Center for Postsecondary Research
Permanent link for this communityhttps://hdl.handle.net/2022/23362
The Center for Postsecondary Research, a research center of the Indiana University School of Education, investigates processes and practices that influence student success and institutional excellence in higher education and promotes those found to be effective.
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Item FSSE Core Survey Instrument(Center for Postsecondary Research, Indiana University Bloomington) Faculty Survey of Student EngagementItem CSEQ Codebook (4th Edition)(Indiana University, 1998) Gonyea, Robert M.Item College Student Experiences Questionnaire (4th Ed.)(Indiana University, 1998) Pace, C. Robert; Kuh, George D.Item College Student Expectations Questionnaire (2nd Edition)(Indiana University, 1999) Kuh, George D.; Pace, C. RobertItem The NSSE 2000 Report: National Benchmarks of Effective Educational Practice(Indiana University Center for Postsecondary Research, 2000) National Survey of Student EngagementThe 2000 report from the National Survey of Student Engagement (NSSE) is based on information from first-year and senior students at 276 different four-year colleges and universities. The NSSE study, titled “National Benchmarks of Effective Educational Practice,” gives schools an idea of how well students are learning and what they put into and get out of their undergraduate experience. The report provides an overview of the “National Benchmarks of Effective Educational Practice.” The report also contains the following findings: 1. Four-year colleges and universities differ considerably in terms of the quality of the undergraduate experience they offer and their expectations for student performance. 2. Student engagement in effective educational practices varies between and within institutional sectors and types 3. Institutional size is a key factor in student engagement. 4. Every sector includes some institutions that can model effective educational practice for their peers 5. Some types of students are generally more engaged than others.Item Assessing what really matters to student learning: Inside the National Survey of Student Engagement(Change: The Magazine of Higher Learning, 33, 3, 2001) Kuh, G. DThis article describes the National Survey of Student Engagement (NSSE), one of the scores of efforts underway to assess student learning and improve the quality of undergraduate education, after the release of the project's first national report NSSE 2000: National Benchmarks of Effective Educational Practice and while the second round of data collection was nearing an end.Item Improving the College Experience: National Benchmarks of Effective Educational Practice—NSSE 2001 Report(Indiana University Center for Postsecondary Research, 2001) National Survey of Student EngagementThe 2001 report from the National Survey of Student Engagement (NSSE) is based on information from first-year and senior students at 470 different four-year colleges and universities. The NSSE study, titled “From Promise to Progress: How Colleges and Universities Are Using Student Engagement Results to Improve Collegiate Quality,” gives schools an idea of how well students are learning and what they put into and get out of their undergraduate experience. The report focuses on how schools can use engagement data to improve their campuses. The report also contains the following findings: • Schools of similar sizes differ on the student engagement benchmarks, though students at smaller colleges are generally more engaged than their counterparts attending larger institutions. • A worrisome gap exists between the amount of time students spend on educational activities and how much time faculty members say they should be spending.Item The National Survey of Student Engagement: Conceptual framework and overview of psychometric properties(Indiana University Center for Postsecondary Research, 2001) Kuh, G. DItem NSSE technical and norms report(Indiana University Center for Postsecondary Research and Planning, 2001) Kuh, G. D.; Hayek, J. C.; Carini, R. M.; Ouimet, J.A.; Gonyea, R. M.; Kennedy, J.Item The disengaged commuter student: Fact or fiction?(Commuter Perspectives, 2001) Kuh, G. D.; Gonyea, R. M.; Palmer, M.The majority of college students today commute to campus (Horn & Berktold, 1998), yet many misunderstandings about these students persist. The stereotypical view is that commuters are less committed to academic pursuits compared with their counterparts who go away to college and live on campus (Jacoby, 2000a; National Resource Center for The First-Year Experience and Students in Transition [NRC], 2001). They’re distracted by too many competing demands on their time because of work or family commitments. As a result they aren’t as involved as other students.Item Triumph or tragedy: Comparing student engagement levels of members of Greek-letter organizations and other students(Journal of College Student Development, 2002) Hayek, J. C.; Carini, R. M.; O'Day, P. T.; Kuh, G. D.This study compared the levels of student engagement between fraternity and sorority members and other undergraduate students. After controls, Greek members appeared to be equally and sometimes more engaged in academically challenging tasks, active learning, student-faculty interaction, community service, diversity, satisfaction, and on learning and personal development gains.Item From Promise to Progress: How Colleges and Universities Are Using Student Engagement Results to Improve Collegiate Quality—2002 Annual Report(Indiana University Center for Postsecondary Research, 2002) National Survey of Student EngagementThe 2002 report from the National Survey of Student Engagement (NSSE) is based on information from first-year and senior students at 618 different four-year colleges and universities. The NSSE study, titled “From Promise to Progress: How Colleges and Universities Are Using Student Engagement Results to Improve Collegiate Quality,” gives schools an idea of how well students are learning and what they put into and get out of their undergraduate experience. The report focuses on how schools can use engagement data to improve their campuses. The report also contains the following findings: ■ Students from different racial and ethnic backgrounds appear to engage in effective educational practices at comparable levels. ■ International students