Expanding our knowledge of LGBQ+ faculty
BrckaLorenz, A., Fassett, K., Merckle, R., & Chamis, E.
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 Research on queer faculty often has quantitative limitations, has grown outdated, or is qualitative in nature, but from this work, we know that the experiences of queer faculty are often difficult.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.
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The COVID Pivot and Quality of the Undergraduate Experience: NSSE Pulse Project Report

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

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

An Examination of Inclusivity and Support for Diversity in STEM Fields
BrckaLorenz, Allison; Haeger, Heather; Priddie, Christen
The lack of diversity in STEM professions is an ongoing concern for the US both in terms of social justice and in having a globally competitive workforce. This study provides information for campus leaders to be proactive in considering a wide array of identities to meet the needs of students beyond attending to structural forms of diversity. Data from a large-scale, multi-institution study of studentsâ?? perceptions of inclusive coursework and institutional commitment to diversity in STEM fields furthers what we know about diversity in these majors. Results encourage campus leaders to additionally consider sexual orientation and disability status in conversations about diversity and to think about how culturally engaging and inclusive courses go beyond the content of the course.
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The 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.
A heterogeneous student body is valued in part because diverse interactions among students help create educated and competent citizens and promote learning and development. Campus housing is a primary setting for diverse interactions as students navigate living with individuals who differ from themselves. This study investigated how the roommate assignment process influences interactional diversity and perceptions of the campus environment for first-year students living on campus, and if these relationships differ by race/ethnicity and national origin. On average, students whose roommates were assigned by the institution (as opposed to choosing their own roommates) did not interact with diverse others more often. At the same time, however, Asian, Black and multiracial students who were assigned roommates by the institution perceived a substantially less welcoming campus environment than their same-race peers who chose their roommates. This difference was not observed for White students.
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The relationship between residential learning communities and student engagement
Hurtado, S.S., Gonyea, R.M., Graham, P. A., & Fosnacht, K.
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.
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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Lessons from the field—Volume 3: Using data to catalyze change on campus
National Survey of Student Engagement
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.
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Reconsidering the inclusion of diversity in the curriculum
Nelson Laird, T. F.

One size does not fit all: Traditional and innovative models of student affairs practice
Manning, K. M., Kinzie, J., & Schuh, J. H.

Establishing differences between diversity requirements and other courses with varying degrees of diversity inclusivity
Nelson Laird, T. F., & Engberg, M. E.

Measuring the diversity inclusivity of college courses
Nelson Laird, T. F.

Promoting student success: What faculty members can do
Kinzie, J.
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.
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Promoting student success: What campus leaders can do
Kuh, G. D.
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.
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Examining the relationship between faculty identity and their civically engaged teaching practices
Jin, Seonmi; Zhang, Xiaoxia; BrckaLorenz, Allison
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.

Connecting College Student Civic Engagement and Cultural Center Involvement
Copeland, Olivia; Feldman, Steven; BrckaLorenz, Allison
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.

Connecting College Student Civic Engagement and Cultural Center Involvement
Copeland, Oliva M., Feldman, Steven, BrckaLorenz, Allison
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.

Institutional Environments for Diverse and Inclusive College Teaching: Exploring Disciplinary Variation
Hiller, Stephen C.; Hu, Tien-Ling; Nelson Laird, Thomas; BrckaLorenz, Allison
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.

Advancing truth: Expanding our knowledge of LGBQ+ faculty
BrckaLorenz, A., Fassett, K., & Merckle, R.
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.

An examination of inclusivity and support for diversity in STEM fields
BrckaLorenz, A., Haeger, H., & Priddie, C.
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.

The relationship between residential learning communities and student engagement
Hurtado, S., Gonyea, R. M., Graham, P. A., & Fosnacht, K.
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.

Bringing their perspective to campus: Students’ experiences with inclusive courses and diverse environments
Kinzie, J., & BrckaLorenz, A.
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.

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.
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.

Exploring perspectives on culturally inclusive practice: Institutional emphasis of diversity, inclusive coursework, and student gains
BrckaLorenz, A., Kinzie, J., Hurtado, S., & Sanchez, B.
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.

Measuring the diversity inclusivity of college courses: An update
Nelson Laird, T. F., Hurtado, S. S., & Yuhas, B.
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.

Student and faculty perspectives on the emphasis of inclusive and culturally engaging coursework
Silberstein, S. & BrckaLorenz, A.
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.

Faculty emphasis on diversity conversations and conversations with diverse others
BrckaLorenz, A., Nelson Laird, T., & Shaw, M.
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.

Faculty emphasis on diversity topics and conversations with diverse others
Nelson Laird, T. F., Shaw, M. D., Cole, E. R., BrckaLorenz, A., & Cervera, Y.
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.

Supporting and retaining faculty with diverse community, workload satisfaction, and feeling valued
BrckaLorenz, A., Chamis, E., Priddie, C.
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.

Faculty Members are Not the Problem: Improving Faculty Teaching Environments to Foster Teaching Excellence
BrckaLorenz, Allison; Nelson Laird, Tom
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.

An Examination of Environments That Support and Retain Diverse Faculty
BrckaLorenz, Allison; Chamis, Ella
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.

Success of the Siloed: Strategies for Retaining Black Women Faculty
Brandon, Josclynn; BrckaLorenz, Allison
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.

NSSE's 3rd Decade: Highlighting New Emphases in Assessment and Student Engagement
BrckaLorenz, Allison; Cole, Jim; Gonyea, Robert; Kinzie, Jillian; McCormick, Alex; Sarraf, Shimon
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

Data for Decision-Making: Inclusion & Engagement with Cultural Diversity
Kinzie, Jillian; Silberstein, Samantha; Palmer, Dajanae; McKinley, Kristin (Lawrence University); Nicholas, Jason (Northern Michigan University)
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.

