Mapping High-Impact Practices to Advising Research Briefs
Kinzie, J., Keup, J., Holmes, B. Hilliard, K.
Mapping High-Impact Practices to Advising is a research brief series published by the National Resource Center for The First-Year Experience and Students in Transition in collaboration with the National Survey of Student Engagement (NSSE) with grant funding from the Advising Success Network. This four-issue series explores a range of novel connections between advising and HIPs, elaborating on the multiple ways advising can be transformative in undergraduate education.
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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.
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Effective advising: How academic advising influences student learning outcomes in different institutional contexts
Mu, L., & Fosnacht, K.
Using survey data from 156 bachelor‘s-granting institutions, this study explored the relationship between academic advising services and seniors‘ grades and self-perceived gains. We found advising experiences has a positive relationship with students‘ grades and self-perceived gains. In addition, our results indicate that the institutional advising climate is positively correlated with perceived gains, but not grades. The results also showed that the relationships between advising and students‘ learning and development varied across institutions. Implications for policy and practice were discussed.
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Do working students buy into HIPs? Working for pay and participation in high-impact practices
Zilvinskis, J., & McCormick, A. C.

Frequency of first-year student interactions with advisors
Fosnacht, K., McCormick, A. C., Nailos, J. N., & Ribera, A. K.
Although acknowledged that academic advising helps students adjust to and deal with the challenges of college, little is known about students' frequency of interactions with advisors. Using data from 52,546 full-time, first-year students at 209 diverse institutions, we examined the frequency with which students met with academic advisors and the way these interactions vary by student and institutional characteristics. We found that the typical first-year student met with an advisor 1 to 3 times during his or her first college year; however, the number of meetings varied across student subpopulations and institutional types.
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Advising during the pandemic: What we learned from research and educational practice
Cole, James and Kinzie, Jillian
The pandemic created new challenges for students and campuses alike. Students experienced major disruptions in their educational experiences resulting in heightened mental health and academic concerns that contributed to an increasing equity gap. Campuses realized that they needed to re-align, prioritize, and develop new approaches to advising to be meet the needs of these students. Much of what was learned since 2020 is now part of the new normal. This presentation will highlight the academic and mental health challenges faced by thousands of entering fall 2022 students, focusing on first-year and transfer students, students of color, and first-generation. The presentation will describe how two institutions responded to this challenge. An important component of this presentation will be participants learning from each other and sharing how their campuses responded.

Higher Learning Commission Annual Meeting 2021: National Survey of Student Engagement (NSSE) Showcase Presentation
Kinzie, Jillian
In 2020, NSSE celebrated two decades of focused attention on student engagement and quality in undergraduate education. This session will showcase findings about high-impact practices, collaborative learning, and academic advising, and lessons learned from institutions that have made productive use of their results to inform improvements for student persistence and success.

Effective advising: How academic advising influences student learning outcomes in different institutional contexts
Mu, L., & Fosnacht, K.
Using survey data from 156 bachelor‘s-granting institutions, this study explored the relationship between academic advising services and senior‘s grades and self-perceived gains. We found advising experiences has a positive relationship with students‘ grades and self-perceived learning gains. Additionally, our results indicate that the institutional advising climate is positively correlated with perceived learning gains, but not grades. The results also showed that the relationships of advising and students‘ learning and development varied across institutions. Implications for policy and practice are discussed.

Focus on the finish line: Does high-impact practice participation influence career plans and job attainment?
Miller, A. L., Rocconi, L. M., & Dumford, A. D.
High-impact practices (HIPs) are an important component of student engagement in higher education, as they promote learning, development, and persistence among students. The goal of this study was to extend the research on HIPs to explore potential connections with HIP participation and career outcomes. Using data from the National Survey of Student Engagement, this study explores whether high-impact practice (HIP) participation influences plans for career and further education for graduating seniors, and whether HIP participation has a positive impact on job attainment for these students. The results of logistic and multinomial regression analyses suggest that even after controlling for a variety of other demographic and institutional factors, HIP participation is a significant predictor of future career plans and attainment. The findings are discussed in the context of the Chaos Theory of Careers (Pryor & Bright, 2003), which emphasizes the role of multiple influences and chance, as well as acknowledging nonlinear paths in career advising and development. HIP participation can give students a career-related advantage through transferable skill development, engaging in learning opportunities, and generating “stories” for potential employers.

