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 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 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 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 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 A Quantitative Review of Faculty Practices and Perceptions of the Scholarship for Teaching and Learning(2024) Braught, Emily; BrckaLorenz, AllisonHow do faculty perceive and interact with scholarship for teaching and learning? This session will review findings from the 2022 and 2023 Faculty Survey of Student Engagement (FSSE), exploring the extent to which classroom- and institutional-level assessment efforts are used to make improvements and hone teaching practices, the extent to which faculty collaborate and build community with one another to share out teaching practices, and the extent to which external motivations influence faculty frequency of practices related to the scholarship of teaching and learning.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 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.Item Adademic Advising Topical Module(2024) Faculty Survey of Student EngagementThis module, updated for NSSE 2025, examines students' experiences with academic advising and advising practices that reflect NACADA core values. It also asks students to identify who has been most helpful. The module complements a question on the core survey about the quality of students' interactions with academic advisors.Item Adding Context to NSSE with FSSE(2016-01-12) BrckaLorenz, Allison; Yuhas, BridgetThis webinar will review how to use FSSE with NSSE results to compare student and faculty perspectives, to search for reasons for high or low student results, and to develop strategies to increase student engagement.Item Adding value: Learning communities and student engagement(Research in Higher Education, 45, 2004) Zhao, C.; Kuh, G. DItem Administration Instructions(2024-07-18)