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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Elevating Student Voice in Assessment: Approaches to Using NSSE's Student Comments
Kinzie, Jillian; Silberstein, Samantha; Palmer, Dajanae
Assessment Update, 33(2), , 2021.

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Linking Faculty Involvement in High-Impact Practices to First-Year Student Participation
Fassett, Kyle T. and BrckaLorenz, Allison
National Resource Center Research Brief, 2021(2), 1-4, 2021.
Tasked with developing, encouraging, and participating in highly impactful educational experiences, faculty serve in roles vital to first-year student success. Known for benefiting many students, high-impact practices assist institutions in promoting a variety of outcomes ranging from retention to civic engagement. Using data from the National Survey of Student Engagement (NSSE) and the Faculty Survey of Student Engagement (FSSE), we investigated the relationship between faculty emphasis and participation in high-impact practices with first-year student participation at over 80 diverse four year institutions. We found that faculty values for participation are positively related to student participation, but faculty involvement in more high-impact practices could decrease student participation. Administrators should consider ways to support their faculty in providing these experiences and to assess potential barriers for providing equitable quality high impact practices.

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An Examination of Inclusivity and Support for Diversity in STEM Fields
BrckaLorenz, Allison; Haeger, Heather; Priddie, Christen
Journal for STEM Education Research, , , 2021.
The lack of diversity in STEM professions is an ongoing concern for the US both in terms of social justice and in having a globally competitive workforce. This study provides information for campus leaders to be proactive in considering a wide array of identities to meet the needs of students beyond attending to structural forms of diversity. Data from a large-scale, multi-institution study of studentsâ?? perceptions of inclusive coursework and institutional commitment to diversity in STEM fields furthers what we know about diversity in these majors. Results encourage campus leaders to additionally consider sexual orientation and disability status in conversations about diversity and to think about how culturally engaging and inclusive courses go beyond the content of the course.

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The COVID Pivot and Quality of the Undergraduate Experience: NSSE Pulse Project Report

National Survey of Student Engagement, , 2021.

The coronavirus upended all aspects of education. The 2020?21 academic year required rapid adaptation to unprecedented and unpredictable circumstances. Amidst these circumstances, it was especially important to understand students' experiences and support educators working to implement effective educational practices. In response to these challenges, NSSE offered a special fall 2020 survey at no charge (NSSE 2021 registration not required). The short online survey—NSSE Pulse—included selected questions from NSSE critical to persistence to help colleges and universities take the pulse of the undergraduate student experience and use results to diagnose shortcomings and strengths and to inform campus action.

Approximately 1.2 million bachelor's degree–seeking students attend the colleges and universities that participated in NSSE Pulse. These institutions reflect the diversity of U.S. bachelor's–granting colleges and universities with respect to institution type, public or private control, size, region, and locale. Eight headline findings are discussed in the NSSE Pulse Report, along with implications and recommendations for colleges and universities.

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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How to reorient assessment and accreditation in the time of COVID-19 disruption
Kinzie, J.
Assessment Update, 32(4), 4-5, 2020.
Among the many issues facing higher education during COVID-19 is uncertainty about the status of student learning outcomes assessment and accreditation. Will necessary shifts in course assignments and assessments affect completion, particularly for those scheduled to graduate this year? Will a suspension (or slowdown) of program-level assessment put the institution out of compliance with state regulations or accreditation requirements? If accreditation visits are postponed, will the institution find its federal funding in jeopardy? All of these concerns are understandable, and it is good to have them aired and discussed. However, the disruptions caused by COVID-19 may also provide an occasion for some useful rethinking of assessment. What those disruptions underscore is that decisions about assessment and accreditation must, above all, be sensitive to current realities and do what is best for students and faculty. Rather than aiming for compliance, or sticking with the plan to ?just give students the exam and asterisk the results,? now is the time to prioritize what people need and embrace compassion-driven assessment, and reassess the fundamental goals of assessment. To help think about the issues at hand, I offer some practical suggestions for course- and program-level assessment and accreditation demands. Then I suggest we take advantage of this moment to make some meaningful improvements to assessment and accreditation.

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Pick and Choose
Gonyea, Robert; Fosnacht, Kevin; Graham, Polly
Talking Stick, 37(5), , 2020.
Getting a roommate is one of the first milestones of a student?s campus experience. Is there a best way to manage this process and support students of color?

