Expanding our knowledge of LGBQ+ faculty
BrckaLorenz, A., Fassett, K., Merckle, R., & Chamis, E.
Journal of Diversity in Higher Education, , , 2023.
Most research about queerness at colleges and universities has been aimed at examining the student experience. Research on queer faculty often has quantitative limitations, has grown outdated, or is qualitative in nature, but from this work, we know that the experiences of queer faculty are often difficult. Through a large-scale, multi-institution, multiyear investigation of LGBQ+ faculty, this study gives an overview of the academic lives of these understudied academics. We investigate who they are, what institutions employ them, and different ways they contribute to undergraduate education. With this story, we hope to strengthen the voices of qualitative studies and encourage higher education to think more broadly about notions of diversity and identity.
Full version

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.
Full version

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.

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.
Full version

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.
Full version

The relationship between residential learning communities and student engagement
Hurtado, S.S., Gonyea, R.M., Graham, P. A., & Fosnacht, K.
Learning Communities Research and PracticeLearning Communities Research and Practice, 8(1), , 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.
Full version

Predicting the quality of Black women collegians' relationships with faculty at a public historically Black university
Williams, M. S., & Johnson, J. M.
Journal of Diversity in Higher Education, 12(2), 115-125, 2019.
Using data from the National Survey of Student Engagement, multivariate analyses were conducted to examine the impact of effective teaching practices and student?faculty interactions on perceptions of faculty relationship quality for Black women collegians at a public historically Black university. Using a conceptual framework that integrates Tinto‘s (1993) interactionalist theory of college student departure, Astin‘s (1993) student involvement theory, and Weidman‘s (1989) undergraduate socialization model, the final regression model explained 56% of the variance in faculty relationship quality. Significant predictors included faculty feedback, course-related conversations outside of class, and discussions around academic performance. We close with implications for policy, praxis, and future investigations.
Full version

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.
Full version

Engaging in the margins: Exploring differences in biracial students' engagement by racial heritage
Harris, J. C., BrckaLorenz, A., & Nelson Laird, T. F.
Journal of Student Affairs Research and Practice, 55(2), 137–154, 2018.
The research presented in this article utilizes data from four years of the National Survey of Student Engagement to shed light on the biracial student population and their engagement practices in postsecondary contexts. Specifically, this study explored the ways in which biracial students with different racial heritages engage differently from one another and from their monoracial peers on campus. Study findings complicate the ideology that biracial individuals are a monolithic group, fostering a conversation concerning multiraciality in higher education and providing critical implications for future research and practice.
Full version

The role of religion and institution type in seniors' perceptions of the religious and spiritual campus climate
Fosnacht, K., & Broderick, C.
Journal of College and Character, 19(1), 18-31, 2018.
This study investigated the correlates of two measures that capture students‘ perception of the religious and spiritual campus climate. It focuses on how the factors, religious identity and attending a religiously affiliated institution, influence students‘ perception of the respect for their beliefs and comfort in expressing their views on campus. The results indicate few differences by religious identity in students‘ perception of the respect for their beliefs, but significant differences by religion in their comfort in expressing their views. Additionally, attending a religiously affiliated institution was positively associated with students‘ comfort in expressing their beliefs.
Full version

A meta-analysis of queer-spectrum and trans-spectrum student experiences at U.S. research universities
Greathouse, M., BrckaLorenz, A., Hoban, M., Huesman, R., Rankin, S., & Stolzenberg, E.
In Krista M. Soria Evaluating Campus Climate at U.S. Research Universities: Opportunities for Diversity and Inclusion Palgrave MacMillan, 2018.
Queer-spectrum and trans-spectrum students remain a significantly underserved population within higher education, despite the presence of significant disparities related to campus climate, academic engagement, and health outcomes. In this chapter, the authors explore the climate for queer-spectrum and trans-spectrum undergraduate students attending US Public Research Universities within higher education through a meta-analysis of 2016 and 2017 national datasets assessing campus climate, academic outcomes, and health outcomes?each of which has incorporated sexual identity and gender identity demographics within their respective survey instruments.
Full version

High-impact practices and student-faculty interactions across sexual orientations
Garvey, J. C., BrckaLorenz, A., Latopolski, K., & Hurtado, S. S.
Journal of College Student Development, 59(2), 211-226, 2018.
The purpose of this study was to investigate the relationship between high-impact practices and student?faculty interactions for lesbian, gay, bisexual, and questioning (LGBQ) students. Results yield few differences in participation of high-impact practices for LGBQ students compared to heterosexual students. Results also demonstrate the significant influences of student and institutional characteristics on high-impact practice participation for LGBQ students, and in particular student?faculty interactions.
Full version

Black, White, and biracial students’ engagement at differing institutional types
Harris, J. C., & BrckaLorenz, A.
Journal of College Student Development, 58(5), 783-789, 2017.
The purpose of this research is to fill a large gap in the literature on college student engagement by exploring differences in engagement for White students, Black students, and Black/White biracial students within and between institutional types. To achieve this purpose, this study explores how engagement compares for Black, White, and biracial students with Black and White heritage within HBCUs and non-HBCUs and how engagement compares for these same biracial students between HBCUs and non-HBCUs.
Full version

High-impact practices and student-faculty interactions for gender-variant students
BrckaLorenz, A., Garvey, J. C., Hurtado, S. S., & Latopolski, K.
Journal of Diversity in Higher Education, , Advance online publication, 2017.
The vast amount of research on student success and engagement in college focuses on a narrative for majority student populations that does not account for unique experiences across social identities. This article examines the experiences of gender-variant students (i.e., students who do not identify as either cisgender men or women) regarding engagement in high-impact practices and student?faculty interactions using a large-scale, multi-institution quantitative data set collected from the 2014 administration of the National Survey of Student Engagement. Although high-impact practice participation was similar for gender-variant and cisgender students, positive student-faculty interaction was found to be a significant predictor for increased high-impact practice participation for gender-variant students. Results from this study may also point to chillier climates of certain major fields for gender-variant students. Implications for these findings focus on investigating major choice as a mediating factor for high-impact practice participation and advocating for the inclusion of different gender identities in surveys, institutional data, and higher-education research.
Full version

Lessons from the field—Volume 3: Using data to catalyze change on campus
National Survey of Student Engagement
Bloomington, IN: Center for Postsecondary Research, Indiana University School of Education, 2015.
Volume 3 of Lessons from the Field builds on insights from the earlier volumes illustrating the benefits of using NSSE results. Specifically, the highlighted institutional examples predominately feature the use of NSSE‘s updated measures and redesigned reports introduced with the survey‘s 14th administration in 2013. After more than three years of collaborative analysis, evidence-based item refinement, pilot testing, and student interviews, NSSE was revised to incorporate content enhancements and customization options that sustain the survey‘s relevance and value to participating institutions. The 25 institutional accounts featured in this volume illustrate how institutions are using results from the updated NSSE in assessment and improvement activities and in a variety of efforts to address important campus needs and priorities. Indeed, enlisting campus constituencies in the use of assessment results is essential during a time of heightened demands for accountability and pressures to increase student persistence and completion, support diversity, and ensure high-quality learning for all students. Even more, improvement efforts at colleges and universities are more likely to succeed when they emerge from a shared understanding of the evidence and of the priorities for action.
Full version

One size does not fit all: Traditional and innovative models of student affairs practice
Manning, K. M., Kinzie, J., & Schuh, J. H.
New York, NY: Routledge, 2014.
In the day-to-day work of higher education administration, student affairs professionals know that different institutional types, whether a small liberal arts college, a doctoral intensive institution, or a large private university, require different practical approaches. Despite this, most student affairs literature emphasizes a "one size fits all" approach to practice, giving little attention to the differing models of student affairs practice and their diversity across institutions. In the second edition of this influential book, leading scholars Kathleen Manning, Jillian Kinzie, and John H. Schuh advocate an original approach by presenting 11 models of student affairs practice, including both traditional and innovative programs. Based on a qualitative, multi-institutional research project, One Size Does Not Fit All explores a variety of policies, practices, and programs that contribute to increased student engagement, success, and learning. New to this revised edition: Refinement of models in light of recent NSSE data and current developments in higher education, including budget cuts and the economic crisis; updated information throughout about model assessment and techniques to renew divisions of student affairs; a deeper analysis of how models of student affairs practice relate to institutional mission and purposes; end-of-chapter discussion questions to guide thinking about ways to incorporate models in one‘s own context; an entirely new Part IV, including chapters on "Catalysts and Tools for Change" and "Redesigning Your Student Affairs Division."

Reconsidering the inclusion of diversity in the curriculum
Nelson Laird, T. F.
Diversity & Democracy, 17(4), 12–14, 2014.
As institutions seek to improve all students' success, the inclusion of people with diverse backgrounds, ideas, and methods of teaching and learning is an educational imperative. Such inclusion simultaneously (1) creates more equitable opportunities for students from marginalized groups to participate in higher education and (2) promotes the kinds of outcomes for all students that employers and society need, such as complex thinking skills, the ability to work across difference, increased civic participation, and decreased prejudice (see, for example, National Leadership Council 2007). Faculty members often recognize that inclusion is a key to learning. Even among students who have access to an educational experience, those who feel excluded from the full experience struggle to learn as well as those who feel included (Hurtado et al. 1999). To create an inclusive learning environment throughout the curriculum and in all fields, all faculty members should consider how they are incorporating diversity into their courses and how they can be more inclusive in their teaching. Incorporating diversity into one's teaching takes time and depends on the specifics of the situation (who is teaching which students, and in what context). Faculty members do not need simple solutions that may not work for their circumstances. Therefore, I offer the framework described below not as a prescription, but as a guide for faculty seeking their own ways of including diversity in their courses.

