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International studentsâ?? career preparation
Oktafiga, D., Zhu, Y. & BrckaLorenz, A.
In M. Mohamad & J. Boyd International Student Support and Engagement in Higher Education: Exploring Innovative Practices in Campus, Academic and Professional Support Services Routledge, 2023.
International students (ISs) are a significant and growing student group with unique needs. We use 2015â??2019 National Survey of Student Engagement data that includes over 4,000 ISs, senior undergraduate college students in the United States from other countries studying at more than 450 colleges and universities. We describe these ISsâ?? future career plans, how prepared they are in terms of career-related skills and abilities, and how internships and other career preparation experiences relate to these skills and abilities. Findings indicate that ISsâ?? country of origin, major, and participation in internships play an important role in understanding studentsâ?? confidence in the use of selected skills and abilities. We will provide detailed information about the IS landscape and the benefits that career services would bring to them, with implications for practice and future research that include finding effective ways to balance ISsâ?? academic and social lives.
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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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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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An Overlooked Factor? How Religion and Spirituality Influence Students' Perception of the Campus Environment
Fosnacht, K. & Broderick, C.
Journal of College and CharacterJournal of College and Character, 21(3), 186-203, 2020.
Postsecondary institutions are frequently forced to respond to discriminatory acts, including those against religious minorities. Such actions can create the perception of a hostile campus for students, which impinges on their learning and development. Research on the campus environment has traditionally focused on race and sex but has largely neglected other important aspects of students? identities like religion and spirituality. This study investigates how the religious/spiritual aspects of the campus environment influenced students? perceptions of the overall campus environment using data from a multi-institutional sample of first-year and senior undergraduates. The multivariate results show that the religious/spiritual dimensions of the campus environment account for a significant proportion of the variance in students? campus environmental perceptions.
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Effective advising: How academic advising influences student learning outcomes in different institutional contexts
Mu, L., & Fosnacht, K.
The Review of Higher Education, 42(4), 1283–1307, 2019.
Using survey data from 156 bachelor‘s-granting institutions, this study explored the relationship between academic advising services and seniors‘ grades and self-perceived gains. We found advising experiences has a positive relationship with students‘ grades and self-perceived gains. In addition, our results indicate that the institutional advising climate is positively correlated with perceived gains, but not grades. The results also showed that the relationships between advising and students‘ learning and development varied across institutions. Implications for policy and practice were discussed.
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The within-group differences in LGBQ+ college students? belongingness, institutional commitment, and outness
BrckaLorenz, A., Duran, A., Fassett, K. & Palmer, D.
Journal of Diversity in Higher Education, Advance online publication, , 2019.
Although scholars have examined how lesbian, gay, bisexual, and queer (LGBQ +) students perceive their collegiate environments, few quantitative studies disaggregate data to see how populations within the LGBQ + community experience certain outcomes. The purpose of this quantitative study was to investigate how student subgroups within the LGBQ + community differed in their perceptions of belongingness, institutional commitment, and outness. Using large-scale, multi-institution data from thousands of first-year and senior undergraduates, we examined how these important affective outcomes differ by sexuality groups (e.g., gay/lesbian, bisexual, or queer) and when the intersections of sexual and racial/ethnic identities are considered. Findings suggest that within-group differences exist in LGBQ + student populations that are not necessarily visible when understanding these communities in monolithic ways. We then offer implications for research and student affairs practitioners.
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Do working students buy into HIPs? Working for pay and participation in high-impact practices
Zilvinskis, J., & McCormick, A. C.
Journal of College Student Development, 60(5 September-October), 543–562, 2019.
High-impact practices (HIPs), a set of distinctive educational experiences associated with a range of educational benefits, have garnered the attention of educators, policy makers, and researchers alike. Concerns exist regarding who has access to HIPs, and one possible impediment is paid employment. We investigated the relationship between student employment and participation in two HIPs: service-learning and undergraduate research. Using data from 207,925 respondents to the 2015 and 2016 administrations of the National Survey of Student Engagement, we examined patterns of HIPs participation when considering the differing circumstances of part-time and full-time senior undergraduates with regard to paid employment on campus, off campus, and both. The findings can guide institutional practice, such as the design of campus employment opportunities as well as academic advising to promote HIPs participation.
Engagement insights: Survey findings on the quality of undergraduate education--Annual results 2018
National Survey of Student Engagement
Bloomington, IN: Indiana University Center for Postsecondary Research, 2018.
This year‘s Annual Results examines how colleges and universities are preparing students for work and careers. Our analyses investigated the importance of educational context?with special attention to major?in shaping students‘ development of workplace-relevant skills such
as working with others and solving real-world problems, as well as basic skills valued by employers such as critical thinking and effective
writing and speaking. We also asked a subset of respondents a set of targeted questions about their career goals and their use of career
planning resources and related activities. Finally, we used results from NSSE‘s Topical Module on First-Year Experiences and Senior Transitions to study seniors planning to take less-traveled paths after college.
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The role of religion and institution type in seniors' perceptions of the religious and spiritual campus climate
Fosnacht, K., & Broderick, C.
Journal of College and Character, 19(1), 18-31, 2018.
This study investigated the correlates of two measures that capture students‘ perception of the religious and spiritual campus climate. It focuses on how the factors, religious identity and attending a religiously affiliated institution, influence students‘ perception of the respect for their beliefs and comfort in expressing their views on campus. The results indicate few differences by religious identity in students‘ perception of the respect for their beliefs, but significant differences by religion in their comfort in expressing their views. Additionally, attending a religiously affiliated institution was positively associated with students‘ comfort in expressing their beliefs.
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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.
Focus on the finish line: Does high-impact practice participation influence career plans and early job attainment?
Miller, A. L., Rocconi, L. M., & Dumford, A. D.
Higher Education: The International Journal of Higher Education Research, 75(3), 489–506, 2018.