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Information Literacy's Influence on Undergraduates' Learning and Development: Results from a Large Multi-institutional Study
Fosnacht, Kevin
College & Research Libraries, 81(2), 272-287, 2020.
This paper investigated the reliability and validity of the National Survey of Student Engagement's Experiences with Information Literacy module, an assessment instrument developed in collaboration with a group of instructional librarians. After identifying three information literacy?related factors in the module, it assessed the relationship between the factors and students' engagement in Higher-Order Learning and Reflective and Integrative Learning activities and students' perceived gains. The results from these analyses indicated that information literacy activities were positively and significantly correlated with student engagement and students' perceived gains.

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NSSE's Quest for Quality: Seven Lessons in Designing a Better Survey
Gonyea, Robert M. and Sarraf, Shimon
Assessment UpdateAssessment Update, 32(2), 6-14, 2020.
In 20 years NSSE has learned much about how to manage a successful survey administration, and how to continuously improve the questionnaire, data collection tools, and reporting. This article includes seven lessons that may help assessment professionals improve their own surveys.

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The National Survey of Student Engagement (NSSE) at Twenty
Ewell, P. and McCormick, A.C.
Assessment UpdateAssessment Update, 32(2), 1-16, 2020.

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Twenty Years of NSSE Data Use: Assessment Lessons for the Collective Good
Kinzie, J. and Franklin, K.
Assessment UpdateAssessment Update, 32(2), 4-15, 2020.

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Expectations for Engagement: What 1st-year Students and Transfers Say
Cole, J. S., & Kinzie, J.
Washington, DC: , 2020.
Understanding entering student expectations is critical to assure that staff can align appropriate institutional resources for each student. This session will include how the Beginning College Survey of Student Engagement (BCSSE) provides comprehensive information about your entering first-year and transfer student?s prior academic experiences, as well as their expectations and beliefs regarding the upcoming academic year. Participants will learn how other institutions use BCSSE for academic advising, retention efforts, faculty and staff development, and other activities. Participants will be encouraged to share their campuses current practices and how BCSSE could facilitate best practices on their campus.

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Examining the Meaning of Vague Quantifiers in Higher Education: How Often is "Often"?
Rocconi, L.M., Dumford, A.D., & Butler, B.
Research in Higher Education, 61, 229-247, 2020.
Researchers, assessment professionals, and faculty in higher education increasingly depend on survey data from students to make pivotal curricular and programmatic decisions. The surveys collecting these data often require students to judge frequency (e.g., how often), quantity (e.g., how much), or intensity (e.g., how strongly). The response options given for these questions are usually vague and include responses such as "never," "sometimes," and "often." However, the meaning that respondents give to these vague responses may vary. This study aims to determine the efficacy of using vague quantifiers in survey research. More specifically, the purpose of this study is to explore the meaning that respondents ascribe to vague response options and whether or not those meanings vary by student characteristics. Results from this study indicate a high degree of correspondence between vague and numeric response and suggest that students seem to adapt the meaning of "sometimes," "often," and "very often" based on the appropriate reference for the question. Overall, findings provide evidence of the utility and appropriateness of using vague response options. Some differences by student characteristics and the implications of these differences are discussed.

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The Relationship of First-Year Residence Hall Roommate Assignment Policy with Interactional Diversity and Perceptions of the Campus Environment
Fosnacht, K., Gonyea, R. M., & Graham, P.
The Journal of Higher Education, , , 2020.
A heterogeneous student body is valued in part because diverse interactions among students help create educated and competent citizens and promote learning and development. Campus housing is a primary setting for diverse interactions as students navigate living with individuals who differ from themselves. This study investigated how the roommate assignment process influences interactional diversity and perceptions of the campus environment for first-year students living on campus, and if these relationships differ by race/ethnicity and national origin. On average, students whose roommates were assigned by the institution (as opposed to choosing their own roommates) did not interact with diverse others more often. At the same time, however, Asian, Black and multiracial students who were assigned roommates by the institution perceived a substantially less welcoming campus environment than their same-race peers who chose their roommates. This difference was not observed for White students.

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Graduate Student Instructors, the Courses They Teach, and the Support They Value
Allison BrckaLorenz, Rong Wang, Thomas F. Nelson Laird
New Directions for Teaching & Learning, 2020(163), 25-34, 2020.
This chapter presents a study exploring the diverse characteristics of Graduate Student Instructors (GSIs) employed at eight research universities in the United States and investigates the ways in which these characteristics impact the value GSIs place on types of professional development and support in teaching.

