How do university faculty feel about grading? Insights from a control-value theory perspective
Schwab, C., Frenzel, A. C., BrckaLorenz, A., Jaeger, J., & Stupnisky, R.
Research on faculty emotions is scarce, despite their evident relevance for faculty well-being, higher education quality, and student outcomes. The present studies aimed to investigate six discrete emotions (enjoyment, pride, boredom, anxiety, anger, frustration) faculty may experience during grading. Study 1 compared faculty emotions for grading with emotions for research and teaching (US sample, Nâ??=â??1226). Mean comparisons showed that grading generally elicited less positive and more negative emotions than research and teaching. Study 2 further examined faculty emotions for grading through the lens of control-value theory, by identifying emotion-specific appraisal patterns in two countries (US, nâ??=â??244 and Germany, nâ??=â??201). Multiple linear regressions revealed that the most consistent predictor for grading emotions across both samples was cost, in terms of the extent to which faculty perceived grading as a thankless task that kept them away from more meaningful tasks. Our findings further point to the important role of facultyâ??student relationships and faculty membersâ?? confidence in their grading ability for eliciting grading emotions. This study extends existing research on emotions in higher education by considering grading as a relevant emotion-inducing task, and by applying control-value theory to a new context in two countries, thereby contributing to the question of this theoryâ??s generalizability. Practical implications of our findings entail that universities should aim to improve the circumstances of grading and equip their faculty with the means to handle their grading duties well, to optimize their somewhat worrisome emotional experiences in this context.
Full version

Teaching development opportunities & faculty teaching practice at four-year institutions
Fassett, K., Hiller, S. C., BrckaLorenz, A., & Nelson Laird, T.
To contextualize the myriad of teaching development efforts available to faculty, this large-scale study of nearly 4,500 faculty at four-year institutions broadens our understandings of who participates in teaching development practices, how their participation relates to their institutional environments, and how their participation connects to their use of effective teaching practices. Results show some notable patterns by academic field, social identity, the type of courses taught, and institutional characteristics. The overview of educational development participation in this study gives strength to positive findings from smaller-scale research studies and provides a solid base for more specific studies of these practices.
Full version

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.
Full version

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.
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.
Full version

Exploring the Influence of Course-Based Career Experiences and Faculty on Studentsâ?? Career Preparation
Kinzie, J. & Akuyz, F.
The effective preparation of college students for careers is an important college outcome. Yet, employers and the public increasingly feel that universities are not doing enough to prepare students for the workforce. This article features NSSE data to focus on courses, exploring the extent to which students are exposed to course-based career experiences using new evidence of college studentsâ?? career and workforce preparation. We explore facets of course-based career experiences, along with studentsâ?? perceptions of their career preparation outcomes, and the influence of interactions with faculty and advisers on their career plans.
Full version

Centering Black women faculty: Magnifying powerful voices
Priddie, C., Palmer, D., Silberstein, S., & BrckaLorenz, A.
While much of the quantitative research on Black women faculty has taken a comparative approach to understanding their experiences, this study provides a counternarrative, centering their experiences as faculty. This large-scale, multi-institution glance at Black women faculty helps to give us an overview of these women across the country, looking at who they are, where they are, how they spend their time, and what they value in undergraduate education. This study allows us to strengthen various arguments made in qualitative studies of Black women faculty and amplify their perspectives and experiences. Furthermore, it reaffirms and reinvigorates the need for educational developers to practice intentional assessment of Black women facultyâ??s teaching, support the current teaching efforts of Black women faculty on their campus, and advocate for policy change centering the work of Black women faculty.
Full version

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

Honors college faculty support for high-impact practice participation
Miller, A., Silberstein, S., & BrckaLorenz, A.
Much of the existing research on honors colleges or programs is focused on the student experience, with less information offered concerning the faculty perspective. This study presents findings from the Faculty Survey of Student Engagement (FSSE), comparing support for high-impact practices between faculty who teach honors courses and those who do not. Along with core FSSE items, this study uses responses from 1,487 faculty members at 15 institutions on two experimental items about teaching honors courses. A series of ordinary least squares and binary logistic regression analyses suggest that faculty who teach honors courses are more likely to supervise undergraduates on research and internships and to think that it is important for students to participate in learning communities, study abroad, and research with faculty. These findings are interpreted within the context of previous research and current theory, bridging knowledge from the fields of higher education and gifted education.
Full version

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

Expectations for and quality experiences in undergraduate research over time: Perspectives of students and faculty
Kinzie, J. & BrckaLorenz, A.
Attention to undergraduate research (UGR) is not surprising given its widespread appeal and evidence of educational benefit. Tracking participation and identifying equity gaps in UGR are important markers of access to and equity in educationally beneficial experiences. Information about studentsâ?? exposure to elements of quality in UGR and how this corresponds to faculty perspectives and instructional practice can help inform efforts to advance and improve UGR. In this article, we use 7 years of data from the National Survey of Student Engagement (NSSE) to explore the national landscape of UGR by examining the responses of 972,088 1st-year students who reported that they planned to participate in UGR before they graduated and the responses of 1,248,854 senior students who reported that they had done or were currently involved in a UGR experience. To complement our student perspectives, we present perspectives on faculty importance of and instructional practice in UGR with data from NSSEâ??s companion survey, the Faculty Survey of Student Engagement, by examining the experiences of 106,000 faculty respondents. Our presentation of descriptive statistics provides a national overview of UGR participation by a variety of salient institutional and student characteristics, a broad summary of faculty involvement in UGR, and baseline data about studentsâ?? exposure to elements of high-impact UGR.
Full version

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

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

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

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

Reassessing disparities in online learner student engagement in higher education
Paulsen, J., & McCormick, A. C.

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

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

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

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

Faculty members' motivation for teaching and best practices: Testing a model based on self-determination theory across institution types
Stupnisky, R., BrckaLorenz, A., Yuhas, B., & Guay, F.
This study tested a conceptual model based on self-determination theory to examine how university faculty members‘ motivation for teaching predicts their utilization of teaching best practices, and explored if faculty at various higher education institution types are differentially motivated for teaching. Data from a national online survey of 1,671 faculty from 19 universities was analyzed using structural equation modeling. Support for the overall model showed faculty autonomy, competence, and relatedness positively predicted autonomous motivation (intrinsic, identified), but not controlled motivation (introjected, external). Autonomous motivation, in turn, predicted greater incorporation of effective teaching strategies, namely instructional clarity, higher-order learning, reflective and integrative learning, and collaborative learning. There were no differences found across faculty at doctoral, master‘s, and bachelor‘s institutions in terms of autonomous motivation mean levels, nor for the predictive effects of autonomous motivation on teaching best practices. The findings have implications for the faculty motivation and teaching research literatures, as well as for faculty development initiatives aimed at improving teaching effectiveness.
Full version

Do high achieving students benefit from honors college participation? A look at student engagement for first-year students and seniors
Miller, A. L., & Dumford, A. D.

Reimagining student engagement: How nontraditional adult learners engage in traditional postsecondary environments
Rabourn, K., BrckaLorenz, A., & Shoup, R.
Adult learners are a growing population in U.S. postsecondary education who experience distinct barriers to academic success. However, higher education institutions continue to create and adhere to policies that favor traditional college students. Thus, adult learner experiences must be better understood to ensure this population is supported. This study used data from the 2013 and 2014 administrations of the National Survey of Student Engagement to identify characteristics of adult learners and compare their engagement with traditional-aged students. Our regression analysis revealed that adult learners were more likely to take their classes online, begin their education at another institution, and enroll part-time. Adult learners also were more engaged academically and had positive perceptions of teaching practices and interactions with others, despite reporting fewer interactions with faculty and peers and less supportive campuses. These findings challenge institutions to continue to seek a deeper understanding of how adult learners engage with postsecondary education.
Full version

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

Looking across high-impact practices: First-year student democratic awareness and democratic participation
Weiss, H. A., & Fosnacht, K.
Creating educated and informed citizens for our diverse democracy has long been one of the objectives of the U.S. educational system. Traditionally, service-learning has been the primary tool for colleges and universities to promote civic outcomes; however, other practices, particularly those requiring substantial student investments of time and energy, also hold the potential to improve civic outcomes. Using data from nearly 13,000 first-year students who responded to the National Survey of Student Engagement's Civic Engagement module, we found that service-learning, learning communities, and research with faculty were positively and significantly correlated to two measures of democratic engagement. The results have important implications for how postsecondary institutions promote civic outcomes.
Full version

International student engagement: An exploration of student and faculty perceptions
Wang, R. & BrckaLorenz, A.
An increasing number of faculty have brought up questions and concerns about supporting international students’ academic engagement and success. However, little is known about faculty’s approaches to international student engagement and how they may differ from international students’ self-reported engagement at four-year institutions. Using data from the National Survey of Student Engagement and Faculty Survey of Student Engagement, both large-scale and multi-institutional datasets, this study explores international student engagement in learning strategies, collaborative learning, and student-faculty interaction as well as international student engagement from the perspectives of faculty and students. Recommendations on supporting international student engagement from an individual faculty level, department level, and institutional level are discussed.
Full version

Indirect assessments in higher education
Nelson Laird, T. F. & BrckaLorenz, A.
Assessment and accountability are now inescapable features of the landscape of higher education, and ensuring that these assessments are psychometrically sound has become a high priority for accrediting agencies and therefore also for higher education institutions. Bringing together the higher education assessment literature with the psychometric literature, this book focuses on how to practice sound assessment. This volume provides comprehensive and detailed descriptions of tools for and approaches to assessing student learning outcomes in higher education. The book is guided by the core purpose of assessment, which is to enable faculty, administrators, and student affairs professionals with the information they need to increase student learning by making changes in policies, curricula, and other programs. The book is divided into three sections: overview, assessment in higher education, and case studies. The central section looks at direct and indirect measures of student learning, and how to assure the validity, reliability, and fairness of both types. The first six chapters (the first two sections) alternate chapters written by experts in assessment in higher education and experts in psychometrics. The remaining three chapters are applications of assessment practices in three higher education institutions. Finally, the book includes a glossary of key terms in the field.
Full version

Sense of peer belonging and institutional acceptance in the first year: The role of high-impact practices
Ribera, A. K., Miller, A. L., & Dumford, A. D.

