Faculty Insights

Faculty Insights into High-Impact Practices

An image of a portion of the FSSE Tableau HIP dashboard showing a radar chart.

More HIP Exploration!

Curious for more? Use the FSSE-NSSE Tableau Dashboard to explore faculty views and involvement in HIPs alongside student participation data from NSSE. Query by institution characteristics and faculty demographics.

Visit the Tableau dashboard

Faculty are a critical component of many HIPs on campus. Faculty generally agree that HIPs are important, but the level of importance and extent to which faculty are involved in teaching and mentoring students in HIPs, varies.

Over 13,000 faculty from 94 diverse baccalaureate-granting institutions participated in the 2020 administration of the Faculty Survey of Student Engagement (FSSE), which included new items related to high-impact practices (HIPs). The survey asks faculty if they find it important that students participate in the following high-impact practices before they graduate: service-learning, learning communities, research with faculty, internships, study abroad, and culminating senior experiences. FSSE also now asks faculty about their involvement in all these HIPs. These data pair well with the responses from students who take NSSE.

FSSE Items about High-Impact Practices: Importance and Participation

How important is it to you that undergraduates at your institution do the following before they graduate?

  • Participate in an internship, co-op, field experience, student teaching, or clinical placement
  • Participate in a learning community or some other formal program where groups of students take two or more classes together
  • Participate in a study abroad program
  • Work with a faculty member on a research project
  • Complete a culminating senior experience (capstone course, senior project or thesis, portfolio, recital, comprehensive exam, etc.)
  • Participate in a community-based project (service-learning) as part of a course
Response options: Very important, Important, Somewhat important, Not important

During the current school year, have you participated in the following activities?

  • Supervising undergraduate internships or other field experiences
  • Supervising, mentoring, or teaching undergraduates in a learning community or some other formal program where groups of students take two or more classes
  • Supervising undergraduates in a study abroad program
  • Working with undergraduates on research
  • Mentoring or teaching undergraduates completing a culminating senior experience (capstone course, senior project or thesis, portfolio, recital, comprehensive exam, etc.)

Response options: Yes, No

 

 

About how many of your undergraduate courses at this institution have included a community-based project (service-learning)?

Response options: All, Most, Some, None

Considering Faculty Perceptions and Involvement in HIPs with Student Participation

Viewing data collected from faculty (FSSE) alongside data from students (NSSE) allows institutions to examine how faculty perceptions and involvement in HIPs relate to actual student participation. For example, of the faculty who believe undergraduate participation in internships to be more important, 2 in 5 supervise internships and the rate of student participation is 52% for seniors. Of the faculty who believe undergraduate participation in internships to be less important, 1 in 5 supervise internships and the rate of student participation is 46% for seniors. These relationships clearly demonstrate the association of faculty perceptions of importance and students’ participation.

Evidence-Based Improvement in Higher Education

Center for Postsecondary Research
Indiana University School of Education
201 N. Rose Avenue
Bloomington, IN 47405-1006
Phone: 812.856.5824
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