Publications and presentations

Permanent link for this collectionhttps://hdl.handle.net/2022/23548

The Center for Postsecondary Research's staff actively conducts and presents scholarly research on students, faculty, and institutional quality. Please visit the NSSE website or our blog, NSSE Sightings for our latest research.

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10 years of student engagement results: Lessons from NSSE
(2009-04-19) Kinzie, J.
A 10-year cross-section of STEM faculty teaching
(2018-11-16) Fassett, Kyle; BrckaLorenz, Allison
Studies 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.
20 years of student engagement: Insights about students, assessment, and college quality
(2019-10) Kinzie, Jillian
In 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?
2020 BCSSE Invitation to Participate
(2020-03) Beginning College of Student Engagement
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, S
7 steps for taking student learning seriously
(Trusteeship, 13, 3, 2005) Kuh, G. D
A Multi-Institutional Examination of Mind and Body Well-being for First-Generation
(2024-04) Yuhas, Bridget; Copeland, Olivia; Feldman, Steven; BrckaLorenz, Allison
First-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.
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, Brendan
High-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.
Academic advising and student athlete success in college
(2009-10-03) Hitchcock, T.; Cole, J. S.
Academic confidence and first-year engagement: Implications for orientation
(2009-11-08) Cole, J. S.; Qi, W.
Accountability and learning: Integrating NSSE and outcomes assessment to inform student affairs practice
(2013-03-06) Kinzie, J.; Cammarata, M.; Romano, C.
Accuracy of self-reported grades: Implications for research
(2012-06-05) Cole, J. S.; Rocconi, L.; Gonyea, R. M.
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.
Adding value: Learning communities and student engagement
(Research in Higher Education, 45, 2004) Zhao, C.; Kuh, G. D
Adopting SPSS macros to maximize office productivity
(2009-05-31) Sarraf, S.; Shoup, R.
Advancing assessment in student affairs: Emphasizing learning, creating partnerships, and using evidence to improve
(2013-10-28) Kinzie, J.
Advancing learning and success in college: What the evidence shows
(2017-07-13) McCormick, A. C.
Advancing truth: Expanding our knowledge of LGBQ+ faculty
(2019-04-06) BrckaLorenz, Allison; Fassett, Kyle; Merckle, Ryan
Most research about queerness at colleges and universities has been aimed at examining the student experience. Research on queer faculty often has quantitative limitations, has grown outdated, or is qualitative in nature. From this, we know that the experiences of queer faculty are often difficult. Through a large-scale, multi-institution, multi-year investigation of LGBQ+ faculty, this study aims to give an overview of the academic lives of these understudied academics. We investigate who they are, at what kinds of institutions are they employed, and different ways they contribute to undergraduate education. With this story, we hope to strengthen the voices of qualitative studies and encourage higher education to think more broadly about notions of diversity and identity.
African American and Hispanic student engagement at Minority-Serving and Predominantly White Institutions
(2004-11) Nelson Laird, T. F.; Bridges, B. K.; Salinas Holmes, M.; Morelon, C. L.; Williams, J. M.
Aggregate measures: Development, creation, and validation
(2019-05-29) BrckaLorenz, Allison; Fassett, Kyle; Kirnbauer, Thomas
Item and scale development are critical components to survey research and are often an institutional researcher's best tool for understanding higher education populations. As such, it is vital to develop and use sound instruments that provide useful information. This poster presentation will discuss methods for operationalizing concepts, creating items, forming aggregate measures, and using appropriate means for validation and reevaluation. Processes and examples from national large-scale, multi-institution, longitudinal survey projects will be used as a starting point to show viewers suggestions and provide tips at each stage of the aggregate life cycle.

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