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

Exceeding statements: How students and faculty experience institutional missions
Graham, P. A., Ribera, A., BrckaLorenz, A., & Broderick, C.
While the importance of institutional mission is acknowledged within the higher education community, there is a lack of empirical evidence investigating how missions are experienced. Using survey data from students and faculty, this study investigates perceptions of mission engagement at religiously affiliated and independent institutions. Implications for practice are discussed.
Full version

The who, what, and where of learning strategies
Dumford, A. D., Cogswell, C. A., & Miller, A. L.

Independent colleges and student engagement: Descriptive analysis by institutional type
Gonyea, R. M., & Kinzie, J.
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.
Full version

Reflections on the state of student engagement data use and strategies for action
Kinzie, J., Cogswell, C. A., & Wheatle, K. I. E.
Although the National Survey of Student Engagement (NSSE) collects responses from hundreds of participating colleges and universities every year, its ultimate goal is not to collect data but to catalyze improvement in undergraduate education. Launched in 2000 by the Pew Charitable Trusts in response to growing national and local pressures for higher education to focus on measures of education quality and for colleges and universities to engage in meaningful improvement, the NSSE has become a leader in a campaign to focus attention on a number of relatively clear characteristics of effective environments for teaching and learning. The NSSE‘s process indicators related to good practices in undergraduate education provide diagnostic information about concrete activities that can guide interventions to promote improvement. By 2014, more than 1,500 institutions had participated in the NSSE, and over 4.5 million students had completed the questionnaire. In addition, the launch of two complementary instruments, the Faculty Survey of Student Engagement (FSSE) and the Beginning College Survey of Student Engagement (BCSSE), have furthered efforts to encourage the use of data for improvement by equipping institutions with information about faculty perceptions and entering students‘ expectations for engagement. Given these noble goals and all the student engagement data, what impact has the NSSE had on the use of data for improvement on campuses? And what lessons does this work suggest for the improvement agenda in higher education?
Full version

Participation in undergraduate research at minority-serving institutions
Haeger, H., BrckaLorenz, A., & Webber, K.
This research used a national dataset to examine factors associated with participation for underrepresented minority (URM) students, benefits of participation at minority-serving institutions, and examples of programs that work to decrease barriers for URM participation in UR. Findings showed that Latino and first-generation students participated in UR less than White peers, but students at Minority Serving Institutions who participated in research with a faculty member reported using more learning strategies, increased collaboration, and having more experience with quantitative reasoning than students not participating in an UR experience.
Full version

Reconsidering the inclusion of diversity in the curriculum
Nelson Laird, T. F.

Assessing learning spaces: Purpose, possibilities, approaches
Kinzie, J.

Student and faculty member engagement in undergraduate research
Webber, K., Nelson Laird, T. F., & BrckaLorenz, A.

The Degree Qualifications Profile: What it is and why we need it now
Jankowski, N., Hutchings, P., Ewell, P. T., Kinzie, J., & Kuh, G. D.

Refreshing engagement: NSSE at 13
McCormick, A. C., Gonyea, R. M., & Kinzie, J.
Thirteen years ago, 276 bachelor's-granting colleges and universities inaugurated a new approach to assessing college quality by participating in the first national administration of the National Survey of Student Engagement (NSSE). The timing was right. Policymakers were growing increasingly impatient with an ongoing yet unsustainable pattern of cost escalation, skepticism was building about how much students were learning in college, and regional accreditors were ratcheting up their demands on colleges and universities to adopt assessment for purposes of improvement. Meanwhile, higher education's leaders were frustrated by the crude metrics dominating the discourse about college quality. It's been said that a dean at one of those early-adopting institutions enthusiastically proclaimed: “Finally, a test I actually want to teach to!”NSSE introduced a simple yet effective reframing of the quality question: ask undergraduates about their educationally purposeful experiences. It incorporated several important design principles: emphasize behaviors that prior research found to be positively related to desired learning outcomes; emphasize actionable information—behaviors and experiences that institutions can influence; standardize survey sampling and administration to ensure comparability between institutions; provide participating institutions with comprehensive reports detailing their own students' responses relative to those at comparison institutions, plus an identified student data file to permit further analysis by the institution. NSSE was administered to first-year students and seniors, opening a window on quality at these “bookends” of the undergraduate experience. In addition to reporting item-by-item results, the project created summary measures in the form of five “Benchmarks of Effective Educational Practice” that focused attention on key dimensions of quality in undergraduate education: level of academic challenge, active and collaborative learning, student-faculty interaction, enriching educational experiences, and supportive campus environment. The new survey caught on fast. Annual participation now numbers 600–700 institutions, for a cumulative total of more than 1,500 colleges and universities in the US and Canada. What started as a bold experiment in changing the discourse about quality and improvement in undergraduate education—and providing metrics to inform that discourse—is now a trusted fixture in higher education's assessment landscape. High rates of repeat participation offer compelling testimony of the project's value. Of the first group of 276, 93 percent administered the survey in NSSE's tenth year or later. The Web-based survey is now offered as a census of first-year students and seniors, permitting disaggregated analyses by academic unit or demographic subgroup. In 2013, some 1.6 million undergraduates were invited to complete the survey, providing both valuable information for more than 620 participating campuses and a comprehensive look at student engagement across a wide variety of institutions. The 2013 administration marks the first major update of the survey since its inception. In the following pages, we summarize what we've learned over NSSE's first 13 years, why we're updating the survey, and new insights and diagnostic possibilities represented by these changes. Although NSSE's companion surveys, the Faculty Survey of Student Engagement (FSSE) and the Beginning College Survey of Student Engagement (BCSSE), are incorporating parallel changes, here we focus on the changes to NSSE.
Full version

Examining effective faculty practice: Teaching clarity and student engagement
BrckaLorenz, A., Ribera, T., Kinzie, J., & Cole, E. R.

Lessons from the field—Volume 2: Moving from data to action
National Survey of Student Engagement
In this publication we highlight approaches different types of institutions have taken to improve the undergraduate experience. Because NSSE focuses on student behavior and effective educational practice, colleges and universities have found many productive ways to use survey results: accreditation self-studies, benchmarking, curricular reform, faculty and staff development, grant writing, institutional research, retention, and state system comparisons. The stories about data use illustrate various ways that assessment can be a worthwhile undertaking when meaningful data are generated and discussed with a wide campus audience, and results are used to inform efforts to improve educational effectiveness. Understanding how colleges and universities use results and achieve improvements in undergraduate education is important. to advancing systemic improvement in higher education. The examples in this volume provide ample inspiration for encouraging institutions to move from collecting data to taking action.
Full version

Gender gaps in collegiate teaching style: Variations by course characteristics
Nelson Laird, T. F., Garver, A. K., & Niskodé-Dossett, A.S.

Institutional encouragement of and faculty engagement in the scholarship of teaching and learning
Nelson Laird, T. F., & Ribera, T.

STEM/non-STEM differences in engagement at U.S. institutions
Nelson Laird, T. F., McCormick, A. C., Sullivan, D. F., & Zimmerman, C. K.

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

The effect of teaching general education courses on deep approaches to learning: How disciplinary context matters
Nelson Laird, T. F., & Garver, A. K.

Work during college: Its relationship to student engagement and education outcomes
McCormick, A. C., Moore, J. V. III, & Kuh, G. D.

A comparison of student and faculty academic technology use across disciplines
Guidry, K. R., & BrckaLorenz, A.

Research and discovery across the curriculum
Elrod, S., Kinzie, J., & Husic, D.

Student engagement and learning: Experiences that matter
Kinzie, J.

Perspectives from campus leaders on the current state of student learning outcomes assessment.
Kinzie, J.

On the Outside Looking In? Faculty Perceptions of Disciplinary Culture and Their Sense of Belonging
Hiller, S. C., Braught, E., Nelson Laird, T.
Faculty sense of belonging necessarily incorporates not only how much faculty feel they belong in their institutional community but also, even implicitly, how they feel they belong within their disciplinary community. While disciplinary differences in faculty work is studied frequently, little is known about whether and faculty perceptions of their disciplinary cultures relate to feelings of belonging. This study contributes to the literature on disciplinary cultures and sense of belonging by investigating faculty perceptions of their disciplinary cultures and faculty membersâ?? alignment with the perceptions of their disciplinary peers. Results suggest some limited connection between perceptions of disciplinary cultures and an institutionally-focused sense of belonging.

Varying Perceptions of Disciplinary Cultures: The Roles of Faculty Identities and Professional Experiences
Braught, E., Hiller, S. C., Nelson Laird, T.
Studies about disciplinary differences often assume that aspects of disciplinary cultures are experienced or perceived consistently across group members despite the socially constructed nature of disciplinary cultures. Becherâ??s (1989) and Biglanâ??s (1973a,b) seminal works on academic disciplines proposed the dimensions meant to capture dynamics that distinguished disciplinary cultures. With nearly 700 responses from faculty in 98 disciplines, this study explores faculty perceptions of cultural aspects of their discipline and how faculty membersâ?? social identities and professional experiences relate to how they perceive their disciplinary cultures and how their perceptions relate to their peers.

Am I a professional? A quantitative study of faculty professional identity
Chamis, Ella; Braught, Emily; BrckaLorenz, Allison
The field often takes the professional identities of its faculty for granted, and faculty professional identity development is largely understudied. In this person-centered quantitative study, we explore the importance of faculty professional identity and consider its influencing factors for development. Our findings provide clarity and guidance in developing faculty professional identity.

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.

Faculty Perceptions of Their Disciplinary Cultures: Re-Evaluating Biglanâ??s Dimensions
Braught, Emily; Hiller, Stephen C.; Nelson Laird, Thomas
Disciplinary cultures are an important part of understanding the faculty experience. For fifty years, the Biglan dimensions have been frequently relied on by researchers interested in considering disciplinary differences as parts of their studies; however, applying a cultural lens draws attention to the possibility that over time, disciplinary cultures may have changed. Through exploring faculty perceptions of their disciplines using an item set derived from key cultural aspects of Biglanâ??s dimensions, compared to the Biglan dimensions, this exploratory study offers insights into the evolution of disciplinary cultures, highlighting the variation and fluidity of disciplinary cultures that faculty experience in their disciplines today.

