculty and give voice to a community that can be invisible. This study reaffirms and reinvigorates the need to continue to create avenues for recruitment, hiring, support, promotion, and retention of Black women across all disciplines.
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Does enjoyment, guilt, and/or rewards motivate faculty research productivity? A large-scale test of Self-Determination Theory
Stupnisky, R., BrckaLorenz, A., & Nelson Laird, T. F.
American Educational Research Association Annual Meeting, Toronto, Ontario, Canada, 2019, April.
What motivates faculty to be productive researchers is largely unknown as institutional, demographic, and social-environmental factors explain limited variance. The current study tested the extent to which self-determined motivation served as a predictor of university faculty member‘s research productivity. Analysis of a large-scale USA sample of 1,980 faculty from 21 institutions using structural equation modeling found autonomous motivation (enjoyment, value) positively related to self-reported research productivity and number of publications, beyond time spent on research. The basic needs of autonomy and competence predicted autonomous motivation, and indirectly predicted achievement. External motivation (rewards) had a relatively small positive relationship with research productivity, while introjected motivation (guilt) had no relationship. The results contribute to both the faculty development and motivation research literatures.
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Employing differential item function analysis in survey research
Paulsen, J., Merckle, R., & BrckaLorenz, A.
American Educational Research Association Annual Meeting, Toronto, Ontario, Canada, 2019, April.
One of the key assumptions involved in using any survey or measurement is that the instrument works consistently across groups. This is particularly important in survey research where group comparisons are ubiquitous. Differential item functioning analysis examines whether the instrument systematically biases in favor of one group. The findings from such an analysis are unattainable in traditional approaches to examining instrument validity, and yet, it is rare to find DIF analysis in surveys. This process illustrates DIF analysis with logistic regression using the Faculty Survey of Student Engagement. We find FSSE items did not show the presence of DIF. This provides confidence to users of this instrument that it measures the same constructs in the same way across different groups.
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Time well spent: Flipped classrooms and effective teaching practices
Fassett, K. T., BrckaLorenz, A., Strickland, J., & Ribera, A.
American Educational Research Association Annual Meeting, Toronto, Canada, 2019, April.
Good teaching practices are the crux of student education and require constant evaluation to meet current generations‘ learning needs. Flipped classrooms have sought a foothold in higher education to provide opportunities for deep learning through the delivery of content online prior to attending class while having activities related to processing and applying the information during class. Using a large-scale, multi-institution study of faculty teaching flipped courses, this study empirically links flipped procedures to other forms of effective educational practice and additionally focuses on the motivations and impacts on the faculty side of this pedagogical practice. Findings indicate numerous learning and development benefits for students with implications for supporting and motivating faculty across disciplines, faculty identities, and course types.
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The time is now: A study promoting STEM faculty use of culturally inclusive teaching
Ribera, A., Priddie, C., & BrckaLorenz, A.
Association for the Study of Higher Education Annual Conference, Tampa, FL, 2018, November.
This study aims to inform the conversation of inclusion in STEM. We analyzed nearly 3,000 faculty who shared their experiences with using culturally inclusive teaching in their selected undergraduate course. Our study serves as tool to promote discussions about strategies campus leaders may adopt to reinforce inclusion for all students.
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Creative coursework exposure: Enhancing college student engagement across disciplines
Miller, A. L.
Southern Oregon University Creativity Conference, 2018, August.
Previous research suggests that creativity training can be effective in academic settings and that teachers, in particular, can have an impact on creativity (Scott et al., 2004). Furthermore, incorporating creativity into classroom activities and assignments can encourage student engagement in the educational process (Halpern, 2010). This study extends research on creativity and student engagement in higher education, using data from the ?Senior Transitions? topical module of the National Survey of Student Engagement (NSSE). Responses from over 61,000 seniors at 266 different U.S colleges and universities were used to explore how exposure to creative coursework can predict student engagement in a variety of areas. NSSE‘s measure of creative coursework includes items on generating new ideas, taking risks without fear of penalty, evaluating multiple approaches to problems, and inventing new methods. Ordinary least squares regression models were conducted to determine the effect of creative coursework exposure on NSSE‘s established measures of student engagement: reflective and integrative learning, higher-order learning, use of learning strategies, collaborative learning, diverse discussions, student-faculty interaction, effective teaching practices, quality of interactions, and supportive environment. The results suggest that creative coursework is a significant positive predictor of student engagement, even after controlling for sex, transfer status, enrollment status, first-generation status, age, SAT/ACT, race/ethnicity, major, grades, percentage of online courses, control (private/public) and size. Potential reasons for these patterns of results will be discussed. These findings can help to inform curricular and programming enhancements for college students across all major fields, enriching their educational experiences through exposure to creative coursework.
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Examining faculty burn-out, well-being, and job performance
Stupnisky, R. H., BrckaLorenz, A., Yuhas, B., & Guay, F.
American Educational Research Association Annual Meeting, New York, NY, 2018, April.
This study tested a conceptual model based on self-determination theory to examine how university faculty members‘ motivation for teaching predicts their utilization of teaching best practices and explored if faculty at various higher education institution types are differentially motivated for teaching. Data from a national online survey of 1,671 faculty from 19 universities were analyzed using structural equation modeling. Support for the overall model showed faculty autonomy, competence, and relatedness positively predicted autonomous (intrinsic, identified) motivation but not controlled (introjected, external) motivation. Autonomous motivation, in turn, predicted greater incorporation of effective teaching strategies, namely instructional clarity, higher-order learning, reflective and integrative learning, and collaborative learning. There were no differences found across faculty at doctoral, master‘s, and bachelor‘s institutions in terms of autonomous motivation mean levels nor for the predictive effects of autonomous motivation on teaching best practices. The findings have implications for the faculty motivation and teaching research literatures as well as for faculty development initiatives aimed at improving teaching effectiveness.
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Exploring perspectives on culturally inclusive practice: Institutional emphasis of diversity, inclusive coursework, and student gains
BrckaLorenz, A., Kinzie, J., Hurtado, S., & Sanchez, B.
American Educational Research Association Annual Meeting, New York, NY, 2018, April.
In the last few decades, diversity, inclusion, and equity goals have proliferated across institutions in the US, and decades of research point to the benefits of culturally inclusive content and pedagogy on student outcomes. Despite these findings, it is not sufficient simply to know if students are exposed to these experiences; rather, we must understand how students interpret and perceive them as they relate to the institution‘s commitment to inclusion. Using data from undergraduates and faculty in a large-scale, multi-institution quantitative study, this paper presents findings regarding the ways students engage in culturally inclusive content and pedagogy, faculty practices for inclusivity, and how these influence students‘ educational gains and perceptions of institutional commitment to diversity, inclusion, and equity goals.
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Faculty types and effective teaching: A cautionary exploration of how faculty spend their time
BrckaLorenz, A., Nelson Laird, T. F., Yuhas, B., Strickland, J., & Fassett, K.
American Educational Research Association Annual Meeting, New York, NY, 2018, April.
Most research on faculty time focuses on research productivity, leaving the time they spend on other activities largely unexplored. Time spent teaching is certainly as core to institutional missions as research and is more likely to shape students‘ experiences and learning. This large-scale, multi-institution study of over 16,000 full-time faculty examines how much time they spend on teaching, research, and service. Five distinct groups, based on time use, are described. Additionally, the relationships between the groupings and the use of effective educational practices are explored. Surprising results, such as teaching-heavy faculty scoring the lowest on measures of teaching effectiveness, raise questions about faculty roles and autonomy and what conditions inspire the use of best practices in teaching.
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Measuring the diversity inclusivity of college courses: An update
Nelson Laird, T. F., Hurtado, S. S., & Yuhas, B.
American Educational Research Association Annual Meeting, New York, NY, 2018, April.
In our current educational and national contexts, few things matter more than finding ways to facilitate learning across differences. Including diversity in the college curriculum is one well-established way to promote this learning. In this update to Nelson Laird‘s (2011) work, we use questionnaire responses from 4,468 faculty at 42 colleges and universities to show that all types of faculty are including diversity in some aspects of their courses, while certain faculty?such as women, faculty of color, and those who perceive a strong commitment to diversity among the people at their institutions?are more likely to include diversity than their colleagues. We discuss implications for faculty, faculty development, and students in the paper.
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Student and faculty perspectives on the emphasis of inclusive and culturally engaging coursework
Silberstein, S. & BrckaLorenz, A.
American Educational Research Association Annual Meeting, New York, NY, 2018, April.
Higher education provides opportunities for students from homogeneous backgrounds to be introduced to new concepts and experiences, and it has the potential to create environments that engage and include students from marginalized backgrounds. It is not enough to strive for structural diversity; institutions should intentionally create formal diversity experiences, such as coursework focused on inclusive and culturally engaging activities. This large-scale, multi-institution study of undergraduate and faculty perceptions of inclusive and culturally engaging coursework gives insight into the ways faculty create supportive environments in their classrooms and the students who are participating in these activities. This paper focuses on areas in which campuses are succeeding in creating more inclusive and culturally engaging classroom environments and areas that need improvement.
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A comparison of international students’ engagement and faculty perceptions of international student engagement
Wang, R., & BrckaLorenz, A.
American Educational Research Association Annual Meeting, San Antonio, TX, 2017, April.
With the exponential growth of international students pursing degrees at U.S. colleges and universities, an increasing number of faculty and staff have brought up questions and concerns about supporting international students‘ academic engagement and success. Although prior studies have explored the educational experiences of international students in the US, only a small number of them have investigated international student engagement at four-year institutions. Little is known about faculty‘s approaches to international student engagement and how they may differ from international students‘ self-reported engagement. Using large-scale and multi-institutional survey datasets, this quantitative study aims to explore international student engagement in learning strategies, collaborative learning, and student-faculty interaction, and to compare international student engagement from the perspectives of faculty and students. Recommendations on supporting international student engagement from an individual faculty level, department level, and institutional level are discussed in the end.
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Social desirability bias and faculty respondents: Is ?good behavior? harming survey results?
Miller, A. L., & Dumford, A. D.
American Educational Research Association Annual Meeting, San Antonio, TX, 2017, April.
Social desirability bias has long been a concern for survey researchers, with mixed findings for student self-reports in higher education. To extend this research, the current study investigates the potential presence of social desirability bias in faculty surveys. In addition to the core Faculty Survey of Student Engagement, this study used responses from a social desirability measure given to 1,574 faculty members at 18 institutions. A series of 10 step-wise OLS regression analyses looking at engagement indicators (while controlling for other faculty and institutional characteristics) suggest that in all cases, social desirability bias does not seem to be a major factor in faculty survey responses. However, it is also important to consider how some items are ?sensitive? for specific populations.
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Found my place: The importance of faculty relationships for seniors’ sense of belonging
Miller, A. L., Williams, L. M., & Silberstein, S. M.
John C. Dalton Institute on College Student Values, Tallahassee, FL, 2017, February.
The current study sought to explore whether senior students‘ faculty-related engagement influences their sense of belonging, particularly their feelings of institutional acceptance. This study utilizes data from the National Survey of Student Engagement (NSSE) to explore these relationships. Results suggest that increased student-faculty interaction, use of effective teaching practices, and participation in research with faculty have a positive impact on feelings of institutional acceptance for seniors. Furthermore, certain student demographics, college experiences, and institutional characteristics also play a role in this aspect of belongingness. Institutions can use this information to increase programming and resources directed at improving student engagement with faculty.
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Employing quasi-experimental methods to relate first-year student participation in research with faculty to desired outcomes
Fosnacht, K., & Zilvinskis, J.
Association for the Study of Higher Education Annual Conference, Columbus, IN, 2016, November.
Undergraduate research opportunities with faculty are becoming increasingly common and previously been found to positively influence student learning. However, the literature on this activity is generally weak methodologically and/or is not generalizable. This study uses quasi-experimental methods to examine the influence of research with faculty using a large national sample. We found that research with faculty experiences had significant and positive effects on multiple aspects of student engagement for a sample of first-year students, particularly student-faculty interaction. Additionally, we found differential effects of undergraduate research participation between STEM and non-STEM majors. Implications for policy and practice are discussed.
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Examining student-faculty interaction among Black/African American female undergraduates: An in-depth analysis of NSSE 2008&ndash2012 data
Wheatle, K. I. E., Davis, L. P., & BrckaLorenz, A.
Association for the Study of Higher Education Annual Conference, Columbus, OH, 2016, November.
The current study examines student-faculty interaction by employing OLS regression models on a large-scale sample of student engagement survey data to compare Black female interaction with faculty to their Black male, White female, and White male peers. Within-group analyses will reveal impact of various student characteristics among Black women students.
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High-impact practices and student-faculty interactions for gender variant students
BrckaLorenz, A., Garvey, J. C., Hurtado, S. S., & Latopolski, K.
American Educational Research Association Annual Meeting, Washington, DC, 2016, April.
The vast amount of research on student success and engagement in college focuses on a narrative for majority student populations that does not account for unique experiences across social identities. This paper examines the experiences of gender variant students (i.e., students who do not identify as either cisgender men or women) regarding engagement in high-impact practices and student-faculty interactions using a large-scale, multi-institution quantitative data set. Although high-impact practice participation was similar for gender variant and cisgender students, positive student-faculty interaction was found to be a significant predictor for increased high-impact practice participation for gender variant students. Results from this study may also point to chillier climates of certain major fields for gender variant students. Implications for these findings focus on increasing gender variant students‘ participation in high-impact practices, creating more safe and positive learning environments for gender variant students, and advocating for the inclusion of different gender identities in surveys, institutional data, and higher education research.
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Maintaining inequality: An analysis of college pathways among women at large public institutions
Tukibayeva, M., Ribera, A. K., Nelson Laird, T. F., & BrckaLorenz, A.
American Educational Research Association Annual Meeting, Washington, DC, 2016, April.
Armstrong and Hamilton (2013) proposed a framework of three college pathways?party, professional, and mobility?that lead to economically unequal postgraduation outcomes and vastly different college experiences for female students. Using data from the National Survey of Student Engagement (NSSE), we examined the responses from 42,504 women seniors at 183 four-year large public institutions to identify how the potential income of their college major choice relate to the pathways. We found that the economic advantage of major choice is not equally distributed among students: party pathway students selected the least lucrative college majors, professional pathway students selected the most lucrative majors, and first-generation students on all pathways tended to select majors with less potential income than their peers with college-educated parents. Students on the three pathways also engaged differently in three measures of academic engagement (three of the ten NSSE Engagement Indicators): Reflective and Integrative Learning, Learning Strategies, and Student-Faculty Interaction.
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Moving students to read: Unpacking the relationship with reflective and integrative learning
Wang, R., & Ribera, A. K.
American Educational Research Association Annual Meeting, Washington, DC, 2016, April.
College students‘ reading motivation and reflective and integrative learning play a significant role in influencing students‘ academic performance and engagement. Understanding students‘ reading motivation will help faculty members adjust their course design and provide sufficient support and resources in order to accommodate student learning. Using data collected in 2013 from 47 four-year colleges and universities located in the U.S., this study explores individual characteristics of students who tend to be intrinsically motivated to read. This study also explores the relationship between intrinsic reading motivation and students‘ level of engagement in reflective and integrative learning. Recommendations for enhancing students‘ reading motivation and reflective and integrative learning are provided.
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The teaching practices and time allocation of faculty and graduate student instructors
Wang, R., BrckaLorenz, A., & Nelson Laird, T.
American Educational Research Association Annual Meeting, Washington, DC, 2016, April.
Few studies have compared teaching behaviors between faculty and graduate student instructors (GSIs). Using a large-scale multi-institution dataset, this study takes a closer examination of the variation of effective teaching practices, proportion of time spent on in-class activities, and time commitment on teaching-related activates of faculty and GSIs with different demographic and course characteristics. Results suggest that faculty utilize more effective teaching practices than GSIs across all demographic, course characteristics, and disciplines. Faculty spent a greater proportion of time in lecture and discussion, whereas GSIs spent more time in small-group activities. GSIs spent less time than faculty at different academic ranks in all teaching-related activities. This study recommends more resources and support should be provided to GSIs to enhance effective teaching practices and time management in teaching.
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Understanding faculty experiences with discrimination: The role of intersecting identity and institutional characteristics
Hurtado, S., & BrckaLorenz, A.
American Educational Research Association Annual Meeting, Washington, DC, 2016, April.
Understanding the experience of faculty members has been an important focus of higher education literature, particularly the prevalence of discrimination for underrepresented populations. Experiences with discrimination have the potential to negatively impact aspects of faculty overall experience, including satisfaction and retention and perceptions of campus climate. Most previous literature focuses on one or two specific identity characteristics (e.g. gender and race/ethnicity) and less attention has been paid to ways in which various identity characteristics intersect in one‘s experience. Using a large-scale multi-institution data set, this quantitative study examines faculty experiences with discrimination by identity and institutional characteristics, its impact on faculty ability to work, and perceptions of institutional support. Findings indicate nearly half of faculty who experienced discrimination indicated it was based on two or more identities and of the identities provided, academic rank was the highest reported reason for discrimination.
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Livin' on a prayer: A quasi-experimental investigation into the efficacy of learning communities
Fosnacht, K., & Graham, P. A.
American College Personnel Association Annual Convention, Montreal, QC, Canada, 2016, March.
With the increasing adoption of learning communities by post-secondary institutions, it is imperative to document their effectiveness, as the existing research is not definitive. In this study, we found that learning communities have a positive impact on students‘ engagement and perceived gains using a quasi-experimental approach, confirming previous research; however, learning communities do not appear to drastically alter the student experience on average. Additionally, we found that the estimated effect of learning communities varies widely across institutions on a variety of measures. Consequently, it appears that while some learning communities are extremely impactful, others have a negligible impact on students.
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Looking across high-impact practices: First-year student democratic awareness & democratic participation
Weiss, H. A., & Fosnacht, K. J.
NASPA Annual Conference, Indianapolis, IN, 2016, March.
Creating educated and informed citizens for our diverse democracy has long been one of the objectives of the U.S. educational system. Traditionally, service-learning has been the primary tool for colleges and universities to promote civic outcomes; however, other practices also hold the potential to improve civic outcomes. In this study, we find that service-learning, learning communities, and research with faculty are positively and significantly correlated to two measures of democratic engagement for a multi-institutional sample of first-year students. The results have important implications for how postsecondary institutions promote civic outcomes.
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Learning online: Unintended consequences for engagement?
Dumford, A. D., & Miller, A. L.
Hawaii International Conference on Education, Honolulu, HI, 2016, January.
A rapidly increasing number of colleges and universities are looking for ways to deliver course content online. This paper investigates the effects of taking courses through an online medium on students‘ engagement using data from the 2015 administration of the National Survey of Student Engagement (NSSE). A series of 10 OLS regression analyses, controlling for certain student and institutional characteristics, suggested several significant effects of taking online courses for first-year students as well as seniors. Students taking more courses using an online medium showed higher use of learning strategies and quantitative reasoning yet lower collaborative learning, student-faculty interactions, effective teaching practices, discussions with diverse others, and quality of interactions. The change in these engagement indicators based on the percentage of classes taken online reveals that the online environment might encourage certain types of engagement but not others.
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Barriers in returning to learning: Engagement and support of adult learners
Rabourn, K. E., Shoup, R., & BrckaLorenz, A.
Association for Institutional Research Annual Forum, Denver, CO, 2015, May.
Adult learners are a growing population in the U.S. postsecondary education system that experiences distinct barriers to academic success. However, higher education institutions continue to create and adhere to policies that favor traditional-age college students. Given that adult learners are becoming more common across the higher education landscape, it is important to better understand their experiences to ensure this population is supported to success. This study used data from the 2013 and 2014 administrations of the National Survey of Student Engagement to identify the characteristics of today‘s adult learners and to assess how their engagement differs from that of traditional-age students. We found that adult learners are more likely to take all of their classes online, begin their education at another institution, and enroll part time. Compared to their traditional-age peers, adult learners are more engaged academically and have more positive perceptions of teaching practices and interactions with others, but they interact less with peers and faculty and find their campuses to be less supportive.
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Item nonresponse bias on the Faculty Survey of Student Engagement
Chiang, Y.-C., & BrckaLorenz, A.
Association for Institutional Research Annual Forum, Denver, CO, 2015, May.
Survey researchers often wonder about the impact of missing data and whether a sample with missing data is representative of a larger population. This study investigates the prevalence of item nonresponse bias among participants in the FSSE survey and its impact on the estimates of ten FSSE scale scores by comparing item nonresponse patterns across faculty-level characteristics such as gender identity, racial or ethnic identification, citizenship, employment status, academic rank, and the number of undergraduate or graduate courses taught. These analyses examined a set of FSSE items that comprise ten FSSE scales.
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Civic engagement, service-learning, and faculty engagement: A profile of Black women faculty
Wheatle, K., & BrckaLorenz, A.
American Educational Research Association Annual Meeting, Chicago, IL, 2015, April.
Existent research on African American (or Black) women faculty suggests that they are disproportionately overlooked during the tenure and promotion process, largely due to the academy‘s overvaluing of research activities and undervaluing of service-based and teaching activities. These studies largely utilize qualitative inquiry to develop a narrative about the experiences of Black women faculty. The current study seeks to test this narrative quantitatively by using a large-scale sample of faculty engagement survey data to compare Black women faculty‘s encouragement of civic engagement and use of service-learning to that of their Black male, White female, and White male counterparts. Findings suggest that Black women faculty are more encouraging of civic engagement among their students and include more service-learning within their courses than others.
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Global perspectives in curricula and deep approaches to learning: Examining faculty practices for engagement
Peck, L., Chiang, Y.-C., & BrckaLorenz, A.
American Educational Research Association Annual Meeting, Chicago, IL, 2015, April.
Many higher education institutions today are placing a high level of importance on internationalization. One of the most popular means of providing students with a global perspective is through internationalizing a course curriculum. Global learning experiences in the classroom are seen as a way to expose students to multiple points of view on issues and foster cross-cultural understanding. Using results from the 2014 administration of the Faculty Survey of Student Engagement (FSSE), this study compared faculty use of global perspectives in student learning to their use of reflective and integrative learning and higher order learning practices?to see how the two are related. The influences of faculty characteristics, such as gender and academic rank, as well as institutional characteristics, will also be explored.
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Revisiting the relationship between institutional rank and student engagement
Zilvinskis, J., & Rocconi, L. M.
American Educational Research Association Annual Meeting, Chicago, IL, 2015, April.
Using data from the 2013 administration of the National Survey of Student Engagement (NSSE), multilevel models were employed to explore the relationship between student engagement and three institutional ranking schemes: U.S. News, Forbes, and Washington Monthly. Findings reveal few relationships exist between NSSE‘s measures of student engagement and the three institutional ranking schemes, except for a negative relationship between the three ranking schemes and student-faculty interactions; implications of these findings are included.
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What characteristics predict student-faculty interaction and important relationships with effective educational practice
Wang, R., BrckaLorenz, A., & Chiang, Y.-C.
American Educational Research Association Annual Meeting, Chicago, IL, 2015, April.
Student-faculty interaction is significantly beneficial to college students‘ engagement and success. Past studies of student-faculty interaction (SFI) have focused on the relationship between student characteristics and SFI or between faculty members‘ qualities, skills, or approaches and SFI. This study uses a large-scale multi-institution data set to take a closer examination of the relationships between faculty characteristics, course characteristics, institutional characteristics, faculty course goals, and faculty values for campus support with SFI. Results suggest that several faculty, course, and institution characteristics predict increased SFI. Additionally, results also indicate that faculty who do more to structure their courses for student growth and development and more strongly value a supportive campus environment for students interact with students more frequently.
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What influences end-of-course evaluations? Teaching and learning vs. instrumental factors
McCormick, A., & BrckaLorenz, A.
American Educational Research Association Annual Meeting, Chicago, IL, 2015, April.
Student evaluations of courses and teaching in the form of end-of-course surveys are ubiquitous in higher education, and at many institutions they serve as the primary basis for evaluating teaching effectiveness in the promotion and tenure process. Course evaluations of teaching are also controversial. It is often asserted that students use them to reward professors for easy courses and punish them for demanding ones, and many faculty believe that students‘ evaluations are influenced by their expected grade. This study investigates the relative influence of teaching and learning versus instrumental influences in students‘ overall course evaluation ratings using data from a diverse sample of 44 four-year institutions.
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Sense of peer belonging and institutional acceptance in the first year: The role of high-impact practices
Ribera, A. K., Miller, A. L., & Dumford, A. D.
American College Personnel Association Annual Convention, Tampa, FL, 2015, March.
This study examines the role that high-impact practices play in shaping first-year students' sense of belonging as it relates to peers and institutional acceptance. Using data from the National Survey of Student Engagement (n=9,371), results reveal troublesome gaps for historically underrepresented populations in their sense of belonging among their peers and affiliation with the institution. Yet, when students participated in certain high-impact practices (learning communities, service-learning, research with faculty, and campus leadership), positive associations were found, even after controlling for other institutional and student-level characteristics. Implications for first-year programming are discussed.