High-impact practices (HIPs) are important co-curricular educational experiences in postsecondary education, as they promote learning, development, and persistence among students. The goal of this study was to extend the research on HIPs to explore potential connections with HIP participation and career outcomes. Using data from the National Survey of Student Engagement, this study explores whether HIP participation influences college seniors‘ post-graduation plans for career and further education, and whether HIP participation has a positive impact on early job attainment for these students. Results suggest that even after controlling for a variety of demographic and institutional factors, HIP participation is a statistically significant predictor of future career plans and early job attainment. HIP participation can give students a career-related advantage through transferable skill development, engaging in learning opportunities, and generating ?stories? for potential employers.
The role of creative coursework in skill development for university seniors
Miller, A. L.
Global Education Review, 5(Creativity & Education Special Issue 1), 88–107, 2018.
Previous research suggests that creativity training can be effective in academic settings and that teachers in particular can have an impact on creativity. Furthermore, creativity is one of many transferable skills in higher education that will benefit students when they enter the workforce. This study extends research on creativity training and transferable skills in higher education, using data from the Senior Transitions topical module of the National Survey of Student Engagement (NSSE). Responses from over 48,000 seniors at 227 different U.S colleges and universities were used to explore curricular differences across disciplinary fields as well as how exposure to creative coursework can predict confidence in numerous skills and abilities. Exploratory and confirmatory factor analysis provided support for a measure of exposure to creative coursework, and an ANOVA suggested significant differences by major fields, with arts majors showing a distinct advantage. Results from ordinary least squares regression models found that even after controlling for several demographic and institutional characteristics, creative coursework is a significant positive predictor of confidence in several different skills and abilities that are important for adapting to traditional and non-traditional work settings, including creative thinking, critical thinking, entrepreneurial skills, and networking abilities. Potential reasons for these patterns of results are discussed. These findings can help to inform curricular and programming enhancements for college students across all major fields, helping to better prepare them for their futures in various workplace settings.
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Undergraduate financial stress, financial self-efficacy, and major choice: A multi-institutional study
Fosnacht, K., & Calderone, S. M.
Journal of Financial Therapy, 8(1), Article 7, 2017.
Over time, undergraduates students been increasingly forced to assume a greater portion of college costs. For most students, this means borrowing larger sums and cutting back on expenses to fulfill their college dreams, which often leads to financial stress. Using financial self-efficacy theory, we sought to better understand how a lack of financial confidence and a diminished sense of financial well-being may serve to undermine students‘ intended short and long-term goals. To this end, we examined the predictors of financial stress based upon a multi-institutional sample of senior undergraduates and focus on the role of the earnings potential of different majors.
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How important are high response rates for college surveys?
Fosnacht, K., Sarraf, S., Howe, E., & Peck, L. K.
The Review of Higher Education, 40(2), 245–265, 2017.
Surveys play an important role in understanding the higher education landscape. However, declining survey participation rates threaten this source of vital information and its perceived utility. Although survey researchers have long assumed that the best way to obtain unbiased estimates is to achieve a high response rate, many survey researchers have begun to question the widely held assumption that low response rates provide biased results. Due to the prevalence of survey data in higher education research and assessment efforts, it is imperative to better understand the relationship between response rates and data quality. This study investigates this assumption with college student assessment data. It utilizes data from hundreds of samples of first-year and senior students with relatively high response rates using a common assessment instrument with a standardized administration protocol. It investigates how population estimates would have changed if researchers put forth less effort when collecting data and achieved lower response rates and respondent counts.
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Creative cognitive processes in higher education
Miller, A. L., & Dumford, A. D.
The Journal of Creative Behavior, 50(4), pp. 282–293, 2016.
This paper explores whether or not students in higher education settings are using creative cognitive processes, how these processes are related to deep approaches to learning, and in what types of settings and students these processes are most prevalent. Data collected from 8,724 students at 17 institutions participating in the 2010 National Survey of Student Engagement suggests that first-year and senior students employ several different creative cognitive processes in their everyday activities. Results from exploratory and confirmatory factor analyses suggest two distinct types of processes: deliberate creative processes and intuitive cognitive processes. Additional analyses indicate significant positive relationships between both types of creative processes and deep approaches to learning, as well as statistically significant differences in the use of creative processes based on gender, enrollment type, and type of institution. Potential reasons for and implications of these findings are discussed.
To be or not to be (an arts major): Career aspirations and perceived skills of graduating seniors across multiple disciplines
Miller, A. L., Dumford, A. D., Gaskill, S., Houghton, R., & Tepper, S. J.
Indiana University Center for Postsecondary Research, 2016.
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Impact of the environment: How does attending a Hispanic-Serving Institution influence the engagement of baccalaureate-seeking Latina/o students?
Fosnacht, K., & Nailos, J. N.
Journal of Hispanic Higher Education, 14(3), 191–297, 2016.
Hispanic-Serving Institutions (HSIs) enroll the majority of Latina/o students in higher education; however, it is unclear how HSIs influence Latina/os‘ postsecondary experiences. In this study, we examined how the Latina/o student experience differed between students who did and did not attend 4-year HSIs. The results suggest that HSIs generally have positive, but modest, effects on Latina/o‘s student engagement and self-perceived gains. The differences were more pronounced for first-year students than seniors.
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Do later wake times and increased sleep duration of 12th graders result in more studying, higher grades, and improved SAT/ACT test scores?
Cole, J. S.
Sleep and Breathing, 20, 1053–1057, 2016.
Background: The aim of this study was to investigate the relationship between sleep duration, wake time, and hours studying on high school grades and performance on the Scholastic Aptitude Test (SAT)/ American College Testing (ACT) college entrance exams.
Method: Data were collected from 13,071 recently graduated high school seniors who were entering college in the fall of 2014. A column proportions z test with a Bonferroni adjustment was used to analyze proportional differences. Analysis of covariance (ANCOVA) was used to examine mean group differences.