are generally more engaged in various college experiences than American students, particularly in the first year. ■ Senior transfer students interact less with peers and faculty members and are less involved in campus activities and programs, but perform academically on par with nontransfer students. ■ Diversity-related experiences are positively related to many other effective educational practices. ■ Learning communities are positively linked to a variety of other educationally purposeful activities and desired outcomes. ■ Engagement and grades go hand-in-hand in that GPA is positively related to all five benchmark scores and nearly all of the effective educational practices represented on the NSSE survey.Item Insights into effective educational practice(EDUCAUSE Quarterly, 2002) Hayek, J. C.; Kuh, G. D.The National Survey of Student Engagement (NSSE) provides data and information that colleges and universities can use to improve educational practices. The NSSE 2001 report, Improving the College Experience: National Benchmarks of Effective Educational Practice, summarizes the project’s first two years.Item Being (dis)engaged in educationally purposeful activities: The influence of student and institutional characteristics(Research in Higher Education, Volume 43, Issue 5, Pages 555-576, 2002) Hu, S.; Kuh, G. D.Item Supporting Institutional Change at Historically Black, Tribal, and Hispanic-Serving Colleges and Universities(American Association for Higher Education and the National Survey of Student Engagement, 2002-05-03) Cambridge, BarbaraBarbara and George outlined the respective work of the American Association for Higher Education (AAHE) and the National Survey of Student Engagement and their joint two-year project on the impact of NSSE data on institutional change and effectiveness, discussing the role of the roundtables, the AAHE Summer Academy, and select site visits in culling such information. Barbara also briefly outlined the work that AAHE and NSSE hope to do in the proposed four-year partnership and discussed the central role historically black, tribal, and Hispanic-serving colleges and universities would play in that project through their administration of NSSE and their participation in the AAHE Summer Academy as part of a NSSE/AAHE consortium.Item Faculty Developers Use of NSSE Data(American Association for Higher Education and the National Survey of Student Engagement, 2002-12) Kezar, AdriannaDuring the 2002-03 academic year, AAHE and NSSE are conducting six roundtables to explore uses of NSSE data for improvement of student learning. A roundtable held in October 2002 at the Professional Organizational Development (POD) conference in Atlanta gave 13 faculty developers from institutions across the U. S. and nearly every higher education sector the chance to discuss institutional uses of the National Survey of Student Engagement (NSSE). The discussion focused particularly on the ways in which faculty developers have used this new source of data available to campuses. Specific questions examined impacts of use, availability of data to faculty development offices, uses of the data in faculty development activities, and ways in which NSSE data can be interpreted for faculty members.Item The relationship between institutional mission and students' involvement and educational outcomes(Research in Higher Education, 2003) Pike, G. R.; Kuh, G. D.; Gonyea, R. M.Although institutional characteristics are assumed to influence student learning and intellectual development, this link has not been confirmed empirically. This study examined whether institutional mission, as represented by Carnegie classification, is related to student learning and development. After controlling for student background characteristics, no meaningful differences were found in students' perceptions of the college environment, levels of academic and social involvement, integration of information, or educational outcomes by Carnegie classification.Item Student experiences with diversity at liberal arts colleges: Another claim for distinctiveness(Association for Institutional Research Annual Forum, 2003) Umbach, P. D.; Kuh, G. D.Item Tomorrow's teachers: Do they engage in the "right things" during college?(Phi Delta Kappan, 2003) Carini, R. M.; Kuh, G. D.Item Converting Data into Action: Expanding the Boundaries of Institutional Improvement—2003 Annual Report(Indiana University Center for Postsecondary Research, 2003) National Survey of Student EngagementThe 2003 report from the National Survey of Student Engagement (NSSE) is based on information from 185,000 first-year and senior students at 649 different four-year colleges and universities. The NSSE study, titled “Converting Data Into Action: Expanding the Boundaries of Institutional Improvement,” gives schools an idea of how well students are learning and what they put into and get out of their undergraduate experience. Findings show that the vast majority of undergraduate students are regularly using information technology in their academic work. About 83% frequently go to the World Wide Web to obtain resources for their classes and 80% report that their instructors often require them to use computer conferencing, the WWW, and other forms of information technology for completing assignments. The universal access to an endless stream of information has its downside, however, as 87% say that their peers at least “sometimes” copy and paste information from the WWW for reports and papers without citing the source. Other key findings from the 2003 report are: • Contrary to popular opinion, intercollegiate athletes are generally as engaged in learning activities as other students. • Men are generally less engaged than women, especially in the areas of academic challenge and enriching educational experiences. • Less than half of seniors frequently have serious conversations with students from different racial or ethnic backgrounds. • More than a third of all seniors only “occasionally” get prompt feedback from faculty members. • Student experiences vary greatly by major field, with students in professional areas such as architecture and health sciences reporting higher levels of engagement than other fields. • Two fifths of all students report A grades; only 3% of students have C or lower average grades. A third of the students earning A grades study only 10 or fewer hours per week.