Graham, P., Fosnacht, K., Fassett, K., Gonyea, R. M., & Hurtado, S. ACUHO-I Annual Convention and Expo, Toronto, Canada, 2019, June
Backed by an ACUHO-I Sponsored Research Grant, researchers from the National Survey of Student Engagement surveyed over 55,000 first-year, sophomore, and senior students about their housing, roommates, safety, finances, and well-being. Combining these responses with data on engagement; information about campus facilities, policy, and programming from the ACUHO-I Campus Housing Index; and enrollment records from the National Student Clearinghouse, we are gaining a better understanding of the relationship of housing conditions, student learning, and outcomes. Come listen and ask questions as we share what we have learned about topics like roommate policies, living-learning communities, and more.
Gonyea, R. M., Fosnacht, K., Fassett, K., & Graham, P. ACUHO-I Annual Convention and Expo, Toronto, Canada, 2019, June
Much of the conversation about living on campus focuses on first-year students. In this session, we offer a deep dive into understanding the housing experiences of sophomores at 76 institutions. Using data from the National Survey of Student Engagement and supported by an ACUHO-I Sponsored Research Grant, participants will learn how the background characteristics and engagement of on- and off-campus sophomores are associated with perceptions of safety and support, financial stress, programming, and more. After a presentation of findings, we will engage in a discussion about what this means for housing and residence life policy and practice.
Fosnacht, K., Gonyea, R. M., Graham, P., & Fassett, K. ACUHO-I Annual Convention and Expo, Toronto, Canada, 2019, June
For many decades, living on campus was believed to be a primary determinant of undergraduate persistence and success. However, more recent research must raise questions about expanding diversity and the experiences of underrepresented groups, changing living arrangements, new programs and learning opportunities, and the changing campus environment in general. This session will present results from a study supported by an ACUHO-I Sponsored Research Grant that examined residence life's contribution to the persistence of first-year and sophomore students at 76 institutions. It will also detail the role residence life programming and factors like perceptions of safety on persistence.
Fassett, K., Strickland, J., Nelson Laird, T., & BrckaLorenz, A. Society for Teaching and Learning in Higher Education Annual Conference, Winnipeg, Manitoba, Canada, 2019, June
The session provides a broad overview of current faculty development practices, the faculty members who participate, and how participation relates to the use of effective teaching strategies. The session will incorporate the Faculty Learning Outcomes Framework to help attendees situate how the participation in faculty development practices relates to potential classroom outcomes. Data come from the 2014-2018 administrations of the Faculty Survey of Student Engagement (FSSE) at 33 institutions. Patterns were examined based on faculty characteristics, disciplines, and demographics related to participation in teaching mentorships, teaching learning communities, and teaching-focused conferences.
Fassett, K., Strickland, J., & BrckaLorenz, A. Society for Teaching and Learning in Higher Education Annual Conference, Winnipeg, Manitoba, Canada, 2019, June
The session will offer insights from hundreds of faculty teaching at 18 four-year colleges and universities who have applied flipped classroom techniques in their selected courses. Using data collected by the 2018 Faculty Survey of Student Engagement, presenters will share findings on the types of courses that faculty tend to flip as well as ways in which they structure the delivery of their course content. Session participants will also learn about the challenges and benefits faculty experienced in flipping a course and the reasons why they turned to this pedagogical approach. The general purpose of this session is to inspire thoughtful and strategic planning for faculty and offer an example of how assessment professionals may gauge institutional support for innovative teaching practices.
Strickland, J., Fassett, K., BrckaLorenz, A., & Nelson Laird, T. Society for Teaching and Learning in Higher Education Annual Conference, Winnipeg, Manitoba, Canada, 2019, June
Understanding faculty motivations for teaching can provide a powerful window into what encourages instructors to do the work of teaching. We administered a brief survey developed from self-determination theory to over 2,000 instructional staff at nineteen institutions. Using data collected through the 2018 administration of the Faculty Survey of Student Engagement, we investigated how varying faculty and institutional characteristics relate to intrinsic, introjected, and external motivations to teach. In this session, participants will be provided insights into how these three motivation types link to identified faculty and institutional characteristics, as a way to promote the highest levels of instructional effectiveness. Teaching and faculty development initiatives can be designed to explicitly focus on meeting the needs of faculty members to inspire motivation types that highly correlate with effective teaching practices.