Delivering on the Promise of High-Impact Practices: Research and Models for Achieving Equity, Fidelity, Impact, and Scale
Zilvinskis, J., Kinzie, J., Daday, J., Oâ??Donnell, K & Vande Zande C.
Stylus, 2022.
Research shows that enriching learning experiences such as learning communities, service-learning, undergraduate research, internships, and senior culminating experiences â?? collectively known as High-Impact Practices (HIPs) â?? are positively associated with student engagement; deep, and integrated learning; and personal and educational gains for all students â?? particularly for historically underserved students, including first-generation students and racially minoritized populations. Delivering on the Promise of High-Impact Practices is to provide examples from around the country of the ways educators are advancing equity, promoting fidelity, achieving scale, and strengthening assessment of their own local high-impact practices. Its chapters bring together the best current scholarship, methodologies, and evidence-based practices within the HIPs field, illustrating new approaches to faculty professional development, culture and coalition building, research and assessment, and continuous improvement that help institutions understand and extend practices with a demonstrated high impact.
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Is a HIP Always a HIP? The Case of Learning Communities
Fosnacht, Kevin; Graham, Polly
Journal of Student Affairs Research and PracticeJournal of Student Affairs Research and Practice, , , 2021.
With the increasing adoption of learning communities, it is imperative to document their effectiveness. Using a large, longitudinal, multi-institutional dataset, we found that linked-learning communities positively impact studentsâ?? engagement and perceived gains. We also found that the estimated effect of learning communities varies widely across institutions on various measures. Some learning communities are very beneficial, while others have a negligible impact on students.
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An Overlooked Factor? How Religion and Spirituality Influence Students' Perception of the Campus Environment
Fosnacht, K. & Broderick, C.
Journal of College and CharacterJournal of College and Character, 21(3), 186-203, 2020.
Postsecondary institutions are frequently forced to respond to discriminatory acts, including those against religious minorities. Such actions can create the perception of a hostile campus for students, which impinges on their learning and development. Research on the campus environment has traditionally focused on race and sex but has largely neglected other important aspects of students? identities like religion and spirituality. This study investigates how the religious/spiritual aspects of the campus environment influenced students? perceptions of the overall campus environment using data from a multi-institutional sample of first-year and senior undergraduates. The multivariate results show that the religious/spiritual dimensions of the campus environment account for a significant proportion of the variance in students? campus environmental perceptions.
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Information Literacy's Influence on Undergraduates' Learning and Development: Results from a Large Multi-institutional Study
Fosnacht, Kevin
College & Research Libraries, 81(2), 272-287, 2020.
This paper investigated the reliability and validity of the National Survey of Student Engagement's Experiences with Information Literacy module, an assessment instrument developed in collaboration with a group of instructional librarians. After identifying three information literacy?related factors in the module, it assessed the relationship between the factors and students' engagement in Higher-Order Learning and Reflective and Integrative Learning activities and students' perceived gains. The results from these analyses indicated that information literacy activities were positively and significantly correlated with student engagement and students' perceived gains.
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The relationship between residential learning communities and student engagement
Hurtado, S. S., Gonyea, R. M., Graham, P. A., & Fosnacht, K.
Learning Communities Research and Practice, 8(1), 5, 2020.
Residential learning communities (RLCs) are residence hall environments designed to deliver academic and social benefits. For decades, many have argued RLCs are an effective means for increasing student success. Yet substantial changes in the defining characteristics of campus housing and student diversity have led to new questions about the impact of living on campus and the benefits of RLCs in particular. Consequently, we investigated the continued efficacy of RLCs as an effective educational practice. Using data from a diverse, multi-institution sample of first-year and sophomore students, this study provides insight into the relationships between RLC participation, student engagement, and perceived gains in learning.
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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.
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Reassessing disparities in online learner student engagement in higher education
Paulsen, J., & McCormick, A. C.
Educational Researcher, 49(1 January-February), 20–29, 2020.
Online learning is the fastest growing segment in U.S. higher education and is increasingly adopted in public and private not-for-profit institutions. While the impact of online learning on educational outcomes is becoming more clear, the literature on its connection with student engagement is sparse. Student engagement measures identify key aspects of the learning process that can improve learning and outcomes like retention and achievement. The few studies investigating the link between online learning and student engagement found positive benefits for online learners compared to face-to-face learners in terms of perceived academic challenge, learning gains, satisfaction, and better study habits. On the other hand, face-to-face learners reported higher levels of environment support, collaborative learning, and faculty interaction. However, these studies did not effectively account for the differences in background characteristics like age, time spent working or caring for dependents, and enrollment status. Further, they did not consider the increasingly large population of students who enroll in both online and face-to-face courses. In our study, we used propensity score matching on the 2015 National Survey of Student Engagement data to account for the disparities in these groups? demographics variables. After matching, we found that some of the previous literature?s differences diminish or disappear entirely. This suggests differences in supportive environments and learning strategies have more to do with online student characteristics than learning mode. However, online learning still falls well below other modes in terms of collaborative learning and interaction with faculty.

