Browsing by Author "Silberstein, Samantha"

Now showing 1 - 11 of 11

AAC&U Annual Meeting, 2021 Getting Beyond the High-Impact Practice (HIPs) Checklist: Designing with Elements of Quality and Racial Equity in Mind
(Indiana University Center for Postsecondary Research, 2021-01) Kinzie, Jillian; McCormick, Alexander; Silberstein, Samantha; Gonyea, Robert; 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 students’ 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.
Are Black women faculty and Women of Color faculty synonymous?
(2020-04) Priddie, Christen; Palmer, Dajanae; Silberstein, Samantha; BrckaLorenz, Allison
Black women faculty in the professoriate are often lumped into broader women of color categories when examining their experiences in academia. However, women of color are not a monolith and their experiences should be examined with disaggregation. The current study examined the time allocation of Black women faculty in relation to other women of color faculty to assess whether narratives compiling all women of color faculty together are appropriate. Results showed that Black women faculty differ in how they allocate their time in relation to their women of color counterparts. Our findings suggest that studies conducted aggregating the stories of women of color are not portraying the unique experience Black women faculty are facing.
Assessing Quality and Equity in High-Impact Practices: Comprehensive Report
(Indiana University Center for Postsecondary Research, 2020-07-27) Kinzie, Jillian; McCormick, Alexander C.; Gonyea, Robert; Dugan, Brendan; Silberstein, Samantha
The Assessing Quality and Equity in High-Impact Practices: Comprehensive Report is the inial report on findings from the Lumina Foundation supported examination of High-Impact Practice (HIP) quality and equity. This report summarizes the project purpose, research design and questions, development and testing HIP quality instrument, and early findings about assessment feasibility, evidence of elements of HIP quality, measuring high-quality HIPs, and evidence of equity. The report also explores measures of students' satisfaction with their HIP experience, differences by racial identity, and evidence of high quality and equity by HIP.
Data for Decision-Making: Inclusion & Engagement with Cultural Diversity
(Indiana University Center for Postsecondary Research, 2021-05) Kinzie, Jillian; Silberstein, Samantha; Palmer, Dajanae; McKinley, Kristin; Nicholas, Jason
A panel session with NSSE staff Jillian Kinzie, Dajanae Palmer, and Samantha Silberstein, with Jason Nicholas (Northern Michigan University) and Kristin McKinley (Lawrence University).
For whom and from whom: Student career support and engagement
(2020-03) Fassett, Kyle T.; Silberstein, Samantha; Dugan, Brendan
Using a large national data set, the session will provide an overview of student experiences related to their career preparation. Attendees will learn who students obtain guidance from for career support, how students gather career-related information, and how confident students are in their career preparedness. Differences between a variety of identity groups will be shown and discussed in conversation with attendees. Recommendations for career services personnel and key partners will emerge from the session.
Getting Beyond the Label: What Makes High-Quality HIPs, How Widespread Are They, and Who Has Access to Them?
(2019-10-13) McCormick, Alexander; Kinzie, Jillian; Gonyea, Robert; Dugan, Brendan; Silberstein, Samantha
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 students’ exposure to these elements of quality in six HIPs (learning communities, service-learning, research with faculty, study abroad, internships and field experiences, and culminating senior experiences) to deepen understanding of HIP quality and which students have access to high-quality HIPs.
Hearing the Students' Voice: Using NSSE Comments
(2017-11-30) Dugan, Brendan; Silberstein, Samantha
Student comments can provide rich insight and add texture to statistical trends highlighted in Institutional Reports, but can be overlooked as it is difficult to efficiently analyze textual data. This webinar will discuss NSSE student comments, changes made to the end-of-survey comment prompts, a variety of methods for analyzing textual data, and how NSSE researchers have made use of comments data.
High Impact Practices: Interrogating Participation, Quality and Equity Webinar slides
(Indiana University Center for Postsecondary Research, 2021-02-17) Kinzie, Jillian; Dugan, Brendan; Silberstein, Samantha; Gonyea, Robert; Kuh, George; McCormick, Alexander C.
Presenters Brendan Dugan, Jillian Kinzie, Alex McCormick and special guest NSSE founder George Kuh discuss HIP participation, elements of HIP quality, sense of belonging, and faculty insights. We also share new analysis of quality and equity and showcase institutional uses of HIP results.
Learning & Assessment in Student Affairs: The NSSE Way
(2019-04-30) Palmer, Dajanae; Silberstein, Samantha
Making sense of all the data that comes from surveys and assessments is difficult. Student affairs professionals engage with students as educators contributing to student learning and development. This presentation will use NSSE as an example of a survey student affairs educator can use as an assessment tool to create impactful learning experiences. The webinar will follow the case of one institution's data to inform the creation of a new program that can be applied to other campuses.
Quality of Interactions
(Faculty Survey of Student Engagement, 2019) Silberstein, Samantha; BrckaLorenz, Allison
College environments characterized by positive interpersonal relations promote student learning and success. Students who enjoy supportive relationships with peers, advisors, faculty, and staff are better able to find assistance when needed, and to learn from and with those around them. This content area captures faculty’s perceptions of the quality of students’ interactions with faculty, staff, and other students. This document provides basic findings for the FSSE Scale Quality of Interactions and its individual component items.
Telling Your Data Story: Sharing NSSE Results on Campus
(2019-10-20) Kinzie, Jillian; Silberstein, Samantha; Palmer, Dajanae
So you've received your NSSE report package and shared it with a few key stakeholders. Now what? How can you gain still more traction from your data? Who else might be interested in student engagement results, and how can you grab their interest? Join us for a webinar to stimulate your thinking with creative new approaches to telling your NSSE data story and sharing your NSSE results with different audiences including faculty, deans, departments, and students. Don't miss this opportunity to kick-start your data dissemination!