Enhancing career-preparation equity for international students
BrckaLorenz, Allison; Zhu, Yihan; Gopal, Kriti
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.

Roommate Assignments: Managing The Process and Supporting Students of Color
Gonyea, Robert M., Graham, Polly, Fosnacht, Kevin, & Fassett, Kyle T.
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.

"Step it up": Increasing LGBTQ+ inclusivity in and out of class
BrckaLorenz, Allison; Duran, Antonio; Haeger, Heather; Velasquez, Selena
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.

Diversity beyond content: Examining physical and life science fields
BrckaLorenz, A., Priddie, C., & Haeger, H.
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.

The role of residence life in undergraduate persistence
Fosnacht, K., Gonyea, R. M., Graham, P., & Fassett, K.
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.

An examination of inclusivity and support for diversity in STEM fields
Haeger, H., BrckaLorenz, A., & Priddie, C.
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.
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.

Searching for belonging: Queer-spectrum and trans-spectrum students of color in American higher education
Greathouse, M., & BrckaLorenz, A.
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.

Assessing for diversity: Evidence from NSSE’s Inclusiveness and Engagement with Cultural Diversity and Global Learning modules
Kinzie, J., & McCormick, A. C.
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.

Support by any other name: Disaggregating supportive environments for faculty
Priddie, C., Silberstein, S., & BrckaLorenz, A.
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.

Using evidence to promote effective educational practice and the success of all students
Hayek, J., Kinzie, J., & McCormick, A.
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.

Assessing inclusiveness and engagement in cultural diversity and global learning: Lessons from NSSE’s Topical Modules
Kinzie, J., Cavallo, J., & Kenesson, S.
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).

Creating inclusive and culturally engaging courses and spaces
Kinzie, J., & BrckaLorenz, A.
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.

Capturing demographic data on queer-spectrum and trans-spectrum students
Greathouse, M., BrckaLorenz, A., Hoban, M., Huesman, R., & Stolzenberg, E.
diversity, gender, sexual orientation

Engaging insights from the National Survey of Student Engagement
Kinzie, J.
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.

Diversifying the professoriate: Designing systems to interrupt inequality
Haeger, H., BrckaLorenz, A., & Wise, J.
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.

Queer and gender variant students: Exploring civic engagement for increasingly diverse populations
BrckaLorenz, A., Greathouse, M., Kinzie, J., & Stolzenberg, E.
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.

Student engagement with inclusivity and cultural diversity: Considering new NSSE module results
Kinzie, J., BrckaLorenz, A., & Silberstein, S.
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.

An inclusive American Dream runs through the faculty, but which faculty?
Nelson Laird, T., BrckaLorenz, A., & Silberstein, S.
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.

Assessing inclusiveness and engagement with cultural diversity: Assuring success for all
Kinzie, J., McCormick, A., Gonyea, R., & BrckaLorenz, A.
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.

Assessing diversity inclusivity in college courses: Updates and trends
Nelson Laird, T. F., Hurtado, S. S., & Yuhas, B. K.
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.

Exploring student engagement, gender identity, and sexual orientation
BrckaLorenz, A., Clark, J., & Hurtado, S.
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.)

Indigenous and Pacific Islander students and faculty in higher education
BrckaLorenz, A., Saelua, N., & Kinzie, J.
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.

What do we know about student participation in activities that develop transferable skills?
Miller, A., L., BrckaLorenz, A., & Nelson Laird, T. F.
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.

Exploring student engagement and gender identity
BrckaLorenz, A., & Nelson Laird, T. F.
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.).

Promoting high-impact practices: Institutional approaches to increase engagement and equity
Kinzie, J.
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.

Putting the you in UR: The influences of faculty participating in undergraduate research
Haeger, H., & BrckaLorenz, A.
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.

Faculty and diversity: Opportunity, encouragement, and inclusion
Nelson Laird, T. F., BrckaLorenz, A., & Peck, L.
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).

Inclusiveness and Engagement with Cultural Diversity
In Engagement Insights: Survey Findings on the Quality of Undergraduate Education—Annual results 2017
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
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Advancing Campus Diversity and Equity Goals
In Engagement Insights: Survey Findings on the Quality of Undergraduate Education—Annual results 2017
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New Insights on Gender Identity, Sexual Orientation, and Engagement
In Engagement Insights: Survey Findings on the Quality of Undergraduate Education—Annual results 2017
Full version

Out on Campus
In Engagement Insights: Survey Findings on the Quality of Undergraduate Education—Annual results 2017
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Faculty Incorporation of Diversity and Institutional Commitment
In Engagement Insights: Survey Findings on the Quality of Undergraduate Education—Annual results 2017
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FSSE Topical Module: Inclusiveness and Engagement with Cultural Diversity
In Engagement Insights: Survey Findings on the Quality of Undergraduate Education—Annual results 2017
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Perceptions of Safety and Belonging
In Engagement insights: Survey findings on the quality of undergraduate education—Annual results 2016
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Instructional Staff Race and Gender Relate to Experiences with Faculty
In Engagement insights: Survey findings on the quality of undergraduate education—Annual results 2016
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Discussions with Diverse Others
In A fresh look at student engagement—Annual results 2013
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Experiences with Diversity
In From promise to progress: How colleges and universities are using student engagement results to improve collegiate quality—2002 annual report
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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
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Using NSSE Data in Diversity, Equity, and Inclusion Assessment Practices
Christen Priddie and Cindy Ann Kilgo
Recording

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