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Publications
Is a HIP Always a HIP? The Case of Learning Communities
Fosnacht, Kevin; Graham, Polly
Journal of Student Affairs Research and PracticeJournal of Student Affairs Research and Practice, , , 2021.
With the increasing adoption of learning communities, it is imperative to document their effectiveness. Using a large, longitudinal, multi-institutional dataset, we found that linked-learning communities positively impact studentsâ?? engagement and perceived gains. We also found that the estimated effect of learning communities varies widely across institutions on various measures. Some learning communities are very beneficial, while others have a negligible impact on students.
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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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The benefits of living on campus: Do residence halls provide distinctive environments of engagement?
Graham, P. A., Hurtado, S. S., & Gonyea, R. M.
Journal of Student Affairs Research and Practice, 55(3), 255–269, 2018.
The changing landscape of on- and off-campus undergraduate residential options underline the need to reexamine the impact of on-campus living. Using multi-institutional survey data from first-year students, this study investigates the relationship of residential status with engagement and perceived gains in learning and development. Results indicate, after controlling for student and institution characteristics, that on-campus residence has small positive effects on some outcomes but not on others where effects might be expected.
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Engaging in the margins: Exploring differences in biracial students' engagement by racial heritage
Harris, J. C., BrckaLorenz, A., & Nelson Laird, T. F.
Journal of Student Affairs Research and Practice, 55(2), 137–154, 2018.
The research presented in this article utilizes data from four years of the National Survey of Student Engagement to shed light on the biracial student population and their engagement practices in postsecondary contexts. Specifically, this study explored the ways in which biracial students with different racial heritages engage differently from one another and from their monoracial peers on campus. Study findings complicate the ideology that biracial individuals are a monolithic group, fostering a conversation concerning multiraciality in higher education and providing critical implications for future research and practice.
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Indirect assessments in higher education
Nelson Laird, T. F. & BrckaLorenz, A.
In T. Cumming & M. D. Miller Enhancing Assessment in Higher Education: Putting Psychometrics to Work Stylus Publishing, LLC, 2017.
Assessment and accountability are now inescapable features of the landscape of higher education, and ensuring that these assessments are psychometrically sound has become a high priority for accrediting agencies and therefore also for higher education institutions. Bringing together the higher education assessment literature with the psychometric literature, this book focuses on how to practice sound assessment.
This volume provides comprehensive and detailed descriptions of tools for and approaches to assessing student learning outcomes in higher education. The book is guided by the core purpose of assessment, which is to enable faculty, administrators, and student affairs professionals with the information they need to increase student learning by making changes in policies, curricula, and other programs.
The book is divided into three sections: overview, assessment in higher education, and case studies. The central section looks at direct and indirect measures of student learning, and how to assure the validity, reliability, and fairness of both types. The first six chapters (the first two sections) alternate chapters written by experts in assessment in higher education and experts in psychometrics. The remaining three chapters are applications of assessment practices in three higher education institutions. Finally, the book includes a glossary of key terms in the field.
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Assessment in student affairs (2nd ed.)
Schuh, J. H., Biddix, P., Dean, L. A., & Kinzie, J.
San Francisco, CA: Jossey-Bass, 2016.
A practical, comprehensive manual for assessment design and implementation,
Assessment in Student Affairs (Second Edition) offers a contemporary look at the foundational elements and practical application of assessment in student affairs. Higher education administration is increasingly called upon to demonstrate organizational effectiveness and engage in continuous improvement based on information generated through systematic inquiry. This book provides a thorough primer on all stages of the assessment process. From planning to reporting and beyond, you'll find valuable assessment strategies to help you produce meaningful information and improve your program. Combining and updating the thoroughness and practicality of Assessment in Student Affairs and Assessment Practice in Student Affairs, this new edition covers design of assessment projects, ethical practice, student learning outcomes, data collection and analysis methods, report writing, and strategies to implement change based on assessment results. Case studies demonstrate real-world application to help you clearly see how these ideas are used effectively every day, and end-of-chapter discussion questions stimulate deeper investigation and further thinking about the ideas discussed. The instructor resources will help you seamlessly integrate this new resource into existing graduate-level courses.
Student affairs administrators understand the importance of assessment, but many can benefit from additional direction when it comes to designing and implementing evaluations that produce truly useful information. This book provides field-tested approaches to assessment, giving you a comprehensive how-to manual for demonstrating?and improving?the work you do every day.
?Build your own assessment to demonstrate organizational effectiveness.
?Utilize quantitative and qualitative techniques and data.
?Identify metrics and methods for measuring student learning.
?Report and implement assessment findings effectively.