How valid is grit in the postsecondary context? A construct and concurrent validity analysis
Fosnacht, K., Copridge, K., & Sarraf, S.
Research in Higher Education, 60(6), 803–822, 2019.
College admissions leaders increasingly desire to incorporate non-cognitive factors like grit into admissions decisions. Consequently, we examined the validity of the short grit scale (Grit-S) using data collected on undergraduates attending 38 colleges. Using confirmatory factor analysis (CFA), we found that Grit-S does not possess adequate model fit; however, a modified version of the scale does possess this property. Using multi-group CFA, we also found that Grit-S is relatively invariant across multiple demographic groups. Next, we examined the concurrent validity of grit with students‘ engagement, perceived gains, time spent studying, and grades. These results confirmed previous research that most of the predictive power of grit is contained in its perseverance of effort, not consistency of interest, dimension.
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Effective advising: How academic advising influences student learning outcomes in different institutional contexts
Mu, L., & Fosnacht, K.
The Review of Higher Education, 42(4), 1283–1307, 2019.
Using survey data from 156 bachelor‘s-granting institutions, this study explored the relationship between academic advising services and seniors‘ grades and self-perceived gains. We found advising experiences has a positive relationship with students‘ grades and self-perceived gains. In addition, our results indicate that the institutional advising climate is positively correlated with perceived gains, but not grades. The results also showed that the relationships between advising and students‘ learning and development varied across institutions. Implications for policy and practice were discussed.
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The benefits of living on campus: Do residence halls provide distinctive environments of engagement?
Graham, P. A., Hurtado, S. S., & Gonyea, R. M.
Journal of Student Affairs Research and Practice, 55(3), 255–269, 2018.
The changing landscape of on- and off-campus undergraduate residential options underline the need to reexamine the impact of on-campus living. Using multi-institutional survey data from first-year students, this study investigates the relationship of residential status with engagement and perceived gains in learning and development. Results indicate, after controlling for student and institution characteristics, that on-campus residence has small positive effects on some outcomes but not on others where effects might be expected.
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Information literacy's influence on undergraduates' learning and development: Results from a large multi-institutional study
Fosnacht, K.
In D. M. Mueller, (Ed.) At the helm: Leading transformation: The proceedings of the ACRL 2017 conference, March 22?25, 2017, Baltimore, Maryland Chicago, IL: Chicago, IL: Association of College and Research Libraries, 2017.
This paper investigated the reliability and validity of the National Survey of Student Engagement‘s Experiences with Information Literacy Topical Module, an assessment instrument developed in collaboration with a group of instructional librarians. After identifying three information literacy related constructs in the module, it assessed the relationship between the constructs and students‘ engagement in Higher-Order Learning and Reflective and Integrative Learning activities and students' perceived gains. The results from these analyses indicated that information literacy activities are positively and significantly correlated with student engagement and students‘ perceived gains.
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Impact of the environment: How does attending a Hispanic-Serving Institution influence the engagement of baccalaureate-seeking Latina/o students?
Fosnacht, K., & Nailos, J. N.
Journal of Hispanic Higher Education, 14(3), 191–297, 2016.
Hispanic-Serving Institutions (HSIs) enroll the majority of Latina/o students in higher education; however, it is unclear how HSIs influence Latina/os‘ postsecondary experiences. In this study, we examined how the Latina/o student experience differed between students who did and did not attend 4-year HSIs. The results suggest that HSIs generally have positive, but modest, effects on Latina/o‘s student engagement and self-perceived gains. The differences were more pronounced for first-year students than seniors.
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The contributions of writing to learning and development: Results from a large-scale multi-institutional study
Anderson, P., Anson, C. M., Gonyea, R. M., & Paine, C.
Research in the Teaching of English, 50(2), 199-235, 2015.