Seeking advice: An exploratory analysis of how often first-year students meet with advisors
Fosnacht, K., McCormick, A. C., Nailos, J., & Ribera, A. K.
While it is well understood that academic advising helps students adjust to and deal with the challenges of college, little is known about what influences the extent of their interactions with advisors. Using data from 52,546 full-time, first-year students at a diverse set of 209 institutions, we examined how often students met with academic advisors, and how this varies by student and institutional characteristics. We find that the typical first-year student met with an advisor one to three times during their first college year. However, the number of meetings varied across student subpopulations and institution types. Findings aim to inform wider discussions about academic advising and student support on college campuses.

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.

NSSE Showcase session at SACSCOC Annual Meeting: Making the Most of NSSE for Equity and Student Success
Kinzie, Jillian
The link between student engagement in educationally effective practice and student success is strong. The National Survey of Student Engagement (NSSE) provides participating institutions information about the conditions that matter for student learning and success, which can then help diagnose and point to action to improve quality and equity in the undergraduate experience. This session frames NSSE as a tool for promoting equity and student success and highlights new findings about sense of belonging, advising and high-impact practices.

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

Recovering Equilibrium for Student Engagement, Learning and Success
Kinzie, Jillian
As we continue to operate in a disrupted undergraduate experience, what should colleges and universities have front of mind to foster equitable student learning and success? Decades of research affirms that learning mindsets, such as sense of belonging, purpose and expectations for success and support, can increase studentsâ?? likelihood of retention and success. In addition, studentsâ?? experiences in collaborative learning, High-Impact Practices (HIPs) and advising can enhance learning. These factors are perhaps more critical than ever as we seek to ensure success for all students. This session draws on recent data from the Beginning College Survey of Student Engagement (BCSSE) regarding students entering college in 2021 and findings from the 2021 administration of the National Survey of Student Engagement (NSSE) to highlight vital student success practices. The importance of disaggregated data to explore quality and differences by student subpopulations will also be discussed.

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

How Do We Know Advising Is Done Well? Using NACADA Core Competencies to Assess Advising
Cole, James & Kinzie, Jillian
This sessions suggests how institutions can use NSSE & the Advising Module to:
* consider advising practice overall (are students experiencing quality advising to support learning, engagement and persistence?),
* assess the impact of advising aligned with NACADA standards,
* investigate differences in advising experiences by race/ethnicity, first generation status, gender identity, and disability status for their students, and
* determine if groups of students for example, those earning lower grades or who have lower intentions to return differ in their advising experiences.
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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.?

Identifying and helping students develop confidence and growth mindset
Cole, J., & Holmes, B.
Self-efficacy and growth mindset research suggests that entering first-year students with a high degree of academic confidence are more engaged during their first year of college, set higher academic goals, and generally are more academically successful. This session will discuss general principles that can help enhance student confidence and growth mindset. We will also use strength-based advising as a guide to discuss how to best serve incoming students who may be lacking in academic confidence and feelings of helpless regarding their academic performance. This session will culminate with examples advisors may use from the Beginning College Survey of Student Engagement (BCSSE) survey to inform practice.

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.

Leveraging survey data and predictive analytics to support first-year students
Bombaugh, M., & Cole, J.
This session will discuss the emerging trend of using predictive data to identify and support first-year students. For several years, USF-Tampa has been using an in-house persistence model to identify 10-12% of new first-year students at risk of not persisting to the second year. In Fall 2016, USF incorporated BCSSE data into the predictive model. BCSSE Advising Reports and results are shared with academic advisors, first-year seminar instructors, and housing personnel who provide targeted interventions for these students. BCSSE data not only strengthened the statistical model, but also identified which BCSSE variables were significant predictors of first-year persistence.

Maximizing survey data for outreach, assessment, programming, and beyond
Miller, A. L., & Dumford, A. D.
This presentation provides a variety of real-life examples of how institutions have used survey data collected from students, faculty, and alumni within multiple contexts. Examples are drawn from institutions participating in the National Survey of Student Engagement (NSSE), the Beginning College Survey of Student Engagement (BCSSE), the Faculty Survey of Student Engagement (FSSE), and the Strategic National Arts Alumni Project (SNAAP). The types of data use cover numerous categories: sharing on campus; recruitment; academic and career advising; publicity, alumni relations, and donor outreach; planning, assessment, and accreditation; program and curricular change; and advocacy and public policy. Attendees will learn about ways that they can optimize the use of available survey data for many different audiences, allowing the institutional research office to serve as a bridge that connects other stakeholders with available data.