Exploring the effects of a HIP culture on campus: Measuring the relationship between the importance faculty place on high-impact practices and student participation in those practices
Nelson Laird, T., BrckaLorenz, A., Zilvinskis, J., & Lambert, A.
Association for the Study of Higher Education Annual Conference, Washington, DC, 2014, November.
This study explores campus cultures that value high-impact practices by examining the relationship between the importance faculty place on high-impact practices and student participation in six different educationally beneficial high-impact activities. We further explore how faculty and institutional characteristics affect the importance faculty place on undergraduate high-impact practice participation.
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Exploring how course evaluation outcomes are collected, shared, and used
BrckaLorenz, A., McCormick, A., & Peck, L.
Association for Institutional Research Annual Forum, Orlando, FL, 2014, May.
End of course evaluations are a widely used means of assessing student learning experiences and provide opportunities for faculty to refine their teaching and course content. However, the way institutions collect and share those results varies. Using data from the 2013 National Survey of Student Engagement and Faculty Survey of Student Engagement administrations, this presentation examines how different types of institutions collect and distribute course evaluation results, how much students access course evaluation information, and how much faculty use course evaluation information to improve their courses and teaching. Student use of external evaluation sources (e.g., ratemyprofessor.com) to select courses is also be examined.
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Exploring how course evaluation outcomes are collected, shared, and used
BrckaLorenz, A., McCormick, A., & Peck, L.
Association for Institutional Research Annual Forum, Orlando, FL, 2014, May.
End of course evaluations are a widely used means of assessing student learning experiences and provide opportunities for faculty to refine their teaching and course content. However, the way institutions collect and share those results varies. Using data from the 2013 National Survey of Student Engagement and Faculty Survey of Student Engagement administrations, this presentation examines how different types of institutions collect and distribute course evaluation results, how much students access course evaluation information, and how much faculty use course evaluation information to improve their courses and teaching. Student use of external evaluation sources (e.g., ratemyprofessor.com) to select courses is also be examined.
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Testing the new scales on the Faculty Survey of Student Engagement
BrckaLorenz, A., Chiang, Y.-C., & Nelson Laird, T.
Association for Institutional Research Annual Forum, Orlando, FL, 2014, May.
The Faculty Survey of Student Engagement (FSSE) annually collects information from thousands of faculty at baccalaureate degree-granting colleges and universities about student engagement both in and out of the classroom. With the update to the FSSE instrument in 2013, new scales were rigorously tested to aid in reporting and discussions about student engagement. FSSE staff have documented the array of analyses and tests used to evaluate the quality of these scales, including descriptive analysis and studies of validity and reliability.
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Testing the new scales on the Faculty Survey of Student Engagement
BrckaLorenz, A., Chiang, Y.-C., & Nelson Laird, T.
Association for Institutional Research Annual Forum, Orlando, FL, 2014, May.
The Faculty Survey of Student Engagement (FSSE) annually collects information from thousands of faculty at baccalaureate degree-granting colleges and universities about student engagement both in and out of the classroom. With the update to the FSSE instrument in 2013, new scales were rigorously tested to aid in reporting and discussions about student engagement. FSSE staff have documented the array of analyses and tests used to evaluate the quality of these scales, including descriptive analysis and studies of validity and reliability.
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Bridge or barrier: The impact of social media on engagement for first-generation college students
Haeger, H., Wang, R., & BrckaLorenz, A.
American Educational Research Association Annual Meeting, Philadelphia, PA, 2014, April.
Social media, such as Facebook and Twitter, are an integral part of communication for today‘s college students. This research explores whether this shift in communication functions to create more connections or whether it functions as another avenue for social reproduction of privilege for first-generation college students. Analysis on how first-generation students use social media to build and maintain social connections along with what factors most impact the formation of social capital through social media suggests that first-generation students use social media less than their peers, especially in building new relationships and in learning about events on campus. Despite this, social media use is still an important tool in making connections to peers and faculty on campus for first-generation students.
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Selectivity and the college experience: How undermatching shapes the college experience among high-achieving students
Fosnacht, K.
American Educational Research Association Annual Meeting, Philadelphia, PA, 2014, April.
This study examined how undermatching impacts the college experiences of high achieving first-year students. Using propensity score modeling, it found that undermatching was associated with less academic challenge, but higher levels of student-faculty interaction and active and collaborative learning. The results also indicate that undermatches report fewer gains in their learning and development and less satisfaction with their institution. The implications of undermatching and how to reduce its prevalence are discussed.
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Senior leaders and teaching environments at Historically Black Colleges and Universities and Predominately White Institutions
Cole, E. R., Nelson Laird, T. F., & Lambert, A.
American Educational Research Association Annual Meeting, San Francisco, CA, 2013, May.
Various scholars have entered the conversation on the educational effectiveness of HBCUs in comparison to PWIs. There is, however, an absence of research that examines the potential relationship between teaching practices and how faculty feel senior leaders (e.g., deans, provosts, presidents) contribute to fostering an environment that enhances their classroom effectiveness. This study uses data from the 2012 administration of the Faculty Survey of Student Engagement (FSSE) to examine the differences between faculty perceptions of senior leaders on HBCU and PWI campuses. The results add to our understanding of how much senior leaders support both faculty teaching practices and teaching-related resources.
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Faculty emphasis on diversity conversations and conversations with diverse others
BrckaLorenz, A., Nelson Laird, T., & Shaw, M.
AAC&U Modeling Equity, Engaging Difference Conference, Baltimore, MD, 2012, October.
Using data from the Faculty Survey of Student Engagement (FSSE), this study examines how often faculty structure class sessions around diverse topics and how often faculty report students having serious conversations with diverse others in their courses. Findings suggest that faculty most often structure course sessions around economic and social inequalities and report students having the most conversations with people of differing economic or social backgrounds. Faculty members‘ gender and race matter in predicting these measures of diversity in the classroom, but disciplinary area was the strongest predictor. Implications for assessment and institutional research are discussed.
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Faculty emphasis on diversity topics and conversations with diverse others
Nelson Laird, T. F., Shaw, M. D., Cole, E. R., BrckaLorenz, A., & Cervera, Y.
Association for Institutional Research Annual Forum, New Orleans, LA, 2012, June.
Using data from the Faculty Survey of Student Engagement (FSSE), this study examines how often faculty structure class sessions around diverse topics and how often faculty report students having serious conversations with diverse others in their courses. Findings suggest that faculty most often structure course sessions around economic and social inequalities and report students having the most conversations with people of differing economic or social backgrounds. Faculty members‘ gender and race matter in predicting these measures of diversity in the classroom, but disciplinary area was the strongest predictor. Implications for assessment and institutional research are discussed.
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Faculty fostering collaborative learning and personal and social responsibility
Ribera, T., Ribera, A.K., BrckaLorenz, A., & Nelson Laird, T.F.
Association for Institutional Research Annual Forum, New Orleans, LA, 2012, June.

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Faculty lend a helping hand to student success: Measuring student-faculty
Lambert, A. D., Rocconi, L. M., Ribera, A. K., Miller, A. L., & Dong, Y.
Association for Institutional Research Annual Forum, New Orleans, LA, 2012, June.

Student and faculty member engagement in undergraduate research
Webber, K., Nelson Laird, T. F., & BrckaLorenz, A.
Association for Institutional Research Annual Forum, New Orleans, LA, 2012, June.

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Examining the importance of teaching clarity: Findings from the Faculty Survey of Student Engagement
Ribera, T., BrckaLorenz, A., Cole, E., & Nelson Laird, T.
American Educational Research Association Annual Meeting, Vancouver, British Columbia, Canada, 2012, April.

Patterns in faculty teaching practices on the campuses of historically black colleges and universities and predominantly White institutions
Shaw, M. D., Cole, E. R., Harris, C. J., & Nelson Laird, T. F.
American Educational Research Association Annual Meeting, Vancouver, British Columbia, Canada, 2012, April.

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Examining effective faculty practice: Teaching clarity and student engagement
BrckaLorenz, A., Cole, E., Kinzie, J., & Ribera, T.
Professional & Organizational Development Conference, Atlanta, GA, 2011, October.

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Examining effective faculty practice: Teaching clarity and student engagement
BrckaLorenz, A., Cole, E., Kinzie, J., & Ribera, T.
Professional & Organizational Development Conference, Atlanta, GA, 2011, October.

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Identifying disciplinary peers: A process for classifying fields of study based on faculty
Shaw, M. D., Lambert, A. D., Haywood, A. M., Cole, E. R., & Nelson Laird, T. F.
Association for Institutional Research Annual Forum, Toronto, ON, Canada, 2011, May.

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Relationship between faculty perceptions of institutional participation in assessment and faculty practices of assessment-related activities
Haywood, A. M., Shaw, M. D., Nelson Laird, T. F., & Cole, E. R.
American Educational Research Association Annual Meeting, New Orleans, LA, 2011, April.

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Assessment for improvement: Faculty perceptions of institutional participation in assessment by field
Haywood, A. M., Shaw, M. D., & Nelson Laird, T. F.
Association for the Study of Higher Education Annual Conference, Indianapolis, IN, 2010, November.

A comparison of student and faculty academic technology use across disciplines
Guidry, K. R., & BrckaLorenz, A.
Association for Institutional Research Annual Forum, Chicago, IL, 2010, May.

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Documenting institutional support of and faculty engagement in the scholarship of teaching and learning
Nelson Laird, T. F., & Ribera, T.
American Educational Research Association Annual Meeting, Denver, CO, 2010, May.

Examining the transfer student experience: Interactions with faculty, campus relationships, and overall satisfaction
McCormick, A. C., Sarraf, S. A., BrckaLorenz, A., & Haywood, A. M.
Association for the Study of Higher Education Annual Conference, Vancouver, British Columbia, Canada, 2009, November.

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Time spent on research with undergraduate students: Gender differences among STEM faculty
Lambert, A. D., Garver, A. K., BrckaLorenz, A., & Haywood, A.
Association for Institutional Research Annual Forum, Atlanta, GA., 2009, June.

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Faculty at coeducational and women’s colleges: How do their teaching practices compare?
Nelson Laird, T. F., Niskodé-Dossett, A. S., Garver, A. K., & Chen, D.
American Educational Research Association Annual Meeting, San Diego, CA, 2009, April.