Examining campus support systems for LGBQ+ college students' mental health and well-being
Feldman, Steven; BrckaLorenz, Allison
In this study, we explore LGBQ+ college studentsâ?? experiences related to mental health and wellbeing, using the Proud & Thriving Framework. Our research utilizes a large scale, multi-institutional, quantitative and qualitative data set that includes a variety of institutional types and geographic locations across the United States. We use a series of OLS regression analyses and descriptive analyses to explore LGBQ+ studentsâ?? difficulties, support networks, knowledge about institution-provided supports, and student-suggested ways that their institution has supported their mental health and well-being. We find that large portions of LGBQ+ students do not know how to get help with various difficulties and that students within the LGBQ+ community had differing relationships with risks and supports depending on their specific LGBQ+ identity such as asexual students struggling less with workload-related issues and pansexual students struggling more with health-related issues than their LGBQ+ peers. We conclude with suggestions for campus staff, faculty, and higher education researchers on tangible ways that they can work to improve campus environments and experiences for LGBQ+ college students.

Somewhere to Stay and Thrive: Relationships between Persistence and Environments for Diverse Faculty
BrckaLorenz, Allison; Christiaens, Roman; Feldman, Steven; Russell, Alethia; Wenger, Kevin
As colleges and universities invest in efforts to cultivate diverse learning environments, a primary focus has been hiring and retaining faculty with underrepresented and marginalized backgrounds. Using data from a large-scale, multi-institution quantitative data set, we explore how faculty persistence relates to aspects of a faculty memberâ??s environment. We found that faculty perceptions of work-life balance and within-work balance were the strongest indicators of a faculty memberâ??s intentions to persist. Relationships between persistence and aspects of environment tended to be strongest for LGBQ+ faculty. Institutions interested in supporting and retaining diverse faculty can use these findings to better understand their institutionâ??s environment for faculty and pinpoint areas to implement change.

Exploring Relationships Between Faculty Values for and Practice in Developing Student Quantitative Reasoning
Hu, Tien-Ling & BrckaLorenz, Allison
The American Association of Colleges and Universities listed quantitative literacy as an essential practical skill. Colleges and universities play a key role in preparing students with career skills. Building on two critical perspectives: the importance of quality teaching to quality learning and the importance of quantitative reasoning in workforce success, the study explores the relationship between faculty values for quantitative reasoning, how much faculty structure their courses to help develop studentsâ?? real-world skills, and to what extent faculty encourage students to participate in career-related activities. The findings show that faculty values for the importance of quantitative reasoning significantly predicted how they structure their courses to help develop studentsâ?? numerical skills and how they encourage students to participate in career-related activities.

Faculty Feelings Matter: Environmental Experiences of Queer Faculty of Color
BrckaLorenz, Allison; Chamis, Ella; Feldman, Steven
Despite an emphasis on diversifying the professoriate, higher education has failed to make significant progress in recruiting and retaining diverse faculty in the academy. Literature points to issues of campus climate, discrimination, and workplace stress as common reasons for diverse faculty to leave their positions. Using the College + University Teaching Environment framework, Quare Theory, critical methodological philosophies, and a large-scale multi-institution quantitative dataset, this study examines affective components of a faculty environment for queer faculty, faculty of color, and queer faculty of color. Results indicate strong relationships between perceptions of support, sense of belonging, mental health, and stress with faculty persistence in their role as well as additional stress for LGBQ+ faculty of color.

Intersectionality and Sense of Belonging: Unpacking the Student Veteran Experience
Morris, Phillip Allen; BrckaLorenz, Allison; Burke, Jim; Chamis, Ella; Russell, Alethia; Weiss, Jennifer
Military veterans are increasingly diverse students with multiple identity intersections. Using variable- and person-centered analyses with data from NSSE (n= 12,668), we examined impacts of veteransâ?? diverse identities on the multi-item factors Sense of Belonging, Collaborative Learning, Student-Faculty Interaction, and Quality of Interactions. Policy and practice implications are discussed.

Environments that Motivate Teaching Excellence: The College + University Teaching Environment Framework
BrckaLorenz, Allison; Brandon, Josclynn; Nelson Laird, Tom
Inequities and discrimination built into the systems and structures of higher education prevent faculty from doing and receiving recognition for their best work. The framework proposed here guides our understanding of faculty needs, motivations, and supports that are necessary for healthy teaching environments and the wellbeing of diverse faculty.

Teaching during the Pandemic: A Spectrum of Faculty Perspectives
Fassett, Kyle T.; BrckaLorenz, Allison; Hu, Tien-Ling
In this study, we holistically investigated the ways the pandemic altered how faculty navigated their roles. We examined how faculty adapted course reparation and teaching practices while considering faculty teaching needs and personal relationships. Findings from two national surveys show differences in faculty experiences by race, gender, sexual orientation, rank, and discipline. One finding showed White faculty tended to be less flexible regarding changes to their courses while Asian faculty tended to be more flexible in comparison to the average faculty response. We discuss both broad and specific implications for institutions and faculty for comprehending faculty teaching practices as well as understanding faculty holistically.

Disciplinary Differences in Faculty Emphasis on Deep Approaches to Learning
Hiller, Stephen C.; Nelson Laird, Thomas F.
This large-scale study compares how Biglan and Holland conceptualizations of academic disciplines in their ability to explain differences in faculty emphasis on deep approaches to learning in their courses. To examine these differences, several multiple regressions models are conducted 6,500 faculty and instructor responses to the Faculty Survey of Student Engagement (FSSE), using effect coding to better compare disciplinary categories. Analyses examining disciplines using Biglanâ??s three dimensions or Hollandâ??s theory suggest differences within each conceptualization that largely align with previous research. Comparisons between these two conceptualizations, while showing some overlap, indicate that Biglanâ??s dimensions explain slightly more variation, with a slightly greater range of magnitude in some effect sizes. These findings underscore for researchers, faculty, and educational developers the need to examine disciplinary effects on teaching practices while also suggesting for researchers the need to appropriately align disciplinary conceptualizations with their area of study.

Difficult Discourse and Critical Pedagogies: A Large-Scale Mixed-Methods Exploration of Faculty Practice
Hurtado, Sarah; BrckaLorenz, Allison; Sisaket, Lesley; Washington, Sylvia
Using critical pedagogy as our framework, this study’s purpose is to explore faculty members’ ability to engage in difficult discourse with their students and their use of related critical pedagogies. The findings come from a large-scale multi-institution mixed-methods study to provide guidance for faculty to participate in this work.

Trial and Error: Socialization’s Failure to Teach Us How to Teach
BrckaLorenz, Allison; Hurtado, Sarah; Palmer, Dajanae; McCoy-Simmons, Casey
Socialization is a major component to faculty development, but without intentional direction it can fail to produce effective educators. The purpose of this large-scale mixed-methods study is to explore teaching influences, missed opportunities to prepare faculty for handling challenging teaching situations, and ways we can improve the socialization process. Results highlight the importance of faculty experiences as undergraduate and graduate students, the value of professional associations and conference participation, and the great range in faculty desires for professional development as educators. Potential implications include a focus on early socialization experiences, encouraging the Scholarship of Teaching and Learning, and providing equitable opportunities to support vulnerable populations.

A multi-institutional study of teaching development opportunities and faculty practice
Fassett, K.; BrckaLorenz, A.; Hiller, S.; Nelson Laird, T.
Research on faculty teaching development is robust, with small-scale research studies on specific teaching development experiences or practices in particular fields. To contextualize the myriad of teaching development efforts available to faculty, this large-scale multi-institution study of nearly 4,500 faculty seeks to broaden our understandings of who participates in teaching development practices, how their participation relates to their institutional environments, and how their participation connects to use of effective teaching practices. Results show there are some notable trends by field, identity, the type of courses taught, and institutional characteristics. The overview of professional development participation in this study gives strength to positive findings from smaller-scale research studies and provides a solid base for more specific studies of these practices.

Are Black women faculty and Women of Color faculty synonymous?
Priddie, C.; Palmer, D.; Silberstein, S.; BrckaLorenz, A.
Black women faculty in the professoriate are often lumped into broader women of color categories when examining their experiences in academia. However, women of color are not a monolith and their experiences should be examined with disaggregation. The current study examined the time allocation of Black women faculty in relation to other women of color faculty to assess whether narratives compiling all women of color faculty together are appropriate. Results showed that Black women faculty differ in how they allocate their time in relation to their women of color counterparts. Our findings suggest that studies conducted aggregating the stories of women of color are not portraying the unique experience Black women faculty are facing.

Developing transferable skills for the public good
Kirnbauer, T.; BrckaLorenz, A.
Transferable skills are crucial for undergraduates to be prepared to enter the workforce after college. Previous research has shown how effective educational approaches enhance student learning. There is, however, limited research that understands how the emphasis on transferable skills relates to the value of deep approaches to student learning. This paper analyzes how faculty emphasis of transferable skills, through analytical writing and problem-solving, is related to deep approaches to learning in higher education. Data come from a large-scale, multi-institutional study that surveys faculty at four-year institutions. Findings indicate that the intentional development of transferable skills has a positive relationship with emphases on deep approaches to learning. The study reinforces the importance of collaboration between multiple stakeholders to foster student learning.

Examining the relationship between faculty development opportunities and teaching practices
Fassett, K.; BrckaLorenz, A.
Teaching is arguably the lifeblood of higher education as students enroll in higher education institutions to learn new information. Faculty often partake in developmental opportunities that seek to improve their pedagogical practices and the student experience. Seeing the importance in understanding teaching, this study uses a multi-institution data set to examine the relationship between development opportunities and faculty use of effective teaching practices and course goals. Findings indicate that informal practices including discussing teaching with colleagues, speaking with students beyond course evaluations about classroom practices, and reading pedagogy books increased use of effective teaching practices. These findings have implications for faculty developers coordinating teaching development opportunities, administrators investing funding in development, and faculty who are looking to change their practices.