Maximizing survey data for outreach, assessment, programming, and beyond
Miller, A. L., & Dumford, A. D.
This presentation provides a variety of real-life examples of how institutions have used survey data collected from students, faculty, and alumni within multiple contexts. Examples are drawn from institutions participating in the National Survey of Student Engagement (NSSE), the Beginning College Survey of Student Engagement (BCSSE), the Faculty Survey of Student Engagement (FSSE), and the Strategic National Arts Alumni Project (SNAAP). The types of data use cover numerous categories: sharing on campus; recruitment; academic and career advising; publicity, alumni relations, and donor outreach; planning, assessment, and accreditation; program and curricular change; and advocacy and public policy. Attendees will learn about ways that they can optimize the use of available survey data for many different audiences, allowing the institutional research office to serve as a bridge that connects other stakeholders with available data.

Supporting faculty who advise: Using findings from the Faculty Survey of Student Engagement to activate discussions
Ribera, A., & BrckaLorenz, A.
The primary objective of this session is to have an informed discussion about ways to better support faculty who serve as academic advisors at four-year institutions. Session participants will leave this session with at least one personal and actionable goal to improve the conditions of faculty advisors at their institution. Using survey results from over 8,000 faculty advisors who taught undergraduates at 127 four-year institutions as a backdrop, participants will engage in active discussions about the academic culture and reward structures that affect faculty advisors. Participants will also learn the degree to which serving as a faculty advisor contributes to their use of effective educational practices in the classroom.

Identifying and advising entering first-year students who expect a high degree of academic difficulty
Cole, J.
This session focuses on using the Beginning College Survey of Student Engagement Advising Reports, as well as data the National Survey of Student Engagement, to better understand and advise entering first-year students expecting high levels of academic stress during their first year of college.

Are seniors ready for the "real world"? Transitions, plans, and differences by major field
Miller, A. L., & Dumford, A. D.
Miller, A.L., & Dumford, A.D. (2015, October 27). Are seniors ready for the “real-world?” Transitions, plans, and differences by major field. Session presented at the 2015 Assessment Institute, Indianapolis, Indiana. A recent focus in higher education has been the lack of preparedness that graduates face upon entering the workforce. Coupled with criticisms of low income levels in certain major fields, institutions are looking to reconcile skill development and career advising. Utilizing new 2015 module questions from the National Survey of Student Engagement (NSSE), this presentation provides findings concerning the career plans of graduating seniors and their readiness to use a variety of skills and abilities. Several trends are also revealed when looking at the results by major field, suggesting the need for some curricular revisions and enhanced career services.

Building academic strengths: Using BCSSE to identify and support students with low confidence
Cole, J., & Ribera, A.
A brief description of the Beginning College Survey of Student Engagement (BCSSE) will be followed by a discussion of connections between student success, self-efficacy, and academic confidence; strength-based advising; and ways to use BCSSE data to enhance first-year students' academic confidence.

Socializing mammies? Examining graduate student engagement of Black women graduate instructors
Wheatle, K., & BrckaLorenz, A.
Existent research on Black women faculty suggest that student and colleague expectations of the roles these faculty should assume, including the stereotypical “mammy,” create environments in which Black women are forced to overload advising, service, and mentoring, working themselves to exhaustion in lieu of producing research and publications (Griffin & Reddick, 2011). Yet, little is known about how Black women allocate their time to teaching, advising, and other professional development activities while they are graduate students. In this session, the presenters will describe findings from a large-scale sample of engagement survey data collected from graduate student instructors (GSIs) to explore self-perceptions of teaching experiences of Black/African American women GSIs. This session should benefit current and prospective graduate students, faculty, and practitioners who provide teaching and professional development resources for graduate student instructors.

You hold the questions; who holds the data? Professional advisors collaborating with data handlers to assess student engagement and advising
Ribera, A., & Broderick, C.
Using data from the National Survey of Student Engagement (NSSE), session participants will learn of strategies to collaborate with data handlers on their campus to assess student engagement and academic advising. After a brief overview of the National Survey of Student Engagement (NSSE) and the Beginning College Survey of Student Engagement (BCSSE), as well as the popular NSSE academic advising module, participants will work in small groups to identify how data from these surveys can be used to better understand the impact of advising on student success. This session will also include strategies to collaborate with data handlers on their campus to assess student engagement and academic advising. Presenters will lead a discussion about ways to forge campus partnerships and encourage impactful dialogue on the improvement of academic advising and student engagement.