Conducted through a collaboration between the Council of Writing Program Administrators(CWPA) and the National Survey of Student Engagement (NSSE), this study identified and tested new variables for examining writing‘s relationship to learning and development. Eighty CWPA members helped to establish a consensus model of 27 effective writing practices. Eighty US baccalaureate institutions appended questions to the NSSE instrument based on these 27 practices, yielding responses from 29,634 first-year students and 41,802 seniors. Confirmatory factor analysis (CFA) identified three constructs: Interactive Writing Processes, Meaning-Making Writing Tasks, and Clear Writing Expectations. Regression analyses indicated that the constructs were positively associated with two sets of established constructs in the regular NSSE instrument--Deep Approaches to Learning (Higher-Order Learning, Integrative Learning, and Reflective Learning)and Perceived Gains in Learning and Development as defined by the institution‘s contributions to growth in Practical Competence, Personal and Social Development, and General Education Learning--with effect sizes that were consistently greater than those for the number of pages written. These were net results after controlling for institutional and student characteristics, as well as other factors that might contribute to enhanced learning. The study adds three empirically established constructs to research on writing and learning. It extends the positive impact of writing beyond learning course material to include Personal and Social Development. Although correlational, it can provide guidance to instructors, institutions, accreditors, and other stakeholders because of the nature of the questions associated with the effective writing constructs.
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Independent colleges and student engagement: Descriptive analysis by institutional type
Gonyea, R. M., & Kinzie, J.
Washington, DC: Council of Independent Colleges, 2015.
Critics of traditional, residential, liberal arts colleges and universities contend that this form of higher education is outmoded, too costly, and no longer educationally relevant for 21st century students. Economies of scale, large classes taught by contingent faculty members and graduate students, and increasing reliance on technology and online learning, so the argument goes, are the only cost-effective means of meeting the educational challenges of the future. This report, prepared for the Council of Independent Colleges (CIC), draws on the most current NSSE data, from 2013 and 2014, that include more than 540,000 first-year and senior students enrolled at more than 900 four-year colleges and universities. Findings are presented with comparisons across four institutional types: (1) baccalaureate and master‘s level private institutions (CIC‘s predominant membership profile), (2) baccalaureate and master‘s level public institutions, (3) doctoral private institutions, and (4) doctoral public institutions. Included in the analysis are measures from the updated NSSE that includes ten new Engagement Indicators, six High-Impact Practices, the Perceived Gains scale, and a Satisfaction scale. Findings from this study affirm the effectiveness of independent colleges and universities for undergraduate student learning. Students at private institutions are more likely to be engaged in educationally effective experiences than their peers at public institutions. Areas of distinction in the private institution undergraduate experience include a more academically challenging education, better relations with faculty members, more substantial interactions with others on campus, and the consistent perception that students have learned and grown more, in comparison with public institutions.
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Do good assessment practices measure up to the principles of assessment?
Kinzie, J., Jankowski, N., & Provezis, S.
Assessment Update, 26(3), 1–2, 14–16, 2014.
The American Association for Higher Education's Nine Principles of Good Practice for Assessing Student Learning (AAHE 1992) have appeared to stand the test of time, as evidenced by the fact that they are often referred to within the pages of Assessment Update and appear on various assessment websites and in texts (see Banta, Jones, and Black 2009). In fact, Hutchings, Ewell, and Banta (n.d.) reviewed the principles in 2010, declaring that they had ?aged nicely.? Looking back to 1992, the principles were conceived as a way to codify the responsible and effective conduct of assessment, advance assessment for educational improvement, and assist campuses to develop approaches that make a difference for students and their learning. The principles serve as a foundation for assessment practice. Guidelines for assessment continue to be promulgated, such as the New Leadership Alliance‘s Committing to Quality: Guidelines for Assessment and Accountability in Higher Education (2012), which intended to help institutions evaluate their assessment practices and to establish shared commitments among sectors of higher education; and the Principles for Effective Assessment of Student Achievement (Western Association for Schools and Colleges 2013), endorsed in July 2013 by six higher education associations and all regional accreditors, which succinctly expressed the value of assessment. The newer statements share tenets of the AAHE principles and also reflect specific organizational commitments. Similar to the AAHE Assessment Forum, the National Institute for Learning Outcomes Assessment (NILOA) has sought to move the needle on assessment efforts by surveying the landscape of assessment in higher education and by assisting institutions and others in discovering and adopting promising practices in the assessment of undergraduate student learning outcomes. Toward these ends, this article considers the most widely cited guidelines for effective assessment, namely, the AAHE Principles against the backdrop of NILOA‘s collection of accounts of good assessment practice. Simply put, how well do institutions‘ assessment activities align with stated principles for effectiveness?