Results: Students who woke up prior to 6 a.m. and got less than 8 h of sleep (27 %) were significantly more likely to report studying 11 or more hours per week (30 %), almost double the rate compared to students who got more than 8 h of sleep and woke up the latest (16 %). Post hoc results revealed students who woke up at 7 a.m. or later reported significantly higher high school grades than all other groups (p < 0.001), with the exception of those students who woke up between 6:01 a.m. and 7:00 a.m. and got eight or more hours of sleep. The highest reported SAT/ACT scores were from the group that woke up after 7 a.m. but got less than 8 h sleep (M = 1099.5). Their scores were significantly higher than all other groups.
Conclusion: This study provides additional evidence that increased sleep and later wake time are associated with increased high school grades. However, this study also found that students who sleep the longest also reported less studying and lower SAT/ACT scores.
The contributions of writing to learning and development: Results from a large-scale multi-institutional study
Anderson, P., Anson, C. M., Gonyea, R. M., & Paine, C.
Research in the Teaching of English, 50(2), 199-235, 2015.
Conducted through a collaboration between the Council of Writing Program Administrators(CWPA) and the National Survey of Student Engagement (NSSE), this study identified and tested new variables for examining writing‘s relationship to learning and development. Eighty CWPA members helped to establish a consensus model of 27 effective writing practices. Eighty US baccalaureate institutions appended questions to the NSSE instrument based on these 27 practices, yielding responses from 29,634 first-year students and 41,802 seniors. Confirmatory factor analysis (CFA) identified three constructs: Interactive Writing Processes, Meaning-Making Writing Tasks, and Clear Writing Expectations. Regression analyses indicated that the constructs were positively associated with two sets of established constructs in the regular NSSE instrument--Deep Approaches to Learning (Higher-Order Learning, Integrative Learning, and Reflective Learning)and Perceived Gains in Learning and Development as defined by the institution‘s contributions to growth in Practical Competence, Personal and Social Development, and General Education Learning--with effect sizes that were consistently greater than those for the number of pages written. These were net results after controlling for institutional and student characteristics, as well as other factors that might contribute to enhanced learning. The study adds three empirically established constructs to research on writing and learning. It extends the positive impact of writing beyond learning course material to include Personal and Social Development. Although correlational, it can provide guidance to instructors, institutions, accreditors, and other stakeholders because of the nature of the questions associated with the effective writing constructs.
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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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College seniors' plans for graduate school: Do deep approaches learning and Holland academic environments matter?
Rocconi, L. M., Ribera, A. K., & Nelson Laird, T. F.
Research in Higher Education, 56(2, Special Forum Issue), 178–201, 2015.
This study examines the extent to which college seniors‘ plans for graduate school are related to their tendency to engage in deep approaches to learning (DAL) and their academic environments (majors) as classified by Holland type. Using data from the National Survey of Student Engagement, we analyzed responses from over 116,000 seniors attending 499 four-year institutions. Findings revealed a significant positive relationship between seniors‘ uses of DAL and plans for earning a graduate degree. Further, seniors majoring in Investigative and Social environments were more likely to hold higher degree expectations. Significant interaction effects by DAL and Holland academic environment were also found. The impact of DAL on graduate degree expectations was greater for seniors majoring in Artistic environments than otherwise similar students in Investigative, Enterprising, or Social environments. In addition, the impact of DAL on degree expectations was greater for seniors in Enterprising environments than otherwise similar students in Social environments.
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Creative cognitive processes in higher education
Miller, A. L., & Dumford, A. D.
The Journal of Creative Behavior, 50(4), pp. 282–293, 2014.
This paper explores whether or not students in higher education settings are using creative cognitive processes, how these processes are related to deep approaches to learning, and in what types of settings and students these processes are most prevalent. Data collected from 8,724 students at 17 institutions participating in the 2010 National Survey of Student Engagement suggests that first-year and senior students employ several different creative cognitive processes in their everyday activities. Results from exploratory and confirmatory factor analyses suggest two distinct types of processes: deliberate creative processes and intuitive cognitive processes. Additional analyses indicate significant positive relationships between both types of creative processes and deep approaches to learning, as well as statistically significant differences in the use of creative processes based on gender, enrollment type, and type of institution. Potential reasons for and implications of these findings are discussed.
Using NSSE to understand student success: A multi-year analysis
Fiorini, S., Shepard, L, Liu, T., & Ouimet, J.
Norman, OK: University of Oklahoma, 2014.
This research focuses on using NSSE (National Survey of Student Engagement) responses to predict student academic success. The analysis is based on 16,630 Indiana University Bloomington first-year beginner students and seniors who completed the NSSE survey administered from 2006 to 2012. Logistic regression and linear regression on student background and pre-college information, financial aid, previous college academic performance, NSSE Benchmarks and individual NSSE items were conducted to predict academic success defined as: 1) first-year
students‘ fall-to-fall retention and end-of-first-year cumulative GPA, 2) seniors number of terms taken to degree completion and 4-year graduation. Results show that certain student characteristics and earlier achievement are indicative of college success with higher levels of student engagement marginally contributing to the models. Analyses also highlighted elements of engagement that go counter to their expected effect on retention and performance.
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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.
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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Optimizing high-impact educational practices in the senior year
Kinzie, J.
In M. S. Hunter, J. R. Keup, J. Kinzie, & H. Maietta (Eds.) The senior year: Culminating experiences and transitions Columbia, SC: National Resource Center for the First-Year Experience Students in Transition, 2012.
This chapter addresses how high-impact practices can be used to improve institutional efforts in supporting seniors.
An investigation of the contingent relationships between learning community participation and student engagement
Pike, G. R., Kuh, G. D., & McCormick, A. C.
Research in Higher Education, 52, 300–322, 2011.
This study examined the contingent relationships between learning community participation and student engagement in educational activities inside and outside the classroom using data from the 2004 administration of the National Survey of Student Engagement (NSSE). Results indicated that learning community participation was positively and significantly related to student engagement, both for first-year students and seniors. For some types of engagement, relationships were significantly stronger for seniors than for first-year students. Analyses also revealed there was substantial variability across institutions in the magnitude of the relationships between learning community participation and first-year students' levels of engagement. Although institutional characteristics accounted for some of the variability across institutions, a substantial amount of the variability in engagement-learning community relationships remained unexplained.