The student veteran experience: Implications for advising from data
Cogswell, C.A., Nailos, J.N., Cole, J.S., & Wheatle, K.
This presentation presents aggregate data looking at the engagement of veteran students at colleges and universities. Using findings from the National Survey of Student Engagement, the researchers will (a) facilitate discussion among participants regarding best practices at their campuses (b) familiarize participants with NSSE data and its uses (c) encourage participants to utilize data at their institutions to enhance their advising practices related to veteran students. The researchers will present methods of analysis utilized for this research and how they can be adapted for use at the institutional level. These objectives will be met through an overview of issues and trends related to veteran students, small group discussion activities, presentation of NSSE data and findings, and highlighting connections between data with institutional resources.

Using BCSSE and NSSE data to investigate college readiness
Cole, J.S., & Cogswell, C.A.
Traditional indicators of college readiness mainly focus on subject-specific high school academic preparation. However, they do not reflect the students‘ readiness to be meaningfully engaged during their first-year of college. With data from the Beginning College Survey of Student Engagement (BCSSE) and the National Survey of Student Engagement (NSSE), we investigated the connection between high school and first-year academic engagement and the role of advisors to facilitate student engagement.

Advising from the faculty perspective
Ribera, A., & Peck, L.
Academic advising is essential for students to navigate the college experience. It is positively linked to many desirable outcomes and behaviors including student retention and engagement. Faculty are often expected to fulfill this role, in addition to teaching and research duties, with little to no training or resources. Session facilitators will lead a discussion about the role of faculty as academic advisors and the typical roadblocks they face. Participants will also discuss recent findings from the Faculty Survey of Student Engagement that report on faculty perceptions of advising and resources most commonly used to support their work.

A broad prospective on students' experiences with academic advising: Sharing results from the National Survey of Student Engagement
Ribera, A.
Study Overview: This poster provides an overview of recent results from the National Survey of Student Engagement (NSSE). In the spring of 2013, 224 four-year colleges and universities opted to add a set of items about academic advising to the NSSE survey. Over 57,000 first-year students and 83,000 seniors provided responses. Purpose: Results are intended to offer a broad perspective on students‘ academic advising experiences. Findings may prompt general discussions among the academic advising community about potential areas for future research and improvements. Encouraging contributions are also highlighted.

Exploring Career Development at the University of Wisconsin–Madison
In Engagement Insights: Survey Findings on the Quality of Undergraduate Education—Annual results 2018
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Career Preparation for First-Year Students at Historically Black Colleges and Universities
In Engagement Insights: Survey Findings on the Quality of Undergraduate Education—Annual results 2018
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The Importance of Academic Advising
In Bringing the institution into focus—Annual results 2014
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Topical Modules: Academic Advising
In A fresh look at student engagement—Annual results 2013
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Looking within FSSE Results
In A fresh look at student engagement—Annual results 2013
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Senior Year Experiences
In Assessment for improvement: Tracking student engagement over time—Annual results 2009
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Promising/Disappointing Findings
In Experiences that matter: Enhancing student learning and success—Annual report 2007
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Academic Advising
In Experiences that matter: Enhancing student learning and success—Annual report 2007
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First-Year Student Experience
In Exploring different dimensions of student engagement—2005 annual survey results
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Every Sector Includes Some Institutions That Can Model Effective Educational Practice for Their Peers
In Improving the college experience: National benchmarks of effective educational practice—NSSE 2001 report
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First-Year Student Advising
In Improving the college experience: National benchmarks of effective educational practice—NSSE 2001 report
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The LRCs of Academic Advising—Listening, Respecting, and Caring
Jim Cole, Angie Miller & Bridgette Holmes
Recording

How Do We Know Advising Is Done Well? Using NACADA Core Competencies to Assess Advising
Jim Cole & Jilian Kinzie
Recording

Introduction to BCSSE 2019
Jim Cole, BCSSE Project Manager
Recording

An Overview of BCSSE 2017 Updates and Data Uses
Jim Cole, BCSSE Project Manager and Research Analyst
Recording

Overview of NSSE’s Academic Advising Topical Module
Amy Ribera, NSSE Research Analyst
Recording