Exploring interactions of race and discipline in teaching practices: Focusing on faculty of color in STEM
Hiller, S., BrckaLorenz, A., Priddie, C., & Nelson Laird, T.
This study seeks to center the experiences of minoritized faculty to better understand how diverse faculty approach teaching in different disciplines. Findings suggest that students in STEM courses taught by faculty of color may experience deeper and more meaningful learning than in STEM courses taught by White faculty.

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.

Centering Black women faculty: Magnifying powerful voices
Priddie, C., Palmer, D., Silberstein, S., & BrckaLorenz, A.
While much of the quantitative research Black women faculty, has taken a comparative approach to understanding their experiences, this study provides a counternarrative, centering their experiences as faculty. This large-scale, multi-institution glance at Black women faculty helps to give us an overview of these women across the country, looking at who they are, where they are, how they spend their time, and what they value in undergraduate education. This study allows us to strengthen various arguments made in qualitative studies of Black women faculty and give voice to a community that can be invisible. This study reaffirms and reinvigorates the need to continue to create avenues for recruitment, hiring, support, promotion, and retention of Black women across all disciplines.

Does enjoyment, guilt, and/or rewards motivate faculty research productivity? A large-scale test of Self-Determination Theory
Stupnisky, R., BrckaLorenz, A., & Nelson Laird, T. F.
What motivates faculty to be productive researchers is largely unknown as institutional, demographic, and social-environmental factors explain limited variance. The current study tested the extent to which self-determined motivation served as a predictor of university faculty member‘s research productivity. Analysis of a large-scale USA sample of 1,980 faculty from 21 institutions using structural equation modeling found autonomous motivation (enjoyment, value) positively related to self-reported research productivity and number of publications, beyond time spent on research. The basic needs of autonomy and competence predicted autonomous motivation, and indirectly predicted achievement. External motivation (rewards) had a relatively small positive relationship with research productivity, while introjected motivation (guilt) had no relationship. The results contribute to both the faculty development and motivation research literatures.

Employing differential item function analysis in survey research
Paulsen, J., Merckle, R., & BrckaLorenz, A.
One of the key assumptions involved in using any survey or measurement is that the instrument works consistently across groups. This is particularly important in survey research where group comparisons are ubiquitous. Differential item functioning analysis examines whether the instrument systematically biases in favor of one group. The findings from such an analysis are unattainable in traditional approaches to examining instrument validity, and yet, it is rare to find DIF analysis in surveys. This process illustrates DIF analysis with logistic regression using the Faculty Survey of Student Engagement. We find FSSE items did not show the presence of DIF. This provides confidence to users of this instrument that it measures the same constructs in the same way across different groups.

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

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

Creative coursework exposure: Enhancing college student engagement across disciplines
Miller, A. L.
Previous research suggests that creativity training can be effective in academic settings and that teachers, in particular, can have an impact on creativity (Scott et al., 2004). Furthermore, incorporating creativity into classroom activities and assignments can encourage student engagement in the educational process (Halpern, 2010). This study extends research on creativity and student engagement in higher education, using data from the “Senior Transitions” topical module of the National Survey of Student Engagement (NSSE). Responses from over 61,000 seniors at 266 different U.S colleges and universities were used to explore how exposure to creative coursework can predict student engagement in a variety of areas. NSSE‘s measure of creative coursework includes items on generating new ideas, taking risks without fear of penalty, evaluating multiple approaches to problems, and inventing new methods. Ordinary least squares regression models were conducted to determine the effect of creative coursework exposure on NSSE‘s established measures of student engagement: reflective and integrative learning, higher-order learning, use of learning strategies, collaborative learning, diverse discussions, student-faculty interaction, effective teaching practices, quality of interactions, and supportive environment. The results suggest that creative coursework is a significant positive predictor of student engagement, even after controlling for sex, transfer status, enrollment status, first-generation status, age, SAT/ACT, race/ethnicity, major, grades, percentage of online courses, control (private/public) and size. Potential reasons for these patterns of results will be discussed. These findings can help to inform curricular and programming enhancements for college students across all major fields, enriching their educational experiences through exposure to creative coursework.

Examining faculty burn-out, well-being, and job performance
Stupnisky, R. H., BrckaLorenz, A., Yuhas, B., & Guay, F.
This study tested a conceptual model based on self-determination theory to examine how university faculty members‘ motivation for teaching predicts their utilization of teaching best practices and explored if faculty at various higher education institution types are differentially motivated for teaching. Data from a national online survey of 1,671 faculty from 19 universities were analyzed using structural equation modeling. Support for the overall model showed faculty autonomy, competence, and relatedness positively predicted autonomous (intrinsic, identified) motivation but not controlled (introjected, external) motivation. Autonomous motivation, in turn, predicted greater incorporation of effective teaching strategies, namely instructional clarity, higher-order learning, reflective and integrative learning, and collaborative learning. There were no differences found across faculty at doctoral, master‘s, and bachelor‘s institutions in terms of autonomous motivation mean levels nor for the predictive effects of autonomous motivation on teaching best practices. The findings have implications for the faculty motivation and teaching research literatures as well as for faculty development initiatives aimed at improving teaching effectiveness.

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.

Faculty types and effective teaching: A cautionary exploration of how faculty spend their time
BrckaLorenz, A., Nelson Laird, T. F., Yuhas, B., Strickland, J., & Fassett, K.
Most research on faculty time focuses on research productivity, leaving the time they spend on other activities largely unexplored. Time spent teaching is certainly as core to institutional missions as research and is more likely to shape students‘ experiences and learning. This large-scale, multi-institution study of over 16,000 full-time faculty examines how much time they spend on teaching, research, and service. Five distinct groups, based on time use, are described. Additionally, the relationships between the groupings and the use of effective educational practices are explored. Surprising results, such as teaching-heavy faculty scoring the lowest on measures of teaching effectiveness, raise questions about faculty roles and autonomy and what conditions inspire the use of best practices in teaching.

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.

A comparison of international students’ engagement and faculty perceptions of international student engagement
Wang, R., & BrckaLorenz, A.
With the exponential growth of international students pursing degrees at U.S. colleges and universities, an increasing number of faculty and staff have brought up questions and concerns about supporting international students‘ academic engagement and success. Although prior studies have explored the educational experiences of international students in the US, only a small number of them have investigated international student engagement at four-year institutions. Little is known about faculty‘s approaches to international student engagement and how they may differ from international students‘ self-reported engagement. Using large-scale and multi-institutional survey datasets, this quantitative study aims to explore international student engagement in learning strategies, collaborative learning, and student-faculty interaction, and to compare international student engagement from the perspectives of faculty and students. Recommendations on supporting international student engagement from an individual faculty level, department level, and institutional level are discussed in the end.

Social desirability bias and faculty respondents: Is “good behavior” harming survey results?
Miller, A. L., & Dumford, A. D.
Social desirability bias has long been a concern for survey researchers, with mixed findings for student self-reports in higher education. To extend this research, the current study investigates the potential presence of social desirability bias in faculty surveys. In addition to the core Faculty Survey of Student Engagement, this study used responses from a social desirability measure given to 1,574 faculty members at 18 institutions. A series of 10 step-wise OLS regression analyses looking at engagement indicators (while controlling for other faculty and institutional characteristics) suggest that in all cases, social desirability bias does not seem to be a major factor in faculty survey responses. However, it is also important to consider how some items are “sensitive” for specific populations.

Found my place: The importance of faculty relationships for seniors’ sense of belonging
Miller, A. L., Williams, L. M., & Silberstein, S. M.
The current study sought to explore whether senior students‘ faculty-related engagement influences their sense of belonging, particularly their feelings of institutional acceptance. This study utilizes data from the National Survey of Student Engagement (NSSE) to explore these relationships. Results suggest that increased student-faculty interaction, use of effective teaching practices, and participation in research with faculty have a positive impact on feelings of institutional acceptance for seniors. Furthermore, certain student demographics, college experiences, and institutional characteristics also play a role in this aspect of belongingness. Institutions can use this information to increase programming and resources directed at improving student engagement with faculty.

Employing quasi-experimental methods to relate first-year student participation in research with faculty to desired outcomes
Fosnacht, K., & Zilvinskis, J.
Undergraduate research opportunities with faculty are becoming increasingly common and previously been found to positively influence student learning. However, the literature on this activity is generally weak methodologically and/or is not generalizable. This study uses quasi-experimental methods to examine the influence of research with faculty using a large national sample. We found that research with faculty experiences had significant and positive effects on multiple aspects of student engagement for a sample of first-year students, particularly student-faculty interaction. Additionally, we found differential effects of undergraduate research participation between STEM and non-STEM majors. Implications for policy and practice are discussed.

Examining student-faculty interaction among Black/African American female undergraduates: An in-depth analysis of NSSE 2008&ndash2012 data
Wheatle, K. I. E., Davis, L. P., & BrckaLorenz, A.
The current study examines student-faculty interaction by employing OLS regression models on a large-scale sample of student engagement survey data to compare Black female interaction with faculty to their Black male, White female, and White male peers. Within-group analyses will reveal impact of various student characteristics among Black women students.

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

Maintaining inequality: An analysis of college pathways among women at large public institutions
Tukibayeva, M., Ribera, A. K., Nelson Laird, T. F., & BrckaLorenz, A.
Armstrong and Hamilton (2013) proposed a framework of three college pathways—party, professional, and mobility—that lead to economically unequal postgraduation outcomes and vastly different college experiences for female students. Using data from the National Survey of Student Engagement (NSSE), we examined the responses from 42,504 women seniors at 183 four-year large public institutions to identify how the potential income of their college major choice relate to the pathways. We found that the economic advantage of major choice is not equally distributed among students: party pathway students selected the least lucrative college majors, professional pathway students selected the most lucrative majors, and first-generation students on all pathways tended to select majors with less potential income than their peers with college-educated parents. Students on the three pathways also engaged differently in three measures of academic engagement (three of the ten NSSE Engagement Indicators): Reflective and Integrative Learning, Learning Strategies, and Student-Faculty Interaction.