High-impact practices and the first-year student
Tukibayeva, M., & Gonyea, R. M.
New Directions for Institutional Research, 2013(160, Special Issue), 19–35, 2014.
High-impact practices?programs and activities in which students commit considerable time and effort in different settings?can help to define the first-year college experience and are likely to increase success in areas like persistence, deep learning, and self-reported gains.

Examining effective faculty practice: Teaching clarity and student engagement
BrckaLorenz, A., Ribera, T., Kinzie, J., & Cole, E. R.
To Improve the Academy, 31, 149–160, 2012.
As colleges and universities shift to a learning- centered paradigm, a growing emphasis is being placed on understanding which teaching practices are effective in promoting student learning (Barr & Tagg, 1995). Reviewing the literature, there are varying ideas on what constitutes effective teaching; however, one that is often referenced when discussing the characteristics of effective teaching is teaching clarity (Feldman, 1989; Hativa, Barak, & Simhi, 2001; Sherman et al., 1987). Teaching clarity can be thought of as a teaching method where faculty demonstrate a level of transparency in their approach to instruction and goal setting in an effort to help students better understand expectations and comprehend subject matter (Ginsberg, 2007b). This includes providing examples and summarizing key points of lectures (Chesebro & McCroskey, 2001; Myers & Knox, 2001). Teaching clarity has been shown to have a positive effect on key outcomes of an undergraduate education (see Chesebro & McCroskey, 2001; Myers & Knox, 2001; Pascarella, Edison, Nora, Hagedorn, & Braxton, 1996). Unfortunately, little is known about the extent to which students are exposed to specific teaching clarity behaviors and the relationship to other important elements of an undergraduate education, such as student engagement, deep learning, and self-reported gains.

An engagement-based student typology and its relationship to college outcomes
Hu, S., & McCormick, A. C.
Research in Higher Education, 53, 738–754, 2012.
Using data from the 2006 cohort of the Wabash National Study of Liberal Arts Education, we developed a student typology based on student responses to survey items on the National Survey of Student Engagement. We then examined the utility of this typology in understanding direct-assessment learning outcomes, self-reported gains, grade-point average, and persistence from the first to second year of college. Results from linear and logistic regression models indicated there were relationships between student types and the various outcomes, and that an engagement-based student typology could help deepen our understanding of the college student experience and college outcomes.

Examining the relationship between student learning and persistence
Hu, S., McCormick, A. C., & Gonyea, R. M.
Innovative Higher Education, 37, 387–395, 2012.
Using data from the 2006 cohort of the Wabash National Study of Liberal Arts Education, we developed a student typology based on student responses to survey items on the National Survey of Student Engagement. We then examined the utility of this typology in understanding direct-assessment learning outcomes, self-reported gains, grade-point average, and persistence from the first to second year of college. Results from linear and logistic regression models indicated there were relationships between student types and the various outcomes, and that an engagement-based student typology could help deepen our understanding of the college student experience and college outcomes.

Clearing the air about the use of self-reported gains in institutional research
Gonyea, R. M., & Miller, A.
New Directions for Institutional Research, 2011(150), 99–111, 2011.
Correlations between self-reported learning gains and direct, longitudinal measures that ostensibly correspond in content area are generally inadequate. This chapter clarifies that self-reported measures of learning are more properly used and interpreted as evidence of students' perceived learning and affective outcomes. In this context, the authors supply evidence that social desirability bias in such self-assessments does not constitute a significant concern. Recommendations for use of self-reported gains in research and institutional assessment are discussed.

Student learning in fraternities and sororities: Using NSSE data to describe members’ participation in educationally meaningful activities in college
Bureau, D., Ryan, H. G., Ahren, C., Shoup, R., & Torres, V.
Oracle, 6(1), 1–22, 2011.
The benefits and challenges for college students involved in social fraternities and sororities have long been sources of heated discussion among higher education constituents. A liberal education is meant to incorporate elements of critical thinking, diverse experiences, and challenging and enriching interactions with peers and educators. Past research indicates that involvement in a fraternity or sorority has had some positive effect in these areas, especially as students persist at their chosen institutions. This study uses data from the National Survey of Student Engagement (NSSE) to explore indicators of student learning among senior members of social fraternities and sororities. Regression analyses controlling for conditional variables indicated that students in these groups report higher involvement in critical developmental practices and larger gains in important educational areas than their unaffiliated counterparts. Limitations and implications of the study are discussed.
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Work during college: Its relationship to student engagement and education outcomes
McCormick, A. C., Moore, J. V. III, & Kuh, G. D.
In In L. W. Perna (Ed.) Understanding the working college student: New research and its implications for policy and practice Sterling, VA: Stylus, 2010.
Research discussed in this chapter found that working either on campus or off campus is positively connected to several proportions of student engagement, particularly for full-time students. Specifically, students working more than 20 hours per week had the biggest gains on student engagement. First-year students were more likely to work longer hours and to work off campus more frequently than other students. Compared to students who had a parent with a bachelor‘s degree, a significant share of first-generation students worked more than 20 hours per week (e.g., among freshmen, 20% of first-generation students versus 10% second- or older-generation students worked and among seniors, 39% of first-generation students versus 25%second- or older-generation). Furthermore, first-generation seniors were twice as likely as their peers with college-educated parents to work at least 30 hours per week (20% versus 10%). Thus, with so many college students working, it is imperative that faculty and staff become more informed about the relationship between employment and both student engagement and educational outcomes.