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.
Student learning in fraternities and sororities: Using NSSE data to describe members’ participation in educationally meaningful activities in college
Bureau, D., Ryan, H. G., Ahren, C., Shoup, R., & Torres, V.
Oracle, 6(1), 1–22, 2011.
The benefits and challenges for college students involved in social fraternities and sororities have long been sources of heated discussion among higher education constituents. A liberal education is meant to incorporate elements of critical thinking, diverse experiences, and challenging and enriching interactions with peers and educators. Past research indicates that involvement in a fraternity or sorority has had some positive effect in these areas, especially as students persist at their chosen institutions. This study uses data from the National Survey of Student Engagement (NSSE) to explore indicators of student learning among senior members of social fraternities and sororities. Regression analyses controlling for conditional variables indicated that students in these groups report higher involvement in critical developmental practices and larger gains in important educational areas than their unaffiliated counterparts. Limitations and implications of the
study are discussed.
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Comparing the undergraduate experience of engineers to all other majors: Significant differences are programmatic
Lichtenstein, G., McCormick, A. C., Sheppard, S. D., & Puma, J.
Journal of Engineering Education, 99(4), 305–317, 2010.
This paper examines the experiences of students in undergraduate engineering compared to students in other fields, using responses on the National Survey of Student Engagement (NSSE). NSSE is a cross-sectional survey that is widely used by four-year undergraduate institutions in the United States and Canada, with adaptations for use in Australia, China, New Zealand, and South Africa. The data analyzed in this paper reflect responses from a longitudinal sample of nearly 12,000 U.S. students, representing a wide range of majors, who took the NSSE survey as first-year students and then again as seniors. Using NSSE variables, we explored the extent to which the collegiate experiences of engineering majors compared to the collegiate experiences of non-engineering majors with respect to student engagement. We also compared the experiences of those who persisted in engineering, those who left engineering to pursue another major, and those who migrated into engineering from another major. Finally, we developed a predictive model for engineering persistence based on students‘ reported educational experiences and demographic characteristics. We found that, in most ways, the undergraduate experiences of engineering majors are similar to the experiences of students who major in other disciplines. However, in some key areas, the experiences of engineering students are very different.
How gender and race moderate the effect of interactions across difference on student perceptions of the campus environment
Nelson Laird, T. F., & Niskodé-Dossett, A. S.
The Review of Higher Education, 33(3), 333–356, 2010.
Relying on data from 37,122 first-year students and 42,285 seniors who participated in the 2006 administration of the National Survey of Student Engagement, this study illustrates how student interactions across difference positively affect student perceptions of the campus environment. The magnitude of the effect of these interactions varies meaningfully by racial/ethnic group, but not by gender.
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.
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: 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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A profile of Boise State first year and senior students with comparisons to other urban universities
Belcheir, M. J.
Research Report 2002-07. (ERIC ED480930), 2002.
The National Survey of Student Engagement: Results from Boise State freshmen and seniors (Report No. BSU-RR-2000-04)
Belcheir, M. J.
Boise, ID: Office of Institutional Advancement: Office of Institutional Advancement, 2000.
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The relations of Holland-typed majors to students' freshman and senior work values
Huang, Y. R., & Healy, C. C.
Research in Higher Education, 38(4), 455-477, 1997.
Freshman to senior year gains reported on the college student experiences questionnaire
Bauer, K. W.
NASPA Journal, 32(2), 130-137, 1995.
Scholarly Papers
College Students Responding to Sexuality-Based Items: A Differential Test Function Analysis
Fassett, Kyle T.; BrckaLorenz, Allison
American Educational Research Association Annual Meeting, 2021, April.
Surveys are often intended to collect data across a swath of individuals yet sometimes the items favor certain respondents over others. Differential test functioning (DTF) analysis helps us understand if there are underlying latent characteristics that may affect the way a group of individuals responds to items. This study sought to examine if differences existed in the responses to items pertaining to college studentsâ?? feeling safe and supported regarding their sexual orientation. Results indicate that there appears to be differences in an item for queer first year respondents, but no differences when looking at senior students. More research is needed to precisely understand which items are functioning differently.
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A Quasi-Experimental Multilevel Study Examining High-Impact Practices and Deep Approaches to Learning
Fassett, Kyle T.; Haeger, Heather; BrckaLorenz, Allison
Association for the Study of Higher Education, 2020, November.
High-impact practice research often focuses on improving student persistence and academic achievement with less of an emphasis on the development of student learning processes. Further, many studies historically center majority populations in research due to sample size restrictions or methodological procedures. This study uses national survey data to examine over 347,000 seniors? experiences at more than 1,100 four-year colleges and universities with high-impact practices and students? reported learning processes. A hierarchical linear model with propensity scores and effect codes show the relationship between six high impact practices and students? learning processes while de-centering motivating factors and majority populations. Findings indicate both service-learning and learning communities promoted the outcomes under investigation with mixed results among the others. Differences emerged by race/ethnicity, gender identity, sexual orientation, and ability status. We broadly discuss implications for higher education and future research.
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International students' reflective-integrative learning: Variation by geographical regions of origin
Oktafiga, D. A., BrckaLorenz, A., & Nelson Laird, T. F.
Association for the Study of Higher Education Annual Conference, Tampa, FL, 2018, November.
International students are an important and growing population at colleges and universities in the United States. Although some is known about the behaviors of these students in higher education, more information about how these students engage in reflective-integrative learning activities can help institutions create spaces for these students to thrive both academically and interpersonally. Using a large-scale, multi-institution survey of over three thousand international seniors, this study moves away from the common practice of grouping international students together and begins to disaggregate by exploring senior international students' reflective-integrative learning participation by the students' geographic region of origin. Findings indicate that there are differences in participation in reflective-integrative learning activities among international students from different regions as well as between international and domestic students, with notable differences from Asian 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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Peering into the box of grit: How does grit influence the engagement of undergraduates?
