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.
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High-impact practices and the first-year student
Tukibayeva, M., & Gonyea, R. M.

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

Going deep into mechanisms for moral reasoning growth: How deep learning approaches affect moral reasoning development for first-year students
Mayhew, M. J., Seifert, T. A., Pascarella, E. T., Nelson Laird, T. F., & Blaich, C. F.

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

Disciplinary differences in faculty members' emphasis on deep approaches to learning
Nelson Laird, T. F., Schwarz, M. J., Kuh, G. D., & Shoup, R.
“Deep learning” is important in higher education because students who utilize such an approach tend to get more out of their educational experiences. As learning is a shared responsibility between students and faculty, it is equally important to examine how much faculty members emphasize deep approaches to learning as it is to assess how much students employ these approaches. This study examines disciplinary differences in faculty members‘ emphasis on deep approaches to learning. On average, faculty in education, arts and humanities, and social science fields emphasize deep learning more than their colleagues from other disciplinary areas, which is not entirely consistent with findings from a previous study on students.

Measuring deep approaches to learning using the National Survey of Student Engagement
Nelson Laird, T. F., Shoup, R., & Kuh, G. D.
The concept of deep learning is not new to higher education. However, deep learning has drawn more attention in recent years as institutions attempt to tap their student‘s full learning potential. To more fully develop student talents, many campuses are shifting from a traditional passive, instructor-dominated pedagogy to active, learner-centered activities. Using exploratory and confirmatory factor analysis on multiple years of data from the National Survey of Student Engagement, this study examines the structure and characteristics of items about student uses of deep approaches to learning. Institutions and researchers can use the resulting scales to assess and investigate deep approaches to 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.

A look within: STEM faculty emphasizing deep approaches to learning
Dumford, A. D., Ribera, A. K., & Nelson Laird, T.
Disciplinary culture plays a significant role in the extent faculty emphasize and students‘ engage in deep approaches to learning. This study narrowly focuses on STEM faculty and the variation in their emphasis on two components of deep learning--reflective and integrative learning and higher-order learning. Specifically, patterns in faculty promoting deep approaches to learning in mathematics, biology, mechanical engineering, computer science, physics, and psychology are examined. The effect of gender in these fields is also considered.

Degree aspirations and deep approaches to learning
Ribera, A. K., Rocconi, L. M., & Nelson Laird, T. F.
Engagement in deep approaches to learning has been linked to several beneficial outcomes, such as higher GPAs, retention of course material, and critical thinking skills. Previous studies indicated that higher degree aspirations have positive effects on student outcomes. This study investigated the relationship between students‘ levels of degree aspirations and their engagement in deep approaches to learning. Findings demonstrated that students with higher degree aspirations engaged more frequently in deep approaches to learning. However, this relationship was not consistent across discipline areas; for instance, compared with other academic disciplines, the effect of degree aspirations on deep learning was strongest for arts and humanities majors.

Higher-Order Learning
In A fresh look at student engagement—Annual results 2013
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Reflective & Integrative Learning
In A fresh look at student engagement—Annual results 2013
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Deep Approaches to Learning
In Promoting student learning and institutional improvement: Lessons from NSSE at 13—Annual results 2012
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Online Learners
In Promoting engagement for all students: The imperative to look within—2008 results
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Student Writing
In Promoting engagement for all students: The imperative to look within—2008 results
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Promising/Disappointing Findings
In Experiences that matter: Enhancing student learning and success—Annual report 2007
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Learning Communities
In Experiences that matter: Enhancing student learning and success—Annual report 2007
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Research with Faculty
In Experiences that matter: Enhancing student learning and success—Annual report 2007
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Study Abroad
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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Reflective Learning
In Engaged learning: Fostering success for all students—Annual report 2006
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Deep Learning Across Fields of Study
In Exploring different dimensions of student engagement—2005 annual survey results
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Religion and Spirituality
In Exploring different dimensions of student engagement—2005 annual survey results
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Deep Learning
In Student engagement: Pathways to collegiate success—2004 annual survey results
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Integration of Knowledge and Experience
In Converting data into action: Expanding the boundaries of institutional improvement—2003 annual report
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