Individual and environmental effects of part-time enrollment status on student-faculty interaction and self-reported gains
Nelson Laird, T. F., & Cruce, T. M.
The Journal of Higher Education, 80, 290–314, 2009.

Using NSSE in institutional research
Gonyea, R. M., & Kuh, G. D. (Eds.)
New Directions for Institutional Research, 2009(141, Special Issue), , 2009.
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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.
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Independent colleges and student engagement: Do religious affiliation and institutional type matter?
Gonyea, R. M., & Kuh, G. D.
Bloomington, IN: Indiana University Center for Postsecondary Research, 2006.
This study extends previous work on the relationships between student engagement in spirituality-enhancing activities during college and selected student and institutional variables. Using the same data set and many of the same dependent variables as an analysis performed for the Teagle Foundation, this study for CIC examined more extensively the influence of institutional variables including multiple categories of religious affiliation, Carnegie classification, and control (public/private). Block hierarchical regression models were used to estimate the relationships between institutional type characteristics and nine dependent variables. Religious affiliation explained the most variance on three dependent variables ? participating in spiritual activities (worship), gains in spiritual development (gnspirit), and gains in ethical development (gnethics). Students at faith-based institutions scored the highest on these dimensions, followed by Roman Catholic and Other Protestant-affiliated institutions. At the same time, students attending non-affiliated, private institutions did not differ in any appreciable way from their public school peers, with both groups generally engaging least often in spiritual activities. Although the effects were not as strong as with religious affiliation, students attending private institutions scored higher than their public school counterparts in certain areas such as participating in spiritual activities, engaging in deep learning, and in self-reported growth in spirituality, ethical development, personal and social development, and intellectual skills. The findings indicate religiously affiliated colleges and universities are not all alike and that there is more to learn about how institutional mission and environments influence student engagement and learning.
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The impact of college racial composition on African American students' academic and social gains: Additional evidence
Flowers, L. A.
Journal of College Student Development, 43(3), 403–410, 2002.

What predicts perceived gains in learning and in satisfaction?
Belcheir, M. J.
(Report No. BSU-RR-2001-02), , 2001.
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The development of process indicators to estimate student gains associated with good practices in undergraduate education
Kuh, G. D., Pace, C. R., & Vesper, N.
Research in Higher Education, 38(4), 435-454, 1997.

Using process indicators to estimate student gains associated with good practices in undergraduate education
Kuh, G. D., Vesper, N., & Pace, C. R.
Research in Higher Education, 38, 435–454, 1997.

The influence of dominant race environment on students' involvement, perceptions, and educational gains: A look at Historically Black and Predominantly White liberal arts institutions
Watson, L. W., & Kuh, G. D.
Journal of College Student Development, 37(4), 415–424, 1996.

Freshman to senior year gains reported on the college student experiences questionnaire
Bauer, K. W.
NASPA Journal, 32(2), 130-137, 1995.

A comparison of student effort and educational gains of White and African-American students at predominantly White colleges and universities
MacKay, K. A., & Kuh, G. D.
Journal of College Student Development, 35(3), 217-223, 1994.

A structural model of perceived academic, personal, and vocational gains related to college student responsibility
Davis, T. M., & Murrell, P. H.
Research in Higher Education, 34(3), 267-289, 1993.

Self-reported gains in academic and social skills
Bauer, K. W.
Journal of College Student Development, 33(3), 492–498, 1992.