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Student-faculty research: Priming the pump for additional student-faculty contact
Buckley, J. A., Korkmaz, A. & Kuh, G. D.
American Educational Research Association Annual Meeting, San Diego, CA., 2009, April.

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The disciplinary effects of undergraduate research experiences with faculty on selected student self-reported gains
Buckley, J. A., Korkmaz, A., & Kuh, G. D.
Association for the Study of Higher Education Annual Conference, 2008, November.

How gender and race moderate the effect of peer interactions across difference on student and faculty perceptions of the campus environment
Nelson Laird, T. F., & Niskodé, A. S.
American Educational Research Association Annual Meeting, New York, NY, 2008, March.

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Gender gaps: Understanding teaching style differences between men and women
Nelson Laird, T. F., Garver, A., & Niskodé, A. S.
Association for Institutional Research Annual Forum, Kansas City, MO, 2007, June.
Using data from over 9,000 faculty that participated in the Faculty Survey of Student Engagement, this study found gender differences in the percentage of class time spent on various activities, a measure of teaching style, but that the gaps between men and women in lecturing and active classroom practices, for example, can vary by factors including disciplinary area and course size.

The individual and environmental effects of part-time enrollment status on student-faculty interaction
Nelson Laird, T. F., & Cruce, T. M.
American Educational Research Association Annual Meeting, Chicago, IL, 2007, April.
Based on over 55,000 responses from seniors at 224 public colleges and universities, this study focuses on the difference between full-time and part-time students‘ interactions with faculty, the effect of those interactions on self-reported gains in general education, and the differential impact of institutions with greater percentages of part-time students. We found, not surprisingly, that part-time students interact with faculty less and report slightly less gains in general education than their full-time peers. We also found that the proportion of part-time students is a negative predictor of full-time student interactions with faculty, suggesting that campuses with greater percentages of part-time students are negatively effecting the engagement of full-time students. The effect of student-faculty interaction on self-reported gains in general education was relatively strong for all students (in fact, slightly stronger for part-time students), which implies that campuses that can find a way to increase the student-faculty interaction of full-time and part-time students will see a beneficial impact on student outcomes.
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Gender gaps: Understanding teaching style differences between men and women
Nelson Laird, T. F., Garver, A. K., & Niskodé, A. S.
Association for Institutional Research Annual Forum, Kansas City, MO, 2007.
Using data from over 9,000 faculty that participated in the Faculty Survey of Student Engagement, this study found gender differences in the percentage of class time spent on various activities, a measure of teaching style, but that the gaps between men and women in lecturing and active classroom practices, for example, can vary by factors including disciplinary area and course size.
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Disciplinary differences in faculty members' emphasis on deep approaches to learning
Nelson Laird, T. F., Schwarz, M. J., Kuh, G. D., & Shoup, R.
Association for Institutional Research Annual Forum, Chicago, IL, 2006, May.
?Deep learning? is important in higher education because students who utilize such an approach tend to get more out of their educational experiences. As learning is a shared responsibility between students and faculty, it is equally important to examine how much faculty members emphasize deep approaches to learning as it is to assess how much students employ these approaches. This study examines disciplinary differences in faculty members‘ emphasis on deep approaches to learning. On average, faculty in education, arts and humanities, and social science fields emphasize deep learning more than their colleagues from other disciplinary areas, which is not entirely consistent with findings from a previous study on students.
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An examination of workload of faculty of color by rank
Johnson, S.D., Kuykendall, J.A., & Nelson Laird, T.F.
Association for the Study of Higher Education Annual Conference, Philadelphia, PA, 2005, November.

The institutional quality debate: U.S. News quality indicators and the National Survey of Student Engagement
Sarraf , S. A., Kuh, G. D., Hayek, J., Kandiko, C., Padgett, R., & Harris, K.
Association for the Study of Higher Education Annual Conference, Philadelphia , PA, 2005, November.
This study explores the relationship between two commonly accepted measures of institutional quality ? USNWR ranking indicators and NSSE‘s benchmarks of effective educational practice. More specifically, this study will explore the proportion of total variation in NSSE benchmark scores that can be explained at the student and institution level, what proportion can be explained by USNWR indicators of institutional quality, and, lastly, how individual USNWR variables such as peer academic reputation, retention and graduation performance, faculty resources, student selectivity, financial resources, and alumni giving relate to NSSE benchmarks.
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The impact of faculty uses of diversity for instruction
Umbach, P. D., Wawrzynski, M. R., & Nelson Laird, T. F.
Association for Institutional Research Annual Forum, San Diego, CA, 2005, May.

Faculty do matter: The role of college faculty in student learning and engagement
Umbach, P. D., & Wawrzynski, M. R.
Association for Institutional Research Annual Forum, Boston, MA., 2004, June.

Faculty Perceptions of Disciplinary Cultures and Their Relationship to Teaching: Validating Becher's Convergent-Divergent Dimension
Hiller, Stephen C.; Braught, Emily; Nelson Laird, Thomas
American Educational Research Association Annual Meeting, Philadelphia, PA, 2024, April.
Becherâ??s (1989) seminal work on academic disciplines proposed the Convergent-Divergent dimension to capture one social dynamic that distinguished disciplinary cultures, and yet little work has explored how the Convergent-Divergent dimension relates to faculty teaching practices. This study operationalizes this dimension in items appended to the Faculty Survey of Student Engagement (FSSE). With nearly 700 responses from faculty in 98 disciplines, this study examines the relationship of a Cultural Convergence construct with faculty teaching practices and whether faculty taught similarly to their disciplinary peers. Findings indicate that cultural convergence does not influence teaching practices in four of five areas, though the more convergent a discipline, the more faculty tend to teach similarly to their peers in three of five areas of teaching.
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Options for Assessing the Faculty Practice in HIPs
BrckaLorenz, Allison
Community-Engaged Alliance Summit & Research Symposium, Bloomington, IN, 2024, April.
This session discusses options for assessing faculty involvement in engaging students in high-impact practices (HIPs). We will talk about assessing faculty use of effective, educational, high-impact practices as well as ways to create environments that support and motivate faculty to do their best work engaging students in HIPs.
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Beyond The Classroom: Student Perceptions of Faculty Support for Mental Health and Well-Being
Russell, Alethia; Chamis, Ella; Kinzie, Jillian
NASPA Annual Conference, Seattle, WA, 2024, March.
The 2023 National Survey of Student Engagement (NSSE) included a new MHWB topical module that invited undergraduates to respond to an open-ended prompt to describe one way their institution supported their MHWB. We used thematic analysis to examine more than 13,000 responses to this open-ended prompt. Findings revealed that students perceived faculty serve in three distinct roles that supplement and, in some cases, supplant institution support for MHWB. Our paper session further details those findings.
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Supporting and retaining faculty with diverse community, workload satisfaction, and feeling valued
BrckaLorenz, A., Chamis, E., Priddie, C.
AACU Diversity, Equity, and Student Success, Philadelphia, PA, 2024, March.
Higher education continues to struggle in efforts to hire, support, and retain diverse faculty. Using a conceptual framework that focuses on how environments contribute to facultyâ??s ability to thrive and do their best work as educators, we will explore how faculty structural diversity (a proxy for a diverse and inclusive community), satisfaction with work-life and within-work balance, and perceptions of being valued by their institution relate to their intentions to stay at their institution, the professoriate, or academia altogether. Join this session to discuss how these aspects of environment relate to faculty retention and to contribute to a growing collection of ideas about how to create community, workload satisfaction, and perceptions of institutional value for diverse faculty. Participants will leave this session with thoughts on how these issues manifest on their campus and ideas for how to assess and improve their own efforts to support and retain diverse faculty.
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A Quantitative Review of Faculty Practices and Perceptions of the Scholarship for Teaching and Learning
Braught, Emily; BrckaLorenz, Allison
Scholarship of Teaching and Learning Summit, 2024.
How do faculty perceive and interact with scholarship for teaching and learning? This session will review findings from the 2022 and 2023 Faculty Survey of Student Engagement (FSSE), exploring the extent to which classroom- and institutional-level assessment efforts are used to make improvements and hone teaching practices, the extent to which faculty collaborate and build community with one another to share out teaching practices, and the extent to which external motivations influence faculty frequency of practices related to the scholarship of teaching and learning.
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Faculty Members are Not the Problem: Improving Faculty Teaching Environments to Foster Teaching Excellence
BrckaLorenz, Allison; Nelson Laird, Tom
Assessment Institute, Indianapolis, IN, 2023, October.
Given challenges with technology, the pressures of the academy, political meddling in higher education, inequitable conditions, and students whose needs are complex and changing rapidly, faculty members find themselves struggling with workload, their own health issues, competing priorities, and how to be effective teachers in a challenging time. Using data from two large-scale multi-institution assessment projects, we invite you to examine with us aspects of faculty teaching environments that contribute to faculty members' success as educators. By using measures of, for example, institutional policies and processes, access to instructional resources, and institutional climates for diversity, we will illustrate how a better understanding of the teaching environment can improve faculty development efforts. Join us for an exchange of ideas about ways to foster environments that motivate teaching excellence and support faculty in both their work and personal lives.
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An Examination of Environments That Support and Retain Diverse Faculty
BrckaLorenz, Allison; Chamis, Ella
AACU Diversity, Equity, and Student Success, Henderson, NV, 2023, March.
Despite an emphasis on diversifying the professoriate, higher education has failed to make significant progress in supporting and retaining diverse faculty in the academy. In this session, we will present a conceptual framework grounded in empirical research that can guide our understanding of how institutions can create environments to support and retain diverse faculty as well as motivate teaching excellence. Join us for a discussion about the components of this framework, supported by qualitative and quantitative findings from studies that have used this framework as a guide. Participants will leave this session with thoughts on how these components manifest on their campus, ideas for how to assess the teaching environments of their faculty, and suggestions from other attendees about their efforts to support and retain diverse faculty.
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Faculty Teaching Environments: Supporting & Retaining Diverse Faculty
BrckaLorenz, Allison; Chamis, Ella
AACU Annual Meeting, San Francisco, CA, 2023, January.
Despite an emphasis on diversifying the professoriate, higher education has failed to make significant progress in supporting and retaining diverse faculty in the academy. Literature points to issues of campus climate, discrimination, and workplace stress as common reasons for diverse faculty to leave their positions. In this session, we will present a conceptual framework grounded in empirical research that can guide our understanding of how institutions can create environments to support and retain diverse faculty as well as motivate teaching excellence. Join us for a discussion about the components of this framework, supported by qualitative and quantitative findings from studies that have used this framework as a guide. Participants will leave this session with thoughts on how these components manifest on their campuses, ideas for how to assess the teaching environments of their faculty, and suggestions from other attendees about their efforts to support and retain diverse faculty.
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Gathering Evidence for an Assessment of Environments That Motivate Teaching Excellence
BrckaLorenz, Allison; Brandon, Josclynn; Hu, Tien-Ling; Priddie, Christen; Nelson-Laird, Thomas F.
American Educational Research Association Annual Meeting, San Diego, CA, 2022, April.
Inequities and discrimination within the systems and structures of higher education prevent faculty from doing and receiving recognition for their best work as educators. The purpose of this study is to present the validation testing and overview of results from a new project designed to help institutions understand the teaching environments in their local context and for researchers to understand teaching environments in higher education. The assessment instrument examined here guides our understanding of faculty needs, motivations, and supports that are necessary for healthy teaching environments and the wellbeing of diverse faculty. Findings from this study add to our knowledge of faculty teaching cultures as well as provide an example of how to collect validity evidence for climate assessment instruments
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Retaining Black women faculty: Cultivating an equitable teaching environment
Brandon, Josclynn; BrckaLorenz, Allison
, American Educational Research Association Annual Meeting, 2022, April.
Current research on the experiences of Black women faculty often focuses on the challenges they face and the reasons why they leave the academy. Instead, this study examined the experiences and success strategies of Black women faculty who have successfully navigated the tenure and promotion process. Findings can inform new and aspiring Black women faculty in navigating the academy, advise institutional leadership who are looking to recruit and retain Black women faculty, and promote discussions and tangible action items to improve inequities within the professoriate. Themes from interviews revolved around policies and procedures that are problematic for Black women specifically, the importance of support networks, the failure of institutional programs, and their persistence as an act of caring.
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Expectations for engagement? What 1st year students and transfers say
James Cole and Jillian Kinzie
First Year Experience Annual Conference, 2022, February.
Understanding entering student expectations is critical to assure that staff can align appropriate institutional resources for each student. This session will include how the Beginning College Survey of Student Engagement (BCSSE) provides comprehensive information about your entering first-year and transfer student's prior academic experiences, as well as their expectations and beliefs regarding the upcoming academic year. Participants will learn how other institutions use BCSSE for academic advising, retention efforts, faculty and staff development, and other activities. Participants will be encouraged to share their campuses current practices and how BCSSE could facilitate best practices on their campus.
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Motivating Teaching Excellence: Identifying Supportive Environments for Diverse Faculty
BrckaLorenz, Allison; Brandon, Josclynn
, 2022, January.
Multitudes of theories, findings from scholarly work, and our everyday experiences show us that inequities and discrimination are built into the systems and structures of higher education. These systemic issues prevent faculty from doing their best work. We will present the groundwork for a conceptual framework that can guide our understanding of how institutions can create faculty teaching environments that motivate teaching excellence and support diverse faculty. Join us for a discussion about how the components of this framework manifest on your campus and leave with ideas on how to assess and improve your institution's teaching environments for diverse faculty.
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Success of the Siloed: Strategies for Retaining Black Women Faculty
Brandon, Josclynn; BrckaLorenz, Allison
POD Network Conference, Virtual, 2021, November.
Despite diversity, equity, and inclusion efforts, many Black women faculty still face difficulties - including hostile work environments, a lack of mentorship, and unfair critiques. We conducted a mixed-methods study that touched on these issues from the perspective of the strategies and support structures that allowed these women to persevere despite these difficulties. Our presentation will discuss these findings and provide suggestions to institutional leaders, faculty colleagues, and aspiring Black women faculty for how to create access to these paths of success, and more equitable spaces for these valuable members of the academy.
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NSSE's 3rd Decade: Highlighting New Emphases in Assessment and Student Engagement
BrckaLorenz, Allison; Cole, Jim; Gonyea, Robert; Kinzie, Jillian; McCormick, Alex; Sarraf, Shimon
Assessment Institute, 2021, October.
The National Survey of Student Engagement (NSSE) is excited to enter our 3rd decade of assessment to improve educational quality and student outcomes. This session will highlight NSSE's suite of surveys – the Faculty Survey of Student Engagement (FSSE) and Beginning College Survey of Student Engagement (BCSSE) and new emphases, including survey items on effective teaching and sense of belonging and data visualization tools. We'll also introduce enhancements including Topical Modules to assess inclusiveness and cultural diversity, advising, and quality in online education and HIPs
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Assessing Student & Faculty Experiences in CV-19: Lessons for Our New Future
Kinzie, Jillian; McCormick, Alex; Sarraf, Shimon; and Blaich, Charlie; Wise, Kathy (Higher Education Data Sharing and Wabash College Center for Inquiry)
Association for Institutional Research, 2021, May.
Assessing Student & Faculty Experiences in CV-19: Lessons for Our New Future, is a research presentation with NSSE staff Jillian Kinzie, Alexander McCormick, Shimon Sarraf, and Higher Education Data Sharing Consortium colleagues, Charlie Blaich and Kathy Wise.
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Two Sides of a Coin: Patterns of Student & Faculty Participation in High-Impact Practices
Fassett, Kyle T.; BrckaLorenz, Allison; Nelson Laird, Thomas F.
American Educational Research Association Annual Meeting, 2021, April.
The higher education community continues to perpetuate high-impact practices as means for improving student success. Yet, challenges exist for assuring all students participate equitably in these beneficial educational experiences; one inhibiting factor may be a lack of faculty support. We examined the responses from 12,147 faculty and 28,504 seniors at 83 institutions to better understand the relationship between faculty who emphasize or participate in high-impact practices and students who do participate. Results indicate potential inequities in faculty participation in engaging students in high-impact practices. Faculty values of importance in participation relates to whether they participate reveling implications for future conversations about faculty hiring and development.
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Sense of Belonging and the First-Year Experience
Cole, Jim; Kinzie, Jillian
Annual Conference on the First-Year Experience, 2021, February.
With the turmoil and uncertainty of this past year, a students? sense of belonging is now more critical than ever. This presentation will use NSSE and BCSSE-NSSE combined data to highlight the important connections between sense of belonging, student expectations, intention to persist, quality of relationships with advisors, faculty, and other students, academic engagement, as well as other important aspects of the first-year student experience. This session will include opportunities for discussion and reflection, as well as include current institutional examples of data use.
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Doing Academic Advising Well: Findings about Advising Practice at Research Universities
Kinzie, Jillian; McCormick, Alex; Silberstein, Samantha; Gonyea, Bob; Dugan, Brendan
Association of American College & Universities Annual Meeting, 2021, January.
High-impact practices (HIPs) represent a core feature of a high-quality undergraduate education and are often hailed as life-changing events. The literature identifies a set of essential elements common across HIPs, yet to date most evidence about HIPs has been limited to student participation in designated HIPs, with scant empirical examination of their implementation. We report on a multi-institution study of studentsâ?? exposure to these el! ements of quality in seven HIPs (first-year seminar, learning communities, service-learning, research with faculty, study abroad, internships and field experiences, and culminating senior experiences) to deepen understanding of HIP quality and to explore racially minoritized student access to high-quality HIPs and discuss strategies to enhance quality standards and equity. View presentation
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The Influence of Faculty on Marginalized Student Participation in High-Impact Practices
Fassett, Kyle T.; BrckaLorenz, Allison; Nelson Laird, Thomas F.
Association of American College & Universities Annual Meeting, 2021, January.
As creators and facilitators of high-impact practices, understanding how faculty promote or inhibit student participation is integral in continuing to equitably promote their benefits. Data from the National Survey of Student Engagement (NSSE) paired with data from the Faculty Survey of Student Engagement (FSSE) show differences in faculty participation in high-impact practices, the importance faculty place on student participation, and how these factors impact student participation. We will share findings from 83 diverse institutions to start a conversation about the faculty labor associated with high-impact practices and ways to increase equity in student participation of high-impact practices.
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Belonging, teaching environments, & grading: An exploration of faculty emotion
Fassett, Kyle; Nelson Laird, Thomas; BrckaLorenz, Allison; Strickland, Joe
POD Network Annual Conference, 2020, November.
The session provides an overview of faculty members? sense of belonging to their institutions, their sense of supportive teaching environments, and their thoughts about grading. Findings from our large-scale, multi-institutional study help faculty developers and other administrators better understand faculty members and how these affective constructs vary by faculty sub-groups. Participants will be invited to join in a conversation about the results and how the study?s findings could lead to providing better support to faculty members in their varied roles on college campuses.
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Faculty Use of Collaborative Learning and Approaches to Learning: Examining Social Aspects of Online Learning
Hiller, Stephen; Nelson Laird, Thomas
Association for the Study of Higher Education, 2020, November.
This large-scale study expands knowledge of online teaching by comparing faculty practices around collaborative learning and deep approaches to learning in online and in-person courses. Findings indicate that online faculty emphasize deep approaches more than in-person, but use collaborative learning less. Implications for faculty and researchers are discussed.
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Navigating difficult discourse: Understanding faculty strategies for challenging teaching situations
Hurtado, Sarah; BrckaLorenz, Allison; Sisaket, Lesley; Washington, Sylvia
POD Network Annual Conference, 2020, November.
Using critical pedagogy as a guide, we illuminate how educators can approach teaching in a way that humanizes students and encourages the examination of oppressive practices and ideologies through discourse centered on difficult topics. Presenters will offer insights from a large-scale mixed-methods study of faculty preparation for dealing with difficult situations in their courses and supporting students with complex concerns. This session will provide evidence-based practices and strategies to support the work of faculty and faculty developers in dealing with difficult situations involving incivility, disclosure of sensitive information, sexual assault, mental health, and other challenging topics.
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No one taught me to teach: Preparation for challenging situations
BrckaLorenz, Allison; Hurtado, Sarah; McCoy-Simmons, Casey; Palmer, Dajanae
POD Network Annual Conference, 2020, November.
Socialization is often the mechanism through which faculty acquire knowledge of teaching behaviors, but teaching-related training can have a powerful impact on practice. This session will provide evidence-based practices and strategies to support the work of educational developers by sharing results from a large-scale, multi-institution mixed methods study asking faculty about influences on their teaching, examples of teaching-related training that has been useful, and training they wish they?d had. We will additionally share strategies faculty have used and how prepared faculty feel to deal with difficult situations in their courses such as student incivility and controversial events on campus.
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All NSSE session recordings from the 2020 Assessment Institute are now available for viewing.
Assessment Institute, 2020, October.