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Teaching honors courses: Perceptions of engagement from the faculty perspective
Miller, A., Silberstein, S., & BrckaLorenz, A.
Journal of Advanced Academics, , , 2020.
Research suggests that honors students are more likely to be engaged in some, but not all, aspects of the college experience, although there is less information available from the faculty perspective. This study presents findings from the Faculty Survey of Student Engagement (FSSE), comparing various engagement-related practices between faculty who teach honors courses and those who do not. Along with core FSSE items, this study uses responses from 1,487 faculty members at 15 institutions on two items about teaching honors courses. A series of ordinary least squares regression analyses suggest that faculty who teach honors courses are more likely to encourage engagement in the areas of student?faculty interaction, learning strategies, and collaborative learning, even after controlling for other demographic and institutional variables. These findings are considered within the context of existing research and theory, connecting knowledge from higher education and gifted education.

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The relationship between residential learning communities and student engagement
Hurtado, S. S., Gonyea, R. M., Graham, P. A., & Fosnacht, K.
Learning Communities Research and Practice, 8(1), 5, 2020.
Residential learning communities (RLCs) are residence hall environments designed to deliver academic and social benefits. For decades, many have argued RLCs are an effective means for increasing student success. Yet substantial changes in the defining characteristics of campus housing and student diversity have led to new questions about the impact of living on campus and the benefits of RLCs in particular. Consequently, we investigated the continued efficacy of RLCs as an effective educational practice. Using data from a diverse, multi-institution sample of first-year and sophomore students, this study provides insight into the relationships between RLC participation, student engagement, and perceived gains in learning.

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Reassessing disparities in online learner student engagement in higher education
Paulsen, J., & McCormick, A. C.
Educational Researcher, 49(1 January-February), 20–29, 2020.
Online learning is the fastest growing segment in U.S. higher education and is increasingly adopted in public and private not-for-profit institutions. While the impact of online learning on educational outcomes is becoming more clear, the literature on its connection with student engagement is sparse. Student engagement measures identify key aspects of the learning process that can improve learning and outcomes like retention and achievement. The few studies investigating the link between online learning and student engagement found positive benefits for online learners compared to face-to-face learners in terms of perceived academic challenge, learning gains, satisfaction, and better study habits. On the other hand, face-to-face learners reported higher levels of environment support, collaborative learning, and faculty interaction. However, these studies did not effectively account for the differences in background characteristics like age, time spent working or caring for dependents, and enrollment status. Further, they did not consider the increasingly large population of students who enroll in both online and face-to-face courses. In our study, we used propensity score matching on the 2015 National Survey of Student Engagement data to account for the disparities in these groups? demographics variables. After matching, we found that some of the previous literature?s differences diminish or disappear entirely. This suggests differences in supportive environments and learning strategies have more to do with online student characteristics than learning mode. However, online learning still falls well below other modes in terms of collaborative learning and interaction with faculty.

Supporting LGBQ+ students with disabilities: Exploring the experiences of students living on campus
BrckaLorenz, A., Fassett, K. T., & Hurtado, S. S
The Journal of College and University Student Housing, 46(3), 78–90, 2020.
Students with multiple oppressed identities, such as LGBQ+ students with disabilities, face a multitude of barriers on college campuses due to heterosexism and ableism, sometimes even from those in-group. This large-scale, multi-institution comparative quantitative study of LGBQ+ students with disabilities living on campus examines these students? experiences with belonging and discrimination. Guided by the Model of Multiple Dimensions of Identity, we compare the experiences of students in the intersections of sexual and ability identities to guide housing and residence life practitioners in supporting students with complex identities. A series of chi-square (?2) analyses and adjusted standardized residuals allowed us to explore the experiences of students who identify as LGBQ+ and without a disability, as well as students who identify as straight with or without a disability, in order to highlight the experiences of LGBQ+ students with disabilities. Findings indicate that LGBQ+ students most frequently report a mental health disorder or multiple disabilities or impairments and that these students feel less physically safe, comfortable being themselves, like part of the campus community, and valued by their institution than their peers. Most troubling is the large proportion of LGBQ+ students with a disability who have personally experienced offensive behavior, discrimination, or harassment at their institution based on their sexual orientation. Implications focus on creating partnerships with mental health, disability services, and LGBTQ/Pride Center professionals; evaluating roommate matching policies; the proactive creation of support systems; and applying concepts of Universal Design.