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.
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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.
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Peering into the box of grit: How does grit influence the engagement of undergraduates?
Fosnacht, K., Copridge, K., & Sarraf, S.
Association for the Study of Higher Education Annual Conference, Houston, TX, 2017, November.
Angela Duckworth‘s concept of grit has become a popular way for admissions leaders to incorporate non-cognitive traits into admissions decisions. Despite this popularity, the validity of grit has been questioned by numerous scholars. This study investigated the construct and concurrent validity of the Short Grit Scale (Grit-S) using a large multi-institutional sample of first year and senior students. It also examined the measurement invariance of Grit-S to examine if the scale varied across populations. The results indicate that the criterion validity of Grit-S is not suitable for usage in high-stakes situations. However, the scale seems to be relatively invariant across important subgroups. The concurrent validity analyses revealed that one dimension of grit, perseverance of effort, was significantly and positively correlated to the NSSE Engagement Indicators, a perceived gains scale, time spent studying, and GPA. However, the second dimension of grit was frequently negatively related to the same measures.
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The role of religion and spirituality in promoting a positive campus culture: A multi-institutional study
Fosnacht, K., & Broderick, C.
American Educational Research Association Annual Meeting, San Antonio, TX, 2017, May.
Discriminatory acts against religious minorities at our nation‘s college campuses has been too common. Previous research has linked discrimination to perceptions of a hostile campus climate, which negatively influences students learning and development. This study investigated the correlates of two measures that capture students‘ perception of the campus climate. It pays particular attention to the role of religious identity and attending a religiously affiliated institution to assess how these factors 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 correlated with students‘ comfort in expressing their beliefs, even for religious minorities.
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The role of religion/spirituality in promoting a positive campus culture
Fosnacht, K., & Broderick, C.
American College Personnel Association Annual Convention, Columbus, OH, 2017, March.
Postsecondary institutions are frequently forced to respond to discriminatory acts, including those against religious minorities. Such acts can create the perception of a hostile campus climate for students, which impinges on their learning and development. Campus climate research has traditionally focused on race and sex, but has largely neglected other important aspects of students' identities like religion and spirituality. In this study, we investigated how the religious/spiritual aspects of the campus climate influenced students' perceptions of the overall campus climate using data from a multi-institutional sample of first-year and senior undergraduates. Our multivariate results show that the religious/spiritual dimensions of the campus climate account for a significant proportion of the variance in students' campus climate perceptions.
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Effective advising: How academic advising influences student learning outcomes in different institutional contexts
Mu, L., & Fosnacht, K.
American Educational Research Association Annual Meeting, Washington, DC, 2016, April.
Using survey data from 156 bachelor‘s-granting institutions, this study explored the relationship between academic advising services and senior‘s grades and self-perceived gains. We found advising experiences has a positive relationship with students‘ grades and self-perceived learning gains. Additionally, our results indicate that the institutional advising climate is positively correlated with perceived learning gains, but not grades. The results also showed that the relationships of advising and students‘ learning and development varied across institutions. Implications for policy and practice are discussed.
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Livin' on a prayer: A quasi-experimental investigation into the efficacy of learning communities
Fosnacht, K., & Graham, P. A.
American College Personnel Association Annual Convention, Montreal, QC, Canada, 2016, March.
With the increasing adoption of learning communities by post-secondary institutions, it is imperative to document their effectiveness, as the existing research is not definitive. In this study, we found that learning communities have a positive impact on students‘ engagement and perceived gains using a quasi-experimental approach, confirming previous research; however, learning communities do not appear to drastically alter the student experience on average. Additionally, we found that the estimated effect of learning communities varies widely across institutions on a variety of measures. Consequently, it appears that while some learning communities are extremely impactful, others have a negligible impact on students.
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Living on campus: Does it still make a difference?
Graham, P. A., Hurtado, S. S., & Gonyea, R. M.
American College Personnel Association Annual Convention, Montreal, QC, Canada, 2016, March.
While the benefits of living on campus have been well documented, the changing landscape of living arrangements, programming efforts, and other factors underline the need to reexamine its impact. Using national survey data from first-year students, this study investigates the relationship of residential status with engagement and perceived gains in learning and development. Results indicate, after controlling for student and institution characteristics, that student residence has an inconsequential effect on the dependent variables. Implications for practice and additional research are discussed.
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Undermatching and the first-year experience: Examining effect heterogeneity
Fosnacht, K.
Association for the Study of Higher Education Annual Conference, Denver, CO, 2015, November.
Academic undermatching, which occurs when a student with the academic credentials to compete for admission to a selective school enrolls at a substantially less-selective institution, has increasingly gained the attention of policymakers and researchers as a potential reason for the nation‘s lower-than-desired college completion rate. The relationship between undermatching and college outcomes, however, is not well understood. Following up on a previous study that found undermatching had mixed effects on outcomes in first-year students‘ engagement, perceived gains, and satisfaction, this study examines if these relationships vary by race/ethnicity, parental education, and gender. Results indicate that the relationship between undermatching and the aforementioned outcomes differed by race/ethnicity and gender but not by parental education. Implications for policy and practice are discussed.
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Using canonical correlation analysis to examine student engagement and learning
Zilvinskis, J., Masseria, A., & Pike, G. R.
Association for Institutional Research Annual Forum, Denver, CO, 2015, May.
Using canonical correlation analysis, this study examines the relationships between measures of student engagement from NSSE and perceived gains in learning. The study draws on institution-level data from NSSE participants in 2011 and 2013. Several significant relationships were found between engagement and learning. For example, learning outcomes associated with application, like acquiring job-related skills, were positively associated with the engagement indicators of quantitative reasoning and collaborative learning. This presentation also provides attendees with an introduction to the logic and methods underlying canonical correlation analysis.
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Selectivity and the college experience: How undermatching shapes the college experience among high-achieving students
Fosnacht, K.
American Educational Research Association Annual Meeting, Philadelphia, PA, 2014, April.
This study examined how undermatching impacts the college experiences of high achieving first-year students. Using propensity score modeling, it found that undermatching was associated with less academic challenge, but higher levels of student-faculty interaction and active and collaborative learning. The results also indicate that undermatches report fewer gains in their learning and development and less satisfaction with their institution. The implications of undermatching and how to reduce its prevalence are discussed.
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The disciplinary effects of undergraduate research experiences with faculty on selected student self-reported gains
Buckley, J. A., Korkmaz, A., & Kuh, G. D.
Association for the Study of Higher Education Annual Conference, 2008, November.