Fosnacht, K., Copridge, K., & Sarraf, S.
Association for the Study of Higher Education Annual Conference, Houston, TX, 2017, November.
Angela Duckworth‘s concept of grit has become a popular way for admissions leaders to incorporate non-cognitive traits into admissions decisions. Despite this popularity, the validity of grit has been questioned by numerous scholars. This study investigated the construct and concurrent validity of the Short Grit Scale (Grit-S) using a large multi-institutional sample of first year and senior students. It also examined the measurement invariance of Grit-S to examine if the scale varied across populations. The results indicate that the criterion validity of Grit-S is not suitable for usage in high-stakes situations. However, the scale seems to be relatively invariant across important subgroups. The concurrent validity analyses revealed that one dimension of grit, perseverance of effort, was significantly and positively correlated to the NSSE Engagement Indicators, a perceived gains scale, time spent studying, and GPA. However, the second dimension of grit was frequently negatively related to the same measures.
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The role of religion/spirituality in promoting a positive campus culture
Fosnacht, K., & Broderick, C.
American College Personnel Association Annual Convention, Columbus, OH, 2017, March.
Postsecondary institutions are frequently forced to respond to discriminatory acts, including those against religious minorities. Such acts can create the perception of a hostile campus climate for students, which impinges on their learning and development. Campus climate research has traditionally focused on race and sex, but has largely neglected other important aspects of students' identities like religion and spirituality. In this study, we investigated how the religious/spiritual aspects of the campus climate influenced students' perceptions of the overall campus climate using data from a multi-institutional sample of first-year and senior undergraduates. Our multivariate results show that the religious/spiritual dimensions of the campus climate account for a significant proportion of the variance in students' campus climate perceptions.
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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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Effective advising: How academic advising influences student learning outcomes in different institutional contexts
Mu, L., & Fosnacht, K.
American Educational Research Association Annual Meeting, Washington, DC, 2016, April.
Using survey data from 156 bachelor‘s-granting institutions, this study explored the relationship between academic advising services and senior‘s grades and self-perceived gains. We found advising experiences has a positive relationship with students‘ grades and self-perceived learning gains. Additionally, our results indicate that the institutional advising climate is positively correlated with perceived learning gains, but not grades. The results also showed that the relationships of advising and students‘ learning and development varied across institutions. Implications for policy and practice are discussed.
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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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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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Focus on the finish line: Does high-impact practice participation influence career plans and job attainment?
Miller, A. L., Rocconi, L. M., & Dumford, A. D.
Association for the Study of Higher Education Annual Conference, Denver, CO, 2015, November.
High-impact practices (HIPs) are an important component of student engagement in higher education, as they promote learning, development, and persistence among students. The goal of this study was to extend the research on HIPs to explore potential connections with HIP participation and career outcomes. Using data from the National Survey of Student Engagement, this study explores whether high-impact practice (HIP) participation influences plans for career and further education for graduating seniors, and whether HIP participation has a positive impact on job attainment for these students. The results of logistic and multinomial regression analyses suggest that even after controlling for a variety of other demographic and institutional factors, HIP participation is a significant predictor of future career plans and attainment. The findings are discussed in the context of the Chaos Theory of Careers (Pryor & Bright, 2003), which emphasizes the role of multiple influences and chance, as well as acknowledging nonlinear paths in career advising and development. HIP participation can give students a career-related advantage through transferable skill development, engaging in learning opportunities, and generating ?stories? for potential employers.
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Institutional satisfaction and the development of transferable skills
Miller, A., & Fosnacht, K.
Association for Institutional Research Annual Forum, Long Beach, CA, 2013, May.
Transferable skills, such as problem solving and analytical writing, play an important role
in students‘ appeal to prospective employers. This study explores whether senior students‘
development of these transferable skills were related to their perceptions of satisfaction with
their higher education institutions. Using data from the NSSE 2012 administration, regression
analyses suggest that problem solving skills were a significant positive predictor of institutional
satisfaction, even when controlling for other demographic and institutional characteristics.
Analytical writing skills were also a significant positive predictor of institutional satisfaction.
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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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Undergraduates in the professional fields: Exploring the impact of institutional characteristics on time spent preparing for class
Ribera, A. K., Rocconi, L. M., & McCormick, A. C.
American Educational Research Association Annual Meeting, San Francisco, CA, 2013, April.
Using data from over 137,000 full time seniors enrolled at 543 four year colleges and universities in 2011, this study explores the relationship between the amount of time students spent preparing for class each week and both institutional context and field of study, with a particular focus on five professional fields (business, education, engineering, nursing, and allied health) relative to arts & sciences. Controlling for student and institutional characteristics, results indicate both systematic
differences in study time related to field of study and a positive relationship between selectivity, Carnegie type, and study time. Moderating effects were found between discipline and institutional selectivity, Carnegie type, and control. Findings promise to inform national and disciplinary discussions about academic rigor, student effort, and learning outcomes.
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The impact of study abroad on senior year engagement
Gonyea, R. M.
Association for the Study of Higher Education Annual Conference, Jacksonville, FL, 2008, November.
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Engaging African American students: Compare student engagement and student satisfaction at HBCUs and their self-identified PWIs using National Survey of Student Engagement (NSSE) data
Chen, P. D., Ted, I., & Davis, L. K.
Association for the Study of Higher Education Annual Conference, Louisville, KY, 2007, November.
This study compares African American students‘ educational engagement and satisfaction at Historical Black Colleges and Universities (HBCU) and their self-identified peer Predominantly White Institutions (PWI). Data of this study came from the National Survey of Student Engagement (NSSE) that includes a sample of 1,631 seniors from 17 HBCUs and 2,939 seniors from 246 PWIs. The reuslts of this study show that African American seniors at HBCU‘s
are generally equally or more engaged in educationally purposeful activities than their peers at PWIs. However, the higher engagement of African American students at HBCUs does not translate into higher student satisfaction. A further investigation indicated that student‘s
relationships with administrative personnel and offices may be the prominent factor affecting
student satisfaction at HBCUs.