High-impact practices: Promoting participation for all students
Kinzie, J.
Diversity & Democracy, 15(3), 13–14, 2012.
Certain educational activities, such as learning communities, undergraduate research, study abroad, and service learning, have been identified as high-impact practices (HIPs) because they engage students in active learning that elevates their performance on desired outcomes (NSSE 2007; Kuh 2008). When done well, these practices require students to make their own discoveries and connections, grapple with challenging real-world questions, and address complex problems?all necessary skills if students are to become engaged and effective members of their communities. The strong positive effects of several HIPs are well-documented in extant research about programs that support student learning. Brownell and Swaner conclude that high-impact practices ?live up to their name,? noting a wide range of benefits for participants (2009, 30). Participation in HIPs, including those that emphasize civic engagement, has powerful educational benefits for all students. These kinds of educational experiences are especially powerful for students who may be the first in their family to attend college, and those who are historically underserved in postsecondary education. This article briefly introduces the benefits of HIPs, examines participation in them, and suggests approaches to making these valuable practices more widespread to advance educational equity and social justice goals.

Establishing differences between diversity requirements and other courses with varying degrees of diversity inclusivity
Nelson Laird, T. F., & Engberg, M. E.
The Journal of General Education, 60, 117–137, 2011.
This study examines how diversity requirements differ from courses that are highly inclusive or less inclusive of diversity. Results suggest that instructor characteristics are statistically different and that highly inclusive and less inclusive diversity courses score highest and lowest, respectively, on measures of effective teaching compared with required diversity courses.

Measuring the diversity inclusivity of college courses
Nelson Laird, T. F.
Research in Higher Education, 52, 572–588, 2011.
Most studies of curricular diversity have focused on the effects of participation in diversity courses on student outcomes. Though the results have been positive, these studies have used limited measures of curricular diversity and there is a great need for a complimentary body of research demonstrating what faculty and what types of courses are more likely to include diversity. This study relies on 12 diversity inclusivity items derived from a comprehensive model of how diversity is included into a course to investigate how much diversity is being included in collegiate courses and what predicts diversity inclusivity, as measured by two scales: diverse grounding and inclusive learning. The results, based on 7,101 responses from faculty participating in the 2007 Faculty Survey of Student Engagement, suggest that most faculty are including diversity in their courses in some way, but that women and faculty of color tend to include diversity to a greater extent than their colleagues. Also, courses taught in the soft fields are more likely to be inclusive of diversity.

Evaluating the rationale for affirmative action in college admissions: Direct and indirect relationships between campus diversity and gains in understanding diverse groups
Pike, G. R., Kuh, G. D., & Gonyea, R. M.
Journal of College Student Development, 48(2), 1–17, 2007.
Full version

Relationship among structural diversity, informal peer interactions and the perceptions of the campus environment
Pike, G. R., & Kuh, G. D.
The Review of Higher Education, 29(4), 425–450, 2006.
Full version

Experiencing diversity: What can we learn from liberal arts colleges?
Kuh, G. D., & Umbach, P. D
Liberal Education, 91(1), 14–21, 2005.
Full version

Promoting student success: What campus leaders can do
Kuh, G. D.
Bloomington, IN: Indiana University Center for Postsecondary Research, 2005.
Graduating more students and increasing the quality of their learning are national priorities. Every college and university can improve in these areas by focusing on the educational conditions that matter to student success. Decades of research studies show that a key factor is student engagement--the time and effort students devote to their studies and related activities and how institutions organize learning opportunities and provide services to induce students to take part in and benefit from such activities. The guiding principles offered here are based on an in-depth examination of 20 diverse four-year colleges and universities that have higher-than-predicted graduation rates and demonstrated through the National Survey of Student Engagement (NSSE) that they have effective policies and practices for working with students of differing abilities and aspirations. These institutions value high quality undergraduate teaching, diversity and support for all students. They clearly communicate and hold students to high standards, provide timely feedback, and encourage students to actively engage with course content and faculty and peers, inside and outside the classroom. When they complement the institution‘s mission and values, these conditions can create powerful learning environments that lead to desirable learning outcomes that are generally independent of institutional resources or students‘ background.
Full version

Promoting student success: What faculty members can do
Kinzie, J.
Bloomington, IN: Indiana University Center for Postsecondary Research, 2005.
What students do in college matters as much as anything else in terms of their educational success. Educationally effective colleges and universities--those that add value to the student experience--intentionally craft policies and practices that channel students‘ energy to the activities that matter to student learning. Students who participate in collaborative learning activities such as service-learning, coherent first-year programs, peer tutoring and senior capstone projects are more likely to persist and succeed--especially when these programs and practices are well conceived and delivered in an effective, coordinated manner. An essential ingredient is an unwavering, widespread commitment to enhancing student learning on the part of faculty members. The suggestions offered here are based on an in-depth examination of 20 diverse four-year colleges and universities that have higher-than-predicted graduation rates and demonstrated through the National Survey of Student Engagement (NSSE) that they have effective policies and practices for working with students of differing abilities and aspirations. These institutions value high quality undergraduate teaching, diversity, and support for all students. They clearly communicate and hold students to high standards, provide timely feedback, and encourage students to actively engage with course content, faculty and peers, inside and outside the classroom. When they complement the institution‘s mission and values, these conditions can create powerful learning environments that lead to desirable learning outcomes that are generally independent of institutional resources or students‘ background.
Full version

Diversity experiences and college student learning and personal development
Hu, S., & Kuh, G. D.
Journal of College Student Development, 44(3), 320–332, 2003.

Influences on students' openness to diversity and challenge in the first year of college
Pascarella, E., & Edison, M.
The Journal of Higher Education, 67(2), 174–195, 1996.

Participation in a racial or cultural awareness workshop and attitudes toward diversity on campus
Springer, L., Palmer, B., Terenzini, P. T., Pascarella, E. T., & Nora, A.
The Review of Higher Education, 20(1), 53–68, 1996.

Diversity experiences and college student learning and personal development
Hu S. & Kuh, G.D.
Journal of College Student Development, , 0.

High-impact practices and student-faculty interactions for gender-variant students
BrckaLorenz, A., Garvey, J. C., Hurtado, S. S., & Latopolski, K.
Journal of Diversity in Higher Education, , , 0.
The vast amount of research on student success and engagement in college focuses on a narrative for majority student populations that does not account for unique experiences across social identities. This article examines the experiences of gender-variant students (i.e., students who do not identify as either cisgender men or women) regarding engagement in high-impact practices and student?faculty interactions using a large-scale, multi-institution quantitative data set collected from the 2014 administration of the National Survey of Student Engagement. Although high-impact practice participation was similar for gender-variant and cisgender students, positive student-faculty interaction was found to be a significant predictor for increased high-impact practice participation for gender-variant students. Results from this study may also point to chillier climates of certain major fields for gender-variant students. Implications for these findings focus on investigating major choice as a mediating factor for high-impact practice participation and advocating for the inclusion of different gender identities in surveys, institutional data, and higher-education research.

Examining the relationship between faculty identity and their civically engaged teaching practices
Jin, Seonmi; Zhang, Xiaoxia; BrckaLorenz, Allison
Association for the Study of Higher Education Annual Conference, Minneapolis, MN, 2024, November.
This study explores the relationship between facultyâ??s identity and their civically engaged teaching practices, applying the Diversity Learning Environment model (Hurtado et al., 2012). We used the Faculty Survey of Student Engagement (FSSE), which included 13,531 faculty responses from 65 participating institutions, and conducted a multi-level modeling analysis.
Full version

Connecting College Student Civic Engagement and Cultural Center Involvement
Copeland, Olivia; Feldman, Steven; BrckaLorenz, Allison
American Educational Research Association Annual Meeting, Philadelphia, PA, 2024, April.
In this study, we explore the relationship between cultural center involvement and college studentsâ?? civic engagement outcomes. We utilize data from a large-scale, multi-institutional data set to run a series of regression analyses. Findings indicate that participating in the activities of a cultural center positively correlates with higher levels of civic engagement skills and abilities as well as frequency of civic engagement. We also used effect coding in our models to explore sub-group differences within gender, sexual, and racial identity categories. Disaggregating by identity, our results indicate some disparities among students prior to considering their cultural center involvement. These findings present a significant counter to the widespread attack on diversity, equity, and inclusion efforts, evidencing the continued relevance and positive influence of cultural centers on all students.
Full version

