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Dissertation Research: Developing a Quality Element for High-Impact Practices
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 […]
Assessing Intersectional Experiences
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 […]
A Look at Honors College Participation: Are They Living Up to the Hype?
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 […]
Promoting Culturally Inclusive Teaching Use among STEM Faculty
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 […]
The Relationship Between Persistence and Intention to Return
How well do first-year student responses to NSSE's "intend to return" question match their actual persistence at the institution? NSSE does not collect persistence rates as matter of course, but the questionnaire does ask first-year students if they intend to return to the institution the following year. However, with persistence data from the 2018 housing study, we were curious to know how well students' […]
NSSE Pulse Reveals How Students and Institutions Navigated the Pandemic
In fall 2020 NSSE offered a special short survey - NSSE Pulse - at the start of a very uncertain academic year. The short online survey provided an opportunity to check-in with students to gauge how they were adjusting and managing during the pandemic. It included selected questions from NSSE on academic challenge and success, interactions with peers, […]
Responding to a Crisis: Developing the Coping with COVID Topical Module
As soon as the pandemic was in full swing in the U.S. and institutions started rapidly transitioning to all-online classes, we knew that this would have implications for NSSE. We were in the middle of our 2020 administration, so our primary focus was exploring how the lockdowns were impacting the data as is was being collected. But we also knew that the pandemic […]
Beyond the Numbers at Stanislaus State
Our team of faculty and student researchers at California State University, Stanislaus are engaging in an on-going qualitative data analysis of Stanislaus State Student Success indicators using data collected from the National Survey for Student Engagement (NSSE). Stan State developed an applied learning […]
The Importance of Outside Expertise: Updating the NSSE Disability Items
When it comes to updating NSSE items, sometimes it is necessary to consult with outside experts to make sure we are "getting things right" when it comes to the most recent research and terminology. However, we still want to make sure that new items will fit seamlessly within the existing NSSE survey. This invited guest blog describes the process for updating the NSSE disability item […]
Introducing HIPs in Practice: A Pilot Survey Project
Faculty and staff leading High-Impact Practices (HIPs) who are interested in better understanding the quality of the HIPs offered at their institution may be interested in NSSE's new pilot project, HIPs in Practice, a continuation of Assessing Quality and Equity in High-Impact Practices (HIPs), supported by Lumina Foundation. HIPs in Practice is a targeted data collection focused on students participating in specific […]