• 05A Plenary Session and Panel Discussion
  Teresa Leyba Ruiz, Glendale Community College; Stephen P. Hundley, IUPUI, Keston H. Fulcher, James Madison University; Natasha Jankowski, National Institute for Learning Outcomes Assessment (NILOA) and University of Illinois Urbana-Champaign; Jillian Kinzie, Indiana University?Bloomington and NILOA; Verna F. Orr, University of Illinois Urbana-Champaign and NILOA; Hamsa Marikar, Watermark
• 07B* Advancing Institutional Assessment: Lessons from Excellence in Assessment 2020 Designees
  Jillian Kinzie, Indiana University?Bloomington and National Institute for Learning Outcomes Assessment (NILOA); Frank Hall, Northwestern State University of Louisiana; Kristen Springer Dreyfus, East Carolina University (ECU); and Rebecca Lewis and Diane Waryas Hughey, The University of Texas at Arlington
• 08D Dealing with Tough Moments: Assessing Faculty Preparation for Teaching Challenges
  Kyle T. Fassett and Allison BrckaLorenz, Indiana University-Bloomington; and Sarah S. Hurtado, University of Denver
• 09O NSSE?s 3rd Decade: Synthesizing Contributions and Highlighting New Emphases in Assessment and Student Engagement
  Jillian Kinzie, Indiana University?Bloomington and National Institute for Learning Outcomes Assessment (NILOA); Robert Gonyea and Alexander McCormick, Indiana University-Bloomington
• 12A Assessing HIP Quality: Evidence from the Literature and Students? Experience
  Jillian Kinzie, Indiana University?Bloomington and National Institute for Learning Outcomes Assessment (NILOA); Brendan Duggan, Robert Gonyea, Alexander McCormick, and Samantha Silberstein, Indiana University-Bloomington
• 13A Assessing the Faculty Role in High-Impact Practices
  Kyle T. Fassett, Allison BrckaLorenz, and Thomas F. Nelson Laird, Indiana University-Bloomington
• 14J Assessment with the Improvement of Student Learning as the End Goal
  Jillian Kinzie, Indiana University?Bloomington and National Institute for Learning Outcomes Assessment (NILOA); Kathleen Gorski, Waubonsee Community College; Kathleen Gorski, Natasha Jankowski, National Institute for Learning Outcomes Assessment (NILOA); and Monica Stitt-Bergh, University of Hawai?I at M?noa
• 15C Developing Culturally Responsive Multiple Assessments of Student Learning in Diversity-Inclusion-Social Justice (DISJ) Core Courses and National Survey Results (CECE and NSSE) to Advance Campus Conversations
  Jesse Mills, Carole Huston, Paula Krist, and Antonieta Mercado, University of San Diego
• 16B A Conceptual Framework and Strategies for Examining High-Impact Practices
  Kyle T. Fassett, Indiana University-Bloomington
• 18A Equity and Inclusivity in the Assessment of High-Impact Practices
  Heather Haeger, California State University, Monterey Bay; and Allison BrckaLorenz, Indiana University-Bloomington
• 20D Better Together: How Student Learning Outcomes Assessment and Faculty Development Can Partner to Strengthen Student Success
  Pat Hutchings, National Institute for Learning Outcomes Assessment (NILOA) and Bay View Alliance (BVA); and Jillian Kinzie, Indiana University?Bloomington and National Institute for Learning Outcomes Assessment (NILOA)

Assessing the Faculty Role in High-Impact Practices
Fassett, Kyle T.; BrckaLorenz, Allison; Nelson Laird, Thomas F.
Assessment Institute, 2020, October.
High-impact practices are effective educational practices leveraged to improve student outcomes, and often faculty members are key to their facilitation. This session examines faculty roles in emphasizing students? participation and engaging students in these practices. We will share characteristics of faculty who encourage and partake in these activities with an emphasis on assessment practices for gathering more information about faculty experiences with high-impact practices. Attendees will have the opportunity to learn from one another through sharing their own challenges and successes in measuring faculty involvement in high-impact practices and how they cultivate a culture of high-impact experiences on campus.
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Dealing with tough moments: Assessing faculty preparation for teaching challenges
Fassett, Kyle T.; BrckaLorenz, Allison; Hurtado, Sarah
Assessment Institute, 2020, October.
Faculty are increasingly placed in situations where they have to navigate difficult teaching situations (student incivility, disclosure of sensitive information, controversial events, etc.) and challenging conversations with students (sexual assault, racism, mental health, etc.). As such, it is important to examine faculty preparation for managing such situations, what strategies they implement when they encounter these concerns, and what related training they wish they had received. Findings from a large-scale quantitative and qualitative study of teaching challenges will guide a discussion about assessing and supporting faculty efforts to navigate difficult teaching situations through professional development programming.
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New insights into faculty advising: An overview of national patterns and trends
Fassett, Kyle; Woodlee, Kara M.; BrckaLorenz, Allison
NACADA Annual Conference, Virtual, 2020, October.
This session provides an overview of faculty advisors across the U.S. using a large-scale data-set from the 2019 administration of the Faculty Survey of Student Engagement (FSSE). Presenters will share survey findings including an overview of the national landscape of faculty advisors, what faculty tend to emphasize during the advising process, and what can be done to support faculty in their roles as advisors. Participants will be invited to share their experiences collaborating between faculty and advising units. Implications for attendees will be highlighted through a large group discussion.?
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Lost at the crossing? Tips for assessing intersectional experiences
BrckaLorenz, Allison; Fassett, Kyle T.; Kirnbauer, Tom; Washington, Sylvia
Association for Institutional Research Annual Forum, 2020, May.
Faculty and administrators are often tasked with educating the whole student upon their arrival at college, so it is important to understand ways to assess the whole student. Often student demographics and characteristics are examined one at a time such as by examining differences by racial/ethnic, gender, or other known influences on the student experience. Disaggregating data in this way, allows us to better understand how different students understand and participate in their environment. This poster provides an overview of four different examples to better examine small populations with attention to intersections of identity.
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Person-centered approaches to inclusive data analysis
BrckaLorenz, A., Kirnbauer, T., & Nelson Laird, T.
Association for Institutional Research Annual Forum, New Orleans, LA., 2020, May.
Demographic questions are critical to our understanding of student and faculty experiences, allowing us to learn about marginalized subpopulations, find areas of inequity, and close gaps in achievement. Although this work is necessary, it does present challenges for critical and inclusive approaches to data analysis. Person-centered approaches, grouping people based on similar experiences or outcomes, allow for more nuanced stories of experiences. To illustrate the benefits of this approach, facilitators will guide participants through a series of examples using person-centered explorations, unpacking the challenges and possible solutions for using such methods for more critical and inclusive quantitative analyses and reporting.
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Collegial and departmental support matters: An exploration of teaching cultures and practice
Strickland, J.; Hengtgen, K.; BrckaLorenz, A.; Nelson Laird, T.
American Educational Research Association Annual Meeting, San Francisco, CA, 2020, April.
Even though many colleges and universities are increasingly supporting teaching and learning centers, SoTL, faculty learning communities, and other evidence-based teaching practices, uncertainty still remains regarding the impact of these practices and programs on quality student learning. Often colleges and universities simply give ?lip service to the idea? of good teaching, and yet lack organizational commitments and structures to truly support teaching. Using a large-scale, multi-institutional study of teaching cultures, this study explores faculty perceptions of commitment to quality teaching and faculty perceptions of departmental and institutional support for teaching. The results carry implications for departmental and institutional initiatives in support of teaching and the improvement of pedagogical practice towards equitable college student learning.
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Aligning deep learning with classroom time use: A view of disciplinary variations among faculty
Hiller, S., BrckaLorenz, A., & Nelson Laird, T.
Association for the Study of Higher Education Annual Conference, Portland, OR, 2019, November.
This exploratory study seeks to reimagine research into disciplinary differences in teaching approaches through multilevel methods that allow the examination of over 100 specific disciplines. Findings suggest that focusing on broad categories of disciplines could mask underlying variations in how faculty approach teaching.
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Diversity beyond content: Examining physical and life science fields
BrckaLorenz, A., Priddie, C., & Haeger, H.
Association of American Colleges and Universities Transforming STEM Higher Education Conference, Chicago, IL, 2019, November.
This session uses large-scale multi-institutional data to examine the experiences of diverse students within specific fields of the STEM conglomerate. Within specific STEM disciplines, we first examine a nuanced view of compositional diversity, then student engagement in culturally engaging course work, and finally perceptions of institutional commitment to diversity. In doing this, we find some fields to be highly supportive of diversity, thus problematizing the STEM umbrella. In this session, we will discuss the idea that support for diversity in STEM fields can be improved by looking within. We will focus on practical behaviors faculty and staff can do to foster more support for diversity in STEM fields and how the cultures of STEM fields themselves shape the meaning of diversity in courses.
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Educational environments for faculty: Improving postsecondary teaching through assessment
Strickland, J., BrckaLorenz, A., Fassett, K., Nelson Laird, T.
Professional and Organizational Development Network Annual Conference, Pittsburgh, PA, 2019, November.
This session focuses on understanding the relationship between faculty members' educational environments and their teaching practices. Results from a large-scale, multi-institutional study give insight into these environments by documenting faculty sense of departmental belonging, collegial commitment to quality teaching, and access to resources to meet high standards. Participants will engage in a conversation about how to best assess educational environments, differences across faculty characteristics, and how to create momentum for change.
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Assessing environmental factors that promote quality collegiate teaching
BrckaLorenz, A., Nelson Laird, T., Fassett, K., Hiller, S., & Strickland, J.
Assessment Institute 2019, Indianapolis, IN, 2019, October.
As the need to improve undergraduate education intensifies, assessment of student and faculty practices should be complemented by information about the environmental conditions that help faculty members do their best work. This session focuses on understanding the relationship between faculty educational environments and their teaching practices. Results from a large-scale, multi-institutional study give insight into these environments by documenting faculty sense of departmental belonging, collegial commitment to quality teaching, and access to resources to meet high standards. Session participants will engage in a conversation about how to best assess educational environments, and how to create momentum for change.
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Getting beyond the label: What makes high-quality HIPs, how widespread are they, and who has access to them?
McCormick, A., Kinzie, J., Gonyea, R., Dugan, B., & Silberstein, S.
Assessment Institute 2019, Indianapolis, IN, 2019, October.
High-impact practices (HIPs) represent a core feature of a high-quality undergraduate education and are often hailed as life-changing events. The literature identifies a set of essential elements common across HIPs, yet to date most evidence about HIPs has been limited to student participation in designated HIPs, with scant empirical examination of their implementation. We report on a multi-institution study of studentsâ?? exposure to these elements of quality in six HIPs (learning communities, service-learning, research with faculty, study abroad, internships and field experiences, and culminating senior experiences) to deepen understanding of HIP quality and which students have access to high-quality HIPs.
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Getting lost at the crossing? Tips for assessing intersectional experiences
BrckaLorenz, A., Fassett, K., Kirnbauer, T., & Washington, S.
Assessment Institute 2019, Indianapolis, IN, 2019, October.
Faculty and administrators are often tasked with educating the whole student upon arrival at college, so it is important to understand ways to assess the whole student. This session will discuss factors to consider when quantitatively examining intersecting aspects of studentsâ?? identities, student characteristics, and collegiate endeavors. Case studies will provide examples of challenges and strategies for better understanding ways to assess and better understand the experiences of students with intersecting identities. Attendees will discuss their own challenges and solutions for intersectional analyses and leave with tangible takeaways for their work.
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Faculty development for all? Investigating participation in development opportunities
Fassett, K., Strickland, J., Nelson Laird, T., & BrckaLorenz, A.
Society for Teaching and Learning in Higher Education Annual Conference, Winnipeg, Manitoba, Canada, 2019, June.
The session provides a broad overview of current faculty development practices, the faculty members who participate, and how participation relates to the use of effective teaching strategies. The session will incorporate the Faculty Learning Outcomes Framework to help attendees situate how the participation in faculty development practices relates to potential classroom outcomes. Data come from the 2014-2018 administrations of the Faculty Survey of Student Engagement (FSSE) at 33 institutions. Patterns were examined based on faculty characteristics, disciplines, and demographics related to participation in teaching mentorships, teaching learning communities, and teaching-focused conferences.
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Innovations in teaching: A flipped classroom narrative
Fassett, K., Strickland, J., & BrckaLorenz, A.
Society for Teaching and Learning in Higher Education Annual Conference, Winnipeg, Manitoba, Canada, 2019, June.
The session will offer insights from hundreds of faculty teaching at 18 four-year colleges and universities who have applied flipped classroom techniques in their selected courses. Using data collected by the 2018 Faculty Survey of Student Engagement, presenters will share findings on the types of courses that faculty tend to flip as well as ways in which they structure the delivery of their course content. Session participants will also learn about the challenges and benefits faculty experienced in flipping a course and the reasons why they turned to this pedagogical approach. The general purpose of this session is to inspire thoughtful and strategic planning for faculty and offer an example of how assessment professionals may gauge institutional support for innovative teaching practices.
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What motivates us to teach? Examining faculty motivation for teaching
Strickland, J., Fassett, K., BrckaLorenz, A., & Nelson Laird, T.
Society for Teaching and Learning in Higher Education Annual Conference, Winnipeg, Manitoba, Canada, 2019, June.
Understanding faculty motivations for teaching can provide a powerful window into what encourages instructors to do the work of teaching. We administered a brief survey developed from self-determination theory to over 2,000 instructional staff at nineteen institutions. Using data collected through the 2018 administration of the Faculty Survey of Student Engagement, we investigated how varying faculty and institutional characteristics relate to intrinsic, introjected, and external motivations to teach. In this session, participants will be provided insights into how these three motivation types link to identified faculty and institutional characteristics, as a way to promote the highest levels of instructional effectiveness. Teaching and faculty development initiatives can be designed to explicitly focus on meeting the needs of faculty members to inspire motivation types that highly correlate with effective teaching practices.
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Tableau tips and tricks: Building dynamic dashboards with survey data
BrckaLorenz, A., & Kirnbauer, T.
Association for Institutional Research Annual Forum, Denver, CO, 2019, May.
IR professionals are responsible for communication information to a broad audience through interactive data visualizations. For many professionals, using Tableau as a tool to create dynamic and appealing visualizations may be frustrating. The purpose of this poster presentation is to help decode Tableau jargon and provide participants with a guide for using essential Tableau features. This presentation will provide guidance on how to import custom colors, the power of using calculated fields and parameters, and other suggestions for building Tableau dashboards using survey data. Examples of visualizations will be shown using data from the Faculty Survey of Student Engagement (FSSE).
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Improving diversity and inclusion in college courses should account for varied faculty roles
BrckaLorenz, A. & Nelson Laird, T. F.
AAC&U Diversity, Equity, and Student Success Conference, Pittsburgh, PA, 2019, March.
Despite the overwhelming support for including diversity in coursework, experiences, and environments in higher education, our progress in creating diverse and inclusive curricula falls short. Through an interactive discussion of results from an empirical study of nearly 40,000 full-time faculty employed at over 400 four-year colleges and universities over the past five years, participants in this session will explore the relationship between how faculty approach their scholarly work and their inclusion of diversity in the curriculum. Discussion will focus on multiple aspects of courses (i.e., more than course content) and on what participants and their institutions can do to better to support how different types of faculty create inclusive and culturally engaging spaces.
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Entering students' experience: BCSSE for first-year and transfer students
Cole, J., & Kinzie, J.
Annual Conference on the First-Year Experience, Las Vegas, NV, 2019, February.
Beginning College Survey of Student Engagement (BCSSE) can now be used to survey your first-year, transfer, and older students. Since 2007, nearly 900,000 entering first-year students at more than 500 institutions have completed BCSSE. The updated web survey now includes questions specifically for incoming transfer and older students. This session will describe how data about entering first-year, transfer, and older students provides comprehensive information about your students‘ experiences. Institutions use BCSSE for academic advising, retention models, faculty and staff development, and other assessment needs. This session will present the new survey, revised reports, and details regarding fall and winter administrations.
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Reshaping the narrative on faculty time and motivations
BrckaLorenz, A., & Nelson Laird, T. F.
Association of American Colleges and Universities Annual Meeting, Atlanta, GA, 2019, January.
Often lost in discussions about what students are doing and learning while in college are the critical roles that faculty play in students‘ learning and development. Relying on results from a large-scale, multi-institution study of thousands of faculty members, participants will examine how faculty spend their time on scholarly activities and how this time allocation relates to good teaching practices. Additionally, participants will discuss why faculty might be allocating their time in different ways, focusing particularly on faculty motivations and what institutions could do to support current trends or reshape the narratives about faculty productivity at their institutions. Connecting faculty time allocation to good teaching practices and motivations for teaching and doing research will provide participants with practical solutions and forewarn potential challenges for maintaining or changing current narratives about faculty work and postsecondary educational spaces.
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A 10-year cross-section of STEM faculty teaching
Fassett, K., & BrckaLorenz, A.
Association for the Study of Higher Education Annual Conference, Tampa, FL, 2018, November.
Studies have shown that faculty in STEM are slow to adopt pedagogies that improve learning outcomes. This study centered on female STEM faculty, as they have been, and are currently, marginalized in these disciplines. To explore faculty teaching practices, the study used data from the Faculty Survey of Student Engagement (FSSE), which collects data on the ways and extent to which faculty engage students at four-year colleges and universities. A cross-sectional approach used data from three survey administrations spanning ten years to uncover differences in pedagogical approaches among female and male faculty. The Carnegie Basic Classifications for 2005, 2010, and 2015 were used to identify institution types. Master‘s colleges and universities with smaller, medium, and larger programs were collapsed into one group for the analysis. Each year, 48 to 71 institutions were represented in the sample. Of the total 62,000 FSSE respondents in 2007, 2012, and 2017, respectively 1,521; 917; and 1,300 met the criteria of working at a master‘s institution and in a STEM field. Female faculty were found to be using active teaching practices more than their male counterparts.
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Examining flipped classes: Planning, enacting, and assessing innovation
Strickland, J., BrckaLorenz, A., Fassett, K., & Ribera, A.
Professional and Organizational Development Network Annual Conference, Portland, OR, 2018, November.
A flipped classroom is one in which traditional in-class activities are completed outside of class to provide facetime for active learning. In this session, participants will learn more about flipped classrooms by examining a large-scale study of flipped classroom practice at 18 institutions. Common characteristics of courses and faculty that incorporate flipped designs, motivations for flipping classes, and benefits and challenges will all be discussed. Participants will be encouraged to reflect on the importance of this teaching practice to meet current student needs with an opportunity to apply lessons learned about flipped classrooms to improve their own practices.
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Assessing faculty experiences teaching a flipped course
Ribera, A., BrckaLorenz, A., Fassett, K., & Strickland, J.
Assessment Institute, Indianapolis, IN, 2018, October.
The session explores flipped classrooms as an innovative pedagogical practice. Facilitators in this session will offer insights from hundreds of faculty who have applied flipped classroom techniques in their courses. Presenters will share findings on the types of courses that faculty tend to flip as well as ways in which they structure the delivery of their course content. Session participants will also learn about the challenges and benefits faculty experienced in flipping a course and why they turned to this pedagogical approach. Discussion will focus on how assessment professionals may gauge institutional support for innovative teaching practices.
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Support by any other name: Disaggregating supportive environments for faculty
Priddie, C., Silberstein, S., & BrckaLorenz, A.
Assessment Institute, Indianapolis, IN, 2018, October.
This session aims to provide a deeper understanding of the importance of disaggregating data to improve campus environments for minoritized faculty members. Responses from faculty members at approximately 30 institutions who participated in the Inclusiveness and Engagement with Cultural Diversity topical module of the Faculty Survey for Student Engagement will be used to examine how identity and discipline influence differing perspectives of supportive environments. Participants will have the opportunity to learn about approaches to working with disaggregated data and discuss ways in which supportive environments can be improved for different faculty populations.
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Using a typology of faculty to assess undergraduate education and plan for faculty development
BrckaLorenz, A., Fassett, K., & Nelson Laird, T.
Assessment Institute, Indianapolis, IN, 2018, October.
In this session, participants will learn about the relationships between a typology of faculty members and measures of effective educational practice. The typology comes from faculty responses on the time they spend on teaching activities; research, creative, or scholarly activities; and service activities from over 24,000 faculty at 154 institutions that participated in the 2017 administration of the Faculty Survey of Student Engagement (FSSE). After an interactive presentation of findings, participants will discuss the implications for assessing undergraduate education and planning for faculty development at their campuses.
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Using a typology of faculty to assess undergraduate education and plan for faculty development
BrckaLorenz, A., Fassett, K., & Nelson Laird, T.
Assessment Institute, Indianapolis, IN, 2018, October.
In this session, participants will learn about the relationships between a typology of faculty members and measures of effective educational practice. The typology comes from faculty responses on the time they spend on teaching activities; research, creative, or scholarly activities; and service activities from over 24,000 faculty at 154 institutions that participated in the 2017 administration of the Faculty Survey of Student Engagement (FSSE). After an interactive presentation of findings, participants will discuss the implications for assessing undergraduate education and planning for faculty development at their campuses.
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Examining time allocation and effective teaching practice: The changing roles of today’s faculty
Nelson Laird, T., & BrckaLorenz, A.
International Consortium for Educational Development Conference, Atlanta, GA, 2018, June.
Given the array of expectations and increased scrutiny from various stakeholders in the United States, faculty must be careful and intentional with how they balance their time. The categorization of faculty based on time used for teaching, research, and service raises some interesting points of discussion about the roles of today‘s faculty. This interactive session explores how over 16,000 faculty from 154 colleges and universities in the U.S. spend their time on professorial activities, the consequences of more specialized roles for faculty, and how time allocation relates to effective teaching practices. Participants will be encouraged to share how these patterns of time allocation and faculty roles compare for faculty at their institution and as well as their regional context.
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Assessing small populations: Recognizing everyone counts in your counts
BrckaLorenz, A., Fassett, K., & Hurtado, S.
Association for Institutional Research Annual Forum, Orlando, FL, 2018, May.
Quantitative and survey research depends heavily on large sample sizes, but there are a variety of reasons why larger sample sizes may not be possible. Participants in this presentation will discuss common issues and solutions associated with assessing small populations of college students and instructors. Examples will focus on the experiences of gender variant and LGBQ+ students and faculty. Participants will also learn about and discuss administration issues related to small populations such as increasing response rates and identifying special subpopulations. Next, participants will learn about and discuss strategies for analyzing and communicating the results from small populations. Finally, participants will learn about and discuss approaches for communicating the validity and data quality from small sample sizes.