Connecting College Student Civic Engagement and Cultural Center Involvement
Copeland, Oliva M., Feldman, Steven, BrckaLorenz, Allison
ACPA Annual Convention, Chicago, IL, 2024, March.
In this study, we explore the relationship between cultural center involvement and college studentsâ?? civic engagement outcomes. We utilize data from a large-scale, multi-institutional data set to run a series of regression analyses. Findings indicate that participating in the activities of a cultural center positively correlates with higher levels of civic engagement skills and abilities as well as frequency of civic engagement. We also used effect coding in our models to explore sub-group differences within gender, sexual, and racial identity categories. Disaggregating by identity, our results indicate some disparities among students prior to considering their cultural center involvement. These findings present a significant counter to the widespread attack on diversity, equity, and inclusion efforts, evidencing the continued relevance and positive influence of cultural centers on all students.
Full version

Institutional Environments for Diverse and Inclusive College Teaching: Exploring Disciplinary Variation
Hiller, Stephen C.; Hu, Tien-Ling; Nelson Laird, Thomas; BrckaLorenz, Allison
Association for the Study of Higher Education Conference, Las Vegas, NV, 2022, November.
This study examines the relationships of disciplinary cultures with three aspects of teaching environments: diversity in the curriculum, the use of inclusive pedagogies, and teaching autonomy. Using data from the College + University Teaching Environment survey, we found significant differences across disciplinary areas and Biglan dimensions.
Full version

Advancing truth: Expanding our knowledge of LGBQ+ faculty
BrckaLorenz, A., Fassett, K., & Merckle, R.
American Educational Research Association Annual Meeting, Toronto, Ontario, Canada, 2019, April.
Most research about queerness at colleges and universities has been aimed at examining the student experience. Research on queer faculty often has quantitative limitations, has grown outdated, or is qualitative in nature. From this, we know that the experiences of queer faculty are often difficult. Through a large-scale, multi-institution, multi-year investigation of LGBQ+ faculty, this study aims to give an overview of the academic lives of these understudied academics. We investigate who they are, at what kinds of institutions are they employed, and different ways they contribute to undergraduate education. With this story, we hope to strengthen the voices of qualitative studies and encourage higher education to think more broadly about notions of diversity and identity.
Full version

An examination of inclusivity and support for diversity in STEM fields
BrckaLorenz, A., Haeger, H., & Priddie, C.
American Educational Research Association Annual Meeting, Toronto, Ontario, Canada, 2019, April.
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 students‘ 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.
Full version

The relationship between residential learning communities and student engagement
Hurtado, S., Gonyea, R. M., Graham, P. A., & Fosnacht, K.
American College Personnel Association Annual Convention, Boston, MA, 2019, March.
Residential learning communities (RLCs) are residence hall environments designed to deliver academic and social benefits. For decades, RLCs have been touted as an effective means to increase 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.
Full version

Bringing their perspective to campus: Students’ experiences with inclusive courses and diverse environments
Kinzie, J., & BrckaLorenz, A.
Association for the Study of Higher Education Annual Conference, Tampa, FL, 2018, November.
How much do students experience courses that emphasize sharing their own perspectives or respecting diverse ideas? This study uses data from a multi-institution survey to explore student experiences with inclusive courses and perceptions of institutional commitment to diversity and discuss a dozen campus responses to their institutional assessment results.
Full version

The effects of the first-year residence hall roommate assignment policy on interactional diversity and perceptions of the campus environment
Fosnacht, K., Gonyea, R. M., Graham, P. A., & Hurtado, S.
Association for the Study of Higher Education Annual Conference, Tampa, FL, 2018, November.
A heterogenous student body is valued in part because diverse interactions among students help create educated and competent citizens and promotes student learning and development. Campus housing is a primary area for diverse interactions as students navigate living with individuals who differ from themselves. This study investigates 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. On average, students whose roommates were assigned by the institution (as opposed to choosing their own roommates) had a trivial increase in interactional diversity, but perceived a less supportive campus environment. However, the latter relationship differed by race. In particular, Asian, Black, and multiracial students who were assigned roommates by the institution perceived a less welcoming campus environment than their same-race peers who chose their roommates. This difference was not observed for White students.
Full version

The time is now: A study promoting STEM faculty use of culturally inclusive teaching
Ribera, A., Priddie, C., & BrckaLorenz, A.
Association for the Study of Higher Education Annual Conference, Tampa, FL, 2018, November.
This study aims to inform the conversation of inclusion in STEM. We analyzed nearly 3,000 faculty who shared their experiences with using culturally inclusive teaching in their selected undergraduate course. Our study serves as tool to promote discussions about strategies campus leaders may adopt to reinforce inclusion for all students.
Full version

Exploring perspectives on culturally inclusive practice: Institutional emphasis of diversity, inclusive coursework, and student gains
BrckaLorenz, A., Kinzie, J., Hurtado, S., & Sanchez, B.
American Educational Research Association Annual Meeting, New York, NY, 2018, April.
In the last few decades, diversity, inclusion, and equity goals have proliferated across institutions in the US, and decades of research point to the benefits of culturally inclusive content and pedagogy on student outcomes. Despite these findings, it is not sufficient simply to know if students are exposed to these experiences; rather, we must understand how students interpret and perceive them as they relate to the institution‘s commitment to inclusion. Using data from undergraduates and faculty in a large-scale, multi-institution quantitative study, this paper presents findings regarding the ways students engage in culturally inclusive content and pedagogy, faculty practices for inclusivity, and how these influence students‘ educational gains and perceptions of institutional commitment to diversity, inclusion, and equity goals.
Full version

Measuring the diversity inclusivity of college courses: An update
Nelson Laird, T. F., Hurtado, S. S., & Yuhas, B.
American Educational Research Association Annual Meeting, New York, NY, 2018, April.
In our current educational and national contexts, few things matter more than finding ways to facilitate learning across differences. Including diversity in the college curriculum is one well-established way to promote this learning. In this update to Nelson Laird‘s (2011) work, we use questionnaire responses from 4,468 faculty at 42 colleges and universities to show that all types of faculty are including diversity in some aspects of their courses, while certain faculty?such as women, faculty of color, and those who perceive a strong commitment to diversity among the people at their institutions?are more likely to include diversity than their colleagues. We discuss implications for faculty, faculty development, and students in the paper.
Full version

Student and faculty perspectives on the emphasis of inclusive and culturally engaging coursework
Silberstein, S. & BrckaLorenz, A.
American Educational Research Association Annual Meeting, New York, NY, 2018, April.
Higher education provides opportunities for students from homogeneous backgrounds to be introduced to new concepts and experiences, and it has the potential to create environments that engage and include students from marginalized backgrounds. It is not enough to strive for structural diversity; institutions should intentionally create formal diversity experiences, such as coursework focused on inclusive and culturally engaging activities. This large-scale, multi-institution study of undergraduate and faculty perceptions of inclusive and culturally engaging coursework gives insight into the ways faculty create supportive environments in their classrooms and the students who are participating in these activities. This paper focuses on areas in which campuses are succeeding in creating more inclusive and culturally engaging classroom environments and areas that need improvement.
Full version

Biracial students’ collegiate interactions and perceptions of the campus environment
BrckaLorenz, A., Harris, J., & Nelson Laird, T.
Association for the Study of Higher Education Annual Conference, Houston, TX, 2017, November.
The purpose of this research is to focus on the amount of and relationship between biracial students‘ collegiate interactions and their perceptions of the campus environment. Findings from this research explore an often understudied biracial student population and complicate the assumption that biracial students are a monolithic group.
Full version

Marginalization at the crossroads: Exploring the experiences of queer students of color
BrckaLorenz, A., & Clark, J.
Association for the Study of Higher Education Annual Conference, Houston, TX, 2017, November.
Queer students of color present a unique combination of marginalized racial and sexual identities. In this large-scale multi-institutional study, we explore the engagement, perceptions of campus environment, and satisfaction of thousands of queer students of color. Results highlight some of the struggles and successes of this often-silenced group of students.
Full version

Religious intolerance on campus: A multi-institutional study
Broderick, C., & Fosnacht, K.
Association for the Study of Higher Education Annual Conference, Houston, TX, 2017, November.
Incidents of religious intolerance and discrimination have become too common in American society and today‘s college campuses are not immune to these incidents. Previous research has shown the negative influence of perceived hostile campus cultures on students‘ overall learning and development. This study investigated the religious and spiritual discrimination experiences of college and university students. With particular attention paid to students‘ self-identified religious/spiritual identities, the study found that students who identify with a non-Christian, World faith tradition experienced a greater number of discriminatory acts than their Christian peers. Additionally, the results show that a greater respect for beliefs on campus was negatively correlated with experiencing acts of religious intolerance. In contrast, increased comfort in expressing religious and spirituality beliefs on campus was positively related to greater incidents of religious intolerance.
Full version

Viewing higher education as a sea of islands: The impact of student engagement on cultural validation of Native Hawai'ian and Pacific Islander students
Saelua, N., Ribera, A., BrckaLorenz, A., & Museus, S. D.
Association for the Study of Higher Education Annual Conference, Houston, TX, 2017, November.
Knowing that culturally diverse students find validation to be a motivating factor for their success on college and university campuses, this large-scale multi-institution study of Native Hawaiian and Pacific Islander (NHPI) students examines their views on cultural validation and specific forms of engagement that can help NHPI students feel valued.
Full version

