The within-group differences in LGBQ+ college students’ belongingness, institutional commitment, and outness
BrckaLorenz, A., Duran, A., Fassett, K. & Palmer, D.
Although scholars have examined how lesbian, gay, bisexual, and queer (LGBQ +) students perceive their collegiate environments, few quantitative studies disaggregate data to see how populations within the LGBQ + community experience certain outcomes. The purpose of this quantitative study was to investigate how student subgroups within the LGBQ + community differed in their perceptions of belongingness, institutional commitment, and outness. Using large-scale, multi-institution data from thousands of first-year and senior undergraduates, we examined how these important affective outcomes differ by sexuality groups (e.g., gay/lesbian, bisexual, or queer) and when the intersections of sexual and racial/ethnic identities are considered. Findings suggest that within-group differences exist in LGBQ + student populations that are not necessarily visible when understanding these communities in monolithic ways. We then offer implications for research and student affairs practitioners.
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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.
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Assessment in student affairs (2nd ed.)
Schuh, J. H., Biddix, P., Dean, L. A., & Kinzie, J.

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

Promoting student success: What student affairs can do
Whitt, E. J.
Interest in creating the conditions that enhance student learning and support students in achieving their educational goals is at an all-time high. Four-fifths of high school graduates need some form of postsecondary education to acquire the knowledge, skills, and competencies necessary to address increasingly complex social, economic, and political issues. Student engagement--what students do during college--generally matters more to what they learn and whether they persist to graduation than who they are or even where they go to college. The contribution of out-of-class experiences to student engagement cannot be overstated. Any institution that wishes to make student achievement, satisfaction, persistence, and learning a priority must have competent student affairs professionals whose contributions complement the academic mission of the institution in ways that help students and the institution realize their goals. The ‘lessons‘ for student affairs practice offered here are based on an in-depth examination of 20 four-year colleges and universities that have higher-than-predicted graduation rates and, as demonstrated through the National Survey of Student Engagement (NSSE), effective policies and practices for engaging their students.
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Investigating the Campus Pride Indexâ??s Relationship to Perceived Student Support
Copeland, Olivia M., Feldman, Steven, BrckaLorenz, Allison
The Campus Pride Index (CPI) is often used as a litmus test for assessing the level of LGBTQ+ inclusion and support within higher education institutions. However, little research has explicitly examined the relationship between CPI rating and LGBTQ+ studentsâ?? perceptions of supportiveness. To explore this, we analyzed 118,244 student responses about their institutionâ??s support for diverse sexual orientations and gender identities. Results indicate that at top-rated CPI institutions, LGBQ+ students had lower perceptions of support than their peers. We discuss the implications of these results, focusing on how institutions may uncritically utilize CPI as the ceiling for LGBTQ+ support rather than a minimum, with ideas for how student affairs practitioners can utilize CPI while also going beyond CPIâ??s metrics.

Student Living Arrangements: An Exploration of Marginalized Identities
Fassett, Kyle T.; Gonyea, Robert M.; Graham, Polly A.; Fosnacht, Kevin
While past research found on-campus living to benefit student success, recent studies find mixed support, particularly for marginalized groups. This study focuses on first-year and sophomore students of color, LGBQ+ students, gender non-binary students, and students with disabilities, analyzing where they live as related to a variety of outcomes. Data come from 76 residential colleges and universities that participated in NSSE during 2018. Results show differences in where students report living and students’ engagement and perceptions of belongingness and safety in their living communities.

Promoting Campuswide Use of NSSE Data: Fostering Student Engagement, Social Identity, and a Sense of Belonging
Kinzie, J., Russell, A., & Wenger, K.
Studentsâ?? sense of belonging and social identities matter to engagement. In 2023, the National Survey of Student Engagement (NSSE) revised items with a critical eye toward inclusion by expanding social identity questions so students see themselves in response options and to make the survey more relevant for todayâ??s students. This interactive session features an overview and discussion of recent NSSE results for social identities and belonging and introduces two resources for inclusive and campuswide data sharing and use in student affairs.

Including mental wellness: A more holistic view of student success
Washington, S.; Brandon, J.; Holmes, B.; BrckaLorenz, A.
To better support diverse student populations, this study uses large-scale, multi-institution survey data that focuses on students’ mental wellness. Participants in this session will discuss the relationship that race and gender have on students’ mental wellness, explore how adverse feelings affect student success, and gain insight into students’ awareness of how to get help. Implications will focus on holistic and proactive solutions.