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How valid is grit in the postsecondary context? A construct and concurrent validity analysis
Fosnacht, K., Copridge, K., & Sarraf, S.
Research in Higher Education, 60(6), 803–822, 2019.
College admissions leaders increasingly desire to incorporate non-cognitive factors like grit into admissions decisions. Consequently, we examined the validity of the short grit scale (Grit-S) using data collected on undergraduates attending 38 colleges. Using confirmatory factor analysis (CFA), we found that Grit-S does not possess adequate model fit; however, a modified version of the scale does possess this property. Using multi-group CFA, we also found that Grit-S is relatively invariant across multiple demographic groups. Next, we examined the concurrent validity of grit with students‘ engagement, perceived gains, time spent studying, and grades. These results confirmed previous research that most of the predictive power of grit is contained in its perseverance of effort, not consistency of interest, dimension.

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Behavior-based student typology: A view from student transition from high school to college
Mu, L., & Cole, J.
Research in Higher Education, , , 2019.
Several recent studies have successfully identified college student typologies based on individuals‘ behaviors. One limitation of past studies has been their reliance on one-time cross-sectional assessments. As a result, we are left to ponder the stability of students‘ behavioral types as their academic years move forward. This study used longitudinal student data from high school to college, to investigate the stability of a behavior-based student typology. Guided by findings in behavioral consistency from personality psychology, this study explored the associations of higher education institution‘s structure, and supportive elements of the environment and the transition of students‘ behavior-based types. The results showed that, in high school and higher education settings, students‘ behaviors in a variety of activities classified students into four types. In the higher education setting, about half of the students were of the same behavioral type while the remaining students engaged in changes as compared with their behavior-based types in high school. Students‘ background characteristics and institutional environment demonstrated an association related to these shifts.

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Better Together: How Faculty Development and Assessment Can Join Forces to Improve Student Learning
Kinzie, J., Landy, K., Sorcinelli, M. & Hutchings, P.
Change magazine, 51(5), 46-54, 2019.

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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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How does faculty research motivation type relate to success? A test of self-determination theory
Stupnisky, R., BrckaLorenz, A., & Nelson Laird, T. F.
International Journal of Educational Research, 98, 25-35, 2019.
Studies show institutional, demographic, and social-environmental factors to be incomplete predictors of professor research productivity; meanwhile, the effects of motivation on faculty research are relatively understudied. The current study tested the extent to which self-determined motivation served as a predictor of faculty research success. Analysis of 1,846 U.S. faculty from 19 institutions using structural equation modeling found autonomous motivation (enjoyment, value) positively related to self-reported research productivity and number of publications, beyond demographics and position details. The basic needs of autonomy and competence predicted autonomous motivation, and indirectly predicted achievement. External motivation (rewards) had relatively smaller positive relationships with research productivity, while introjected motivation (guilt) had no relationships. The results contribute to both the faculty development and motivation research literatures.

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Opening the activism and postsecondary education black box: Relating high-impact practices and student identity with activist behaviors
Morgan, D. L., Zilvinskis, J., & Dugan, B.
Journal of Political Science Education, , , 2019.
Faculty and administrators at postsecondary institutions continue to grapple with understanding the dynamic nature of student activism. In response, the National Survey of Student Engagement administered a supplemental item set following the 2016 presidential election, in which more than 3,000 respondents were asked about their involvement in activism. Leveraging these data, this study employed multilevel modeling to measure the relationship between activist behaviors and student backgrounds, high-impact practice (HIP) participation, involvement in student activities, and institutional characteristics. The present study adds nuance to and models the connection among HIPs, student identities (e.g., queer, black or African American), and student activism. Implications for practice and research are shared that outline a renewed understanding of student activism as a pillar of civic learning and democratic engagement work in higher education.

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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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Time well spent: Flipped classrooms and effective teaching practices.
Fassett, K., BrckaLorenz, A., Strickland, J., & Ribera, A.
In E. Alqurashi Fostering Student Engagement with Instructional Technology in Higher Education ICI Global, 2019.
Good teaching practices are the crux of student education and require constant evaluation to meet current generations' learning needs. Flipped classrooms have sought a foothold in higher education to provide opportunities for deep learning through the delivery of content online prior to attending class while having activities related to processing and applying the information during class. Using a large-scale, multi-institution study of faculty teaching flipped courses, this study empirically links flipped procedures to other forms of effective educational practice and additionally focuses on the motivations and impacts on the faculty side of this pedagogical practice. Findings indicate numerous learning and development benefits for students with implications for supporting and motivating faculty across disciplines, faculty identities, and course types.

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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.