High-impact practices and student-faculty interactions for gender variant students
BrckaLorenz, A., Garvey, J. C., Hurtado, S. S., & Latopolski, K.
American Educational Research Association Annual Meeting, Washington, DC, 2016, April.
The vast amount of research on student success and engagement in college focuses on a narrative for majority student populations that does not account for unique experiences across social identities. This paper examines the experiences of gender variant students (i.e., students who do not identify as either cisgender men or women) regarding engagement in high-impact practices and student-faculty interactions using a large-scale, multi-institution quantitative data set. Although high-impact practice participation was similar for gender variant and cisgender students, positive student-faculty interaction was found to be a significant predictor for increased high-impact practice participation for gender variant students. Results from this study may also point to chillier climates of certain major fields for gender variant students. Implications for these findings focus on increasing gender variant students‘ participation in high-impact practices, creating more safe and positive learning environments for gender variant students, and advocating for the inclusion of different gender identities in surveys, institutional data, and higher education research.
Full version

Understanding faculty experiences with discrimination: The role of intersecting identity and institutional characteristics
Hurtado, S., & BrckaLorenz, A.
American Educational Research Association Annual Meeting, Washington, DC, 2016, April.
Understanding the experience of faculty members has been an important focus of higher education literature, particularly the prevalence of discrimination for underrepresented populations. Experiences with discrimination have the potential to negatively impact aspects of faculty overall experience, including satisfaction and retention and perceptions of campus climate. Most previous literature focuses on one or two specific identity characteristics (e.g. gender and race/ethnicity) and less attention has been paid to ways in which various identity characteristics intersect in one‘s experience. Using a large-scale multi-institution data set, this quantitative study examines faculty experiences with discrimination by identity and institutional characteristics, its impact on faculty ability to work, and perceptions of institutional support. Findings indicate nearly half of faculty who experienced discrimination indicated it was based on two or more identities and of the identities provided, academic rank was the highest reported reason for discrimination.
Full version

Faculty emphasis on diversity conversations and conversations with diverse others
BrckaLorenz, A., Nelson Laird, T., & Shaw, M.
AAC&U Modeling Equity, Engaging Difference Conference, Baltimore, MD, 2012, October.
Using data from the Faculty Survey of Student Engagement (FSSE), this study examines how often faculty structure class sessions around diverse topics and how often faculty report students having serious conversations with diverse others in their courses. Findings suggest that faculty most often structure course sessions around economic and social inequalities and report students having the most conversations with people of differing economic or social backgrounds. Faculty members‘ gender and race matter in predicting these measures of diversity in the classroom, but disciplinary area was the strongest predictor. Implications for assessment and institutional research are discussed.
Full version

Faculty emphasis on diversity topics and conversations with diverse others
Nelson Laird, T. F., Shaw, M. D., Cole, E. R., BrckaLorenz, A., & Cervera, Y.
Association for Institutional Research Annual Forum, New Orleans, LA, 2012, June.
Using data from the Faculty Survey of Student Engagement (FSSE), this study examines how often faculty structure class sessions around diverse topics and how often faculty report students having serious conversations with diverse others in their courses. Findings suggest that faculty most often structure course sessions around economic and social inequalities and report students having the most conversations with people of differing economic or social backgrounds. Faculty members‘ gender and race matter in predicting these measures of diversity in the classroom, but disciplinary area was the strongest predictor. Implications for assessment and institutional research are discussed.
Full version

Establishing differences between diversity requirements and other courses with varying degrees of diversity inclusivity
Nelson Laird, T. F., & Engberg, M. E.
Association for the Study of Higher Education Annual Conference, Vancouver, British Columbia, Canada, 2009, November.

Understanding the diversity inclusivity of college courses
Nelson Laird, T. F.
Association for the Study of Higher Education Annual Conference, Jacksonville, FL, 2008, November.

Full version

The impact of faculty uses of diversity for instruction
Umbach, P. D., Wawrzynski, M. R., & Nelson Laird, T. F.
Association for Institutional Research Annual Forum, San Diego, CA, 2005, May.

Getting inside the college experience: Using NSSE to examine students' experiences with diversity and their relationships to other forms of student engagement and outcomes
Nelson Laird, T. F.
Best Practices in Closing the Achievement Gap Conference, University of Wisconsin, Oconomowoc, WI, 2004, October.

Student experiences with diversity at liberal arts colleges: Another claim for distinctiveness
Umbach, P. D., & Kuh, G. D.
Association for Institutional Research Annual Forum, Tampa, FL., 2003, May.

Full version

Influences on students' openness to diversity and challenge in the second and third years of college
Whitt, E. J., Edison, M. I., Pascarella, E. T., & Terenzini, P. T.
Association for the Study of Higher Education Annual Conference, Miami, FL.

Supporting and retaining faculty with diverse community, workload satisfaction, and feeling valued
BrckaLorenz, A., Chamis, E., Priddie, C.
AACU Diversity, Equity, and Student Success, Philadelphia, PA, 2024, March.
Higher education continues to struggle in efforts to hire, support, and retain diverse faculty. Using a conceptual framework that focuses on how environments contribute to facultyâ??s ability to thrive and do their best work as educators, we will explore how faculty structural diversity (a proxy for a diverse and inclusive community), satisfaction with work-life and within-work balance, and perceptions of being valued by their institution relate to their intentions to stay at their institution, the professoriate, or academia altogether. Join this session to discuss how these aspects of environment relate to faculty retention and to contribute to a growing collection of ideas about how to create community, workload satisfaction, and perceptions of institutional value for diverse faculty. Participants will leave this session with thoughts on how these issues manifest on their campus and ideas for how to assess and improve their own efforts to support and retain diverse faculty.
Full version

Faculty Members are Not the Problem: Improving Faculty Teaching Environments to Foster Teaching Excellence
BrckaLorenz, Allison; Nelson Laird, Tom
Assessment Institute, Indianapolis, IN, 2023, October.
Given challenges with technology, the pressures of the academy, political meddling in higher education, inequitable conditions, and students whose needs are complex and changing rapidly, faculty members find themselves struggling with workload, their own health issues, competing priorities, and how to be effective teachers in a challenging time. Using data from two large-scale multi-institution assessment projects, we invite you to examine with us aspects of faculty teaching environments that contribute to faculty members' success as educators. By using measures of, for example, institutional policies and processes, access to instructional resources, and institutional climates for diversity, we will illustrate how a better understanding of the teaching environment can improve faculty development efforts. Join us for an exchange of ideas about ways to foster environments that motivate teaching excellence and support faculty in both their work and personal lives.
Full version

An Examination of Environments That Support and Retain Diverse Faculty
BrckaLorenz, Allison; Chamis, Ella
AACU Diversity, Equity, and Student Success, Henderson, NV, 2023, March.
Despite an emphasis on diversifying the professoriate, higher education has failed to make significant progress in supporting and retaining diverse faculty in the academy. In this session, we will present a conceptual framework grounded in empirical research that can guide our understanding of how institutions can create environments to support and retain diverse faculty as well as motivate teaching excellence. Join us for a discussion about the components of this framework, supported by qualitative and quantitative findings from studies that have used this framework as a guide. Participants will leave this session with thoughts on how these components manifest on their campus, ideas for how to assess the teaching environments of their faculty, and suggestions from other attendees about their efforts to support and retain diverse faculty.
Full version

Success of the Siloed: Strategies for Retaining Black Women Faculty
Brandon, Josclynn; BrckaLorenz, Allison
POD Network Conference, Virtual, 2021, November.
Despite diversity, equity, and inclusion efforts, many Black women faculty still face difficulties - including hostile work environments, a lack of mentorship, and unfair critiques. We conducted a mixed-methods study that touched on these issues from the perspective of the strategies and support structures that allowed these women to persevere despite these difficulties. Our presentation will discuss these findings and provide suggestions to institutional leaders, faculty colleagues, and aspiring Black women faculty for how to create access to these paths of success, and more equitable spaces for these valuable members of the academy.
Full version

NSSE's 3rd Decade: Highlighting New Emphases in Assessment and Student Engagement
BrckaLorenz, Allison; Cole, Jim; Gonyea, Robert; Kinzie, Jillian; McCormick, Alex; Sarraf, Shimon
Assessment Institute, 2021, October.
The National Survey of Student Engagement (NSSE) is excited to enter our 3rd decade of assessment to improve educational quality and student outcomes. This session will highlight NSSE's suite of surveys – the Faculty Survey of Student Engagement (FSSE) and Beginning College Survey of Student Engagement (BCSSE) and new emphases, including survey items on effective teaching and sense of belonging and data visualization tools. We'll also introduce enhancements including Topical Modules to assess inclusiveness and cultural diversity, advising, and quality in online education and HIPs
Full version

Data for Decision-Making: Inclusion & Engagement with Cultural Diversity
Kinzie, Jillian; Silberstein, Samantha; Palmer, Dajanae; McKinley, Kristin (Lawrence University); Nicholas, Jason (Northern Michigan University)
Association for Institutional Research, 2021, May.
A panel session with NSSE staff Jillian Kinzie, Dajanae Palmer, and Samantha Silberstein, with Jason Nicholas (Northern Michigan University) and Kristin McKinley (Lawrence University) discussing the use of NSSEâ??s Inclusion & Engagement with Cultural Diversity Topical Module.
Full version

Enhancing career-preparation equity for international students
BrckaLorenz, Allison; Zhu, Yihan; Gopal, Kriti
AAC&U Conference on Diversity, Equity, and Student Success, 2021, March.
In this session, we will explore the unique challenges of international students with respect to support for career-related skill development and experiences with career services on campus. We will present findings from quantitative and qualitative responses of more than 4,500 senior international students over the past five years at hundreds of four-year colleges and universities. Through discussion, participants will learn about international studentsâ?? confidence in using skills and abilities essential to their future careers and how institutions can create new career services supports for this large group of minoritized students.
Full version

All NSSE session recordings from the 2020 Assessment Institute are now available for viewing.
Assessment Institute, 2020, October.

