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 "academic success"
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Item 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.Item Livin' on a prayer: A quasi-experimental investigation into the efficacy of learning communities(American College Personnel Association Annual Convention, 2016-03-07) Fosnacht, K.; Graham, P. A.With the increasing adoption of learning communities by post-secondary institutions, it is imperative to document their effectiveness, as the existing research is not definitive. In this study, we found that learning communities have a positive impact on students' engagement and perceived gains using a quasi-experimental approach, confirming previous research; however, learning communities do not appear to drastically alter the student experience on average. Additionally, we found that the estimated effect of learning communities varies widely across institutions on a variety of measures. Consequently, it appears that while some learning communities are extremely impactful, others have a negligible impact on students.