The spiritual campus climate for diverse learners
Fosnacht, K.
This session will overview three research studies that analyzed the spirituality campus climate for a diverse, multi-institution sample of undergraduates. The first study examined how two aspects of the spirituality campus climate, students‘ comfort in expressing their spiritual beliefs and perceptions of the respect for their beliefs on campus, were related to perceptions of the overall campus climate. The second study investigated how students‘ religion and institution type were related to the spirituality campus climate. The final study examined the correlates of being the victim of an act of religious intolerance on campus. Student affairs professionals will learn how they can utilize the studies‘ findings to improve the spiritual campus climate on their campuses.

Assessing small populations: Recognizing everyone counts in your counts
BrckaLorenz, A., & Hurtado, S.
Quantitative and survey research depends heavily on large sample sizes, but a focus on the “average student” in quantitative analyses often hides diverse voices. Participants in this session will discuss common issues and solutions associated with giving voice to small populations of college students (e.g., gender variant, multiracial, LGBQ+). Participants will discuss administration issues related to small populations such as increasing response rates, identifying special subpopulations, and writing more inclusive survey questions. Tips for disaggregating, responsibly aggregating, and choosing inclusive comparative information will be provided. Additionally, participants will discuss strategies for analyzing and communicating about the results from small populations as well as approaches for communicating about the validity and data quality from small sample sizes.

Engagement insights: Applying NSSE to student affairs assessment
Kinzie, J., Ribera, A., & Hurtado, S.
Student affairs is under pressure to improve student success and demonstrate the effectiveness of programs and contributions to student outcomes. One practical approach to address this issue is for student affairs assessment professionals to take advantage of available data and assessment resources such as the National Survey of Student Engagement (NSSE). In this session, participants will learn about recent findings about student engagement, persistence, and student learning relevant to student affairs; will practice applying existing student engagement data to inform strategic goals and initiatives related to the co-curriculum; and will exchange ideas about effective approaches to using NSSE data in student affairs.

What does an engaging campus look like? The role of surveys in the assessment of student engagement
Gonyea, R. M.
If you walked onto the most engaging campus, what would you see? The contribution of out-of-class experiences to student engagement cannot be overstated. Interest in creating the conditions that enhance student learning and success is at an all-time high. Today‘s student affairs professional knows how to use observable evidence to effectively plan, implement, assess, and improve outcomes. Student engagement surveys provide some of that evidence for institutions wishing to make student achievement, satisfaction, persistence, and learning a priority.

How residence life professionals can use engagement data
Hurtado, S. S., Graham, P. A., & Gonyea, R. M.
Student affairs professionals (including residence life) are often expected to incorporate assessment and evidence-based practices in their work. One approach is to take advantage of existing data and assessment resources such as from the National Survey of Student Engagement (NSSE). This session introduces NSSE's administration, data, and reports, and demonstrates how staff can use engagement data to promote improvements within residence life.

If the engagement fits: Effective educational practices that relate to college students’ sense of belonging
Miller, A. L., Ribera, A. K., & Dumford, A. D.
The current study sought to explore whether first-year and senior students‘ engagement influences their sense of belonging, particularly their connections with peers (peer belonging) and feelings of acceptance from members of the institution such as faculty, administrators, and student affairs professionals (institutional acceptance). This study utilizes data from the 2014 National Survey of Student Engagement (NSSE) to explore these relationships. Results suggest that certain student demographics, college experiences, institutional characteristics, and many aspects of engagement do impact students‘ feelings of peer belonging and institutional acceptance. Institutions can use this information to increase programming and resources directed at improving student engagement, knowing that students‘ peer belonging and institutional acceptance, both of which contribute to a positive collegiate experience, could also increase.

Living environments and student engagement: Research findings and implications
Gonyea, R. M., Hurtado, S., & Graham, P. A.
While past research points to various benefits of living on campus, it is important for student affairs professionals to reflect on and adapt to contemporary changes in on-campus living. This session reviews findings from a set of questions that were developed in collaboration with ACUHO-I and appended to the National Survey of Student Engagement. Findings include the relationship between living environments (facilities, programs, staff, safety, etc.) with engagement and perceived gains in learning and development. The session encourages discussion on how these findings can inform practice.

Learning & Assessment in Student Affairs: The NSSE Way
Dajanae Palmer, Project Associate & Samantha Silberstein, Project Associate
Recording

Using NSSE Data in Student Affairs
Jillian Kinzie, Associate Director of the Center of Postsecondary Research, and Sarah Hurtado, Project Associate NSSE Institute.
Recording

Using NSSE data in student affairs
Jillian Kinzie, Associate Director, NSSE Institute, and Tony Ribera, NSSE Institute Project Associate
Recording

Using NSSE data for student affairs
Jen Buckley and Daniel Bureau