High-impact practices and personality: Are HIPs biased for certain traits?
Miller, A. L.
Association for Institutional Research Annual Forum, Orlando, FL, 2018, May.
This poster presents findings from the National Survey of Student Engagement (NSSE), investigating whether high-impact practice (HIP) participation is more common in students with certain personality traits. In addition to the core NSSE items, this study uses responses from experimental items on the Five-Factor Model of personality, given to 10,255 students at 34 institutions. A series of exploratory t-tests, looking at the different HIPs included on NSSE, suggests several significant differences. Specifically, those higher in Extraversion, Agreeableness, and Intellect are more likely to do learning communities, research with faculty, internships, leadership roles, and capstone experiences. Conversely, those higher in Conscientiousness are less likely to hold leadership roles or do study abroad. Understanding of these differences can help institutions develop new HIP programming that is more appealing and inclusive for all students, regardless of personality traits.
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Maximizing survey data for outreach, assessment, programming, and beyond
Miller, A. L., & Dumford, A. D.
Association for Institutional Research Annual Forum, Orlando, FL, 2018, May.
This presentation provides a variety of real-life examples of how institutions have used survey data collected from students, faculty, and alumni within multiple contexts. Examples are drawn from institutions participating in the National Survey of Student Engagement (NSSE), the Beginning College Survey of Student Engagement (BCSSE), the Faculty Survey of Student Engagement (FSSE), and the Strategic National Arts Alumni Project (SNAAP). The types of data use cover numerous categories: sharing on campus; recruitment; academic and career advising; publicity, alumni relations, and donor outreach; planning, assessment, and accreditation; program and curricular change; and advocacy and public policy. Attendees will learn about ways that they can optimize the use of available survey data for many different audiences, allowing the institutional research office to serve as a bridge that connects other stakeholders with available data.
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Maximizing survey data for outreach, assessment, programming, and beyond
Miller, A. L., & Dumford, A. D.
Association for Institutional Research Annual Forum, Orlando, FL, 2018, May.
This presentation provides a variety of real-life examples of how institutions have used survey data collected from students, faculty, and alumni within multiple contexts. Examples are drawn from institutions participating in the National Survey of Student Engagement (NSSE), the Beginning College Survey of Student Engagement (BCSSE), the Faculty Survey of Student Engagement (FSSE), and the Strategic National Arts Alumni Project (SNAAP). The types of data use cover numerous categories: sharing on campus; recruitment; academic and career advising; publicity, alumni relations, and donor outreach; planning, assessment, and accreditation; program and curricular change; and advocacy and public policy. Attendees will learn about ways that they can optimize the use of available survey data for many different audiences, allowing the institutional research office to serve as a bridge that connects other stakeholders with available data.
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Ticking away the moments: Assessing faculty roles with time on task
BrckaLorenz, A., Nelson Laird, T., Fassett, K., & Yuhas, B.
Association for Institutional Research Annual Forum, Orlando, FL, 2018, May.
More frequent calls for accountability in higher education have led to increased scrutiny on what students are doing and learning while in college. Because faculty are important contributors to the student experience, the ability to realistically analyze how faculty spend their time engaging students in learning is a key component in being able to answer these calls for accountability. The purpose of this presentation will be to examine and discuss how faculty time on task can be used to enhance a wide variety of conversations about faculty roles, development, contributions, and productivity. A new method of analyzing faculty productivity will be presented, and participants will discuss how such an assessment of faculty time can be useful in discussions about institution mission and goals, faculty roles at the institution, faculty professional development, and faculty tenure and promotion.
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Gifted education at the college level: Are faculty who teach honors courses really more engaging?
Miller, A. L., & Silberstein, S. M.
American Educational Research Association Annual Meeting, New York, NY, 2018, April.
This study presents findings from the Faculty Survey of Student Engagement (FSSE), comparing various engagement-related practices between faculty who teach honors courses and those who do not. Along with core FSSE items, this study uses responses from 1,487 faculty members at 15 institutions on two experimental items about teaching honors courses. A series of OLS regression analyses suggest that faculty who teach honors courses are more engaging in the areas of student-faculty interaction, learning strategies, and collaborative learning. Additional analyses for high-impact practices also suggest that faculty who teach honors courses are more likely to work with undergraduates on research, and to think that it is important for students to participate in learning communities, study abroad, and research with faculty.
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Diversifying the professoriate: Designing systems to interrupt inequality
Haeger, H., BrckaLorenz, A., & Wise, J.
AAC&U Diversity, Equity, and Inclusive Democracy 2018 Conference, San Diego, CA, 2018, March.
Despite the clear benefits of faculty diversity, few institutions have faculty bodies that mirror the diversity of their student bodies let alone their local communities. Led by facilitators with backgrounds in educational research, and student and faculty diversity programs, this session will put research and theory into practice by interrogating the structures that perpetuate the status quo and imagine systems to create more equitable representation in the professoriate. Findings from the Inclusiveness and Engagement with Cultural Diversity module from the Faculty Survey of Student Engagement will be presented and used as a launching point for discussion. Participants will examine the barriers to faculty diversity at different types of institutions, faculty positions (tenure track or adjunct), and career stages; leverage existing knowledge about successful interventions to approach the issue from a system level; and develop a model of key elements needed to create system-level change to support diverse faculty.
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Queer and gender variant students: Exploring civic engagement for increasingly diverse populations
BrckaLorenz, A., Greathouse, M., Kinzie, J., & Stolzenberg, E.
AAC&U Diversity, Equity, and Inclusive Democracy 2018 Conference, San Diego, CA, 2018, March.
Colleges and universities offer students a significant opportunity to be exposed to issues of inclusion and diversity, including course-based diversity initiatives and inclusive environments. Yet, it is critical to know how much faculty include these initiatives in their practice and how they align with students‘ perceptions of their experiences and the environment. Workshop facilitators will highlight results from the 2017 National Survey of Student Engagement and Faculty Survey of Student Engagement Inclusiveness and Engagement with Cultural Diversity topical module to introduce participants to these new findings and the important relationship between course-based diversity experiences and perceptions of inclusive environments. Results will be disaggregated by various student demographic and institutional characteristics to strengthen discussion. Participants will consider a case study from an institution that administered the module and then engage in the identification of actionable ideas.
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An inclusive American Dream runs through the faculty, but which faculty?
Nelson Laird, T., BrckaLorenz, A., & Silberstein, S.
Association of American Colleges and Universities Annual Meeting, Washington, DC, 2018, January.
Institutional support for diversity and inclusivity is an imperative for colleges and universities and is likely essential to an expanded and inclusive American Dream. While many institutions focus on increasing and supporting the diversity of their student population, faculty members need more attention and support because a diverse and inclusive faculty body can mentor, role model, and create positive change for an increasingly diverse student body. Session facilitators share three faculty profiles: 1) the US faculty of 2027; 2) the faculty at the 100 most inclusive campuses based on National Survey of Student Engagement (NSSE) results; and 3) the faculty who tend to use inclusive practices more. Through comparing these profiles and how faculty with various demographics and characteristics feel supported by their institution, session participants will engage questions and derive lessons about improving institutional inclusivity while effectively managing a changing faculty.
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Sexual violence is everyone’s problem: Faculty roles and responsibilities
Hurtado, S., & BrckaLorenz, A.
Association of American Colleges and Universities Annual Meeting, Washington, DC, 2018, January.
Ensuring all students have access to an equitable educational experience is an essential goal of higher education, and addressing the issue of sexual violence on campus is necessary for meeting this goal. Although efforts to eliminate sexual violence have proliferated across the country, little attention has been paid to faculty members‘ role and responsibility in this area. Given that faculty members maintain significant power and influence within institutions of higher education and regularly interact with students, their role in addressing the issue of sexual violence cannot be ignored. This session discusses the importance of dispersing responsibility as a means for creating equitable learning environments. Interactive conversations in this session will also explore individual and institutional barriers to faculty members‘ involvement and potential solutions to these barriers.
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Assessing diversity inclusivity in college courses: Updates and trends
Nelson Laird, T. F., Hurtado, S. S., & Yuhas, B. K.
Assessment Institute, Indianapolis, IN, 2017, October.
Using results from multiple administrations of the Faculty Survey of Student Engagement (FSSE), participants in this session will examine how courses include diversity, what faculty and course characteristics predict that inclusion, and whether results have varied over time. The results come from survey items based on a comprehensive framework describing how nine course elements (e.g., purpose, content, assessment) vary in their inclusion of diversity. Session participants will learn about the framework and results and also will engage with the facilitators to discuss the implications of the results for those working to assess the inclusion of diversity across the curriculum.
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Supporting faculty who advise: Using findings from the Faculty Survey of Student Engagement to activate discussions
Ribera, A., & BrckaLorenz, A.
NACADA: The Global Community for Academic Advising Annual Conference, St. Louis, MO, 2017, October.
The primary objective of this session is to have an informed discussion about ways to better support faculty who serve as academic advisors at four-year institutions. Session participants will leave this session with at least one personal and actionable goal to improve the conditions of faculty advisors at their institution. Using survey results from over 8,000 faculty advisors who taught undergraduates at 127 four-year institutions as a backdrop, participants will engage in active discussions about the academic culture and reward structures that affect faculty advisors. Participants will also learn the degree to which serving as a faculty advisor contributes to their use of effective educational practices in the classroom.
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Why do we teach? Examining faculty teaching experiences and motivation
Recipient of the 2017 Robert J. Menges Award for Outstanding Research in Educational Development
BrckaLorenz, A., Yuhas, B., & Stupnisky, R. H.
Professional and Organizational Development Network Annual Conference, Montreal, ON, Canada, 2017, October.
Understanding faculty motivations for teaching can provide a powerful window into what encourages instructors to do the work of teaching. We administered a brief survey developed from self-determination theory to instructional staff at nineteen institutions across the country. These survey items investigated faculty experiences and motivations for teaching. The results varied by race and discipline, among other factors, and we will give an overview of our findings in this session. Discussion will focus on how these findings can inform faculty development and hiring practices. This session was a recipient of the 2017 Robert J. Menges Award for Outstanding Research in Educational Development.