• 05A Plenary Session and Panel Discussion
  Teresa Leyba Ruiz, Glendale Community College; Stephen P. Hundley, IUPUI, Keston H. Fulcher, James Madison University; Natasha Jankowski, National Institute for Learning Outcomes Assessment (NILOA) and University of Illinois Urbana-Champaign; Jillian Kinzie, Indiana University?Bloomington and NILOA; Verna F. Orr, University of Illinois Urbana-Champaign and NILOA; Hamsa Marikar, Watermark
• 07B* Advancing Institutional Assessment: Lessons from Excellence in Assessment 2020 Designees
  Jillian Kinzie, Indiana University?Bloomington and National Institute for Learning Outcomes Assessment (NILOA); Frank Hall, Northwestern State University of Louisiana; Kristen Springer Dreyfus, East Carolina University (ECU); and Rebecca Lewis and Diane Waryas Hughey, The University of Texas at Arlington
• 08D Dealing with Tough Moments: Assessing Faculty Preparation for Teaching Challenges
  Kyle T. Fassett and Allison BrckaLorenz, Indiana University-Bloomington; and Sarah S. Hurtado, University of Denver
• 09O NSSE?s 3rd Decade: Synthesizing Contributions and Highlighting New Emphases in Assessment and Student Engagement
  Jillian Kinzie, Indiana University?Bloomington and National Institute for Learning Outcomes Assessment (NILOA); Robert Gonyea and Alexander McCormick, Indiana University-Bloomington
• 12A Assessing HIP Quality: Evidence from the Literature and Students? Experience
  Jillian Kinzie, Indiana University?Bloomington and National Institute for Learning Outcomes Assessment (NILOA); Brendan Duggan, Robert Gonyea, Alexander McCormick, and Samantha Silberstein, Indiana University-Bloomington
• 13A Assessing the Faculty Role in High-Impact Practices
  Kyle T. Fassett, Allison BrckaLorenz, and Thomas F. Nelson Laird, Indiana University-Bloomington
• 14J Assessment with the Improvement of Student Learning as the End Goal
  Jillian Kinzie, Indiana University?Bloomington and National Institute for Learning Outcomes Assessment (NILOA); Kathleen Gorski, Waubonsee Community College; Kathleen Gorski, Natasha Jankowski, National Institute for Learning Outcomes Assessment (NILOA); and Monica Stitt-Bergh, University of Hawai?I at M?noa
• 15C Developing Culturally Responsive Multiple Assessments of Student Learning in Diversity-Inclusion-Social Justice (DISJ) Core Courses and National Survey Results (CECE and NSSE) to Advance Campus Conversations
  Jesse Mills, Carole Huston, Paula Krist, and Antonieta Mercado, University of San Diego
• 16B A Conceptual Framework and Strategies for Examining High-Impact Practices
  Kyle T. Fassett, Indiana University-Bloomington
• 18A Equity and Inclusivity in the Assessment of High-Impact Practices
  Heather Haeger, California State University, Monterey Bay; and Allison BrckaLorenz, Indiana University-Bloomington
• 20D Better Together: How Student Learning Outcomes Assessment and Faculty Development Can Partner to Strengthen Student Success
  Pat Hutchings, National Institute for Learning Outcomes Assessment (NILOA) and Bay View Alliance (BVA); and Jillian Kinzie, Indiana University?Bloomington and National Institute for Learning Outcomes Assessment (NILOA)

Roommate Assignments: Managing The Process and Supporting Students of Color
Gonyea, Robert M., Graham, Polly, Fosnacht, Kevin, & Fassett, Kyle T.
ACUHO-I Business Operations Conference, Virtual, 2020, October.
Getting a roommate is one of the first milestones of a student?s campus experience. In the past decade, the rise of social media and online roommate-matching sites has changed how students find roommates, and the proportion of incoming students choosing their preferred roommate has increased. Lately, however, multiple institutions moved to requiring incoming students to have institutionally-assigned roommates in the hope of increasing cross-cultural interactions. We investigated this assertion using data from 76 schools participating in an ACUHO-I sponsored study. Results show that preventing students from choosing their own roommates is not an effective method of increasing interactional diversity. We also discovered that the policies can have negative consequences for students of color. Considering these findings, the NSSE research team makes recommendations for institutions.
Full version

"Step it up": Increasing LGBTQ+ inclusivity in and out of class
BrckaLorenz, Allison; Duran, Antonio; Haeger, Heather; Velasquez, Selena
AAC&U's Diversity, Equity, and Student Success Conference, 2020, March.
Creating a positive campus climate for LGBTQ+ folx requires efforts both in-and out-of-class. The lack of representation/visibility of diverse experiences can be detrimental for all students regardless of sexual orientation or gender identity. To frame the discussion of LGBTQ+ inclusive courses and campuses, this session will utilize analyses from a large-scale, multi-institution quantitative and qualitative data set. This study examined student perceptions of the inclusion of LGBTQ+ issues in curricula and the relationship to other forms of engagement. We use individual?s write-in responses along with scholarship to guide an organic dialogue where participants share their experiences as well as learn strategies to bring back to their own communities.
Full version

Diversity beyond content: Examining physical and life science fields
BrckaLorenz, A., Priddie, C., & Haeger, H.
Association of American Colleges and Universities Transforming STEM Higher Education Conference, Chicago, IL, 2019, November.
This session uses large-scale multi-institutional data to examine the experiences of diverse students within specific fields of the STEM conglomerate. Within specific STEM disciplines, we first examine a nuanced view of compositional diversity, then student engagement in culturally engaging course work, and finally perceptions of institutional commitment to diversity. In doing this, we find some fields to be highly supportive of diversity, thus problematizing the STEM umbrella. In this session, we will discuss the idea that support for diversity in STEM fields can be improved by looking within. We will focus on practical behaviors faculty and staff can do to foster more support for diversity in STEM fields and how the cultures of STEM fields themselves shape the meaning of diversity in courses.
Full version

The role of residence life in undergraduate persistence
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.
Full version

An examination of inclusivity and support for diversity in STEM fields
Haeger, H., BrckaLorenz, A., & Priddie, C.
AAC&U Diversity, Equity, and Student Success Conference, Pittsburgh, PA, 2019, March.
To diversify STEM fields, it is imperative that institutions of higher education move beyond looking at diversity in terms of numerical representation on a narrow set of categories (race/ethnicity, gender 38 and socioeconomic status) by exploring the culture and climate of campuses. Using data from a large- scale, multi-institution study of undergraduate students, we not only look at how proportionally represented students are in STEM fields by a wide variety of identity characteristics, but also explore how perceptions of institutional commitment to inclusivity and culturally engaging coursework compare for STEM and non-STEM students. Within STEM fields, we also examine how students with different identity characteristics perceive institutional commitment to inclusivity.

Improving diversity and inclusion in college courses should account for varied faculty roles
BrckaLorenz, A. & Nelson Laird, T. F.
AAC&U Diversity, Equity, and Student Success Conference, Pittsburgh, PA, 2019, March.
Despite the overwhelming support for including diversity in coursework, experiences, and environments in higher education, our progress in creating diverse and inclusive curricula falls short. Through an interactive discussion of results from an empirical study of nearly 40,000 full-time faculty employed at over 400 four-year colleges and universities over the past five years, participants in this session will explore the relationship between how faculty approach their scholarly work and their inclusion of diversity in the curriculum. Discussion will focus on multiple aspects of courses (i.e., more than course content) and on what participants and their institutions can do to better to support how different types of faculty create inclusive and culturally engaging spaces.
Full version

Searching for belonging: Queer-spectrum and trans-spectrum students of color in American higher education
Greathouse, M., & BrckaLorenz, A.
National Association of Diversity Officers in Higher Education Annual Conference, New Brunswick, NJ, 2019, March.
This session will highlight findings from a national study of queer-spectrum and trans-spectrum students of color at 4-year colleges and universities across the United States. Participants will learn about the intersections of race, gender, sexuality and gain a better understanding of the experiences, strengths and disparities among queer-spectrum and trans-spectrum students of color.
Full version