Moving students to read: Unpacking the relationship with reflective and integrative learning
Wang, R., & Ribera, A. K.
College students‘ reading motivation and reflective and integrative learning play a significant role in influencing students‘ academic performance and engagement. Understanding students‘ reading motivation will help faculty members adjust their course design and provide sufficient support and resources in order to accommodate student learning. Using data collected in 2013 from 47 four-year colleges and universities located in the U.S., this study explores individual characteristics of students who tend to be intrinsically motivated to read. This study also explores the relationship between intrinsic reading motivation and students‘ level of engagement in reflective and integrative learning. Recommendations for enhancing students‘ reading motivation and reflective and integrative learning are provided.

The teaching practices and time allocation of faculty and graduate student instructors
Wang, R., BrckaLorenz, A., & Nelson Laird, T.
Few studies have compared teaching behaviors between faculty and graduate student instructors (GSIs). Using a large-scale multi-institution dataset, this study takes a closer examination of the variation of effective teaching practices, proportion of time spent on in-class activities, and time commitment on teaching-related activates of faculty and GSIs with different demographic and course characteristics. Results suggest that faculty utilize more effective teaching practices than GSIs across all demographic, course characteristics, and disciplines. Faculty spent a greater proportion of time in lecture and discussion, whereas GSIs spent more time in small-group activities. GSIs spent less time than faculty at different academic ranks in all teaching-related activities. This study recommends more resources and support should be provided to GSIs to enhance effective teaching practices and time management in teaching.

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

Looking across high-impact practices: First-year student democratic awareness & democratic participation
Weiss, H. A., & Fosnacht, K. J.
Creating educated and informed citizens for our diverse democracy has long been one of the objectives of the U.S. educational system. Traditionally, service-learning has been the primary tool for colleges and universities to promote civic outcomes; however, other practices also hold the potential to improve civic outcomes. In this study, we find that service-learning, learning communities, and research with faculty are positively and significantly correlated to two measures of democratic engagement for a multi-institutional sample of first-year students. The results have important implications for how postsecondary institutions promote civic outcomes.

Learning online: Unintended consequences for engagement?
Dumford, A. D., & Miller, A. L.
A rapidly increasing number of colleges and universities are looking for ways to deliver course content online. This paper investigates the effects of taking courses through an online medium on students‘ engagement using data from the 2015 administration of the National Survey of Student Engagement (NSSE). A series of 10 OLS regression analyses, controlling for certain student and institutional characteristics, suggested several significant effects of taking online courses for first-year students as well as seniors. Students taking more courses using an online medium showed higher use of learning strategies and quantitative reasoning yet lower collaborative learning, student-faculty interactions, effective teaching practices, discussions with diverse others, and quality of interactions. The change in these engagement indicators based on the percentage of classes taken online reveals that the online environment might encourage certain types of engagement but not others.

Barriers in returning to learning: Engagement and support of adult learners
Rabourn, K. E., Shoup, R., & BrckaLorenz, A.
Adult learners are a growing population in the U.S. postsecondary education system that experiences distinct barriers to academic success. However, higher education institutions continue to create and adhere to policies that favor traditional-age college students. Given that adult learners are becoming more common across the higher education landscape, it is important to better understand their experiences to ensure this population is supported to success. This study used data from the 2013 and 2014 administrations of the National Survey of Student Engagement to identify the characteristics of today‘s adult learners and to assess how their engagement differs from that of traditional-age students. We found that adult learners are more likely to take all of their classes online, begin their education at another institution, and enroll part time. Compared to their traditional-age peers, adult learners are more engaged academically and have more positive perceptions of teaching practices and interactions with others, but they interact less with peers and faculty and find their campuses to be less supportive.

Item nonresponse bias on the Faculty Survey of Student Engagement
Chiang, Y.-C., & BrckaLorenz, A.
Survey researchers often wonder about the impact of missing data and whether a sample with missing data is representative of a larger population. This study investigates the prevalence of item nonresponse bias among participants in the FSSE survey and its impact on the estimates of ten FSSE scale scores by comparing item nonresponse patterns across faculty-level characteristics such as gender identity, racial or ethnic identification, citizenship, employment status, academic rank, and the number of undergraduate or graduate courses taught. These analyses examined a set of FSSE items that comprise ten FSSE scales.

Civic engagement, service-learning, and faculty engagement: A profile of Black women faculty
Wheatle, K., & BrckaLorenz, A.
Existent research on African American (or Black) women faculty suggests that they are disproportionately overlooked during the tenure and promotion process, largely due to the academy‘s overvaluing of research activities and undervaluing of service-based and teaching activities. These studies largely utilize qualitative inquiry to develop a narrative about the experiences of Black women faculty. The current study seeks to test this narrative quantitatively by using a large-scale sample of faculty engagement survey data to compare Black women faculty‘s encouragement of civic engagement and use of service-learning to that of their Black male, White female, and White male counterparts. Findings suggest that Black women faculty are more encouraging of civic engagement among their students and include more service-learning within their courses than others.

Global perspectives in curricula and deep approaches to learning: Examining faculty practices for engagement
Peck, L., Chiang, Y.-C., & BrckaLorenz, A.
Many higher education institutions today are placing a high level of importance on internationalization. One of the most popular means of providing students with a global perspective is through internationalizing a course curriculum. Global learning experiences in the classroom are seen as a way to expose students to multiple points of view on issues and foster cross-cultural understanding. Using results from the 2014 administration of the Faculty Survey of Student Engagement (FSSE), this study compared faculty use of global perspectives in student learning to their use of reflective and integrative learning and higher order learning practices—to see how the two are related. The influences of faculty characteristics, such as gender and academic rank, as well as institutional characteristics, will also be explored.

Revisiting the relationship between institutional rank and student engagement
Zilvinskis, J., & Rocconi, L. M.
Using data from the 2013 administration of the National Survey of Student Engagement (NSSE), multilevel models were employed to explore the relationship between student engagement and three institutional ranking schemes: U.S. News, Forbes, and Washington Monthly. Findings reveal few relationships exist between NSSE‘s measures of student engagement and the three institutional ranking schemes, except for a negative relationship between the three ranking schemes and student-faculty interactions; implications of these findings are included.

What characteristics predict student-faculty interaction and important relationships with effective educational practice
Wang, R., BrckaLorenz, A., & Chiang, Y.-C.
Student-faculty interaction is significantly beneficial to college students‘ engagement and success. Past studies of student-faculty interaction (SFI) have focused on the relationship between student characteristics and SFI or between faculty members‘ qualities, skills, or approaches and SFI. This study uses a large-scale multi-institution data set to take a closer examination of the relationships between faculty characteristics, course characteristics, institutional characteristics, faculty course goals, and faculty values for campus support with SFI. Results suggest that several faculty, course, and institution characteristics predict increased SFI. Additionally, results also indicate that faculty who do more to structure their courses for student growth and development and more strongly value a supportive campus environment for students interact with students more frequently.

Exploring how inclusive name/pronoun policies and practices relate to quality of interactions
Feldman, Steven; Copeland, Olivia; BrckaLorenz, Allison
Using a large-scale, multi-institution dataset, we explore the relationship between name/pronoun policies and practices and college studentsâ?? quality of interactions with other students, advisors, faculty, staff, and administrators on campus. Findings indicate that more affirming policies and practices were associated with more positive quality of interactions, especially for transgender students.

Faculty Perceptions of Disciplinary Cultures and Their Relationship to Teaching: Validating Becher's Convergent-Divergent Dimension
Hiller, Stephen C.; Braught, Emily; Nelson Laird, Thomas
Becherâ??s (1989) seminal work on academic disciplines proposed the Convergent-Divergent dimension to capture one social dynamic that distinguished disciplinary cultures, and yet little work has explored how the Convergent-Divergent dimension relates to faculty teaching practices. This study operationalizes this dimension in items appended to the Faculty Survey of Student Engagement (FSSE). With nearly 700 responses from faculty in 98 disciplines, this study examines the relationship of a Cultural Convergence construct with faculty teaching practices and whether faculty taught similarly to their disciplinary peers. Findings indicate that cultural convergence does not influence teaching practices in four of five areas, though the more convergent a discipline, the more faculty tend to teach similarly to their peers in three of five areas of teaching.

Options for Assessing the Faculty Practice in HIPs
BrckaLorenz, Allison
This session discusses options for assessing faculty involvement in engaging students in high-impact practices (HIPs). We will talk about assessing faculty use of effective, educational, high-impact practices as well as ways to create environments that support and motivate faculty to do their best work engaging students in HIPs.

Beyond The Classroom: Student Perceptions of Faculty Support for Mental Health and Well-Being
Russell, Alethia; Chamis, Ella; Kinzie, Jillian
The 2023 National Survey of Student Engagement (NSSE) included a new MHWB topical module that invited undergraduates to respond to an open-ended prompt to describe one way their institution supported their MHWB. We used thematic analysis to examine more than 13,000 responses to this open-ended prompt. Findings revealed that students perceived faculty serve in three distinct roles that supplement and, in some cases, supplant institution support for MHWB. Our paper session further details those findings.

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.

A Quantitative Review of Faculty Practices and Perceptions of the Scholarship for Teaching and Learning
Braught, Emily; BrckaLorenz, Allison
How do faculty perceive and interact with scholarship for teaching and learning? This session will review findings from the 2022 and 2023 Faculty Survey of Student Engagement (FSSE), exploring the extent to which classroom- and institutional-level assessment efforts are used to make improvements and hone teaching practices, the extent to which faculty collaborate and build community with one another to share out teaching practices, and the extent to which external motivations influence faculty frequency of practices related to the scholarship of teaching and learning.

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.

Faculty Teaching Environments: Supporting & Retaining 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. Literature points to issues of campus climate, discrimination, and workplace stress as common reasons for diverse faculty to leave their positions. 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 campuses, 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.