Engagement and characteristics of queer students
BrckaLorenz, A., & Clark, J.
Society for Teaching and Learning in Higher Education Annual Conference, Halifax, NS, Canada, 2017, June.
Research shows there are differences in the college experience for queer students. Sexual orientation impacts academic experiences, intellectual development, and student perceptions of campus climate. This session will explore the participation of nearly 800 queer first-year and seniors students in activities that promote learning and development at ten institutions. Additional demographics and characteristics of queer students as well as patterns of engagement in activities such as reflective and integrative learning, student-faculty interaction, and high-impact practices. Although some comparison will be made to straight students at Canadian institutions and queer students at institutions in the US, the focus of this discussion will be on queer students at Canadian institutions. Participants will be encouraged to reflect on and discuss the engagement of queer students in different contexts and what that means for efforts to increase or maintain a high level of engagement for queer students in courses and across institutions.
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First-year college students' expected and actual engagement
Mu, L., & Cole, J. S.
Association for Institutional Research Annual Forum, Washington, DC, 2017, June.
Using longitudinal student survey data, the current study explored the relationship of new college students‘ expected and actual engagement, covering three aspects of student engagement: collaborative learning, student-faculty interaction, and discussions with diverse others. The results support findings of previous studies about the positive correlations between freshmen‘s expectations and actual behaviors in relation to student engagement. In addition, we found, for students who had the same expected engagement level, those with more varied expectations for different activities better fulfilled their expectation of engagement. We also utilized a structural equation model to investigate the relationship of expected and actual engagement. The model further showed that students‘ perceived college environment significantly moderates the relationship of expected and actual engagement in collaborative learning and discussions with diverse others but not in interactions with faculty. Besides the structural measure, an institution‘s basic Carnegie classification did not have statistically significant moderation between expectation and actual engagement in all engagement aspects. The findings imply a caring campus environment promotes a higher level of realization of that expectation.
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If the engagement fits: Effective educational practices that relate to college students’ sense of belonging
Miller, A. L., Ribera, A. K., & Dumford, A. D.
American Educational Research Association Annual Meeting, San Antonio, TX, 2017, April.
The current study sought to explore whether first-year and senior students‘ engagement influences their sense of belonging, particularly their connections with peers (peer belonging) and feelings of acceptance from members of the institution such as faculty, administrators, and student affairs professionals (institutional acceptance). This study utilizes data from the 2014 National Survey of Student Engagement (NSSE) to explore these relationships. Results suggest that certain student demographics, college experiences, institutional characteristics, and many aspects of engagement do impact students‘ feelings of peer belonging and institutional acceptance. Institutions can use this information to increase programming and resources directed at improving student engagement, knowing that students‘ peer belonging and institutional acceptance, both of which contribute to a positive collegiate experience, could also increase.
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Indigenous and Pacific Islander students and faculty in higher education
BrckaLorenz, A., Saelua, N., & Kinzie, J.
AAC&U Diversity, Learning, & Student Success Conference, Jacksonville, FL, 2017, March.
Indigenous and Pacific Islander scholars are often the most invisible populations on college and university campuses, even though Native identities, cultures, and symbols are ubiquitous in higher education (Native mascots, ?lu‘au? themed parties). Yet very little is known about these complex, often marginalized communities, due to the limited amount of large-scale research focused on small populations. This poster will present findings about indigenous and Pacific Islander students and faculty from four years of data collection from hundreds of colleges and universities across the country. Participants will learn more about who these populations are, how these students are engaging in effective educational practices, and how these faculty are contributing to undergraduate student engagement.
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High-impact practices and students of color: Investigating the hypothesis of harm
McCormick, A. C., Kinzie, J., Gonyea, R. M., & Ribera, A. K.
Association of American Colleges and Universities Annual Meeting, San Francisco, CA, 2017, January.
Concerns have been raised that high-impact practices may create opportunities for impactful but highly negative experiences for students of color by creating situations in which students may be exposed to microaggressions and other racist behaviors. To test the hypothesis of negative HIP impact for students of color, we investigated three related questions using data from the 2015 administration of the National Survey of Student Engagement: 1) Do students of color who participate in HIPs evidence lower perceptions of quality of interactions with others on campus, and faculty in particular, relative to their peers who did not participate in HIPs?; 2) Do students of color who participate in HIPs evidence lower perceptions of campus support than their peers who did not participate in HIPs?; and 3) Do students of color who participate in HIPs evaluate their overall educational experience less favorably than their peers who did not participate in HIPs?
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Paying attention to often ignored small subpopulations in assessment work
BrckaLorenz, A., & Nelson Laird, T. F.
Association of American Colleges and Universities Annual Meeting, San Francisco, CA, 2017, January.
A more diverse society has led to a more diverse college-going population and faculty body, but the need for restoring public trust in higher education is especially important for subpopulations that have traditionally been marginalized within the higher education system. Often these groups represent small proportions of an overall population, which can present a variety of challenges when trying to conduct assessments of their experiences. This session explores the challenges and possible solutions for those working toward improving the experiences of small subpopulations. The session will consist of highly interactive discussions focusing on the value of inclusivity in restoring public trust in higher education, reflections on assessing the experiences of small subpopulations, and creating plans for further understanding the experiences of small subpopulations for the purpose inclusive improvement.
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A comparison of STEM students' expectations for engagement and faculty teaching practices
BrckaLorenz, A., Cole, J., & Wang, L.
AAC&U Transforming Undergraduate STEM Education Conference, Boston, MA, 2016, November.
A misalignment of first-year student engagement expectations and the teaching practices of STEM faculty can undermine first-year students‘ engagement in effective educational practices. In this session, facilitators and participants will examine the results from 68 institutions that have participated in two large-scale national surveys to compare the engagement expectations of first-year STEM students and the teaching practices of lower-division STEM faculty. Presenters and audience will discuss what it means to align faculty teaching practices with student expectations. Session participants will be encouraged to reflect on opportunities and challenges they will likely face as they seek to improve student engagement.
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Do high achieving students benefit from honors college participation? A look at student engagement for first-year students and seniors
Miller, A. L., & Dumford, A. D.
National Association for Gifted Children Annual Convention, Orlando, FL, 2016, November.
This study investigates findings from the National Survey of Student Engagement (NSSE), comparing various aspects of student engagement between Honors College and general education students. Responses from 1,339 Honors College students and 7,191 general education students across 15 different universities suggest a positive impact for Honors College participation on reflective and integrative learning, use of learning strategies, collaborative learning, diverse discussions, and student-faculty interaction for first-year students, even when controlling for other student and institutional characteristics. For senior students, Honors College participation suggested more frequent student-faculty interaction. Potential experiential and curricular reasons for these differences are discussed.
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Engaging international students through effective teaching strategies
Wang, R., & BrckaLorenz, A.
Professional and Organizational Development Conference, Louisville, KY, 2016, November.
With a rapid increase in the enrollment of international students in U.S. higher education institutions, more and more faculty members have encountered challenges in teaching international students. In this session, facilitators will use Faculty Survey of Student Engagement (FSSE) data to discuss faculty approaches to the engagement of their international students. Facilitators and participants will discuss the strategies faculty members employ in teaching international students. Goals of this session include understanding the challenges that faculty members face in teaching international students and discussing the implementation of effective teaching strategies in participant‘s courses and campuses.
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Faculty use of rubrics: An examination across multiple institutions
Thomas F. Nelson Laird, John Zilvinskis, & Polly A. Graham
Assessment Institute, Indianapolis, IN, 2016, October.
Assessment professionals identify rubrics as key tools in measuring student learning; however, the field of higher education lacks a clear picture of how much faculty use these tools as well as the ways rubrics are developed and used. For assessment professionals and faculty who work to improve undergraduate education, better understanding rubric development and use should enhance their ability to assist faculty members and ultimately improve teaching and learning on campuses. Relying on data from the Faculty Survey of Student Engagement (FSSE), we will describe rubric implementation and development across over 20 institutions and discuss the implications of our findings.
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Direct and indirect effects of engagement on grades
Gonyea, R., Cole, J., & Rocconi, L.
Association for Institutional Research Annual Forum, New Orleans, LA, 2016, June.
Grades are perhaps the best predictor of a attaining a college diploma. Using NSSE data from nearly 20,000 first-year and senior students in 2012 and matched year-end grades from 42 participating institutions, the authors tested path models to determine the direct and indirect effects of student background, engagement, and campus environment on end of year grades. Total effects on GPA show that time spent studying, the use of learning strategies, and courses where faculty used effective teaching strategies had positive overall effects on grades. Coursework involving quantitative reasoning had a negative effect, probably due to the added rigor of STEM courses.
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Mediation effect of collaborative learning for student-faculty interaction
Mu, L., & Ribera, A. K.
Association for Institutional Research Annual Forum, New Orleans, LA, 2016, June.
Using National Survey of Student Engagement (NSSE) data from senior students (n=95,491), this poster presentation explores the interplay between two effective educational practices--student-faculty interaction (SFI) and collaborative learning (CL). Results from multi-group structural equation model show collaborative learning has a positive mediation effect on SFI for self-reported gains in learning outcomes but a negative mediation effect on SFI for college grades. Further, we find frequencies of SFI and collaborative learning vary by academic disciplines as measured by Holland type.
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Variations in the instructional behaviors of graduate student instructors
Wang, R., BrckaLorenz, A., & Nelson Laird, T. F.
Association for Institutional Research Annual Forum, New Orleans, LA, 2016, June.
Graduate students who teach, or graduate student instructors (GSIs), play a significant role in influencing undergraduate students‘ learning experiences and outcomes. Using multi-institution data from a large-scale survey of graduate student teaching practices, this project aims to explore the extent to which instructional behaviors vary across GSIs‘ demographic background and the types of courses they teach. The extent to which GSIs employed effective teaching practices, and relationships between setting clear course goals and employing effective teaching practices among GSIs will also be examined. This poster presentation is important to AIR members, because the findings will not only help graduate schools to ensure the quality of the classes taught by GSIs, but also provide useful information to graduate faculty advisors and academic support staff for preparing future faculty members.
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Connecting to improve faculty understanding and preparation for issues of sexual assault
Hurtado, S., & BrckaLorenz, A.
NASPA Annual Conference, Indianapolis, IN, 2016, March.
The prevalence of sexual assault on college campuses is a major concern. The purpose of this session is to understand the level at which faculty are prepared to address this issue on their campus. Results are examined from a multi-institution study of faculty‘s understanding of policies and procedures regarding incidents of sexual assault and perceptions of their institution‘s support for those who have experienced sexual assault. The session relies on participant discussion focused on the role of faculty in promoting a positive campus climate.
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Patterns of effective teaching practice for general education and non-general education courses
BrckaLorenz, A., & Nelson Laird, T. F.
AAC&U General Education & Assessment Conference, New Orleans, LA, 2016, February.
With over a decade of data collection and hundreds of institutional participants in the Faculty Survey of Student Engagement (FSSE), much can be learned about the engaging educational practices within general education courses at a variety of institution types and educational contexts. In this session, facilitators will use FSSE data to compare the degree to which instructors of general education courses and non-general education courses emphasize various forms of student engagement. Goals of the session include examining these comparisons within different campus or disciplinary contexts, discussing the goals of general education in promoting student engagement, and reflecting on opportunities and challenges in seeking to improve or examine student engagement within general education courses.
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Are we who we claim to be? Perceptions of mission engagement among students and faculty at religiously affiliated and independent institutions
Graham, P., Broderick, C., Ribera, A., & BrckaLorenz, A.
Association for the Study of Higher Education Annual Conference, Denver, CO, 2015, November.
While the importance of institutional mission is acknowledged within the higher education community, there is a lack of empirical evidence investigating how missions are implemented. Using survey data from students and faculty, this study investigates perceptions of mission engagement at religiously affiliated and independent institutions. Implications for practice are discussed.
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Faculty perceptions of campus safety and how to improve support
Hurtado, S., BrckaLorenz, A., & Nelson Laird, T.
Professional & Organizational Development Conference, San Francisco, CA, 2015, November.
The issues of campus safety and sexual assault are important to colleges and universities. As we continue making progress in these areas, it is crucial that we better understand the views of faculty and how they can contribute to this process. In this session, participants will learn about faculty perceptions of campus safety and support for crisis response and incidents of sexual assault at 16 institutions. Participants will be invited to share reactions and personal experiences as well as help generate ideas for ways faculty can help to make the environments at their institutions more supportive in these areas.
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To read or not to read? Investigating students' reading motivation
Ribera, A. K., & Wang, R.
Professional & Organizational Development Conference, San Francisco, CA, 2015, November.
Motivation to read plays a significant role in college students' academic engagement and overall performance. Faculty may influence students' reading motivation through the types of reading they assign and strategies to approach the reading assignments. Disciplinary context also plays a unique role. Using data from 2013 National Survey of Student Engagement (NSSE), this study investigates differences in college students' reading motivation by assignment type. Variation by students majoring in hard and soft fields at four-year colleges and universities are also explored. Recommendations for ways faculty may enhance students' reading motivation are provided.
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Assessing the experiences and practices of faculty and graduate students who teach
BrckaLorenz, A., Nelson Laird, T., & Ribera, A.
Assessment Institute, Indianapolis, IN, 2015, October.
Assessing the experiences and teaching practices of faculty and graduate students can be particularly challenging. This session examines the assessment of faculty and graduate students who teach undergraduates by sharing the experiences and challenges of institutions participating in large-scale surveys of faculty and graduate students‘ teaching practices. Participants will be encouraged to share their ideas, challenges, and solutions associated with assessing faculty and graduate students who teach. Ideas from the presenters as well as from session participants will be used to create brief action plans for improving the assessment and experiences of faculty and graduate students who teach.
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Examining patterns of effective teaching practices across disciplinary areas
BrckaLorenz, A., & Nelson Laird, T. F.
Society for Teaching and Learning in Higher Education Annual Conference, Vancouver, British Columbia, Canada, 2015, June.
Variation in the use of effective teaching practices across disciplinary areas can be an impediment to improving undergraduate education but can also provide an opportunity for dialog. Using data from the 2013 and 2014 administrations of the Faculty Survey of Student Engagement (FSSE), this session will explore the similarities and differences in patterns of engaging teaching practices across disciplinary fields for instructors in Canada and the United States. FSSE measures instructor perceptions and expectations of undergraduate student engagement in educationally purposeful activities and the extent to which instructors promote student learning and development in their courses at four-year colleges and universities. The focus of engaging teaching practices examined in this session will be the value instructors place on students participating in reflective and integrative learning activities, instructor emphasis on higher-order learning activities, and the opportunity students have to engage in discussions with diverse others. During this session, participants will 1) learn about a method for measuring instructor engagement in effective teaching practices, 2) examine and discuss patterns in engaging teaching practices across disciplinary fields for instructors at Canadian institutions, 3) consider how these patterns compare to those of instructors in the United States, and 4) discuss what these patterns say about the different teaching contexts and fields and what that means for efforts to improve undergraduate education. Understanding the similarities and differences in disciplinary cultures in different contexts may help make sense of the disciplinary dissonance and shed light on how to achieve teaching and learning improvement across contexts.
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A look within: STEM faculty emphasizing deep approaches to learning
Dumford, A. D., Ribera, A. K., & Nelson Laird, T.
Association for Institutional Research Annual Forum, Denver, CO, 2015, May.
Disciplinary culture plays a significant role in the extent faculty emphasize and students‘ engage in deep approaches to learning. This study narrowly focuses on STEM faculty and the variation in their emphasis on two components of deep learning--reflective and integrative learning and higher-order learning. Specifically, patterns in faculty promoting deep approaches to learning in mathematics, biology, mechanical engineering, computer science, physics, and psychology are examined. The effect of gender in these fields is also considered.
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How often is often? Testing the meaning of vague quantifiers
Dumford, A. D., Chiang, Y.-C., Nelson Laird, T., & BrckaLorenz, A.
Association for Institutional Research Annual Forum, Denver, CO, 2015, May.
Survey researchers often wonder about the meaning of vague quantifiers such as ?sometimes? or ?often? as employed by surveys. This study focuses on assessing the equivalence reliability of the updated Faculty Survey of Student Engagement (FSSE), with particular emphasis on whether two parallel forms of items produce similar results (e.g., have equal means, variances, and errors). These analyses examined a set of FSSE questions asked in two different ways?first, with vague quantifiers and, second, with a quantifiable time allocation. This poster will provide details about the methods and results of these analyses using data from the 2014 administration of FSSE.
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Latino STEM student participation in undergraduate research
Zilvinskis, J., Wang, R., & Dumford, A.
Association for Institutional Research Annual Forum, Denver, CO, 2015, May.
Undergraduate research with a faculty member is considered a high-impact practice that enhances student engagement and academic achievement. Using a large-scale multi-institution dataset from the National Survey of Student Engagement, this study explored senior Latino STEM students‘ undergraduate research experiences. Results suggest that Latino students are underrepresented among the STEM student population and are less likely to participate in undergraduate research compared to White and Asian STEM students. Additionally, the findings of this study indicate that some Latino students in STEM fields (e.g., first-generation, transfer, living off campus) have lower odds of participating in undergraduate research. In order to increase the participation of undergraduate research among Latinos in STEM fields, institutional researchers should recommend early intervention to provide additional academic resources and increase intentional financial aid for these students.
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Socializing mammies? Examining graduate student engagement of Black women graduate instructors
Wheatle, K., & BrckaLorenz, A.
National Conference on Race & Ethnicity in American Higher Education, Washington, DC, 2015, May.
Existent research on Black women faculty suggest that student and colleague expectations of the roles these faculty should assume, including the stereotypical ?mammy,? create environments in which Black women are forced to overload advising, service, and mentoring, working themselves to exhaustion in lieu of producing research and publications (Griffin & Reddick, 2011). Yet, little is known about how Black women allocate their time to teaching, advising, and other professional development activities while they are graduate students. In this session, the presenters will describe findings from a large-scale sample of engagement survey data collected from graduate student instructors (GSIs) to explore self-perceptions of teaching experiences of Black/African American women GSIs. This session should benefit current and prospective graduate students, faculty, and practitioners who provide teaching and professional development resources for graduate student instructors.
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Something to talk about: Getting your campus excited to discuss data
BrckaLorenz, A., & Yuhas, B.
Association for Institutional Research Annual Forum, Denver, CO, 2015, May.
As calls for increased quality in higher education continue, institutional researchers can lead the way for campuses to make data-driven decisions that improve undergraduate education. Easily accessible data exercises that get to the heart of issues campus administrators and faculty care about are an effective way to begin this process. Learn how to get campus constituents excited about working with data and using data to improve practice.
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The mediator of student-faculty interaction and learning outcomes
Mu, L., Ribera, A., & Wang, X.
Association for Institutional Research Annual Forum, Denver, CO, 2015, May.
Do seniors‘ learning effort to engage in Higher-Order Learning, Reflective and Integrative Learning, Learning Strategies, and Quantitative Reasoning mediate the effect of Student-Faculty Interaction (SFI) on Learning Outcomes as measured by self-reported college grades and gains in knowledge, skills, and personal development?
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Teaching development issues for diverse associate instructors
Kearns, K., BrckaLorenz, A., La Touche, R., & Lynton, J.
IU-Bloomington Center for Innovative Teaching & Learning Series on High-Impact Practices, Bloomington, IN, 2015, March.
Graduate students from diverse backgrounds prepare for and experience their instructional activities differently from their majority colleagues. These experiences can diminish graduate students‘ confidence and impede their teaching efficiency, effectiveness, and productivity. Learn about the teaching experiences of diverse IUB graduate students from the Faculty Survey of Student Engagement for Graduate Student Instructors (FSSE-G). In addition, hear first-hand teaching experiences from Rachel La Touche (Sociology) and Jordan Lynton (Anthropology), participants of the CITL‘s Intersections of Identity and Instruction Graduate Student Learning Community. Graduate student participants will develop a context for their experiences and acquire strategies for seeking mentoring that is attentive to their teaching concerns.