Accountability and effectiveness are the hallmarks of higher education administration today, and they are becoming the metrics by which programs and services are evaluated. Strong assessment skills have never been more important. Assessment in Student Affairs gives you the knowledge base and skill set you need to shine a spotlight on what you and your organization are able to achieve.
One size does not fit all: Traditional and innovative models of student affairs practice
Manning, K. M., Kinzie, J., & Schuh, J. H.
New York, NY: Routledge, 2014.
In the day-to-day work of higher education administration, student affairs professionals know that different institutional types, whether a small liberal arts college, a doctoral intensive institution, or a large private university, require different practical approaches. Despite this, most student affairs literature emphasizes a "one size fits all" approach to practice, giving little attention to the differing models of student affairs practice and their diversity across institutions. In the second edition of this influential book, leading scholars Kathleen Manning, Jillian Kinzie, and John H. Schuh advocate an original approach by presenting 11 models of student affairs practice, including both traditional and innovative programs. Based on a qualitative, multi-institutional research project, One Size Does Not Fit All explores a variety of policies, practices, and programs that contribute to increased student engagement, success, and learning.
New to this revised edition:
Refinement of models in light of recent NSSE data and current developments in higher education, including budget cuts and the economic crisis;
updated information throughout about model assessment and techniques to renew divisions of student affairs;
a deeper analysis of how models of student affairs practice relate to institutional mission and purposes;
end-of-chapter discussion questions to guide thinking about ways to incorporate models in one‘s own context;
an entirely new Part IV, including chapters on "Catalysts and Tools for Change" and "Redesigning Your Student Affairs Division."
Promoting student success: What student affairs can do
Whitt, E. J.
Bloomington, IN: Indiana University Center for Postsecondary Research, 2005.
Interest in creating the conditions that enhance student learning and support students in achieving their educational goals is at an all-time high. Four-fifths of high school graduates need some form of postsecondary education to acquire the knowledge, skills, and competencies necessary to address increasingly complex social, economic, and political issues. Student engagement--what students
do during college--generally matters more to what they learn and whether they persist to graduation than who they are or even where they go to college. The contribution of out-of-class experiences to student engagement cannot be overstated. Any institution that wishes to make student achievement, satisfaction,
persistence, and learning a priority must have competent student affairs
professionals whose contributions
complement the academic mission of the institution in ways that help students and the institution realize their goals. The ?lessons‘ for student affairs practice offered here are based on an in-depth
examination of 20 four-year colleges and universities that have higher-than-predicted graduation rates and, as demonstrated through the National Survey of Student Engagement (NSSE), effective policies and practices for engaging their students.
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Faculty-student affairs collaboration on assessment: Lessons from the field
Kuh, G. D., & Banta, T. W.
About Campus, 4(6), 4-11, 2000.
Setting the bar high to promote student learning
Kuh, G. D.
In G. S. Blimling, E. J. Whitt, & Associates (Eds.) Good practice in student affairs: Principles to foster student learning San Francisco, CA: Jossey-Bass, 1999.
Successful student outcomes assessment: Six institutional case studies including the role of student affairs
Beeler, K. J., Benedict, L. & Hyman, R.
(Available from the National Association of Student Personnel Administrators, 1875 Connecticut Avenue NW, Suite 418, Washington, DC 20009), , 0.
Scholarly Papers
Investigating the Campus Pride Indexâ??s Relationship to Perceived Student Support
Copeland, Olivia M., Feldman, Steven, BrckaLorenz, Allison
ACPA Annual Convention, Chicago, IL, 2024, March.
The Campus Pride Index (CPI) is often used as a litmus test for assessing the level of LGBTQ+ inclusion and support within higher education institutions. However, little research has explicitly examined the relationship between CPI rating and LGBTQ+ studentsâ?? perceptions of supportiveness. To explore this, we analyzed 118,244 student responses about their institutionâ??s support for diverse sexual orientations and gender identities. Results indicate that at top-rated CPI institutions, LGBQ+ students had lower perceptions of support than their peers. We discuss the implications of these results, focusing on how institutions may uncritically utilize CPI as the ceiling for LGBTQ+ support rather than a minimum, with ideas for how student affairs practitioners can utilize CPI while also going beyond CPIâ??s metrics.
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Student Living Arrangements: An Exploration of Marginalized Identities
Fassett, Kyle T.; Gonyea, Robert M.; Graham, Polly A.; Fosnacht, Kevin
ACPA-College Student Affairs Educators International Convention, Nashville, TN, 2020, March.
While past research found on-campus living to benefit student success, recent studies find mixed support, particularly for marginalized groups. This study focuses on first-year and sophomore students of color, LGBQ+ students, gender non-binary students, and students with disabilities, analyzing where they live as related to a variety of outcomes. Data come from 76 residential colleges and universities that participated in NSSE during 2018. Results show differences in where students report living and students? engagement and perceptions of belongingness and safety in their living communities.