Gathering Evidence for an Assessment of Environments That Motivate Teaching Excellence
BrckaLorenz, Allison; Brandon, Josclynn; Hu, Tien-Ling; Priddie, Christen; Nelson-Laird, Thomas F.
Inequities and discrimination within the systems and structures of higher education prevent faculty from doing and receiving recognition for their best work as educators. The purpose of this study is to present the validation testing and overview of results from a new project designed to help institutions understand the teaching environments in their local context and for researchers to understand teaching environments in higher education. The assessment instrument examined here guides our understanding of faculty needs, motivations, and supports that are necessary for healthy teaching environments and the wellbeing of diverse faculty. Findings from this study add to our knowledge of faculty teaching cultures as well as provide an example of how to collect validity evidence for climate assessment instruments

Retaining Black women faculty: Cultivating an equitable teaching environment
Brandon, Josclynn; BrckaLorenz, Allison
Current research on the experiences of Black women faculty often focuses on the challenges they face and the reasons why they leave the academy. Instead, this study examined the experiences and success strategies of Black women faculty who have successfully navigated the tenure and promotion process. Findings can inform new and aspiring Black women faculty in navigating the academy, advise institutional leadership who are looking to recruit and retain Black women faculty, and promote discussions and tangible action items to improve inequities within the professoriate. Themes from interviews revolved around policies and procedures that are problematic for Black women specifically, the importance of support networks, the failure of institutional programs, and their persistence as an act of caring.

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

Motivating Teaching Excellence: Identifying Supportive Environments for Diverse Faculty
BrckaLorenz, Allison; Brandon, Josclynn
Multitudes of theories, findings from scholarly work, and our everyday experiences show us that inequities and discrimination are built into the systems and structures of higher education. These systemic issues prevent faculty from doing their best work. We will present the groundwork for a conceptual framework that can guide our understanding of how institutions can create faculty teaching environments that motivate teaching excellence and support diverse faculty. Join us for a discussion about how the components of this framework manifest on your campus and leave with ideas on how to assess and improve your institution's teaching environments for 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

Assessing Student & Faculty Experiences in CV-19: Lessons for Our New Future
Kinzie, Jillian; McCormick, Alex; Sarraf, Shimon; and Blaich, Charlie; Wise, Kathy (Higher Education Data Sharing and Wabash College Center for Inquiry)
Assessing Student & Faculty Experiences in CV-19: Lessons for Our New Future, is a research presentation with NSSE staff Jillian Kinzie, Alexander McCormick, Shimon Sarraf, and Higher Education Data Sharing Consortium colleagues, Charlie Blaich and Kathy Wise.

Two Sides of a Coin: Patterns of Student & Faculty Participation in High-Impact Practices
Fassett, Kyle T.; BrckaLorenz, Allison; Nelson Laird, Thomas F.
The higher education community continues to perpetuate high-impact practices as means for improving student success. Yet, challenges exist for assuring all students participate equitably in these beneficial educational experiences; one inhibiting factor may be a lack of faculty support. We examined the responses from 12,147 faculty and 28,504 seniors at 83 institutions to better understand the relationship between faculty who emphasize or participate in high-impact practices and students who do participate. Results indicate potential inequities in faculty participation in engaging students in high-impact practices. Faculty values of importance in participation relates to whether they participate reveling implications for future conversations about faculty hiring and development.

Sense of Belonging and the First-Year Experience
Cole, Jim; Kinzie, Jillian
With the turmoil and uncertainty of this past year, a students’ sense of belonging is now more critical than ever. This presentation will use NSSE and BCSSE-NSSE combined data to highlight the important connections between sense of belonging, student expectations, intention to persist, quality of relationships with advisors, faculty, and other students, academic engagement, as well as other important aspects of the first-year student experience. This session will include opportunities for discussion and reflection, as well as include current institutional examples of data use.

Doing Academic Advising Well: Findings about Advising Practice at Research Universities
Kinzie, Jillian; McCormick, Alex; Silberstein, Samantha; Gonyea, Bob; Dugan, Brendan
High-impact practices (HIPs) represent a core feature of a high-quality undergraduate education and are often hailed as life-changing events. The literature identifies a set of essential elements common across HIPs, yet to date most evidence about HIPs has been limited to student participation in designated HIPs, with scant empirical examination of their implementation. We report on a multi-institution study of studentsâ?? exposure to these el! ements of quality in seven HIPs (first-year seminar, learning communities, service-learning, research with faculty, study abroad, internships and field experiences, and culminating senior experiences) to deepen understanding of HIP quality and to explore racially minoritized student access to high-quality HIPs and discuss strategies to enhance quality standards and equity. View presentation

The Influence of Faculty on Marginalized Student Participation in High-Impact Practices
Fassett, Kyle T.; BrckaLorenz, Allison; Nelson Laird, Thomas F.
As creators and facilitators of high-impact practices, understanding how faculty promote or inhibit student participation is integral in continuing to equitably promote their benefits. Data from the National Survey of Student Engagement (NSSE) paired with data from the Faculty Survey of Student Engagement (FSSE) show differences in faculty participation in high-impact practices, the importance faculty place on student participation, and how these factors impact student participation. We will share findings from 83 diverse institutions to start a conversation about the faculty labor associated with high-impact practices and ways to increase equity in student participation of high-impact practices.

Belonging, teaching environments, & grading: An exploration of faculty emotion
Fassett, Kyle; Nelson Laird, Thomas; BrckaLorenz, Allison; Strickland, Joe
The session provides an overview of faculty members’ sense of belonging to their institutions, their sense of supportive teaching environments, and their thoughts about grading. Findings from our large-scale, multi-institutional study help faculty developers and other administrators better understand faculty members and how these affective constructs vary by faculty sub-groups. Participants will be invited to join in a conversation about the results and how the study’s findings could lead to providing better support to faculty members in their varied roles on college campuses.

Faculty Use of Collaborative Learning and Approaches to Learning: Examining Social Aspects of Online Learning
Hiller, Stephen; Nelson Laird, Thomas
This large-scale study expands knowledge of online teaching by comparing faculty practices around collaborative learning and deep approaches to learning in online and in-person courses. Findings indicate that online faculty emphasize deep approaches more than in-person, but use collaborative learning less. Implications for faculty and researchers are discussed.

Navigating difficult discourse: Understanding faculty strategies for challenging teaching situations
Hurtado, Sarah; BrckaLorenz, Allison; Sisaket, Lesley; Washington, Sylvia
Using critical pedagogy as a guide, we illuminate how educators can approach teaching in a way that humanizes students and encourages the examination of oppressive practices and ideologies through discourse centered on difficult topics. Presenters will offer insights from a large-scale mixed-methods study of faculty preparation for dealing with difficult situations in their courses and supporting students with complex concerns. This session will provide evidence-based practices and strategies to support the work of faculty and faculty developers in dealing with difficult situations involving incivility, disclosure of sensitive information, sexual assault, mental health, and other challenging topics.

No one taught me to teach: Preparation for challenging situations
BrckaLorenz, Allison; Hurtado, Sarah; McCoy-Simmons, Casey; Palmer, Dajanae
Socialization is often the mechanism through which faculty acquire knowledge of teaching behaviors, but teaching-related training can have a powerful impact on practice. This session will provide evidence-based practices and strategies to support the work of educational developers by sharing results from a large-scale, multi-institution mixed methods study asking faculty about influences on their teaching, examples of teaching-related training that has been useful, and training they wish they’d had. We will additionally share strategies faculty have used and how prepared faculty feel to deal with difficult situations in their courses such as student incivility and controversial events on campus.

Assessing the Faculty Role in High-Impact Practices
Fassett, Kyle T.; BrckaLorenz, Allison; Nelson Laird, Thomas F.
High-impact practices are effective educational practices leveraged to improve student outcomes, and often faculty members are key to their facilitation. This session examines faculty roles in emphasizing students’ participation and engaging students in these practices. We will share characteristics of faculty who encourage and partake in these activities with an emphasis on assessment practices for gathering more information about faculty experiences with high-impact practices. Attendees will have the opportunity to learn from one another through sharing their own challenges and successes in measuring faculty involvement in high-impact practices and how they cultivate a culture of high-impact experiences on campus.

Dealing with tough moments: Assessing faculty preparation for teaching challenges
Fassett, Kyle T.; BrckaLorenz, Allison; Hurtado, Sarah
Faculty are increasingly placed in situations where they have to navigate difficult teaching situations (student incivility, disclosure of sensitive information, controversial events, etc.) and challenging conversations with students (sexual assault, racism, mental health, etc.). As such, it is important to examine faculty preparation for managing such situations, what strategies they implement when they encounter these concerns, and what related training they wish they had received. Findings from a large-scale quantitative and qualitative study of teaching challenges will guide a discussion about assessing and supporting faculty efforts to navigate difficult teaching situations through professional development programming.

New insights into faculty advising: An overview of national patterns and trends
Fassett, Kyle; Woodlee, Kara M.; BrckaLorenz, Allison
This session provides an overview of faculty advisors across the U.S. using a large-scale data-set from the 2019 administration of the Faculty Survey of Student Engagement (FSSE). Presenters will share survey findings including an overview of the national landscape of faculty advisors, what faculty tend to emphasize during the advising process, and what can be done to support faculty in their roles as advisors. Participants will be invited to share their experiences collaborating between faculty and advising units. Implications for attendees will be highlighted through a large group discussion.?

Lost at the crossing? Tips for assessing intersectional experiences
BrckaLorenz, Allison; Fassett, Kyle T.; Kirnbauer, Tom; Washington, Sylvia
Faculty and administrators are often tasked with educating the whole student upon their arrival at college, so it is important to understand ways to assess the whole student. Often student demographics and characteristics are examined one at a time such as by examining differences by racial/ethnic, gender, or other known influences on the student experience. Disaggregating data in this way, allows us to better understand how different students understand and participate in their environment. This poster provides an overview of four different examples to better examine small populations with attention to intersections of identity.

Person-centered approaches to inclusive data analysis
BrckaLorenz, A., Kirnbauer, T., & Nelson Laird, T.
Demographic questions are critical to our understanding of student and faculty experiences, allowing us to learn about marginalized subpopulations, find areas of inequity, and close gaps in achievement. Although this work is necessary, it does present challenges for critical and inclusive approaches to data analysis. Person-centered approaches, grouping people based on similar experiences or outcomes, allow for more nuanced stories of experiences. To illustrate the benefits of this approach, facilitators will guide participants through a series of examples using person-centered explorations, unpacking the challenges and possible solutions for using such methods for more critical and inclusive quantitative analyses and reporting.