Assessing for diversity: Evidence from NSSE’s Inclusiveness and Engagement with Cultural Diversity and Global Learning modules
Kinzie, J., & McCormick, A. C.
Assessment Institute, Indianapolis, IN, 2018, October.
The assessment of inclusivity and cultural responsiveness and of global learning are current imperatives for higher education. The National Survey of Student Engagement (NSSE) recently added two new Topical Modules asking students more about inclusive educational practices and perceptions of their global learning experiences. This session highlights findings from these question sets, examines common items for course-based learning and how results vary by institution and student characteristics, what results suggest about global learning practice and inclusivity, and includes a discussion about campuses' use of these findings to create environments that support all students and leverage the educational benefits of diversity and internationalization.
Full version

Support by any other name: Disaggregating supportive environments for faculty
Priddie, C., Silberstein, S., & BrckaLorenz, A.
Assessment Institute, Indianapolis, IN, 2018, October.
This session aims to provide a deeper understanding of the importance of disaggregating data to improve campus environments for minoritized faculty members. Responses from faculty members at approximately 30 institutions who participated in the Inclusiveness and Engagement with Cultural Diversity topical module of the Faculty Survey for Student Engagement will be used to examine how identity and discipline influence differing perspectives of supportive environments. Participants will have the opportunity to learn about approaches to working with disaggregated data and discuss ways in which supportive environments can be improved for different faculty populations.
Full version

Using evidence to promote effective educational practice and the success of all students
Hayek, J., Kinzie, J., & McCormick, A.
SHEEO Higher Education Policy Conference, Denver, CO, 2018, August.
Combining findings from the National Survey of Student Engagement (NSSE) with insights from a system-level chief academic officer, this session first provides an overview of public institutions‘ student engagement results by race/ethnicity and first-generation status, including results suggesting progress in American higher education in providing welcoming, supportive environments for all students and a positive association between participation in high-impact practices and higher levels of satisfaction and perceived support for all racial/ethnic groups. The presenters then highlight new evidence regarding students‘ experiences with a variety of inclusive and culturally engaging practices, showing?by student characteristics such as racial/ethnic identity, gender identity, and sexual orientation?the relationships of these activities to educational practices that promote learning and development and to students' perceived gains in areas such as informed, active citizenship and understanding people of other backgrounds. The session concludes by discussing how institutions and states can best promote equitable experiences and what the findings on inclusivity and cultural diversity suggest for preparing students to participate in a diverse workplace and a globally interconnected world.
Full version

Assessing inclusiveness and engagement in cultural diversity and global learning: Lessons from NSSE’s Topical Modules
Kinzie, J., Cavallo, J., & Kenesson, S.
Higher Education Data Sharing Annual Conference, Spokane, WA, 2018, June.
The assessment of inclusivity and cultural responsiveness and global learning are current imperatives for higher education. The National Survey of Student Engagement (NSSE) added two new modules asking students more about inclusive educational practices and perceptions of their global learning experiences. Despite articulating goals to advance globalization and diversity, institutions have sometimes fallen short in the ways they have enacted these goals. Further, students‘ perceptions of institutional commitment to these goals vary and this in turn influences their experience. Therefore, it is important to understand the specific ways in which institutions enact their commitments and what influences students‘ perceptions of these commitments. This session highlights findings from these sets, examines how results vary by student characteristics, what results suggest about global learning practice and inclusivity. Discussion will then focus on campuses‘ use of these findings to create environments that support all students and to leverage the educational benefits of diversity and internationalization, including for example, to make the case for a more integrated campus diversity plan and a more comprehensive campus climate survey, and to spur further analyses of the impacts of students‘ perceptions of institution‘s emphasis on diversity and supportive environment on student success rates (e.g., academic standing, retention).
Full version

Creating inclusive and culturally engaging courses and spaces
Kinzie, J., & BrckaLorenz, A.
Society for Teaching and Learning in Higher Education Conference, Sherbrooke, Quebec, Canada, 2018, June.
Recently, diversity, inclusion, and equity goals have proliferated across institutions of higher education. Recognizing the importance of a student‘s perception of their institution‘s commitment to diversity, the experiences they have interacting with others, and their exposure to culturally engaging and inclusive practices in their courses, this session provides an overview of these perceptions and activities. The data featured in this session comes from the 2017 administration of the National Survey of Student Engagement, administered at 72 four-year colleges and universities across Canada. This interactive session will provide participants with an overview of student participation in inclusive and culturally engaging activities and interactions, how much students perceive their institution supports and values diversity and inclusion, and how institutions can and have used this information for positive change in addition to hearing from other institutions about the challenges and success they have had surrounding issues of diversity and inclusion.
Full version

Capturing demographic data on queer-spectrum and trans-spectrum students
Greathouse, M., BrckaLorenz, A., Hoban, M., Huesman, R., & Stolzenberg, E.
Association for Institutional Research Annual Forum, Orlando, FL, 2018, May.
diversity, gender, sexual orientation
Full version

Emerging research on queer-spectrum and trans-spectrum students in higher education
Greathouse, M., BrckaLorenz, A., Hoban, M., Rankin, S., & Stolzenberg, E.
American Educational Research Association Annual Meeting, New York, NY, 2018, April.
Queer-spectrum and trans-spectrum students remain a significantly underserved population within higher education, despite the presence of significant disparities across measures of campus climate, academic engagement, and overall health. This paper explores the campus climate, overall health, and academic engagement of queer-spectrum and trans-spectrum undergraduate students attending four-year colleges and universities in the US through an analysis of seven national data sets, including the 2017 data sets of the National Survey of Student Engagement (Center for Postsecondary Research, Indiana University Bloomington), the 2016 Undergraduate Student Experience at the Research University Survey (SERU-AAU Consortium, Center for Studies in Higher Education, University of California-Berkeley and University of Minnesota Twin Cities), the 2016 American College Health Association--National College Health Assessment, and the 2016 data sets of four surveys conducted by the Cooperative Institutional Research Program, including The Freshman Survey (TFS), the Your First College Year Survey (YFCY), the Diverse Learning Environments Survey (DLE), and the College Senior Survey (CSS) (University of California-Los Angeles, Higher Education Research Institute).
Full version

Engaging insights from the National Survey of Student Engagement
Kinzie, J.
Higher Learning Commission Annual Conference, Chicago, IL, 2018, April.
Results from the National Survey of Student Engagement (NSSE) offer institutions helpful diagnostics about strengths and shortcomings in the undergraduate student experience. This session will highlight recent findings for student persistence, high-impact practices, and diversity education and also will demonstrate effective uses of NSSE results in accreditation self-studies and quality improvement plans.
Full version

Diversifying the professoriate: Designing systems to interrupt inequality
Haeger, H., BrckaLorenz, A., & Wise, J.
AAC&U Diversity, Equity, and Inclusive Democracy 2018 Conference, San Diego, CA, 2018, March.
Despite the clear benefits of faculty diversity, few institutions have faculty bodies that mirror the diversity of their student bodies let alone their local communities. Led by facilitators with backgrounds in educational research, and student and faculty diversity programs, this session will put research and theory into practice by interrogating the structures that perpetuate the status quo and imagine systems to create more equitable representation in the professoriate. Findings from the Inclusiveness and Engagement with Cultural Diversity module from the Faculty Survey of Student Engagement will be presented and used as a launching point for discussion. Participants will examine the barriers to faculty diversity at different types of institutions, faculty positions (tenure track or adjunct), and career stages; leverage existing knowledge about successful interventions to approach the issue from a system level; and develop a model of key elements needed to create system-level change to support diverse faculty.
Full version

Queer and gender variant students: Exploring civic engagement for increasingly diverse populations
BrckaLorenz, A., Greathouse, M., Kinzie, J., & Stolzenberg, E.
AAC&U Diversity, Equity, and Inclusive Democracy 2018 Conference, San Diego, CA, 2018, March.
Colleges and universities offer students a significant opportunity to be exposed to issues of inclusion and diversity, including course-based diversity initiatives and inclusive environments. Yet, it is critical to know how much faculty include these initiatives in their practice and how they align with students‘ perceptions of their experiences and the environment. Workshop facilitators will highlight results from the 2017 National Survey of Student Engagement and Faculty Survey of Student Engagement Inclusiveness and Engagement with Cultural Diversity topical module to introduce participants to these new findings and the important relationship between course-based diversity experiences and perceptions of inclusive environments. Results will be disaggregated by various student demographic and institutional characteristics to strengthen discussion. Participants will consider a case study from an institution that administered the module and then engage in the identification of actionable ideas.
Full version

Queer-spectrum and trans-spectrum student experience in higher education
Greathouse, M., Rankin, S., BrckaLorenz, A., & Hoban, M.
NASPA Annual Conference, Philadelphia, PA, 2018, March.
Presenters in this session conducted a joint meta-analysis of queer-spectrum and trans-spectrum student responses to their respective surveys. The meta-analysis includes NSSE, ACHA-NCHA, SERU and all CIRP surveys conducted during the 2016-2017 academic year. Presenters will discuss the complicated landscape for survey research with these populations, the limitations of these instruments, and implications for policy and practice.
Full version