The relationship between gender and student engagement in college
Kinzie, J., Gonyea, R., Kuh, G. D., Umbach, P., Blaich, C., & Korkmaz, A.
Association for the Study of Higher Education Annual Conference, Louisville, KY, 2007, November.
This paper examines the engagement patterns of male and female undergraduates in different types of baccalaureate-granting institutions. Descriptive statistics and hierarchical linear modeling show that on balance, undergraduate women participate more frequently than their male counterparts in educationally purposeful activities. Male first-year and senior students devote less time and effort to academic challenge tasks, such as working hard to meet expectations and spending time studying; senior males also participated less often in active and collaborative learning activities. Institutional type is unrelated to gender differences in engagement. The results point to areas where institutions could focus efforts to enhance the quality of the undergraduate experience for all students.
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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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Latino college student success at Hispanic-Serving Institutions: NSSE as a tool to understand seniors' experiences and perceptions
Andrade, S., & Shoup, R.
Association for Institutional Research Annual Forum, San Diego, CA, 2005, May.
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Presentations
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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Enhancing career-preparation equity for international students
BrckaLorenz, Allison; Zhu, Yihan; Gopal, Kriti
AAC&U Conference on Diversity, Equity, and Student Success, 2021, March.
In this session, we will explore the unique challenges of international students with respect to support for career-related skill development and experiences with career services on campus. We will present findings from quantitative and qualitative responses of more than 4,500 senior international students over the past five years at hundreds of four-year colleges and universities. Through discussion, participants will learn about international studentsâ?? confidence in using skills and abilities essential to their future careers and how institutions can create new career services supports for this large group of minoritized students.
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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.
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Senior international students' perceptions of gains while attending U.S. colleges
Oktafiga, D.; BrckaLorenz, A.
NAFSA 2020 Annual Conference & Expo, St. Louis, MO, 2020, May.
Using the 2015-2017 National Survey of Student Engagement (NSSE) data from senior college students (n=13,950), this study explores the variations of senior international students? perceptions of gains while attending 1,029 U.S. colleges/universities. Results indicate that seniors from the African Sub-Saharan region gained the most in terms of academic and personal skills while seniors from Canada perceived gains the least.
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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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The ACUHO-I/NSSE Student Housing Study: What have we learned so far?
Graham, P., Fosnacht, K., Fassett, K., Gonyea, R. M., & Hurtado, S.
ACUHO-I Annual Convention and Expo, Toronto, Canada, 2019, June.
Backed by an ACUHO-I Sponsored Research Grant, researchers from the National Survey of Student Engagement surveyed over 55,000 first-year, sophomore, and senior students about their housing, roommates, safety, finances, and well-being. Combining these responses with data on engagement; information about campus facilities, policy, and programming from the ACUHO-I Campus Housing Index; and enrollment records from the National Student Clearinghouse, we are gaining a better understanding of the relationship of housing conditions, student learning, and outcomes. Come listen and ask questions as we share what we have learned about topics like roommate policies, living-learning communities, and more.
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Measuring quality in online education: A NSSE–QM collaboration
Sarraf, S., Kinzie, J., & Burch, B.
Association for Institutional Research Annual Forum, Denver, CO, 2019, May.
The purpose of this discussion is to explore the extent to which the actual experiences of learners in online courses align with standards for quality online courses as reflected in the Quality Matters Rubric. QM has a dearth of cross-institutional data. NSSE helped! The question set was administered via the standard NSSE administration in spring 2018 to about 6,000 first-year and senior undergraduate students from 21 four-year colleges and universities (non-profit, publics and privates, some QM members) who responded about their online learning experiences in ?entirely online courses? for that term.
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Documenting the value of higher education with student engagement data
Kinzie, J., McCormick, A. C., Gonyea, R. M., & Núñez, E.
Association of American Colleges and Universities Annual Meeting, Atlanta, GA, 2019, January.
A key component of the college value story is the explication of
specific knowledge, skills, and habits of mind that students gain from
their undergraduate education. This session will demonstrate the use
of aggregate National Survey of Student Engagement (NSSE) results
to document graduating senior outcomes, highlight new findings from
the Senior Transition module that reveal seniors‘ confidence in essen
-
tial skills and abilities valued by employers, and explore the specific
educational practices associated with these outcomes. We will discuss
the implications of this narrative; illustrate approaches to communicat-
ing it; feature examples from institutions that have used their data
to communicate their unique value stories, including students‘ open-
ended comments to give authentic voice to the quantitative data and
exchange ideas about crafting data-rich value stories.
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Housing, student engagement, and persistence: A first look
Gonyea, R. M., Graham, P., Hurtado, S., & Fosnacht, K.
ACUHO-I Annual Conference and Expo, Denver, CO, 2018, July.
Through an ACUHO-I Foundation grant, National Survey of Student Engagement (NSSE) researchers are examining the relationship between students' living environments, engagement, and persistence. In Spring 2018, NSSE collected survey data about on- and off-campus living situations and perceptions from first-year, sophomore, and senior students at 75 bachelor's degree-granting institutions. This session provides a first look at results, including relationships between housing options and students' perceptions of safety and support, financial stress, and programming.
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The NSSE/ACUHO-I living environment study: What questions should we put to the data?
Gonyea, R. M., Fosnacht, K., Graham, P., & Hurtado, S.
ACUHO-I Annual Convention and Expo, Denver, CO, 2018, July.
Senior housing officers (SHOs) are invited to provide meaningful input on the ACUHO-I-sponsored NSSE project, Campus Housing, Student Engagement, and Persistence: A Multi-Institutional Study. Researchers will discuss the surveys and other data collected from 75 institutions in 2018. SHO input will help researchers adapt analyses and reports to the needs of ACUHO-I institutions.
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Emerging research on queer-spectrum and trans-spectrum students in higher education
Greathouse, M., BrckaLorenz, A., Hoban, M., Rankin, S., & Stolzenberg, E.