The individual and environmental effects of part-time enrollment status on student-faculty interaction
Nelson Laird, T. F., & Cruce, T. M.
American Educational Research Association Annual Meeting, Chicago, IL, 2007, April.
Based on over 55,000 responses from seniors at 224 public colleges and universities, this study focuses on the difference between full-time and part-time students‘ interactions with faculty, the effect of those interactions on self-reported gains in general education, and the differential impact of institutions with greater percentages of part-time students. We found, not surprisingly, that part-time students interact with faculty less and report slightly less gains in general education than their full-time peers. We also found that the proportion of part-time students is a negative predictor of full-time student interactions with faculty, suggesting that campuses with greater percentages of part-time students are negatively effecting the engagement of full-time students. The effect of student-faculty interaction on self-reported gains in general education was relatively strong for all students (in fact, slightly stronger for part-time students), which implies that campuses that can find a way to increase the student-faculty interaction of full-time and part-time students will see a beneficial impact on student outcomes.
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First-generation and low income students: Using NSSE data to study effective educational practices and students—Self-reported gains
Filkins, J. W., & Doyle, S. K.
Association for Institutional Research Annual Forum, Toronto, Canada, 2002, June.

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Revisiting the Impact of LLCs on Student Engagement and Success
Fosnacht, Kevin, Gonyea, Robert M., Fassett, Kyle T., & Graham, P.
ACUHO-I Academic Initatives, Virtual, 2020, October.
Campus housing has changed markedly in recent years, prompting questions about its impact and the benefits of living-learning communities (LLCs) in particular. Sponsored by an ACUHO-I research grant, we surveyed a diverse, multi-campus sample of residents to study the relationships between LLC participation, engagement, perceived gains in learning and development, and persistence. Results affirm LLCs promote engagement in expected ways, but also point to areas for improvement. Implications for practice will be discussed.
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Senior international students' perceptions of gains while attending U.S. colleges
Oktafiga, D.; BrckaLorenz, A.
NAFSA 2020 Annual Conference & Expo, St. Louis, MO, 2020, May.
Using the 2015-2017 National Survey of Student Engagement (NSSE) data from senior college students (n=13,950), this study explores the variations of senior international students? perceptions of gains while attending 1,029 U.S. colleges/universities. Results indicate that seniors from the African Sub-Saharan region gained the most in terms of academic and personal skills while seniors from Canada perceived gains the least.
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Revisiting the impact of LLCs on student engagement and success
Fosnacht, K., Graham, P., Gonyea, R. M., Hurtado, S., & Fassett, K.
ACUHO-I Academic Initiatives Conference, Minneapolis, MN, 2019, October.
Campus housing has changed markedly in recent years, prompting questions about its impact and the benefits of living-learning communities (LLCs) in particular. Sponsored by an ACUHO-I research grant, we surveyed a diverse, multi-campus sample of residents to study the relationships between LLC participation, engagement, perceived gains, and persistence. Results affirm LLCs promote engagement in expected ways, but also point to areas for improvement. Implications for practice will be discussed.
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Comparison of the effects of campus environment and teaching practices on international students' perceived gains through reflective-integrative learning
Oktafiga, D. A., BrckaLorenz, A., & Nelson Laird, T. F.
Comparative and International Education Association Annual Conference, San Francisco, CA, 2019, April.
This session presents findings from a study of international students' college experience that explored the relationships among self-reported perceived gains, reflective-integrative learning, supportive campus environment, and effective teaching practices by considering international students' geographical regions of origin.
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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.
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Educational practices that relate to civic gains and voting rates: Lessons from NSSE and NSLVE
Kinzie, J., Thomas, N., & Casellas Connors, I.
Civic Learning & Democratic Engagement Meeting, Baltimore, MD, 2017, June.
Many colleges and universities have invested in civic innovations to prepare graduates for democratic participation. Interest in what students do in college and graduates civic participation influenced the National Survey of Student Engagement (NSSE) and the National Study of Learning, Voting, and Engagement (NSLVE) to examine the connection. This session will share preliminary results and introduce lessons from NSSE and NSLVE‘s studies of civic practices and climates to launch conversations about political engagement definitions and new NSSE student activism items.
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Living environments and student engagement: Research findings and implications
Gonyea, R. M., Hurtado, S., & Graham, P. A.
American College Personnel Association Annual Convention, Columbus, OH, 2017, March.
While past research points to various benefits of living on campus, it is important for student affairs professionals to reflect on and adapt to contemporary changes in on-campus living. This session reviews findings from a set of questions that were developed in collaboration with ACUHO-I and appended to the National Survey of Student Engagement. Findings include the relationship between living environments (facilities, programs, staff, safety, etc.) with engagement and perceived gains in learning and development. The session encourages discussion on how these findings can inform practice.
