School of Education
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Item 10 years of student engagement results: Lessons from NSSE(2009-04-19) Kinzie, J.Item A 10-year cross-section of STEM faculty teaching(2018-11-16) Fassett, Kyle; BrckaLorenz, AllisonStudies have shown that faculty in STEM are slow to adopt pedagogies that improve learning outcomes. This study centered on female STEM faculty, as they have been, and are currently, marginalized in these disciplines. To explore faculty teaching practices, the study used data from the Faculty Survey of Student Engagement (FSSE), which collects data on the ways and extent to which faculty engage students at four-year colleges and universities. A cross-sectional approach used data from three survey administrations spanning ten years to uncover differences in pedagogical approaches among female and male faculty. The Carnegie Basic Classifications for 2005, 2010, and 2015 were used to identify institution types. Master's colleges and universities with smaller, medium, and larger programs were collapsed into one group for the analysis. Each year, 48 to 71 institutions were represented in the sample. Of the total 62,000 FSSE respondents in 2007, 2012, and 2017, respectively 1,521; 917; and 1,300 met the criteria of working at a master's institution and in a STEM field. Female faculty were found to be using active teaching practices more than their male counterparts.Item 20 years of student engagement: Insights about students, assessment, and college quality(2019-10) Kinzie, JillianIn 2020 the National Survey of Student Engagement enters its third decade assessing the quality of undergraduate learning and success. In 20 years, the student engagement movement has surely changed our notions of quality in higher education. Most institutions now value a culture of evidence, promoting deep approaches to learning, developing high-impact practices, and tracking engagement indicators. This session reviews the most important findings about student engagement in the past two decades, and asks participants to consider what engagement will look like in the next decade. What is next for assessing quality in undergraduate education and collecting evidence for improvement?Item 2013 NAEP: How Does Indiana Compare?(Center for Evaluation & Education Policy, 2014) Roach, M.; Kloosterman, P.CEEP's Policy Brief, "2013 NAEP: How Does Indiana Compare?," examines recently released results from the National Assessment of Educational Progress (NAEP). Known as “The Nation’s Report Card,” NAEP is the U.S. Government assessment used since the late 1960s to measure student achievement in many subject areas, including mathematics, reading, science, and United States history. CEEP's policy brief discusses the results from several states and provides details of the 2013 Indiana results, followed by commentary on the extent to which state-level policies and priorities impacted those results.Item 2019-2020 BCSSE-NSSE Combined Institutional Report(IU School of Education Center for Postsecondary Research, 2020-08) Beginning College Survey of Student EngagementItem 2020 BCSSE Invitation to Participate(2020-03) Beginning College of Student EngagementItem 2024 Informed Consent (online)(2024-03-05) BCSSEItem A 21st Century Global Aesthetic - Neo-Teatrum Mundi(2007 InSEA Regional Congress, Seoul, Korea, 2007-08-23) Manifold, Marjorie C.As youth from diverse nations interact and play together online, they may adopt masks of universal archtypes in order to know and be known by others. The masks also represent an emerging new global aesthetic and sense of self in society. As Steven Johnson (1997) states, “All great symbolic forms address the conflict between the private self and the larger community that frames that self, whether this valuation lies at the surface of the work or is buried somewhere in its underlying assumptions.” In this paper, I report information collected from interviews with over 100 youth and young adults from 17 countries who perform and create artworks based on popular media conveyed narratives, role-playing games, comics, manga, and animated stories. I argue that the symbolic functions of these expressions constitute a kind of neo-teatrum mundi—or “life as theater and theater as life”. Youth publicly present themselves as archetypes-characters drawn from globally known narratives while privately integrating multiple self and social identities. Finally, I present an analysis and interpretation of the visual characteristics of neo-teatrum mundi and draw implications for an interdisciplinary arts education of the 21st century.Item 21st century students: Who they are, what we know about them, and what we need to know about them(2007-06-14) Kinzie, J.; Hall, J.; Singer, SItem 7 steps for taking student learning