Browsing by Author "McCormick, A. C."
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Item Advancing learning and success in college: What the evidence shows(2017-07-13) McCormick, A. C.Item Assessing and improving undergraduate education in the United States: The National Survey of Student Engagement(2008-09-10) McCormick, A. C.Item Assessing for diversity: Evidence from NSSE's Inclusiveness and Engagement with Cultural Diversity and Global Learning modules(2018-10-22) Kinzie, J.; McCormick, A. C.The assessment of inclusivity and cultural responsiveness and of global learning are current imperatives for higher education. The National Survey of Student Engagement (NSSE) recently added two new Topical Modules asking students more about inclusive educational practices and perceptions of their global learning experiences. This session highlights findings from these question sets, examines common items for course-based learning and how results vary by institution and student characteristics, what results suggest about global learning practice and inclusivity, and includes a discussion about campuses' use of these findings to create environments that support all students and leverage the educational benefits of diversity and internationalization.Item Capping off the college experience: Participation and effects of capstone courses(Association of American Colleges & Universities Annual Meeting, 2010-01-24) Kinzie, J.; McCormick, A. C.; Nelson Laird, T.Item Considering disruptive innovations that improve student engagement(Association of American Colleges & Universities Annual Meeting, 2013-01-24) Kinzie, J.; McCormick, A. C.; Salisbury, M.Item Defining and using peer fields for inter- and intra-institutional assessment(Assessment Institute, 2009-10-27) Nelson-Laird, T. F.; Shaw, M. D.; Haywood, A. M.; McCormick, A. C.Item Direct, indirect, and contingent relationships between learning community participation and educational outcomes(Association for the Study of Higher Education Annual Conference, 2008-11-07) Pike, G. R.; Kuh, G. D.; McCormick, A. C.This study examines the direct, indirect, and contingent relationships between participating in a learning community, student engagement, and self‐reported learning outcomes. Using data from the 2004 administration of the National Survey of Student Engagement (NSSE), the results indicate that the relationships between a learning community experience and learning outcomes are mediated by students’ levels of engagement. Learning community participation was not directly related to gains in learning and development, but it was related to student engagement. Student engagement, in turn, was strongly related to gains in learning. In addition, institutional characteristics were related to the strength of the relationships between learning community participation and student engagement.Item Documenting the value of higher education with student engagement data(Association of American Colleges and Universities Annual Meeting, 2019-01-24) Kinzie, J.; McCormick, A. C.; Gonyea, R. M.; Nunez, E.A key component of the college value story is the explication of specific knowledge, skills, and habits of mind that students gain from their undergraduate education. This session will demonstrate the use of aggregate National Survey of Student Engagement (NSSE) results to document graduating senior outcomes, highlight new findings from the Senior Transition module that reveal seniors' confidence in essen - tial skills and abilities valued by employers, and explore the specific educational practices associated with these outcomes. We will discuss the implications of this narrative; illustrate approaches to communicat- ing it; feature examples from institutions that have used their data to communicate their unique value stories, including students' open- ended comments to give authentic voice to the quantitative data and exchange ideas about crafting data-rich value stories.Item Effective educational practices and essential learning outcomes in general education courses: Differences by discipline(AAC&U General Education & Assessment Conference, 2008-02-22) Nelson Laird, T. F.; McCormick, A. C.; Chamberlain, T. A.Item Examining the transfer student experience: Interactions with faculty, campus relationships, and overall satisfaction(Association for the Study of Higher Education Annual Conference, 2009-11-07) McCormick, A. C.; Sarraf, S. A.; BrckaLorenz, A.; Haywood, A. M.Item Exploring disciplinary differences in global engagement and learning(AAC&U 2017 Global Engagement and Social Responsibility Conference, 2017-10-13) Kinzie, J.; McCormick, A. C.; Nelson Laird, T. F.Session facilitators will describe disciplinary differences in global engagement and learning (GEL) by sharing results from NSSE's Global Learning Topical Module. Through active exchange- including anticipating results, engaging with presented results, and discussion with others in the session- participants will learn about 1) students' exposure to global and international topics; 2) students' engagement with global issues in and outside of the classroom; and 3) students' perceptions of how much their institution facilitated their development along several dimensions of global and intercultural competence. Participants will also discuss their reactions to the findings and share what they are doing on their campuses to assess GEL and how findings from their assessment efforts inform accreditation activities. Presenters will end the session by sharing information and resources NSSE staff have compiled to aid in the assessment of global engagement and intercultural competence.Item First-year students' time use in college: A latent profile analysis(Association for the Study of Higher Education Annual Conference, 2016-11-10) Fosnacht, Kevin; McCormick, A. C.; Lerma, R.Students' time expenditures influence their learning and development. This study used latent profile analysis to identify a typology of how first-year students spend their time using a large, comprehensive sample. It identified four time usage patterns by first-year students titled balanced, involved, partiers, and parents. Sex, expected major field, on-campus residency, age, Greek-life membership, and standardized test scores were predictive of students' time use patterns. Implications for policy and practice are discussed.Item Fugitive knowledge: Documenting data use for the collective good(Association of American Colleges & Universities Annual Meeting, 2013-01-25) McCormick, A. C.; Kinzie, J.; Blaich, C.; Wise, K.Item High-impact practices and students of color: Investigating the hypothesis of harm(Association of American Colleges and Universities Annual Meeting, 2017-01-26) McCormick, A. C.; Kinzie, J.; Gonyea, R. M.; Ribera, A. K.Concerns have been raised that high-impact practices may create opportunities for impactful but highly negative experiences for students of color by creating situations in which students may be exposed to microaggressions and other racist behaviors. To test the hypothesis of negative HIP impact for students of color, we investigated three related questions using data from the 2015 administration of the National Survey of Student Engagement: 1) Do students of color who participate in HIPs evidence lower perceptions of quality of interactions with others on campus, and faculty in particular, relative to their peers who did not participate in HIPs?; 2) Do students of color who participate in HIPs evidence lower perceptions of campus support than their peers who did not participate in HIPs?; and 3) Do students of color who participate in HIPs evaluate their overall educational experience less favorably than their peers who did not participate in HIPs?Item High-impact practices: Is the impact positive or negative for students of color?(Association for the Study of Higher Education Annual Conference, 2017-11-11) McCormick, A. C.; Kinzie, J.; Gonyea, R. M.Although high-impact practices are promoted as mechanisms to improve the quality of undergraduate education for all students, it has been suggested that they may create the opportunity for distinctly negative, harmful experiences for students of color. This study examines the impact of HIP participation within racial/ethnic groups, finding generally positive effects.Item Linking institutional assessment and the scholarship of teaching and learning(Association of American Colleges & Universities Annual Meeting, 2011-01-27) Nelson Laird, T. F.; McCormick, A. C.; Gale, R. A.Item Making change: Insights about improving student engagement(Association of American Colleges & Universities Annual Meeting, 2011-01-27) Kinzie, J.; McCormick, A. C.Item Participation in study abroad and research with faculty: Do expectations matter?(AAC&U Student Success Conference, 2013-04-05) Cole, J. S.; McCormick, A. C.Item Playing with numbers: An examination of quantitative reasoning activities in college(Association for Institutional Research Annual Forum, 2012-06-04) Rocconi, L. M.; Lambert, A. D.; Sarraf, S. A.; McCormick, A. C.Item Reforming undergraduate education: Lessons from institutions that improved student engagement(Association of American Colleges & Universities Annual Meeting, 2012-01-27) McCormick, A. C.; Kinzie, J.