Collegial and departmental support matters: An exploration of teaching cultures and practice
Strickland, J.; Hengtgen, K.; BrckaLorenz, A.; Nelson Laird, T.
Even though many colleges and universities are increasingly supporting teaching and learning centers, SoTL, faculty learning communities, and other evidence-based teaching practices, uncertainty still remains regarding the impact of these practices and programs on quality student learning. Often colleges and universities simply give “lip service to the idea” of good teaching, and yet lack organizational commitments and structures to truly support teaching. Using a large-scale, multi-institutional study of teaching cultures, this study explores faculty perceptions of commitment to quality teaching and faculty perceptions of departmental and institutional support for teaching. The results carry implications for departmental and institutional initiatives in support of teaching and the improvement of pedagogical practice towards equitable college student learning.

Aligning deep learning with classroom time use: A view of disciplinary variations among faculty
Hiller, S., BrckaLorenz, A., & Nelson Laird, T.
This exploratory study seeks to reimagine research into disciplinary differences in teaching approaches through multilevel methods that allow the examination of over 100 specific disciplines. Findings suggest that focusing on broad categories of disciplines could mask underlying variations in how faculty approach teaching.

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.

Educational environments for faculty: Improving postsecondary teaching through assessment
Strickland, J., BrckaLorenz, A., Fassett, K., Nelson Laird, T.
This session focuses on understanding the relationship between faculty members' educational environments and their teaching practices. Results from a large-scale, multi-institutional study give insight into these environments by documenting faculty sense of departmental belonging, collegial commitment to quality teaching, and access to resources to meet high standards. Participants will engage in a conversation about how to best assess educational environments, differences across faculty characteristics, and how to create momentum for change.

Assessing environmental factors that promote quality collegiate teaching
BrckaLorenz, A., Nelson Laird, T., Fassett, K., Hiller, S., & Strickland, J.
As the need to improve undergraduate education intensifies, assessment of student and faculty practices should be complemented by information about the environmental conditions that help faculty members do their best work. This session focuses on understanding the relationship between faculty educational environments and their teaching practices. Results from a large-scale, multi-institutional study give insight into these environments by documenting faculty sense of departmental belonging, collegial commitment to quality teaching, and access to resources to meet high standards. Session participants will engage in a conversation about how to best assess educational environments, and how to create momentum for change.

Getting beyond the label: What makes high-quality HIPs, how widespread are they, and who has access to them?
McCormick, A., Kinzie, J., Gonyea, R., Dugan, B., & Silberstein, S.
High-impact practices (HIPs) represent a core feature of a high-quality undergraduate education and are often hailed as life-changing events. The literature identifies a set of essential elements common across HIPs, yet to date most evidence about HIPs has been limited to student participation in designated HIPs, with scant empirical examination of their implementation. We report on a multi-institution study of studentsâ?? exposure to these elements of quality in six HIPs (learning communities, service-learning, research with faculty, study abroad, internships and field experiences, and culminating senior experiences) to deepen understanding of HIP quality and which students have access to high-quality HIPs.

Getting lost at the crossing? Tips for assessing intersectional experiences
BrckaLorenz, A., Fassett, K., Kirnbauer, T., & Washington, S.
Faculty and administrators are often tasked with educating the whole student upon arrival at college, so it is important to understand ways to assess the whole student. This session will discuss factors to consider when quantitatively examining intersecting aspects of studentsâ?? identities, student characteristics, and collegiate endeavors. Case studies will provide examples of challenges and strategies for better understanding ways to assess and better understand the experiences of students with intersecting identities. Attendees will discuss their own challenges and solutions for intersectional analyses and leave with tangible takeaways for their work.

Faculty development for all? Investigating participation in development opportunities
Fassett, K., Strickland, J., Nelson Laird, T., & BrckaLorenz, A.
The session provides a broad overview of current faculty development practices, the faculty members who participate, and how participation relates to the use of effective teaching strategies. The session will incorporate the Faculty Learning Outcomes Framework to help attendees situate how the participation in faculty development practices relates to potential classroom outcomes. Data come from the 2014-2018 administrations of the Faculty Survey of Student Engagement (FSSE) at 33 institutions. Patterns were examined based on faculty characteristics, disciplines, and demographics related to participation in teaching mentorships, teaching learning communities, and teaching-focused conferences.

Innovations in teaching: A flipped classroom narrative
Fassett, K., Strickland, J., & BrckaLorenz, A.
The session will offer insights from hundreds of faculty teaching at 18 four-year colleges and universities who have applied flipped classroom techniques in their selected courses. Using data collected by the 2018 Faculty Survey of Student Engagement, presenters will share findings on the types of courses that faculty tend to flip as well as ways in which they structure the delivery of their course content. Session participants will also learn about the challenges and benefits faculty experienced in flipping a course and the reasons why they turned to this pedagogical approach. The general purpose of this session is to inspire thoughtful and strategic planning for faculty and offer an example of how assessment professionals may gauge institutional support for innovative teaching practices.

What motivates us to teach? Examining faculty motivation for teaching
Strickland, J., Fassett, K., BrckaLorenz, A., & Nelson Laird, T.
Understanding faculty motivations for teaching can provide a powerful window into what encourages instructors to do the work of teaching. We administered a brief survey developed from self-determination theory to over 2,000 instructional staff at nineteen institutions. Using data collected through the 2018 administration of the Faculty Survey of Student Engagement, we investigated how varying faculty and institutional characteristics relate to intrinsic, introjected, and external motivations to teach. In this session, participants will be provided insights into how these three motivation types link to identified faculty and institutional characteristics, as a way to promote the highest levels of instructional effectiveness. Teaching and faculty development initiatives can be designed to explicitly focus on meeting the needs of faculty members to inspire motivation types that highly correlate with effective teaching practices.

Tableau tips and tricks: Building dynamic dashboards with survey data
BrckaLorenz, A., & Kirnbauer, T.
IR professionals are responsible for communication information to a broad audience through interactive data visualizations. For many professionals, using Tableau as a tool to create dynamic and appealing visualizations may be frustrating. The purpose of this poster presentation is to help decode Tableau jargon and provide participants with a guide for using essential Tableau features. This presentation will provide guidance on how to import custom colors, the power of using calculated fields and parameters, and other suggestions for building Tableau dashboards using survey data. Examples of visualizations will be shown using data from the Faculty Survey of Student Engagement (FSSE).

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.

Entering students' experience: BCSSE for first-year and transfer students
Cole, J., & Kinzie, J.
Beginning College Survey of Student Engagement (BCSSE) can now be used to survey your first-year, transfer, and older students. Since 2007, nearly 900,000 entering first-year students at more than 500 institutions have completed BCSSE. The updated web survey now includes questions specifically for incoming transfer and older students. This session will describe how data about entering first-year, transfer, and older students provides comprehensive information about your students‘ experiences. Institutions use BCSSE for academic advising, retention models, faculty and staff development, and other assessment needs. This session will present the new survey, revised reports, and details regarding fall and winter administrations.

Reshaping the narrative on faculty time and motivations
BrckaLorenz, A., & Nelson Laird, T. F.
Often lost in discussions about what students are doing and learning while in college are the critical roles that faculty play in students‘ learning and development. Relying on results from a large-scale, multi-institution study of thousands of faculty members, participants will examine how faculty spend their time on scholarly activities and how this time allocation relates to good teaching practices. Additionally, participants will discuss why faculty might be allocating their time in different ways, focusing particularly on faculty motivations and what institutions could do to support current trends or reshape the narratives about faculty productivity at their institutions. Connecting faculty time allocation to good teaching practices and motivations for teaching and doing research will provide participants with practical solutions and forewarn potential challenges for maintaining or changing current narratives about faculty work and postsecondary educational spaces.

A 10-year cross-section of STEM faculty teaching
Fassett, K., & BrckaLorenz, A.
Studies have shown that faculty in STEM are slow to adopt pedagogies that improve learning outcomes. This study centered on female STEM faculty, as they have been, and are currently, marginalized in these disciplines. To explore faculty teaching practices, the study used data from the Faculty Survey of Student Engagement (FSSE), which collects data on the ways and extent to which faculty engage students at four-year colleges and universities. A cross-sectional approach used data from three survey administrations spanning ten years to uncover differences in pedagogical approaches among female and male faculty. The Carnegie Basic Classifications for 2005, 2010, and 2015 were used to identify institution types. Master‘s colleges and universities with smaller, medium, and larger programs were collapsed into one group for the analysis. Each year, 48 to 71 institutions were represented in the sample. Of the total 62,000 FSSE respondents in 2007, 2012, and 2017, respectively 1,521; 917; and 1,300 met the criteria of working at a master‘s institution and in a STEM field. Female faculty were found to be using active teaching practices more than their male counterparts.

Examining flipped classes: Planning, enacting, and assessing innovation
Strickland, J., BrckaLorenz, A., Fassett, K., & Ribera, A.
A flipped classroom is one in which traditional in-class activities are completed outside of class to provide facetime for active learning. In this session, participants will learn more about flipped classrooms by examining a large-scale study of flipped classroom practice at 18 institutions. Common characteristics of courses and faculty that incorporate flipped designs, motivations for flipping classes, and benefits and challenges will all be discussed. Participants will be encouraged to reflect on the importance of this teaching practice to meet current student needs with an opportunity to apply lessons learned about flipped classrooms to improve their own practices.

Assessing faculty experiences teaching a flipped course
Ribera, A., BrckaLorenz, A., Fassett, K., & Strickland, J.
The session explores flipped classrooms as an innovative pedagogical practice. Facilitators in this session will offer insights from hundreds of faculty who have applied flipped classroom techniques in their courses. Presenters will share findings on the types of courses that faculty tend to flip as well as ways in which they structure the delivery of their course content. Session participants will also learn about the challenges and benefits faculty experienced in flipping a course and why they turned to this pedagogical approach. Discussion will focus on how assessment professionals may gauge institutional support for innovative teaching practices.