seriously(Trusteeship, 13, 3, 2005) Kuh, G. DItem A Case Study of Student Perceptions of Online Course Design Features and Success in a Bachelor of Health Sciences Program([Bloomington, Ind.] : Indiana University, 2023-10) Hatfield, Jennifer; Brush, Thomas Ph.D.Asynchronous online courses have often been a challenge regarding student success. This case study aims to examine student perceptions of course design features that are viewed as most or least helpful in three required asynchronous online courses in the Vera Z Dwyer College of Health Sciences at Indiana University South Bend. Thus, the research questions are (1) Which course design features do students identify as the most effective for supporting their learning in an online course? and (2) What aspects of an online course do students perceive as most and least beneficial to their success? To obtain information about course design features a survey was disseminated via Qualtrics to five asynchronous online courses in the College of Health Sciences. Results showed that students found elements of course organization to be the most helpful in their success.Item A Multi-Institutional Examination of Mind and Body Well-being for First-Generation(2024-04) Yuhas, Bridget; Copeland, Olivia; Feldman, Steven; BrckaLorenz, AllisonFirst-generation students (FGs) often face unique challenges in navigating collegiate experiences which can impact their well-being. In this study, we examine undergraduate FGs’ mind and body well-being using data from two large-scale multi-institutional data sets. Specifically, we examine relationships between stressors and supports and assess the extent that FGs know how to get help at their institution for a variety of well-being issues. Results imply that FGs generally feel less institutional support for their well-being, that inverse relationships exist for mind and body stressors and institutional supports, and that results for knowing how to get help are mixed. Implications point to continued disaggregation to better understand FGs experiences and recognizing the importance of social capital to FGs success.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 Abrir la puerta: La escritura a través de un lente diferente(Cuaderno de Investigación en la Educación, 2011-12) del Rocío Costa, María; Medina, Carmen L.; Soto, NaydaThis article present research findings focusing on the teaching of literacy from a socio-cultural and critical perspectives in an elementary level classroom of a public school in Puerto Rico. The project delved into how to teach writing through the inclusion of popular culture and students’ everyday literacies. As a model for the development of writing, curricular invitations were integrated to the process after the writing workshop had begun. The article discusses how integrating popular culture and students’ everyday literacies contributed to the inclusion of all the students’ voices and their active participation in the writing process. Curricular invitations as a writing strategy were especially important to include students who resisted writing and helped them perceive themselves as writers.Item Academic advising and student athlete success in college(2009-10-03) Hitchcock, T.; Cole, J. S.Item Academic Advising Topical Module update 2024(IU NSSE, 2024-06) NSSEAcademic Advising Topical Module update 2024Item Academic confidence and first-year engagement: Implications for orientation(2009-11-08) Cole, J. S.; Qi, W.Item Accountability and learning: Integrating NSSE and outcomes assessment to inform student affairs practice(2013-03-06) Kinzie, J.; Cammarata, M.; Romano, C.Item Accuracy of self-reported grades: Implications for research(2012-06-05) Cole, J. S.; Rocconi, L.; Gonyea, R. M.Item Accuracy of self-reported SAT and ACT test scores: Implications for research(Research in Higher Education, 51, 4, 2010-06) Cole, J. S.; Gonyea, R. M.Because it is often impractical or impossible to obtain school transcripts or records on subjects, many researchers rely on college students to accurately self-report their academic record as part of their data collection procedures. The purpose of this study is to investigate the validity and reliability of student self-reported academic performance. As expected the study finds overall validity of self-reported test scores to be high. However, correlations between self-reported and actual SAT scores are significantly lower than correlations for self-reported and actual ACT Composite scores. This study also confirms prior research which found that when students are inaccurate in reporting their scores, a disproportionate number of them over-report their scores. Also consistent with other studies, this study finds that lower achieving students for both tests are much less accurate when reporting their scores.