Student engagement with inclusivity and cultural diversity: Considering new NSSE module results
Kinzie, J., BrckaLorenz, A., & Silberstein, S.
AAC&U Diversity, Equity, and Inclusive Democracy 2018 Conference, San Diego, CA, 2018, March.
Colleges and universities today are invested in preparing their graduates for democratic participation. Learning more about the extent to which queer and gender variant students engage with civic activities is important to ensure responsive programming, but also to understand the ways that queer and gender variant students may be participating and making civic commitments. Participants will engage in an interactive presentation of findings from the National Survey of Student Engagement (NSSE) and the CIRP Freshman Survey and College Senior Survey, sharing their perspectives on anticipated and unanticipated findings related to queer and gender variant students‘ engagement in civic-minded activities and leadership experiences. Participants will discuss findings utilizing case studies that explore the ways in which institutions of various profiles cultivate and sustain civic engagement among queer and gender variant students. They will work together to generate ideas for sustaining or creating high levels of civic learning.
Full version

An inclusive American Dream runs through the faculty, but which faculty?
Nelson Laird, T., BrckaLorenz, A., & Silberstein, S.
Association of American Colleges and Universities Annual Meeting, Washington, DC, 2018, January.
Institutional support for diversity and inclusivity is an imperative for colleges and universities and is likely essential to an expanded and inclusive American Dream. While many institutions focus on increasing and supporting the diversity of their student population, faculty members need more attention and support because a diverse and inclusive faculty body can mentor, role model, and create positive change for an increasingly diverse student body. Session facilitators share three faculty profiles: 1) the US faculty of 2027; 2) the faculty at the 100 most inclusive campuses based on National Survey of Student Engagement (NSSE) results; and 3) the faculty who tend to use inclusive practices more. Through comparing these profiles and how faculty with various demographics and characteristics feel supported by their institution, session participants will engage questions and derive lessons about improving institutional inclusivity while effectively managing a changing faculty.
Full version

Assessing inclusiveness and engagement with cultural diversity: Assuring success for all
Kinzie, J., McCormick, A., Gonyea, R., & BrckaLorenz, A.
Association of American Colleges and Universities Annual Meeting, Washington, DC, 2018, January.
Institutional support for diversity, inclusivity, and cultural responsiveness represents an imperative for higher education given demographic projections and the needs of a pluralist society. In 2017, the National Survey of Student Engagement (NSSE) added an optional question set asking students more about inclusive teaching practices in courses, intercultural learning, and perceptions of their institution‘s cultural responsiveness. This session highlights findings from this item set, discusses the relationship between these activities and other effective educational practices, examines how these relationships vary between traditionally marginalized students and more privileged students as well as by major field, and includes a discussion of the opportunities and challenges educators face as they seek to improve inclusion, engagement with diversity, and cultural responsiveness. Discussion includes how campus leaders can use these findings to create environments that more fully support students of all backgrounds, leverage the educational benefits of diversity, and promote transformative learning outcomes.
Full version

Assessing diversity inclusivity in college courses: Updates and trends
Nelson Laird, T. F., Hurtado, S. S., & Yuhas, B. K.
Assessment Institute, Indianapolis, IN, 2017, October.
Using results from multiple administrations of the Faculty Survey of Student Engagement (FSSE), participants in this session will examine how courses include diversity, what faculty and course characteristics predict that inclusion, and whether results have varied over time. The results come from survey items based on a comprehensive framework describing how nine course elements (e.g., purpose, content, assessment) vary in their inclusion of diversity. Session participants will learn about the framework and results and also will engage with the facilitators to discuss the implications of the results for those working to assess the inclusion of diversity across the curriculum.
Full version

Examining diversity inclusivity in college courses: Updates and trends
Nelson Laird, T. F., Hurtado, S. S., & Yuhas, B. K.
Professional and Organizational Development Network Annual Conference, Montreal, ON, Canada, 2017, October.

Full version

Engagement and characteristics of queer students
BrckaLorenz, A., & Clark, J.
Society for Teaching and Learning in Higher Education Annual Conference, Halifax, NS, Canada, 2017, June.
Research shows there are differences in the college experience for queer students. Sexual orientation impacts academic experiences, intellectual development, and student perceptions of campus climate. This session will explore the participation of nearly 800 queer first-year and seniors students in activities that promote learning and development at ten institutions. Additional demographics and characteristics of queer students as well as patterns of engagement in activities such as reflective and integrative learning, student-faculty interaction, and high-impact practices. Although some comparison will be made to straight students at Canadian institutions and queer students at institutions in the US, the focus of this discussion will be on queer students at Canadian institutions. Participants will be encouraged to reflect on and discuss the engagement of queer students in different contexts and what that means for efforts to increase or maintain a high level of engagement for queer students in courses and across institutions.
Full version

Evolving identities: Survey changes over time
BrckaLorenz, A., & Clark, J.
Association for Institutional Research Annual Forum, Washington, DC, 2017, May.
Studies show there are differences in the college experience for students from underrepresented backgrounds, including non-heterosexual and gender variant students. These differences in experience are due in part to experiences of discrimination and negative campus climate for these students. This presentation will examine how a large-scale survey for students at colleges and universities was updated to include more inclusive items about gender identity and sexual orientation, and will explore the various identities described by students. Challenges for surveying, analyzing, and disseminating results will also be discussed. Finally, participants will learn about the engagement, perceptions of campus support, and satisfaction of students with varying gender identities and sexual orientations from a longitudinal, large-scale, multi-institution survey of students at four-year colleges and universities.
Full version

Exploring student engagement, gender identity, and sexual orientation
BrckaLorenz, A., Clark, J., & Hurtado, S.
AAC&U Diversity, Learning, & Student Success Conference, Jacksonville, FL, 2017, March.
This session will present the latest NSSE findings about gender identity and sexual orientation and how students with gender variant and non-straight identities engage in effective educational practices. After three years of data collection from hundreds of colleges and universities across the country, a fairly comprehensive picture of student identity can be examined. Participants will discuss study findings and share issues their campuses face in identifying and engaging students with nontraditional identities. Further, session facilitators and participants will work together to create plans for making change in areas they can influence (courses, departments, programs.)
Full version

Indigenous and Pacific Islander students and faculty in higher education
BrckaLorenz, A., Saelua, N., & Kinzie, J.
AAC&U Diversity, Learning, & Student Success Conference, Jacksonville, FL, 2017, March.
Indigenous and Pacific Islander scholars are often the most invisible populations on college and university campuses, even though Native identities, cultures, and symbols are ubiquitous in higher education (Native mascots, ?lu‘au? themed parties). Yet very little is known about these complex, often marginalized communities, due to the limited amount of large-scale research focused on small populations. This poster will present findings about indigenous and Pacific Islander students and faculty from four years of data collection from hundreds of colleges and universities across the country. Participants will learn more about who these populations are, how these students are engaging in effective educational practices, and how these faculty are contributing to undergraduate student engagement.
Full version

Rising up: Responding to student demands for more inclusive campuses
BrckaLorenz, A., Mac, J., To, D., & Na, V.
American College Personnel Association Annual Convention, Columbus, OH, 2017, March.
In the past year, student groups released a list of demands at over 80 institutions. This session will highlight emerging themes of systemic and structural racism from those demands, in addition to exploring the various responses from these institutions. Through the use of data from the National Survey of Student Engagement (NSSE) and the Culturally Engaging Campus Environments (CECE) Model, participants will discuss and share strategies on intentionally supporting the needs of racially diverse students at their institutions.
Full version

Going global: Assessing student experiences using NSSE's new global learning module
Kinzie, J., Cole, J., & Helms, R.
Association of American Colleges and Universities Annual Meeting, San Francisco, CA, 2017, January.
Our rapidly globalizing world demands that colleges and universities expand opportunities for global learning and embrace internationalization as an institutional priority. This session highlights results from the National Survey of Student Engagement‘s (NSSE) new Global Learning Topical Module to explore the extent to which student experiences and coursework emphasizes global affairs, world cultures, nationalities, religions, and other international topics and what these experiences contribute to global learning gains. We will explore variation by student characteristics, discuss how campuses are using results to enhance global initiatives, and introduce a collaborative project with the American Council on Education to explore the relationship between students‘ experiences and internationalization initiatives undertaken by the institution.
Full version

High-impact practices and students of color: Investigating the hypothesis of harm
McCormick, A. C., Kinzie, J., Gonyea, R. M., & Ribera, A. K.
Association of American Colleges and Universities Annual Meeting, San Francisco, CA, 2017, January.
Concerns have been raised that high-impact practices may create opportunities for impactful but highly negative experiences for students of color by creating situations in which students may be exposed to microaggressions and other racist behaviors. To test the hypothesis of negative HIP impact for students of color, we investigated three related questions using data from the 2015 administration of the National Survey of Student Engagement: 1) Do students of color who participate in HIPs evidence lower perceptions of quality of interactions with others on campus, and faculty in particular, relative to their peers who did not participate in HIPs?; 2) Do students of color who participate in HIPs evidence lower perceptions of campus support than their peers who did not participate in HIPs?; and 3) Do students of color who participate in HIPs evaluate their overall educational experience less favorably than their peers who did not participate in HIPs?
Full version