The updated NSSE: Fresh opportunities to engage faculty in assessment results
Dueweke, A., Hutchings, P., Kinzie, J., & McCormick, A.
Association of American Colleges & Universities Annual Meeting, Washington, DC, 2015, January.
The updated National Survey of Student Engagement (NSSE) provides greater specificity on measures that matter for improving student learning. Yet, too often results reside at the institution-level, demonstrating grand measures of educational quality, and only occasionally getting to faculty to influence teaching and learning practice. The promise of assessment depends on growing and deepening faculty involvement and use of results. This session explores the question: ?What do NSSE results mean for faculty?? Panelists and participants will address the topic and discuss ways to leverage student engagement results to inform instruction and efforts to enhance high-impact practices, guide faculty development initiatives, and connect to the scholarship of teaching and learning and projects to improve educational quality.
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Are our writing assignments effective?
Cogswell, C.A., Howe, E.C., & Gonyea, R.M.
Professional & Organizational Development Conference, Dallas, TX, 2014, November.
As evidenced by their steadily growing investment in writing-across-the-curriculum programs, institutions recognize how writing can increase student engagement and learning. This session explores how faculty members use writing assignments in their teaching and how this compares across academic disciplines and by faculty characteristics. Special sets of questions appended to the Faculty Survey of Student Engagement (FSSE) point to ways faculty members can design effective writing tasks. Participants will discuss how interactive writing processes, meaning-constructing writing tasks, and clear expectations increase students‘ likelihood to engage in deep approach to learn. Implications for faculty and academic leaders will be presented.
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Faculty and graduate student instructors’ perspectives on professional development
BrckaLorenz, A., Nelson Laird, T., & Harris, J.
Professional & Organizational Development Conference, Dallas, TX, 2014, November.
This session aims to document current uses and needs regarding professional development for senior faculty, new faculty, and graduate student instructors (GSIs). Findings from faculty members at approximately twenty institutions that participated in the Faculty Survey of Student Engagement (FSSE) and from GSIs at eight institutions that participated in the pilot of FSSE for Graduate Student Instructors (FSSE-G) are utilized to identify impactful methods of professional development as well as potential areas for improvement. The goal of the session is to help participants understand ways they can enhance faculty and GSI experiences within the classroom.
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Putting the you in UR: The influences of faculty participating in undergraduate research
Haeger, H., & BrckaLorenz, A.
Professional & Organizational Development Conference, Dallas, TX, 2014, November.
This session uses mixed-methods research to facilitate a discussion of faculty participation in undergraduate research and how to leverage student participation as a resource for faculty and an enriching experience for students. Quantitative analysis will explore faculty values and teaching practices in relation to engaging students in research experiences. The influences of institutional characteristics on faculty involvement in undergraduate research, including proportion of adjunct faculty and the diversity of the student and faculty populations will also be assessed. A qualitative analysis will highlight strategies faculty have used to engage traditionally underrepresented students in research at a Hispanic Serving Institutions.
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The who, what, and where of learning strategies
Miller, A. L., Lambert, A. D., & Ahonen, C.
Association for the Study of Higher Education Annual Conference, Washington, DC, 2014, November.
This study uses data from the National Survey of Student Engagement and the Faculty Survey of Student Engagement to explore whether there is congruence for academic disciplines in the student use and faculty encouragement of learning strategies. OLS regression models also suggest demographic and environmental predictors of student learning strategies.
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What matters most to course success? Student and faculty perspectives
BrckaLorenz, A., Fernandez, S., Peck, L., Wang, L., & Zilvinskis, J.
Professional & Organizational Development Conference, Dallas, TX, 2014, November.
In this session, we will examine the results from a large-scale multi-institution survey of students and faculty responding to the question ?What matters most to making a course successful?? Participants will discuss findings on the similarities and differences between student and faculty perceptions of what makes a course successful and will share ideas about how to communicate about and contribute to a successful course from the perspectives of both students and faculty. By examining what course success means from both perspectives, we may be able to effectively and efficiently do more with less.
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Assessing faculty members' and graduate student instructors' engagement in and views about professional development
Harris, J., Nelson Laird, T., & BrckaLorenz, A.
Assessment Institute, Indianapolis, IN, 2014, October.
This session aims to document current uses and needs regarding professional development for senior faculty, new faculty, and graduate student instructors (GSIs). Findings from faculty members at approximately twenty institutions that participated in the Faculty Survey of Student Engagement (FSSE) and from GSIs at eight institutions that participated in the pilot of FSSE for Graduate Student Instructors (FSSE-G) are utilized to identify impactful methods of professional development as well as potential areas for improvement. The goal of the session is to help participants understand ways they may assess faculty and GSI experiences with professional development in order to foster improvement.
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Graduate student instructor engagement in and perspectives on professional development
BrckaLorenz, A.
Lilly Conference on College & University Teaching & Learning, Traverse City, MI, 2014, October.
This session aims to document current uses and needs regarding professional development for graduate student instructors (i.e. graduate students who teach undergraduates). Findings from graduate student instructors (GSIs) at eight institutions that participated in the pilot of the Faculty Survey of Student Engagement for Graduate Student Instructors (FSSE-G) are utilized to identify impactful methods of professional development as well as potential areas for improvement. The goal of the session is to help participants understand ways they can enhance GSI professional development as instructors.
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Faculty still matter to student engagement
Nelson Laird, T., Lambert, A., Cogswell, C.A., & Ribera, A.
Association for Institutional Research Annual Forum, Orlando, FL, 2014, May.
This study is a follow up to Umbach and Wawrzynski‘s (2005) much cited work connecting faculty teaching practices to student engagement. It relies on data from the same two national surveys used in the previous study. However, both the Faculty Survey of Student Engagement and National Survey of Student Engagement were significantly updated in 2013. As a result, our findings, which come from an updated and expanded set of measures for both students and faculty members, (1) confirm the prior study‘s findings by showing that students report higher levels of engagement and learning at institutions where faculty members use effective educational practices more and (2) show previously untested relationships between faculty practices and student engagement.
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Moving from faculty surveys to faculty engagement
Benson, R. T., Cumming, T., BrckaLorenz, A., & Maas, P.
Association for Institutional Research Annual Forum, Orlando, FL, 2014, May.
This session is designed to help IR professionals think about engaging faculty in the process of survey administration and data usage. Providing both local and national perspectives on how survey data can be deployed to understand and support faculty, the session addresses some of the biggest roadblocks and most promising practices for understanding the experiences of faculty and engaging them in the process of sense-making and institutional improvement.
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Rating my professors: Influences on student ratings and faculty beliefs about those influences
BrckaLorenz, A., McCormick, A., & Peck, L.
American Educational Research Association Annual Meeting, Philadelphia, PA, 2014, April.
Little research exists regarding the differences between student and faculty perceptions of what influences how students respond to end-of-course evaluations. This study provides evidence of both similarities and differences between what influences students‘ course evaluation ratings and faculty members‘ perceptions of what influences student ratings. The differences offer insight into how both faculty and students perceive the purpose, use, and results of these evaluations. Findings also indicate that different types of students have different perceptions in how evaluation results are used, and different types of faculty use these results more or less frequently. Finally, connections are made between perceptions of campus support and perceptions of whether or not results are used to improved courses and teaching.
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Faculty and diversity: Opportunity, encouragement, and inclusion
Nelson Laird, T. F., BrckaLorenz, A., & Peck, L.
AAC&U Diversity, Learning, & Student Success Conference, Chicago, IL, 2014, March.
Participants will hear findings from research on faculty and diversity education and discuss how these findings could be used to improve how diversity contributes to student learning.   Through a presentation of findings from a new ?diverse perspectives? section on the Faculty Survey of Student Engagement (FSSE), participants in this session will learn about how faculty perceive diversity offerings on campus, how much they encourage students to participate in diversity activities, and how much they include diversity content in their courses. Further, participants will gain an understanding of how these diversity indicators relate to one another and what predicts them. Session facilitators and participants will work together to create plans for making change in areas they know that they can influence (e.g., their courses, departments, or programs).
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Assessment Administrators Anonymous: 12 steps for involving faculty in assessment
Kinzie, J., & Lindsay, N.
AAC&U General Education & Assessment Conference, Portland, OR, 2014, February.
Participants will learn strategies for enhancing faculty engagement in assessment on their campuses, including approaches to overcoming barriers to faculty involvement and meaningful incentives for faculty engagement. Realizing the promise of assessment depends on growing and deepening faculty involvement. The need is particularly acute in the assessment of general education?the area of undergraduate education that can lack faculty ownership. This session will explore the dynamics of faculty involvement in assessment and identify twelve steps for increasing faculty engagement. Using effective approaches revealed in National Institute for Learning Outcomes Assessment (NILOA) case studies and practiced at institutions that have increased faculty involvement, presenters will spark audience discussion and encourage participants to consider approaches to apply on their own campuses.
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Undergraduate quality & the changing faculty: Examining pieces of the puzzle
Nelson Laird, T., & BrckaLorenz, A.
Association of American Colleges & Universities Annual Meeting, Washington, DC, 2014, January.
Institutions deal with pressures to improve undergraduate quality and manage their changing faculties, tasks that sometimes seem at odds. Facilitators of this session?with more than a decade of data from initiatives such as the National Survey of Student Engagement (NSSE) and the Faculty Survey of Student Engagement (FSSE)?will share three faculty profiles: 1) the faculty in 2025; 2) the faculty at the 50 highest scoring NSSE institutions; and 3) the faculty who tend to use effective practices more. Through comparing these profiles, session participants will engage questions and derive lessons about improving undergraduate quality while effectively managing a changing faculty.
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Advising from the faculty perspective
Ribera, A., & Peck, L.
Professional & Organizational Development Conference, Pittsburg, PA, 2013, November.
Academic advising is essential for students to navigate the college experience. It is positively linked to many desirable outcomes and behaviors including student retention and engagement. Faculty are often expected to fulfill this role, in addition to teaching and research duties, with little to no training or resources. Session facilitators will lead a discussion about the role of faculty as academic advisors and the typical roadblocks they face. Participants will also discuss recent findings from the Faculty Survey of Student Engagement that report on faculty perceptions of advising and resources most commonly used to support their work.
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Faculty use of writing assignments: Exploring classroom teaching practices
Cole, E. R., Gonyea, R. M., & Ahonen, C.
Professional & Organizational Development Conference, Pittsburg, PA, 2013, November.
As evidenced by their steadily growing investment in writing-across-the-curriculum programs, institutions recognize how writing can increase student engagement and learning. This session explores how faculty members use writing assignments in their teaching and how this compares across academic disciplines and institutional characteristics. Special sets of questions appended to both the Faculty Survey of Student Engagement (FSSE) and the National Survey of Student Engagement (NSSE) point to ways faculty members can design effective writing tasks. Participants will discuss how interactive writing processes, meaning-constructing writing tasks, and clear expectations improve students‘ success in learning. Implications for faculty developers are also presented.
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Influences on course evaluation: Student and faculty perspectives
BrckaLorenz, A., Peck, L., & McCormick, A.
Professional & Organizational Development Conference, Pittsburgh, PA, 2013, November.
End-of-course evaluations are often used as stand-alone indicators of an instructor‘s overall effectiveness and as input for faculty promotion and tenure purposes. In this session, we will examine the results from a large-scale multi-institution survey of students and faculty responding to questions about the uses of and influences on students‘ ratings on course evaluations. Participants will discuss findings on the perceptions and uses of course evaluations from both the student and faculty perspective, will share examples of the course-evaluation issues and solutions on their campuses, and will generate ideas for future research on course evaluations.
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Racial and gender inequities in undergraduate teaching: Findings and concerns
Nelson Laird, T., & BrckaLorenz, A.
Professional & Organizational Development Conference, Pittsburgh, PA, 2013, November.
As campuses try to reinvigorate undergraduate education, they encourage faculty to rely on educational experiences and promote outcomes much applauded in higher education (e.g., high-impact practices). In this session, participants will learn about racial and gender differences in how much faculty use and emphasize some of these practices and outcomes. Facilitators and participants will discuss implications of the findings, including concerns about equity and the need for institutional planning and faculty development as avenues to mitigate inequity.
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Responsive and responsible: Levels of faculty encouragement of civic engagement
Cole, E. R., & Howe, E. C.
Professional & Organizational Development Conference, Pittsburg, PA, 2013, November.
This session explores faculty members‘ perceptions of institutional emphasis on conflict resolution skills and examines how often they encourage students to engage with local, state, national, and global issues. Using data from the 2013 administration of the Faculty Survey of Student Engagement (FSSE), this session engages attendees in discussion about which faculty, course, and institutional characteristics are likely to encourage student participation in civic engagement activities. Presenters will also facilitate a discussion among participants about learning from these faculty results, ideas for future research in this area, and implications for faculty developers and teaching practices.

Assessing involvement in faculty development
Nelson Laird, T., BrckaLorenz, A., & Peck, L.
Assessment Institute, Indianapolis, IN, 2013, October.

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Faculty understanding and perceptions of the tenure process
BrckaLorenz, A., Peck, L., Ribera, A., & Ribera T.
Association for Institutional Research Annual Forum, Long Beach, CA, 2013, May.
The tenure process varies greatly by disciplinary area and institutional type. Gender, race or ethnicity, and age have also shaped the way faculty experience and perceive the process. In order to support faculty members with diverse backgrounds and interests, campus leaders should make it a priority to routinely evaluate the equity of tenure processes at their institutions. This poster informs participants of a multi-institutional study that assessed the peer support faculty received while going through the process as well as to what extent their processes were reasonable, fair, work-life balanced, and satisfying. Differences by faculty and institutional characteristics are shared.
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Social media: A tool to increase college students' engagement and success
Haeger, H., Rios-Aguilar, C., Deil-Amen, R., & BrckaLorenz, A.
Association for Institutional Research Annual Forum, Long Beach, CA, 2013, May.
Social media is an attractive option for colleges because it an cost-effectively catalyze connections between students and counselors, advisors, and faculty.It is critical to begin to examine if and how higher education institutions are incorporating the use of social media to connect with students and facilitate their success. The presentation addresses national trends in social media use at 2-year and 4-year colleges along with how institutional researchers can explore the use of social media on their own campuses. This information can inform policy decisions on the use of social media by institutional agents. This presentation is particularly important for institutional researchers, college leaders, and administrators seeking to assess the value and impact of social media to promote student success.

Participation in study abroad and research with faculty: Do expectations matter?
Cole, J. S., & McCormick, A. C.
AAC&U Student Success Conference, Miami, FL, 2013, April.

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Using BCSSE data for faculty development
Cole, J. S., & Howe, E.
Annual Conference on the First-Year Experience, Orlando, FL, 2013, February.

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Faculty involvement in reinvigorating undergraduate education: An area of inequity?
Nelson Laird, T., & BrckaLorenz, A.
Association of American Colleges & Universities Annual Meeting, Atlanta, GA, 2013, January.