American Educational Research Association Annual Meeting, New York, NY, 2018, April.
Queer-spectrum and trans-spectrum students remain a significantly underserved population within higher education, despite the presence of significant disparities across measures of campus climate, academic engagement, and overall health. This paper explores the campus climate, overall health, and academic engagement of queer-spectrum and trans-spectrum undergraduate students attending four-year colleges and universities in the US through an analysis of seven national data sets, including the 2017 data sets of the National Survey of Student Engagement (Center for Postsecondary Research, Indiana University Bloomington), the 2016 Undergraduate Student Experience at the Research University Survey (SERU-AAU Consortium, Center for Studies in Higher Education, University of California-Berkeley and University of Minnesota Twin Cities), the 2016 American College Health Association--National College Health Assessment, and the 2016 data sets of four surveys conducted by the Cooperative Institutional Research Program, including The Freshman Survey (TFS), the Your First College Year Survey (YFCY), the Diverse Learning Environments Survey (DLE), and the College Senior Survey (CSS) (University of California-Los Angeles, Higher Education Research Institute).
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Student engagement with inclusivity and cultural diversity: Considering new NSSE module results
Kinzie, J., BrckaLorenz, A., & Silberstein, S.
AAC&U Diversity, Equity, and Inclusive Democracy 2018 Conference, San Diego, CA, 2018, March.
Colleges and universities today are invested in preparing their graduates for democratic participation. Learning more about the extent to which queer and gender variant students engage with civic activities is important to ensure responsive programming, but also to understand the ways that queer and gender variant students may be participating and making civic commitments. Participants will engage in an interactive presentation of findings from the National Survey of Student Engagement (NSSE) and the CIRP Freshman Survey and College Senior Survey, sharing their perspectives on anticipated and unanticipated findings related to queer and gender variant students‘ engagement in civic-minded activities and leadership experiences. Participants will discuss findings utilizing case studies that explore the ways in which institutions of various profiles cultivate and sustain civic engagement among queer and gender variant students. They will work together to generate ideas for sustaining or creating high levels of civic learning.
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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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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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"It's not me, it's you": An analysis of factors that influence the departure of first-year students of color
Sánchez, B., Copridge, K., Clark, J., & Cole, J. S.
NASPA Annual Conference, San Antonio, TX, 2017, March.
Nationally, college student persistence has hovered around 80% for nearly three decades; however, at many institutions the persistence rate for students of color is substantially lower. As practitioners, it is important for us to investigate why many might be leaving. Using data from the National Survey of Student Engagement‘s First Year Experiences and Senior Transitions module, participants will gain a deeper understanding of the factors that influence students of color‘s decision to leave an institution.
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But what are you going to do with your life? Arts majors, future plans, and career skills
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 career plans and skills across 11 major fields. Responses from over 31,000 graduating seniors across 126 different universities suggest that while arts majors are more likely to have non-traditional career plans, including self-employment, they also have higher confidence in creative thinking skills and report greater coursework emphasis on creativity. However, arts majors were lacking confidence in other areas, including business and financial skills. The implications of these findings for parents, counselors, and artistically gifted high school students in the process of choosing a college will be presented.
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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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Living environments and student engagement: Research study results
Hurtado, S. S., Graham, P. A., & Gonyea, R. M.
ACUHO-I Annual Conference, Seattle, WA, 2016, July.
While the benefits of living on campus are well documented, the changing landscape of living arrangements, programmatic efforts, and other factors underline the need to reexamine its impact. This study used experimental survey questions drafted by the National Survey of Student Engagement in collaboration with ACUHO-I. Data were provided by first-year and senior students attending 36 bachelor‘s degree-granting institutions. The researchers investigated the characteristics of on- and off-campus living environments (facilities, programs, access to staff, safety, community issues, etc.) and their relationship with engagement and perceived gains in learning and development. This session engaged the audience in discussion about the rationale and development of the experimental questions, research methods, and 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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Involving online students in high-impact practices
Wang, R., Zilvinskis, J., & Ribera, A. K.
Association for Institutional Research Annual Forum, New Orleans, LA, 2016, June.
Using a large-scale survey of student engagement, this study examined the extent to which taking all online courses affects senior students‘ participation rates in high-impact practices (HIPs), such as internship and study abroad. Online students‘ perceived gains in knowledge, skills, and personal development were also examined by whether or not they participated in a HIP. Overall, findings revealed that online students‘ participation rates in HIPs were relatively lower than students who did not take all of their courses online. Of the six HIPs, online students engaged most in service-learning experiences as part of a course requirement and least in study abroad. Online students who participated in a HIP reported greater gains in knowledge, skills, and personal development compared to online students who did not participate in a HIP. This study suggests institutions should pay special attention to the needs of online students and develop strategies for promoting their HIP participation.
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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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What do we know about student participation in activities that develop transferable skills?
Miller, A., L., BrckaLorenz, A., & Nelson Laird, T. F.
Society for Teaching and Learning in Higher Education Annual Conference, London, ON, Canada, 2016, June.
Learners who are equipped to effect positive change in a rapidly changing world must develop useful and transferable skills in order to be productive members of the workforce and society. Transferable skills in areas such as communication, analysis and problem-solving, and the application of knowledge in real-world settings are critical components of an education that can empower individuals to deal with the complexity, diversity, and advances of the 21st century. Using data from the 2013, 2014, and 2015 administrations of the National Survey of Student Engagement (NSSE), this session explores the participation of over 20,000 first-year and senior students in activities that promote the development of valuable skills such as verbal and written fluency and analytic inquiry at fourteen Canadian higher education institutions. NSSE annually collects information about first-year and senior students‘ participation in programs and activities that institutions provide for their learning and personal development. In this session, we focus on student participation in transferable skill development for the workplace.
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Are seniors ready for the "real world"? Transitions, plans, and differences by major field
Miller, A. L., & Dumford, A. D.
Assessment Institute, Indianapolis, IN, 2015, October.
