Browsing by Author "Hurtado, S. S."

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Assessing diversity inclusivity in college courses: Updates and trends
(2017-10-23) Nelson Laird, T. F.; Hurtado, S. S.; Yuhas, B. K.
Using results from multiple administrations of the Faculty Survey of Student Engagement (FSSE), participants in this session will examine how courses include diversity, what faculty and course characteristics predict that inclusion, and whether results have varied over time. The results come from survey items based on a comprehensive framework describing how nine course elements (e.g., purpose, content, assessment) vary in their inclusion of diversity. Session participants will learn about the framework and results and also will engage with the facilitators to discuss the implications of the results for those working to assess the inclusion of diversity across the curriculum.
Examining diversity inclusivity in college courses: Updates and trends
(Professional and Organizational Development Network Annual Conference, 2017-10-27) Nelson Laird, T. F.; Hurtado, S. S.; Yuhas, B. K.
High-impact practices and student-faculty interactions for gender variant students
(American Educational Research Association Annual Meeting, 2016-04-10) 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.
How residence life professionals can use engagement data
(ACUHO-I Annual Conference, 2017-06-18) 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.
Living environments and engagement: Results from a multi-campus study
(ACUHO-I Annual Conference, 2017-06-18) Gonyea, R. M.; Graham, P. A.; Hurtado, S. S.
As housing professionals adapt to contemporary changes in on-campus living, we present a study by the National Survey of Student Engagement (in collaboration with ACUHO-I) about the relationship between facets of the living environment with engagement and perceived growth in learning, with an emphasis on programming, staffing, and perceived safety and support. Results will be disaggregated by underrepresented subgroups, and discussion will focus on how the results inform residence life practice.
Living environments and student engagement: Implications for research and practice
(ACUHO-I Annual Conference, 2016-07-10) Hurtado, S. S.; Graham, P. A.; Gonyea, R. M.
While past literature documents a number of benefits of living on campus, it is important for housing professionals to reflect on and adapt to contemporary changes to the landscape of on-campus living. After recapping results from the NSSE/ACUHO-I collaboration study (reported in the earlier session entitled Living Environments and Student Engagement: Research Study Results) the presenters engaged the audience in a focused discussion of the meaning of the findings. Rationale from literature was presented as well as implications for practice. Participants were expected to deepen their understanding of the differences between varying types of living environments (facilities, programs, access to staff, safety, community issues, etc.) in order for practice to be informed and improved. We also brainstormed areas for future research.
Living environments and student engagement: Research study results
(ACUHO-I Annual Conference, 2016-07-10) Hurtado, S. S.; Graham, P. A.; Gonyea, R. M.
While the benefits of living on campus are well documented, the changing landscape of living arrangements, programmatic efforts, and other factors underline the need to reexamine its impact. This study used experimental survey questions drafted by the National Survey of Student Engagement in collaboration with ACUHO-I. Data were provided by first-year and senior students attending 36 bachelor's degree-granting institutions. The researchers investigated the characteristics of on- and off-campus living environments (facilities, programs, access to staff, safety, community issues, etc.) and their relationship with engagement and perceived gains in learning and development. This session engaged the audience in discussion about the rationale and development of the experimental questions, research methods, and findings.
Living on campus: Does it still make a difference?
(American College Personnel Association Annual Convention, 2016-03-08) Graham, P. A.; Hurtado, S. S.; Gonyea, R. M.
While the benefits of living on campus have been well documented, the changing landscape of living arrangements, programming efforts, and other factors underline the need to reexamine its impact. Using national survey data from first-year students, this study investigates the relationship of residential status with engagement and perceived gains in learning and development. Results indicate, after controlling for student and institution characteristics, that student residence has an inconsequential effect on the dependent variables. Implications for practice and additional research are discussed.
Measuring the diversity inclusivity of college courses: An update
(American Educational Research Association Annual Meeting, 2018-04-15) 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.