Paying attention to often ignored small subpopulations in assessment work
BrckaLorenz, A., & Nelson Laird, T. F.
Association of American Colleges and Universities Annual Meeting, San Francisco, CA, 2017, January.
A more diverse society has led to a more diverse college-going population and faculty body, but the need for restoring public trust in higher education is especially important for subpopulations that have traditionally been marginalized within the higher education system. Often these groups represent small proportions of an overall population, which can present a variety of challenges when trying to conduct assessments of their experiences. This session explores the challenges and possible solutions for those working toward improving the experiences of small subpopulations. The session will consist of highly interactive discussions focusing on the value of inclusivity in restoring public trust in higher education, reflections on assessing the experiences of small subpopulations, and creating plans for further understanding the experiences of small subpopulations for the purpose inclusive improvement.
Full version

What do we know about student participation in activities that develop transferable skills?
Miller, A., L., BrckaLorenz, A., & Nelson Laird, T. F.
Society for Teaching and Learning in Higher Education Annual Conference, London, ON, Canada, 2016, June.
Learners who are equipped to effect positive change in a rapidly changing world must develop useful and transferable skills in order to be productive members of the workforce and society. Transferable skills in areas such as communication, analysis and problem-solving, and the application of knowledge in real-world settings are critical components of an education that can empower individuals to deal with the complexity, diversity, and advances of the 21st century. Using data from the 2013, 2014, and 2015 administrations of the National Survey of Student Engagement (NSSE), this session explores the participation of over 20,000 first-year and senior students in activities that promote the development of valuable skills such as verbal and written fluency and analytic inquiry at fourteen Canadian higher education institutions. NSSE annually collects information about first-year and senior students‘ participation in programs and activities that institutions provide for their learning and personal development. In this session, we focus on student participation in transferable skill development for the workplace.
Full version

Biracial, Black, and White students’ engagement at HBCUs and non-HBCUs
Harris, J., & BrckaLorenz, A.
American Educational Research Association Annual Meeting, Washington, DC, 2016, April.
The purpose of this research is to fill several gaps in the literature on college student engagement by exploring differences in engagement for White students, Black students, and Black/White biracial students within and between different institutional types.
Full version

Exploring student engagement and gender identity
BrckaLorenz, A., & Nelson Laird, T. F.
AAC&U Diversity, Learning, & Student Success Conference, San DIego, CA, 2015, March.
Through an interactive presentation of findings from a new item about gender identity on the National Survey of Student Engagement, participants in this session will learn about the different gender identities of college students and how students with diverse gender identities engage in effective educational practices. Participants will discuss study findings and share issues their campuses face in identifying and engaging students with nontraditional gender identities. Further, session facilitators and participants will work together to create plans for making change in areas they can influence (courses, departments, programs, etc.).
Full version

Promoting high-impact practices: Institutional approaches to increase engagement and equity
Kinzie, J.
AAC&U Diversity, Learning, & Student Success Conference, San Diego, CA, 2015, March.
Participants will gain familiarity with High-Impact Practices (HIPs) and the features that make them effective; learn about recent research, equity gaps by student characteristics, and new National Survey of Student Engagement (NSSE) HIP reports; consider institutional approaches to assessing and ensuring equity; and apply lessons learned. HIPs, such as undergraduate research and service-learning, demonstrably enhance student engagement and success. Although research shows participation in HIPs benefits all students, especially those from historically underrepresented groups, not all students participate. This session will feature recent NSSE results on HIPs, highlight institutional approaches to assessing these structures, and illustrate how NSSE‘s new HIP reports and annual results can be used to optimize HIPs. Participants will discuss approaches to ensuring equity in participation, including setting expectations for new students, and models for student and academic affairs collaboration.
Full version

Putting the you in UR: The influences of faculty participating in undergraduate research
Haeger, H., & BrckaLorenz, A.
Professional & Organizational Development Conference, Dallas, TX, 2014, November.
This session uses mixed-methods research to facilitate a discussion of faculty participation in undergraduate research and how to leverage student participation as a resource for faculty and an enriching experience for students. Quantitative analysis will explore faculty values and teaching practices in relation to engaging students in research experiences. The influences of institutional characteristics on faculty involvement in undergraduate research, including proportion of adjunct faculty and the diversity of the student and faculty populations will also be assessed. A qualitative analysis will highlight strategies faculty have used to engage traditionally underrepresented students in research at a Hispanic Serving Institutions.
Full version

Faculty and diversity: Opportunity, encouragement, and inclusion
Nelson Laird, T. F., BrckaLorenz, A., & Peck, L.
AAC&U Diversity, Learning, & Student Success Conference, Chicago, IL, 2014, March.
Participants will hear findings from research on faculty and diversity education and discuss how these findings could be used to improve how diversity contributes to student learning.   Through a presentation of findings from a new ?diverse perspectives? section on the Faculty Survey of Student Engagement (FSSE), participants in this session will learn about how faculty perceive diversity offerings on campus, how much they encourage students to participate in diversity activities, and how much they include diversity content in their courses. Further, participants will gain an understanding of how these diversity indicators relate to one another and what predicts them. Session facilitators and participants will work together to create plans for making change in areas they know that they can influence (e.g., their courses, departments, or programs).
Full version

Exploring perceptions of diversity among students of color at a Predominantly White Institution
McGowan, B., & Torres, V.
American Educational Research Association Annual Meeting, New Orleans, LA, 2011, April.

Encouraging diversity inclusivity in all courses: Developing new approaches
Nelson Laird, T. F.
Professional & Organizational Development Conference, St. Louis, MO, 2010, November.

Full version

Diversity as a core strategy for institutional transformation
Barceló, R., & Nelson Laird, T. F.
AAC&U Facing the Divides: Diversity, Learning, & Pathways to Inclusive Excellence Conference, Houston, TX, 2010, October.

Full version

How inclusive of diversity is your course or program?
Nelson Laird, T. F.
American College Personnel Association Annual Convention, Boston, MA, 2010, March.

Full version

Examining the ways collegiate instructors incorporate diversity
Nelson Laird, T. F.
Lilly Conference on College & University Teaching & Learning, Traverse City, MI, 2009, September.

Full version

Incorporating diversity into undergraduate courses
Nelson Laird, T. F., Garver, A. K., & Niskodé, A. S.
Society for Teaching & Learning in Higher Education Annual Conference, Windsor, ON, Canada, 2008, June.

Full version

Exploring ways faculty incorporate diversity into undergraduate courses
Nelson Laird, T. F.
Professional & Organizational Development Conference, Pittsburgh, PA, 2007, October.

Full version

Advising students toward a greater appreciation for diversity
Cruce, T. M., Williams, J. M., & Moore, J. V.
NACADA Annual Conference, Indianapolis, IN, 2006, October.

Student experiences with diversity: Another distinctive imprint of liberal arts
Umbach, P., & Kuh, G. D.
Association for Institutional Research Annual Forum, Tampa, FL, 2003, May.

Inclusiveness and Engagement with Cultural Diversity
In Engagement Insights: Survey Findings on the Quality of Undergraduate Education—Annual results 2017, 3.
Full version

Putting Results to Use: Inclusiveness and Engagement with Cultural Diversity
In Engagement Insights: Survey Findings on the Quality of Undergraduate Education—Annual results 2017, 4.
Full version

Advancing Campus Diversity and Equity Goals
In Engagement Insights: Survey Findings on the Quality of Undergraduate Education—Annual results 2017, 5.
Full version

New Insights on Gender Identity, Sexual Orientation, and Engagement
In Engagement Insights: Survey Findings on the Quality of Undergraduate Education—Annual results 2017, 6.
Full version

Out on Campus
In Engagement Insights: Survey Findings on the Quality of Undergraduate Education—Annual results 2017, 7.
Full version

Faculty Incorporation of Diversity and Institutional Commitment
In Engagement Insights: Survey Findings on the Quality of Undergraduate Education—Annual results 2017, 12.
Full version

FSSE Topical Module: Inclusiveness and Engagement with Cultural Diversity
In Engagement Insights: Survey Findings on the Quality of Undergraduate Education—Annual results 2017, 13.
Full version

Perceptions of Safety and Belonging
In Engagement insights: Survey findings on the quality of undergraduate education—Annual results 2016, 7.
Full version

Instructional Staff Race and Gender Relate to Experiences with Faculty
In Engagement insights: Survey findings on the quality of undergraduate education—Annual results 2016, 10 - 11.
Full version

Discussions with Diverse Others
In A fresh look at student engagement—Annual results 2013, 15.
Full version

Experiences with Diversity
In From promise to progress: How colleges and universities are using student engagement results to improve collegiate quality—2002 annual report, 23.
Full version

Learning Communities
In From promise to progress: How colleges and universities are using student engagement results to improve collegiate quality—2002 annual report, 23.
Full version

Using NSSE Data in Diversity, Equity, and Inclusion Assessment Practices
Christen Priddie and Cindy Ann Kilgo
April 19, 2022.

Recording

Highlighting NSSE 2021: New Offerings in a Year Like No Other
Alexander C. McCormick, Jillian Kinzie and Jennifer Brooks
September 30, 2020.

Recording

Introducing the Inclusiveness and Engagement with Cultural Diversity Topical Module
Jillian Kinzie, Associate Direct of the Center for Postsecondary Research and Allison BrckaLorenz, FSSE Project Manager
October 31, 2017.

Recording