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 a typology of faculty to assess undergraduate education and plan for faculty development
BrckaLorenz, A., Fassett, K., & Nelson Laird, T.
In this session, participants will learn about the relationships between a typology of faculty members and measures of effective educational practice. The typology comes from faculty responses on the time they spend on teaching activities; research, creative, or scholarly activities; and service activities from over 24,000 faculty at 154 institutions that participated in the 2017 administration of the Faculty Survey of Student Engagement (FSSE). After an interactive presentation of findings, participants will discuss the implications for assessing undergraduate education and planning for faculty development at their campuses.

Examining time allocation and effective teaching practice: The changing roles of today’s faculty
Nelson Laird, T., & BrckaLorenz, A.
Given the array of expectations and increased scrutiny from various stakeholders in the United States, faculty must be careful and intentional with how they balance their time. The categorization of faculty based on time used for teaching, research, and service raises some interesting points of discussion about the roles of today‘s faculty. This interactive session explores how over 16,000 faculty from 154 colleges and universities in the U.S. spend their time on professorial activities, the consequences of more specialized roles for faculty, and how time allocation relates to effective teaching practices. Participants will be encouraged to share how these patterns of time allocation and faculty roles compare for faculty at their institution and as well as their regional context.

Assessing small populations: Recognizing everyone counts in your counts
BrckaLorenz, A., Fassett, K., & Hurtado, S.
Quantitative and survey research depends heavily on large sample sizes, but there are a variety of reasons why larger sample sizes may not be possible. Participants in this presentation will discuss common issues and solutions associated with assessing small populations of college students and instructors. Examples will focus on the experiences of gender variant and LGBQ+ students and faculty. Participants will also learn about and discuss administration issues related to small populations such as increasing response rates and identifying special subpopulations. Next, participants will learn about and discuss strategies for analyzing and communicating the results from small populations. Finally, participants will learn about and discuss approaches for communicating the validity and data quality from small sample sizes.

Faculty Insights: Talking about Career Plans in the Disciplines
In Engagement Insights: Survey Findings on the Quality of Undergraduate Education—Annual results 2018
Full version

Increasing Student-Faculty Interaction at Westmont College
In Engagement Insights: Survey Findings on the Quality of Undergraduate Education—Annual results 2018
Full version

Faculty Insights: Talking about Career Plans with Lower-Division Students
In Engagement Insights: Survey Findings on the Quality of Undergraduate Education—Annual results 2018
Full version

Faculty Insights: Course Goals for Student Development
In Engagement Insights: Survey Findings on the Quality of Undergraduate Education—Annual results 2018
Full version

Faculty Insights: Job Skills Development
In Engagement Insights: Survey Findings on the Quality of Undergraduate Education—Annual results 2018
Full version

Faculty Insights: High-Impact Practices
In Engagement Insights: Survey Findings on the Quality of Undergraduate Education—Annual results 2018
Full version

Minding the Student-Faculty Expectations Gap
In Engagement Insights: Survey Findings on the Quality of Undergraduate Education—Annual results 2017
Full version

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

How Faculty Spend Their Time
In Engagement Insights: Survey Findings on the Quality of Undergraduate Education—Annual results 2017
Full version

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

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

Carlow University: Assessing Learning with Technology to Enhance Instructional Practice
In Engagement insights: Survey findings on the quality of undergraduate education—Annual results 2016
Full version

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

Use of Rubrics Common Among Faculty
In Engagement insights: Survey findings on the quality of undergraduate education—Annual results 2016
Full version

A Report from the First Annual Teaching and Learning National Institute: Using Evidence for Improvement
In Engagement insights: Survey findings on the quality of undergraduate education—Annual results 2015
Full version

Faculty Perceptions of Safety and Support
In Engagement insights: Survey findings on the quality of undergraduate education—Annual results 2015
Full version

Examining Differences Between Institutions
In Bringing the institution into focus—Annual results 2014
Full version

Selectivity and Experiences with Faculty
In Bringing the institution into focus—Annual results 2014
Full version

The Importance of Academic Advising
In Bringing the institution into focus—Annual results 2014
Full version

Experiences with Information Literacy
In Bringing the institution into focus—Annual results 2014
Full version

Student-Faculty Interaction
In A fresh look at student engagement—Annual results 2013
Full version

Effective Teaching Practices
In A fresh look at student engagement—Annual results 2013
Full version

Quality of Interactions
In A fresh look at student engagement—Annual results 2013
Full version

Topical Modules: Academic Advising
In A fresh look at student engagement—Annual results 2013
Full version

Looking within FSSE Results
In A fresh look at student engagement—Annual results 2013
Full version

Positive Trends in Student Engagement: Updated Findings
In Promoting student learning and institutional improvement: Lessons from NSSE at 13—Annual results 2012
Full version

Introducing the Updated NSSE Survey for 2013
In Promoting student learning and institutional improvement: Lessons from NSSE at 13—Annual results 2012
Full version

High School Engagement and Campus Support
In Promoting student learning and institutional improvement: Lessons from NSSE at 13—Annual results 2012
Full version

Faculty Survey Results by Major Field
In Promoting student learning and institutional improvement: Lessons from NSSE at 13—Annual results 2012
Full version

Time Faculty Expect Students to Spend Preparing for Class
In Fostering student engagement campuswide—Annual results 2011
Full version

Engagement Within the Disciplines
In Major differences: Examining student engagement by field of study—Annual results 2010
Full version

BCSSE and FSSE
In Major differences: Examining student engagement by field of study—Annual results 2010
Full version

STEM Students and Teaching and Learning Technologies
In Assessment for improvement: Tracking student engagement over time—Annual results 2009
Full version

BCSSE and FSSE
In Assessment for improvement: Tracking student engagement over time—Annual results 2009
Full version

Promising/Disappointing Findings
In Experiences that matter: Enhancing student learning and success—Annual report 2007
Full version

Learning Communities
In Experiences that matter: Enhancing student learning and success—Annual report 2007
Full version

Research with Faculty
In Experiences that matter: Enhancing student learning and success—Annual report 2007
Full version

Importance Faculty Place on High-Impact Practices
In Experiences that matter: Enhancing student learning and success—Annual report 2007
Full version

Adult learners
In Engaged learning: Fostering success for all students—Annual report 2006
Full version

Part-Time and Working Students
In Engaged learning: Fostering success for all students—Annual report 2006
Full version

Least Frequent Activities
In Exploring different dimensions of student engagement—2005 annual survey results
Full version

Promising and Disappointing Findings
In Converting data into action: Expanding the boundaries of institutional improvement—2003 annual report
Full version

Educational and Personal Growth
In Converting data into action: Expanding the boundaries of institutional improvement—2003 annual report
Full version

Changes from the First to Senior Year of College
In Converting data into action: Expanding the boundaries of institutional improvement—2003 annual report
Full version

Faculty Perceptions of Student Engagement
In Converting data into action: Expanding the boundaries of institutional improvement—2003 annual report
Full version

Transfer Students
In From promise to progress: How colleges and universities are using student engagement results to improve collegiate quality—2002 annual report
Full version

Women in Science, Technology, Engineering and Math
In From promise to progress: How colleges and universities are using student engagement results to improve collegiate quality—2002 annual report
Full version

Grades and Engagement
In From promise to progress: How colleges and universities are using student engagement results to improve collegiate quality—2002 annual report
Full version

How and Why NSSE Differs from College Rankings
In Improving the college experience: National benchmarks of effective educational practice—NSSE 2001 report
Full version

institutional Size Can Be a Key Factor in Student Engagement
In Improving the college experience: National benchmarks of effective educational practice—NSSE 2001 report
Full version

COVID Times & Student Engagement: Using and Interpreting NSSE 2021 Results
Shimon Sarraf, Bob Gonyea, Jim Cole and Alex McCormick
Recording

How to FSSE: Everything you need to know
Allison BrckaLorenz & Kyle Fassett
Recording

High-Impact Practices: Interrogating Participation, Quality and Equity
Brendan Dugan, Jillian Kinzie, Alex McCormick and special guest NSSE founder, George Kuh
Recording

NSSE & FSSE 2020: Guidance on COVID-19 Disruptions
Alex McCormick, Jillian Kinzie, Bob Gonyea, Allison BrckaLorenz, Shimon Sarraf and Jennifer Brooks, NSSE and FSSE Project Staff
Recording

Telling Your Data Story: Sharing NSSE Results on Campus
Jillian Kinzie, NSSE Institute Associate Director, Samantha Silberstein, Project Associate, & Dajanae Palmer, Project Associate
Recording

Introduction to BCSSE 2019
Jim Cole, BCSSE Project Manager
Recording

This or That? Getting to Know Your Faculty
Kyle Fassett & Allison BrckaLorenz
Recording

Tableau, Psychometrics, and Content Summaries, Oh My! FSSE Tools and Resources
Allison BrckaLorenz, FSSE Project Manager
Recording

Using FSSE Demographic Data to Look Within Your Institution
Allison BrkcaLorenz, FSSE Project Manager and Bridget Yuhas, FSSE Project Associate
Recording

Adding Context to NSSE with FSSE
Allison BrckaLorenz, FSSE Project Manager and Research Analyst, and Bridget Yuhas, FSSE Project Associate
Recording

FSSE Overview: Basics, Administration, Reporting, and Resources
Allison Brckalorenz and Bridget Yuhas
Recording

Last minute prep for your NSSE 2015 administration
Jennifer Brooks, NSSE Project Services Manager
Recording

Encouraging student participation in NSSE
Brian McGowan, NSSE Institute Project Associate
Recording

The NSSE Pocket Guide, Student Experience in Brief, and other resources for parents, students, and admissions staff
Kathy Anderson, NSSE Institute Project Manager
Recording

What to expect if you participate in NSSE
Jennifer Brooks, Project Services Manager

Program and department level assessment
Jillian Kinzie
Recording

Using BCSSE data for faculty development: Do faculty really know their students?
Jim Cole
Recording

Driving data down: Using NSSE results in department, school, and major-level assessment activities
Alex McCormick and Allison BrckaLorenz
Recording