Browsing by Author "Hurtado, S."

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Assessing small populations: Recognizing everyone counts in your counts
(2018-06-08) 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.
Collecting, analyzing, and reporting on data from small populations
(Association for Institutional Research Annual Forum, 2016-06-02) BrckaLorenz, A.; Hurtado, S.; Nelson Laird, T.
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 session will discuss common issues and solutions associated with assessing small populations of college students and instructors, with considerations for special subpopulations (gender variant, multiracial, etc.) as well as considerations for small institutions. 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 about the results from small populations. Finally, participants will learn about and discuss approaches for communicating the validity and data quality from small sample sizes.
Connecting to improve faculty understanding and preparation for issues of sexual assault
(NASPA Annual Conference, 2016-03-14) Hurtado, S.; BrckaLorenz, A.
The prevalence of sexual assault on college campuses is a major concern. The purpose of this session is to understand the level at which faculty are prepared to address this issue on their campus. Results are examined from a multi-institution study of faculty's understanding of policies and procedures regarding incidents of sexual assault and perceptions of their institution's support for those who have experienced sexual assault. The session relies on participant discussion focused on the role of faculty in promoting a positive campus climate.
Engagement insights: Applying NSSE to student affairs assessment
(Assessment Institute, 2017-10-24) 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.
Exploring perspectives on culturally inclusive practice: Institutional emphasis of diversity, inclusive coursework, and student gains
(American Educational Research Association Annual Meeting, 2018-04-15) 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.
Exploring student engagement, gender identity, and sexual orientation
(AAC&U Diversity, Learning, & Student Success Conference, 2017-03-17) BrckaLorenz, A.; Clark, J.; Hurtado, S.
This session will present the latest NSSE findings about gender identity and sexual orientation and how students with gender variant and non-straight identities engage in effective educational practices. After three years of data collection from hundreds of colleges and universities across the country, a fairly comprehensive picture of student identity can be examined. Participants will discuss study findings and share issues their campuses face in identifying and engaging students with nontraditional identities. Further, session facilitators and participants will work together to create plans for making change in areas they can influence (courses, departments, programs.)
Faculty perceptions of campus safety and how to improve support
(Professional & Organizational Development Conference, 2015-11-07) Hurtado, S.; BrckaLorenz, A.; Nelson Laird, T.
The issues of campus safety and sexual assault are important to colleges and universities. As we continue making progress in these areas, it is crucial that we better understand the views of faculty and how they can contribute to this process. In this session, participants will learn about faculty perceptions of campus safety and support for crisis response and incidents of sexual assault at 16 institutions. Participants will be invited to share reactions and personal experiences as well as help generate ideas for ways faculty can help to make the environments at their institutions more supportive in these areas.
Gender identity and sexual orientation: Survey challenges and lessons learned
(Association for Institutional Research Annual Forum, 2016-06-01) BrckaLorenz, A.; Clark, J.; Hurtado, S.
Research shows there are differences in the college experience for students from underrepresented backgrounds, including non-heterosexual and gender variant students. This is due in part to experiences of discrimination and negative campus climate for these students. Participants in this session will learn about and discuss the assessment of and conversations about gender identity and sexual orientation on other campuses, and the challenges and potential solutions for writing more inclusive survey questions about complex identities. Challenges and potential strategies for surveying, disseminating results, and talking about difficult or sensitive topics on college campuses will also be discussed. Finally, participants will learn about the engagement, perceptions of campus support, and satisfaction, of students with varying gender identities and sexual orientations from a longitudinal, large-scale, multi-institution survey of students at four-year colleges and universities.
Gender identity: What we can learn from inclusivity
(Association for Institutional Research Annual Forum, 2015-05-28) BrckaLorenz, A.; Hurtado, S.
The number of students with gender variant identities is growing on college campuses, but, currently, it is difficult to collect reliable statistics on this population. This presentation examines how a large-scale survey for students at colleges and universities was updated with a more inclusive item about gender identity and explores the various gender identities described by students. Study results will also investigate similarities and differences between students with gender variant identities on measures of student engagement, campus support, and satisfaction. Participants will discuss challenges in assessing students with complex or nontraditional identities and strategies for providing an equitable, high-quality education for all.
Improving student understanding of sexual assault policies and procedures
(American College Personnel Association Annual Convention, 2017-03-28) Hurtado, S.; BrckaLorenz, A.
The purpose of this session is to review findings from a multi-institutional study assessing students level of awareness of institutional sexual assault policies and procedures and the relationship to institutional support. In addition to broad findings, this session will discuss which students are less likely to have an understanding of these policies. This session will rely on participant discussion focused on how to better inform all students of important sexual assault information as a means for promoting positive campus climates.
Living environments and student engagement: Research findings and implications
(American College Personnel Association Annual Convention, 2017-03-28) 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.
Sexual violence is everyone's problem: Faculty roles and responsibilities
(Association of American Colleges and Universities Annual Meeting, 2018-01-26) Hurtado, S.; BrckaLorenz, A.
Ensuring all students have access to an equitable educational experience is an essential goal of higher education, and addressing the issue of sexual violence on campus is necessary for meeting this goal. Although efforts to eliminate sexual violence have proliferated across the country, little attention has been paid to faculty members' role and responsibility in this area. Given that faculty members maintain significant power and influence within institutions of higher education and regularly interact with students, their role in addressing the issue of sexual violence cannot be ignored. This session discusses the importance of dispersing responsibility as a means for creating equitable learning environments. Interactive conversations in this session will also explore individual and institutional barriers to faculty members' involvement and potential solutions to these barriers.
Understanding faculty experiences with discrimination: The role of intersecting identity and institutional characteristics
(American Educational Research Association Annual Meeting, 2016-04-12) 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.