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Examining teaching clarity: Student engagement and faculty practice
BrckaLorenz, A., Cole, E., & Ribera, T.
Symposium on Scholarship of Teaching & Learning, Banff, Canada, 2012, November.

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Faculty technology use patterns: Comparing HBCUs and PWIs
Shaw, M. D., Cole, E. R., Harris, C. J., & Nelson Laird, T. F.
Association for the Study of Higher Education Annual Conference, Las Vegas, NV, 2012, November.

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Faculty teaching use patterns: Comparing HBCUs and PWIs
Cole, E. R., & Harris, C. J.
Professional & Organizational Development Conference, Seattle, WA, 2012, October.

Identifying disciplinary peers: Pairing faculty across fields of study
Shaw, M. D., Lambert, A. D., Cole, E. R., & Nelson Laird, T. F.
Professional & Organizational Development Conference, Seattle, WA, 2012, October.

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High-impact practices and student engagement
BrckaLorenz, A.
Faculty Colloquium on Excellence in Teaching Leadership Institute, Indianapolis, IN, 2012, September.

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Clarity in the undergraduate classroom: Understanding faculty perceptions of teaching clarity behaviors
BrckaLorenz, A., Cole, E. R., & Ribera, T.
Society of Teaching & Learning in Higher Education Conference, Montreal, Quebec, Canada, 2012, June.

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Faculty perceptions of institutional assessment and participation in classroom
Nelson Laird, T. F., Ribera, T., Shaw, M. D., Haywood, A., & Cole, E. R.
Assessment Institute, Indianapolis, IN, 2011, October.

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Faculty practices: Differences between HBCU and PWI campuses
Shaw, M. D., Harris, C. J., Cole, E. R. & Nelson Laird, T. F.
Professional & Organizational Development Conference, Atlanta, GA, 2011, October.

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Promotion personal and social responsibility in the classroom: Findings from the Faculty Survey of Student Engagement
Nelson Laird, T. F.
AAC&U Educating for Personal & Social Responsibility Conference, Long Beach, CA, 2011, October.

Understanding the resources faculty use when trying out and refining new insights: Findings from the Faculty Survey of Student Engagement
Ribera, T. M., BrckaLorenz, A., Santucci, D. L., & Nelson Laird, T. F.
Association for Institutional Research Annual Forum, Toronto, ON, Canada, 2011, May.

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Examining effective faculty practice: Teaching clarity and student engagement
BrckaLorenz, A., Cole, E., Kinzie, J., & Ribera, A.
American Educational Research Association Annual Meeting, New Orleans, LA, 2011, April.

Assessing faculty perceptions of first-year student engagement
Nelson Laird, T. F.
Annual Conference on the First-Year Experience, Atlanta, GA, 2011, February.

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Effective teaching among nontenure track faculty: How discipline matters
Garver, A. K., Shaker, G., Palmer, M., & Nelson Laird, T. F.
Professional & Organizational Development Conference, St. Louis, MO, 2010, November.

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Student and faculty perceptions of academic misconduct in higher education
Ribera, T. & BrckaLorenz, A.
Professional & Organizational Development Conference, St. Louis, MO, 2010, November.

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Disciplinary variation in the effects of teaching general education courses: Implications for assessment and faculty development
Nelson Laird, T. F., & Garver, A. K.
Assessment Institute, 2010, October.

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Insights for psychology faculty from the National Survey of Student Engagement
Nelson Laird, T. F.
American Psychological Association Annual Convention, San Diego, CA, 2010, August.

Peer learning: Understanding faculty and course characteristics
Garver, A. K., Haywood, A., Ribera, T., & Nelson Laird, T. F.
Association for the Study of Higher Education Annual Conference, Vancouver, British Columbia, Canada, 2009, November.

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Faculty engagement in the scholarship of teaching and learning
Laird, T. F., Ribera, T., & Fernandez, S.
Professional & Organizational Development Conference, Houston, TX, 2009, October.

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SOTL across the disciplines: Results from the faculty survey of student engagement
Nelson-Laird, T. F., Ribera, T., Garver, A. K., & Shaw, M. D.
International Society for the Scholarship of Teaching & Learning Annual Conference, Bloomington, IN, 2009, October.

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Understanding the effects of faculty work on promoting essential learning outcomes: How disciplinary context matters
Garver, A. K.
American Educational Research Association Annual Meeting, San Diego, CA, 2009, April.

How faculty chose to improve their teaching across disciplinary areas
Garver, A. K., & Nelson Laird, T. F.
Assessment Institute, IUPUI, Indianapolis, IN, 2008, October.

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Bringing assessment results to the faculty
Nelson Laird, T. F., Kinzie, J., & Chamberlain, T. A.
Professional & Organizational Development Conference, Pittsburgh, PA, 2007, October.

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Exploring ways faculty incorporate diversity into undergraduate courses
Nelson Laird, T. F.
Professional & Organizational Development Conference, Pittsburgh, PA, 2007, October.

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Assessing faculty to better understand student engagement
Nelson Laird, T. F., & Garver, A.
NASPA International Assessment & Retention Conference, St. Louis, MO, 2007, June.

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Finding time: An examination of how much time faculty of color spend on work and other activities by rank
Kuykendall, J. A., Johnson, S. D., Nelson Laird, T. F., Niskodé, A. S., & Ingram, T.
Association for the Study of Higher Education Annual Conference, Anaheim, CA, 2006, November.

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Faculty perceptions of student engagement: A comparative examination across advising
Johnson, S. D., & Schwarz, M. J.
NACADA Annual Conference, Indianapolis, IN, 2006, October.

Getting faculty involved in the student engagement conversation: The faculty survey of student engagement
Nelson Laird, T. F., Buckley, J., & Palmer, M.
Assessment Institute, IUPUI, Indianapolis, IN, 2006, October.

Using what faculty say about improving their teaching
Nelson Laird, T. F., Buckley, J., & Palmer, M.
Professional & Organizational Development Conference, Portland, OR, 2006, October.

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Creating powerful partnerships: Implications from the Faculty Survey of Student Engagement
Johnson, S. D., & Nelson Laird, T. F.
NASPA Annual Conference, Washington, DC, 2006, March.

Innovative avenues for faculty-student affairs collaborations: Data-mining the research
Buckley, J., & Nelson Laird, T. F.
American College Personnel Association Annual Convention, Indianapolis, IN, 2006, March.

Engagement and advising: Faculty perceptions and practices
Schwarz, M. & Nelson Laird, T. F.
NACADA Annual Conference, Las Vegas, NV, 2005, October.

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Student engagement and faculty development: Faculty perceptions and practices
Nelson Laird, T. F., Buckley, J., & Schwarz, M. J.
Professional & Organizational Development Conference, Milwaukee, WI, 2005, October.

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Engaged learning communities: Students, faculty, and institutions
Kuh, G. D.
AAC&U Greater Expectations Institute, Burlington, VT, 2005, June.

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Presentation on BEAMS and users meeting for BEAMS campus faculty
Bridges, B.
HBC&U Faculty Development Network, Miami, FL, 2004, October.

Faculty behaviors and their relationship to student learning and student engagement
Wawrzynski, M.
Association for Institutional Research Annual Forum, 2003, May.

Enhancing student learning: Lessons from NSSE
Kuh, G. D.
University of Missouri System New Faculty Teaching Scholars, St. Louis, MO, 2002, February.

Assessing good practices in undergraduate education: The National Survey of Student Engagement
Hayek, J., & Bridges, B.
National HBC&U Faculty Development Symposium, Norfolk, VA, 2001, October.

Getting faculty involved in the student engagement conversation: The faculty survey of student engagement
Nelson Laird, T. F., Johnson, S. D., Schwarz, M. J., & Niskodè, A.
Assessment Institute, Indianapolis, IN.

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Faculty Insights: Talking about Career Plans in the Disciplines
In Engagement Insights: Survey Findings on the Quality of Undergraduate Education—Annual results 2018, 5.
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Increasing Student-Faculty Interaction at Westmont College
In Engagement Insights: Survey Findings on the Quality of Undergraduate Education—Annual results 2018, 7.
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Faculty Insights: Talking about Career Plans with Lower-Division Students
In Engagement Insights: Survey Findings on the Quality of Undergraduate Education—Annual results 2018, 7.
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Faculty Insights: Course Goals for Student Development
In Engagement Insights: Survey Findings on the Quality of Undergraduate Education—Annual results 2018, 9.
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Faculty Insights: Job Skills Development
In Engagement Insights: Survey Findings on the Quality of Undergraduate Education—Annual results 2018, 11.
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Faculty Insights: High-Impact Practices
In Engagement Insights: Survey Findings on the Quality of Undergraduate Education—Annual results 2018, 12.
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Minding the Student-Faculty Expectations Gap
In Engagement Insights: Survey Findings on the Quality of Undergraduate Education—Annual results 2017, 10.
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Faculty Incorporation of Diversity and Institutional Commitment
In Engagement Insights: Survey Findings on the Quality of Undergraduate Education—Annual results 2017, 12.
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How Faculty Spend Their Time
In Engagement Insights: Survey Findings on the Quality of Undergraduate Education—Annual results 2017, 13.
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FSSE Topical Module: Inclusiveness and Engagement with Cultural Diversity
In Engagement Insights: Survey Findings on the Quality of Undergraduate Education—Annual results 2017, 13.
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Perceptions of Safety and Belonging
In Engagement insights: Survey findings on the quality of undergraduate education—Annual results 2016, 7.
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Carlow University: Assessing Learning with Technology to Enhance Instructional Practice
In Engagement insights: Survey findings on the quality of undergraduate education—Annual results 2016, 8.
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Instructional Staff Race and Gender Relate to Experiences with Faculty
In Engagement insights: Survey findings on the quality of undergraduate education—Annual results 2016, 10 - 11.
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Use of Rubrics Common Among Faculty
In Engagement insights: Survey findings on the quality of undergraduate education—Annual results 2016, 11.
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A Report from the First Annual Teaching and Learning National Institute: Using Evidence for Improvement
In Engagement insights: Survey findings on the quality of undergraduate education—Annual results 2015, 13.
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Faculty Perceptions of Safety and Support
In Engagement insights: Survey findings on the quality of undergraduate education—Annual results 2015, 10.
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Examining Differences Between Institutions
In Bringing the institution into focus—Annual results 2014, 9.
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Selectivity and Experiences with Faculty
In Bringing the institution into focus—Annual results 2014, 11.
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The Importance of Academic Advising
In Bringing the institution into focus—Annual results 2014, 13 - 14.
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Experiences with Information Literacy
In Bringing the institution into focus—Annual results 2014, 14 - 15.
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Student-Faculty Interaction
In A fresh look at student engagement—Annual results 2013, 16.
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Effective Teaching Practices
In A fresh look at student engagement—Annual results 2013, 16 - 17.
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Quality of Interactions
In A fresh look at student engagement—Annual results 2013, 18.
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Topical Modules: Academic Advising
In A fresh look at student engagement—Annual results 2013, 22.
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Looking within FSSE Results
In A fresh look at student engagement—Annual results 2013, 24 - 25.
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Positive Trends in Student Engagement: Updated Findings
In Promoting student learning and institutional improvement: Lessons from NSSE at 13—Annual results 2012, 13.
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Introducing the Updated NSSE Survey for 2013
In Promoting student learning and institutional improvement: Lessons from NSSE at 13—Annual results 2012, 15.
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High School Engagement and Campus Support
In Promoting student learning and institutional improvement: Lessons from NSSE at 13—Annual results 2012, 19.
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Faculty Survey Results by Major Field
In Promoting student learning and institutional improvement: Lessons from NSSE at 13—Annual results 2012, 20.
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Time Faculty Expect Students to Spend Preparing for Class
In Fostering student engagement campuswide—Annual results 2011, 20.
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Engagement Within the Disciplines
In Major differences: Examining student engagement by field of study—Annual results 2010, 10 - 14.
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BCSSE and FSSE
In Major differences: Examining student engagement by field of study—Annual results 2010, 15 - 16.
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STEM Students and Teaching and Learning Technologies
In Assessment for improvement: Tracking student engagement over time—Annual results 2009, 18 - 20.
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BCSSE and FSSE
In Assessment for improvement: Tracking student engagement over time—Annual results 2009, 21 - 22.
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Promising/Disappointing Findings
In Experiences that matter: Enhancing student learning and success—Annual report 2007, 13.
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Learning Communities
In Experiences that matter: Enhancing student learning and success—Annual report 2007, 14 - 15.
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Research with Faculty
In Experiences that matter: Enhancing student learning and success—Annual report 2007, 15 - 16.
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Importance Faculty Place on High-Impact Practices
In Experiences that matter: Enhancing student learning and success—Annual report 2007, 21.
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Adult learners
In Engaged learning: Fostering success for all students—Annual report 2006, 15 - 17.
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Part-Time and Working Students
In Engaged learning: Fostering success for all students—Annual report 2006, 17 - 18.
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Least Frequent Activities
In Exploring different dimensions of student engagement—2005 annual survey results, 13.
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Promising and Disappointing Findings
In Converting data into action: Expanding the boundaries of institutional improvement—2003 annual report, 12.
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Educational and Personal Growth
In Converting data into action: Expanding the boundaries of institutional improvement—2003 annual report, 14.
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Changes from the First to Senior Year of College
In Converting data into action: Expanding the boundaries of institutional improvement—2003 annual report, 18.
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Faculty Perceptions of Student Engagement
In Converting data into action: Expanding the boundaries of institutional improvement—2003 annual report, 19.
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Transfer Students
In From promise to progress: How colleges and universities are using student engagement results to improve collegiate quality—2002 annual report, 22.
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Women in Science, Technology, Engineering and Math
In From promise to progress: How colleges and universities are using student engagement results to improve collegiate quality—2002 annual report, 22.
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Grades and Engagement
In From promise to progress: How colleges and universities are using student engagement results to improve collegiate quality—2002 annual report, 23.
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How and Why NSSE Differs from College Rankings
In Improving the college experience: National benchmarks of effective educational practice—NSSE 2001 report, 10 - 11.
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institutional Size Can Be a Key Factor in Student Engagement
In Improving the college experience: National benchmarks of effective educational practice—NSSE 2001 report, 14.
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A Worrisome Gap: Student Time in Educational Activity vs. What Faculty and Others Say Is Optimal
In Improving the college experience: National benchmarks of effective educational practice—NSSE 2001 report, 15.
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Student Interactions with Faculty
In Improving the college experience: National benchmarks of effective educational practice—NSSE 2001 report, 20 - 21.
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First-Year Student Advising
In Improving the college experience: National benchmarks of effective educational practice—NSSE 2001 report, 26.
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Student Interactions with Faculty
In The NSSE 2000 report: National benchmarks of effective educational practice, 16 - 17.
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Supportive Campus Environment
In The NSSE 2000 report: National benchmarks of effective educational practice, 20 - 21.
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COVID Times & Student Engagement: Using and Interpreting NSSE 2021 Results
Shimon Sarraf, Bob Gonyea, Jim Cole and Alex McCormick
November 18, 2021.

Recording

How to FSSE: Everything you need to know
Allison BrckaLorenz & Kyle Fassett
March 23, 2021.

Recording

High-Impact Practices: Interrogating Participation, Quality and Equity
Brendan Dugan, Jillian Kinzie, Alex McCormick and special guest NSSE founder, George Kuh
February 17, 2021.

Recording

NSSE & FSSE 2020: Guidance on COVID-19 Disruptions
Alex McCormick, Jillian Kinzie, Bob Gonyea, Allison BrckaLorenz, Shimon Sarraf and Jennifer Brooks, NSSE and FSSE Project Staff
March 26, 2020.

Recording

Telling Your Data Story: Sharing NSSE Results on Campus
Jillian Kinzie, NSSE Institute Associate Director, Samantha Silberstein, Project Associate, & Dajanae Palmer, Project Associate
November 20, 2019.

Recording

Introduction to BCSSE 2019
Jim Cole, BCSSE Project Manager
March 26, 2019.

Recording

This or That? Getting to Know Your Faculty
Kyle Fassett & Allison BrckaLorenz
February 7, 2019.

Recording

Tableau, Psychometrics, and Content Summaries, Oh My! FSSE Tools and Resources
Allison BrckaLorenz, FSSE Project Manager
February 15, 2018.

Recording

Using FSSE Demographic Data to Look Within Your Institution
Allison BrkcaLorenz, FSSE Project Manager and Bridget Yuhas, FSSE Project Associate
February 23, 2017.

Recording

Adding Context to NSSE with FSSE
Allison BrckaLorenz, FSSE Project Manager and Research Analyst, and Bridget Yuhas, FSSE Project Associate
January 12, 2016.

Recording

FSSE Overview: Basics, Administration, Reporting, and Resources
Allison Brckalorenz and Bridget Yuhas
August 7, 2015.

Recording

Last minute prep for your NSSE 2015 administration
Jennifer Brooks, NSSE Project Services Manager
February 21, 2015.

Recording

Encouraging student participation in NSSE
Brian McGowan, NSSE Institute Project Associate
February 28, 2012.

Recording

The NSSE Pocket Guide, Student Experience in Brief, and other resources for parents, students, and admissions staff
Kathy Anderson, NSSE Institute Project Manager
September 27, 2011.

Recording

What to expect if you participate in NSSE
Jennifer Brooks, Project Services Manager
September 20, 2011.

Program and department level assessment
Jillian Kinzie
May 11, 2010.

Recording

Using BCSSE data for faculty development: Do faculty really know their students?
Jim Cole
March 16, 2010.

Recording

Driving data down: Using NSSE results in department, school, and major-level assessment activities
Alex McCormick and Allison BrckaLorenz
September 15, 2009.

Recording