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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Browsing Center for Postsecondary Research by Subject "AAC&U"
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Item 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, BrendanHigh-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.Item College students' experiences with writing: What do we know, and how are institutions applying local findings?(Association of American Colleges & Universities Annual Meeting, 2016-01-21) Kinzie, J.; Gonyea, R. M.; McCormick, A.; Paine, C.; Blake, L. P."AAC&U's Essential Learning Outcomes and the Degree Qualifications Profile identify writing as a key outcome. Virtually all colleges and universities aim to develop proficient writers. Recent evidence suggests that experiences critical to developing writing competence correspond to broader benefits in student learning. And "Writing Across the Curriculum" initiatives make clear that the responsibility to develop this important competency is shared across departments. Consistent with AAC&U's emphasis on enhancing institutional structures and practices to support student success, many institutions monitor students' exposure to and participation in effective educational practices through the use of student surveys such as the National Survey of Student Engagement (NSSE). To enable deeper examination of specific practices and experiences, in 2013 NSSE began offering a menu of topical modules to complement the core survey's breadth of focus. Results from topical modules provide a fresh opportunity to "drill down" on educational quality and make targeted improvements in teaching and learning. One of the new modules investigates students' experiences with writing. Whereas the core survey focuses on the number of assigned papers of various lengths, the writing module probes a range of activities and experiences promoted by those who teach composition--interactive writing processes, meaning-making tasks, and clarity of instructor expectations for writing assignments. This research-informed panel presentation session (1) highlights recent findings from NSSE's Experiences with Writing module, including how these experiences vary across subpopulations and major fields, and (2) provides examples of how institutions are making productive use of their results. NSSE researchers report on large-scale findings, and two panelists share what they have learned and how they are using results to guide improvement."