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Presentations
Promoting Campuswide Use of NSSE Data: Fostering Student Engagement, Social Identity, and a Sense of Belonging
Kinzie, J., Russell, A., & Wenger, K.
NASPA Annual Conference, Seattle, WA, 2024, March.
Studentsâ?? sense of belonging and social identities matter to engagement. In 2023, the National Survey of Student Engagement (NSSE) revised items with a critical eye toward inclusion by expanding social identity questions so students see themselves in response options and to make the survey more relevant for todayâ??s students. This interactive session features an overview and discussion of recent NSSE results for social identities and belonging and introduces two resources for inclusive and campuswide data sharing and use in student affairs.
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Including mental wellness: A more holistic view of student success
Washington, S.; Brandon, J.; Holmes, B.; BrckaLorenz, A.
ACPA-College Student Affairs Educators International Convention, 2020, March.
To better support diverse student populations, this study uses large-scale, multi-institution survey data that focuses on students? mental wellness. Participants in this session will discuss the relationship that race and gender have on students? mental wellness, explore how adverse feelings affect student success, and gain insight into students? awareness of how to get help. Implications will focus on holistic and proactive solutions.
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The spiritual campus climate for diverse learners
Fosnacht, K.
NASPA Religious, Secular, and Spiritual Identities Conference, New Orleans, LA, 2018, December.
This session will overview three research studies that analyzed the spirituality campus climate for a diverse, multi-institution sample of undergraduates. The first study examined how two aspects of the spirituality campus climate, students‘ comfort in expressing their spiritual beliefs and perceptions of the respect for their beliefs on campus, were related to perceptions of the overall campus climate. The second study investigated how students‘ religion and institution type were related to the spirituality campus climate. The final study examined the correlates of being the victim of an act of religious intolerance on campus. Student affairs professionals will learn how they can utilize the studies‘ findings to improve the spiritual campus climate on their campuses.
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Assessing small populations: Recognizing everyone counts in your counts
BrckaLorenz, A., & Hurtado, S.
Student Affairs Assessment and Research Conference, Columbus, OH, 2018, June.
Quantitative and survey research depends heavily on large sample sizes, but a focus on the ?average student? in quantitative analyses often hides diverse voices. Participants in this session will discuss common issues and solutions associated with giving voice to small populations of college students (e.g., gender variant, multiracial, LGBQ+). Participants will discuss administration issues related to small populations such as increasing response rates, identifying special subpopulations, and writing more inclusive survey questions. Tips for disaggregating, responsibly aggregating, and choosing inclusive comparative information will be provided. Additionally, participants will discuss strategies for analyzing and communicating about the results from small populations as well as approaches for communicating about the validity and data quality from small sample sizes.
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Engagement insights: Applying NSSE to student affairs assessment
Kinzie, J., Ribera, A., & Hurtado, S.
Assessment Institute, Indianapolis, IN, 2017, October.
Student affairs is under pressure to improve student success and demonstrate the effectiveness of programs and contributions to student outcomes. One practical approach to address this issue is for student affairs assessment professionals to take advantage of available data and assessment resources such as the National Survey of Student Engagement (NSSE). In this session, participants will learn about recent findings about student engagement, persistence, and student learning relevant to student affairs; will practice applying existing student engagement data to inform strategic goals and initiatives related to the co-curriculum; and will exchange ideas about effective approaches to using NSSE data in student affairs.
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What does an engaging campus look like? The role of surveys in the assessment of student engagement
Gonyea, R. M.
Association for the Promotion of Campus Activities Annual Staff & Student Leadership on Broadway Experience, New York, NY, 2017, July.
If you walked onto the most engaging campus, what would you see? The contribution of out-of-class experiences to student engagement cannot be overstated. Interest in creating the conditions that enhance student learning and success is at an all-time high. Today‘s student affairs professional knows how to use observable evidence to effectively plan, implement, assess, and improve outcomes. Student engagement surveys provide some of that evidence for institutions wishing to make student achievement, satisfaction, persistence, and learning a priority.
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How residence life professionals can use engagement data
Hurtado, S. S., Graham, P. A., & Gonyea, R. M.
ACUHO?I Annual Conference, Providence, RI, 2017, June.
Student affairs professionals (including residence life) are often expected to incorporate assessment and evidence-based practices in their work. One approach is to take advantage of existing data and assessment resources such as from the National Survey of Student Engagement (NSSE). This session introduces NSSE's administration, data, and reports, and demonstrates how staff can use engagement data to promote improvements within residence life.