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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.
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Living environments and student engagement: Research study results
Hurtado, S. S., Graham, P. A., & Gonyea, R. M.
ACUHO-I Annual Conference, Seattle, WA, 2016, July.
While the benefits of living on campus are well documented, the changing landscape of living arrangements, programmatic efforts, and other factors underline the need to reexamine its impact. This study used experimental survey questions drafted by the National Survey of Student Engagement in collaboration with ACUHO-I. Data were provided by first-year and senior students attending 36 bachelor‘s degree-granting institutions. The researchers investigated the characteristics of on- and off-campus living environments (facilities, programs, access to staff, safety, community issues, etc.) and their relationship with engagement and perceived gains in learning and development. This session engaged the audience in discussion about the rationale and development of the experimental questions, research methods, and findings.
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Involving online students in high-impact practices
Wang, R., Zilvinskis, J., & Ribera, A. K.
Association for Institutional Research Annual Forum, New Orleans, LA, 2016, June.
Using a large-scale survey of student engagement, this study examined the extent to which taking all online courses affects senior students‘ participation rates in high-impact practices (HIPs), such as internship and study abroad. Online students‘ perceived gains in knowledge, skills, and personal development were also examined by whether or not they participated in a HIP. Overall, findings revealed that online students‘ participation rates in HIPs were relatively lower than students who did not take all of their courses online. Of the six HIPs, online students engaged most in service-learning experiences as part of a course requirement and least in study abroad. Online students who participated in a HIP reported greater gains in knowledge, skills, and personal development compared to online students who did not participate in a HIP. This study suggests institutions should pay special attention to the needs of online students and develop strategies for promoting their HIP participation.
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Mediation effect of collaborative learning for student-faculty interaction
Mu, L., & Ribera, A. K.
Association for Institutional Research Annual Forum, New Orleans, LA, 2016, June.
Using National Survey of Student Engagement (NSSE) data from senior students (n=95,491), this poster presentation explores the interplay between two effective educational practices--student-faculty interaction (SFI) and collaborative learning (CL). Results from multi-group structural equation model show collaborative learning has a positive mediation effect on SFI for self-reported gains in learning outcomes but a negative mediation effect on SFI for college grades. Further, we find frequencies of SFI and collaborative learning vary by academic disciplines as measured by Holland type.
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The mediator of student-faculty interaction and learning outcomes
Mu, L., Ribera, A., & Wang, X.
Association for Institutional Research Annual Forum, Denver, CO, 2015, May.
Do seniors‘ learning effort to engage in Higher-Order Learning, Reflective and Integrative Learning, Learning Strategies, and Quantitative Reasoning mediate the effect of Student-Faculty Interaction (SFI) on Learning Outcomes as measured by self-reported college grades and gains in knowledge, skills, and personal development?
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How learning communities affect academic, social, and personal gains
Sarraf, S., & Williams, J. M.
National Learning Communities Conference, Indianapolis, IN, 2007, November.

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The Role of Majors in Preparing Students for Employment
In Engagement Insights: Survey Findings on the Quality of Undergraduate Education—Annual results 2018, 8.
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Oregon Institute of Technology: Exploring General Education and Learning Outcomes
In Engagement insights: Survey findings on the quality of undergraduate education—Annual results 2016, 4.
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Motivating Students to Do Their Best Work
In Engagement insights: Survey findings on the quality of undergraduate education—Annual results 2015, 5.
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Service-Learning and the First-Year Experience
In Fostering student engagement campuswide—Annual results 2011, 11.
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Distance Education Students
In Engaged learning: Fostering success for all students—Annual report 2006, 15.
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First-Year Student Experience
In Exploring different dimensions of student engagement—2005 annual survey results, 14 - 15.
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Race and Ethnicity
In From promise to progress: How colleges and universities are using student engagement results to improve collegiate quality—2002 annual report, 21.
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Learning Communities
In From promise to progress: How colleges and universities are using student engagement results to improve collegiate quality—2002 annual report, 23.
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First-Year Student Advising
In Improving the college experience: National benchmarks of effective educational practice—NSSE 2001 report, 26.
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Do Your Students Feel They Belong? Examining Sense of Belonging and Engagement
Allison BrckaLorenz, Jillian Kinzie and Colleen Lofton, NSSE Project Staff
December 1, 2020.

Recording

Using high-impact activities to maximize student gains
Todd Chamberlain
June 23, 2009.

Recording