Miller, A.L., & Dumford, A.D. (2015, October 27). Are seniors ready for the ?real-world?? Transitions, plans, and differences by major field. Session presented at the 2015 Assessment Institute, Indianapolis, Indiana.
A recent focus in higher education has been the lack of preparedness that graduates face upon entering the workforce. Coupled with criticisms of low income levels in certain major fields, institutions are looking to reconcile skill development and career advising. Utilizing new 2015 module questions from the National Survey of Student Engagement (NSSE), this presentation provides findings concerning the career plans of graduating seniors and their readiness to use a variety of skills and abilities. Several trends are also revealed when looking at the results by major field, suggesting the need for some curricular revisions and enhanced career services.
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The relationship of on-campus living with student engagement
Gonyea, R. M., Graham, P., & Fernandez, S.
ACUHO-I Conference, Orlando, FL, 2015, June.
On-campus living has traditionally been recognized as beneficial to the undergraduate student experience. However, as higher education and subsequently residence life evolve to meet the needs of a new generation of students, it is important to reassess the impact of on-campus living on student learning and development, seeking an understanding of successes and areas of underperformance. Using data from the 2013 and 2014 administrations of the National Survey of Student Engagement (NSSE), including over 300,000 first-year and senior students from 973 institutions, this session compares students who live on campus with their counterparts in other housing arrangements. We share initial findings related to NSSE‘s ten Engagement Indicators and other key engagement measures as we explore new research questions and focus areas for a report co-published with ACUHO-I in support of their research agenda in the fall of 2015.
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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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Predictability of students' plans to participate in undergraduate research
Zilvinskis, J., & Ribera, A.
Association for Institutional Research Annual Forum, Denver, CO, 2015, May.
The focus of this study is to measure the predictability of first-year students‘ plans to participate in undergraduate research compared to the completion of this activity by senior year. The sample for this study includes the paired survey responses of 43,554 students who participated in the National Survey of Student Engagement (NSSE). These students completed the survey as first-year students between 2004 and 2008, then again as a seniors three or four years after their initial participation in the survey. By using logistic regression, researchers determined that students who planned to participate in undergraduate research as first-years were twice as likely to complete undergraduate research experiences by the time they were seniors. Plans to participate were the strongest predictor, but transfer status, grades, and academic major also influenced student participation in undergraduate research.
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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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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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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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A broad prospective on students' experiences with academic advising: Sharing results from the National Survey of Student Engagement
Ribera, A.
NACADA: The Global Community for Academic Advising Annual Conference, Salt Lake City, UT, 2013, October.
Study Overview: This poster provides an overview of recent results from the National Survey of Student Engagement (NSSE). In the spring of 2013, 224 four-year colleges and universities opted to add a set of items about academic advising to the NSSE survey. Over 57,000 first-year students and 83,000 seniors provided responses. Purpose: Results are intended to offer a broad perspective on students‘ academic advising experiences. Findings may prompt general discussions among the academic advising community about potential areas for future research and improvements. Encouraging contributions are also highlighted.
Capping off the college experience: Participation and effects of capstone courses
Kinzie, J., McCormick, A. C., & Nelson Laird, T.
Association of American Colleges & Universities Annual Meeting, Washington, DC, 2010, January.
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Annual Results
Career Preparation among Seniors
In Engagement Insights: Survey Findings on the Quality of Undergraduate Education—Annual results 2018, 4.
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Exploring Career Development at the University of Wisconsin?Madison
In Engagement Insights: Survey Findings on the Quality of Undergraduate Education—Annual results 2018, 5.
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The Role of Majors in Preparing Students for Employment
In Engagement Insights: Survey Findings on the Quality of Undergraduate Education—Annual results 2018, 8.
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Unconventional Post-College Plans of Graduating Seniors
In Engagement Insights: Survey Findings on the Quality of Undergraduate Education—Annual results 2018, 10.
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Rose-Hulman Institute of Technology: Assessing the Effectiveness of Campus Programs and Services for First-Year Students and Seniors
In Engagement insights: Survey findings on the quality of undergraduate education—Annual results 2016, 3.
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Seniors? Post-Graduation Plans Influenced by Major and Participation in High-Impact Practices
In Engagement insights: Survey findings on the quality of undergraduate education—Annual results 2015, 6.
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Learning Strategies by Major Category
In Fostering student engagement campuswide—Annual results 2011, 16.
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Global Awareness Experiences
In Fostering student engagement campuswide—Annual results 2011, 18.
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Exploring New Dimensions of Learning and Engagement
In Major differences: Examining student engagement by field of study—Annual results 2010, 19 - 21.
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Senior Year Experiences
In Assessment for improvement: Tracking student engagement over time—Annual results 2009, 15 - 16.
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Transfer Students
In Promoting engagement for all students: The imperative to look within—2008 results, 15.
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Promising/Disappointing Findings
In Experiences that matter: Enhancing student learning and success—Annual report 2007, 13.
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Senior Culminating Experiences
In Experiences that matter: Enhancing student learning and success—Annual report 2007, 19 - 20.
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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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Selected Results: Connecting the Dots?Linking Engagement and Success
In Engaged learning: Fostering success for all students—Annual report 2006, 23 - 24.
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"Swirling" Seniors: Multiple Institution Attendance
In Exploring different dimensions of student engagement—2005 annual survey results, 19.
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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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Enriching Educational Experiences
In Improving the college experience: National benchmarks of effective educational practice—NSSE 2001 report, 22.
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Enriching Educational Experiences
In The NSSE 2000 report: National benchmarks of effective educational practice, 18 - 19.
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Supportive Campus Environment
In The NSSE 2000 report: National benchmarks of effective educational practice, 20 - 21.
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Webinars
Senior Transitions Topical Module: Findings from 3 Years of Research
Angie L. Miller, NSSE Research Analyst
February 2, 2018.
Recording
New Senior Transitions Topical Module
Angie Miller and Amber Dumford, NSSE Research Analysts
October 29, 2015.
Recording