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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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Living environments and student engagement: Research findings and implications
Gonyea, R. M., Hurtado, S., & Graham, P. A.
American College Personnel Association Annual Convention, Columbus, OH, 2017, March.
While past research points to various benefits of living on campus, it is important for student affairs professionals to reflect on and adapt to contemporary changes in on-campus living. This session reviews findings from a set of questions that were developed in collaboration with ACUHO-I and appended to the National Survey of Student Engagement. Findings include the relationship between living environments (facilities, programs, staff, safety, etc.) with engagement and perceived gains in learning and development. The session encourages discussion on how these findings can inform practice.
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Advancing assessment in student affairs: Emphasizing learning, creating partnerships, and using evidence to improve
Kinzie, J.
Assessment Institute, Indianapolis, IN, 2013, October.
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Accountability and learning: Integrating NSSE and outcomes assessment to inform student affairs practice
Kinzie, J., Cammarata, M., & Romano, C.
American College Personnel Association Annual Convention, Las Vegas, NV, 2013, March.
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Acting intentionally: Using NSSE to guide student affairs action
Bureau, D. A., & Shaw, M. D.
American College Personnel Association Annual Convention, Washington, DC., 2009, March.
Innovative use of NSSE results in student affairs: Lessons from the field
Kinzie, J., Olson-Loy, S., & DiSabatino, G.
NASPA Annual Conference, Seattle, WA, 2009, March.
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Supporting deep approaches to learning in student affairs
Nelson Laird, T. F., Garver, A. K., Shaw, M. D., & Ribera, T.
American College Personnel Association Annual Convention, Washington, DC, 2009, March.
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Supporting deep approaches to learning in student affairs
Nelson Laird, T. F., Garver, A. K., Shaw, M. D., & Ribera, T.
American College Personnel Association Annual Convention, Washington, DC, 2009, March.
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Supporting deep approaches to learning in student affairs
Nelson Laird, T. F., Garver, A. K., Shaw, M. D., & Ribera, T.
American College Personnel Association Annual Convention, Washington, DC, 2009, March.
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Converting data into action: Using NSSE results in student affairs
Kinzie, J., Lindsay, N. K., & Casey, C.
American College Personnel Association Annual Convention, Atlanta, GA, 2008, April.
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Student affairs assessment: Using intentional strategies to promote student success
Niskodé, A. S., Bureau, D., & Nelson Laird, T. F.
American College Personnel Association Annual Convention, Atlanta, GA, 2008, April.
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Using data to shape student engagement: NSSE and student affairs
Kinzie, J., Jackson, J., & Howard, C.
ACPA?NASPA Joint Meeting, Orlando, FL, 2007, April.
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Innovative avenues for faculty-student affairs collaborations: Data-mining the research
Buckley, J., & Nelson Laird, T. F.
American College Personnel Association Annual Convention, Indianapolis, IN, 2006, March.
Innovative use of NSSE data in student affairs
Kinzie, J., Goldberg, L., & Hegeman, J.
NASPA Annual Conference, Washington, DC, 2006, March.
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Conference address: Student success in college: Implications for student affairs
Kuh, G., & Kinzie, J.
American College Personnel Association Annual Convention, Nashville, TN, 2005, April.
Deep lessons: Using student engagement to advance student affairs practice
Schuh, J., Kuh, G., & Kinzie, J.
NASPA Annual Conference, Tampa, FL, 2005, March.
The National Survey of Student Engagement: Strengthening institutional accountability for learning
Kuh, G. D.
Regents Administrative Committee on Student Affairs & Regents Administrative Committee on Academic Affairs Annual Joint Conference, St. Simon's Island, GA, 2002, June.
Organizing for student success
Kuh, G. D.
Council of Independent College & University Chief Academic Officers & Chief Student Affairs Officers, Palm Springs, CA, 2001, November.
NSSE/CSEQ luncheon presentation
Gonyea, R.
NASPA Assessment & Research Workshop for Student Affairs Professionals, Providence, RI, 2001, October.
Annual Results
No data for this resultWebinars
Learning & Assessment in Student Affairs: The NSSE Way
Dajanae Palmer, Project Associate & Samantha Silberstein, Project Associate
April 30, 2019.
Recording
Using NSSE Data in Student Affairs
Jillian Kinzie, Associate Director of the Center of Postsecondary Research, and Sarah Hurtado, Project Associate NSSE Institute.
December 1, 2016.
Recording
Using NSSE data in student affairs
Jillian Kinzie, Associate Director, NSSE Institute, and Tony Ribera, NSSE Institute Project Associate
March 24, 2011.
Recording
Using NSSE data for student affairs
Jen Buckley and Daniel Bureau
May 13, 2008.