NSSE’s postdoctoral scholar Christen Priddie and colleague Rachel Renbarger hosted a symposium at ASHE 2021, bringing scholars together to discuss what critical quantitative research entails and how it can be implemented in higher education research. This blog post represents the key takeaways gathered from this session.
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The NSSE Honors Education Consortium began as a partnership with the National Collegiate Honors Council. Consortium items address motivation, academic exploration and risk-taking, tolerance of ambiguity, curiosity, personal and career goals, and physical and mental well-being, with the intention of making comparisons between honors and non-honors students at participating institutions.
Current research that examines the experiences of Black women faculty often focuses on the challenges they face and reasons why they leave the academy. Graduate student Josclynn Brandon and research scientist Allison BrckaLorenz are conducting research to gain knowledge on what strategies for success Black women faculty are employing.
During a pandemic-disrupted year, seniors’ career planning and preparations for entering the workforce were significantly altered. Students’ open-ended comments from NSSE’s new Career and Workforce Preparation (CWP) Topical Module provide a glimpse of what students valued in their exposure to college and university career planning resources and what institutions can do better to help them gain work-related skills.
Earlier this year, the journal Motivation and Emotion published an article focusing on achievement goal orientation as a predictor of student engagement. This paper was authored by NSSE research scientist Angie Miller, along with former doctoral students Kyle Fassett and Dajanae Palmer, and used experimental item data from the 2015 NSSE administration.
Students entering college in fall 2021 bring experiences unlike any others. In turn, colleges and universities have responded to these pandemic-related disruptions, realigning student services and academic experiences to meet students' needs and changed circumstances. What should colleges and universities know about entering students' experiences? What issues can be addressed to smooth student's transition and success? During the summer […]
In 2019, researchers at the Center for Postsecondary Research that administer the National Survey of Student Engagement (NSSE) developed a new itemset asking students about the quality of their participation in high-impact practices (e.g., capstone, internship, undergraduate research experiences, etc.) through a grant supported by the Lumina Foundation. I used the data collected to build and a test a model of a […]
Thomas Kirnbauer - Allison BrckaLorenz & I were invited to write a brief titled, Assessing Intersectional Experiences: Where to Begin? in Assessment in Practice for the National Institute for Learning Outcome Assessment (NILOA). In this brief, we wrote about some of the challenges of assessing intersectional experiences based on our experiences working with NSSE data. Intersectionality is a critical framework that evaluates multiple aspects of […]
In 2018, the Journal for the Education of the Gifted released a special issue on gifted college students and undergraduate honors programming. The issue included an article authored by Angie Miller of NSSE and Amber Dumford of the University of South Florida that examined the relationship between honors participation and student engagement. Honors colleges and programs are meant to provide an academically rigorous […]
Adapted from a presentation given at the Association for the Study of Higher Education, 2018 Christen Priddie - Calls-to-action from the Science, Technology, Engineering, and Mathematics (STEM) community have directed attention to understanding how classroom environments contribute to high rates of diverse students leaving STEM majors (Killpack & Melon, 2016; Pawley, 2017). This has led to more examination of faculty use of culturally inclusive teaching […]