Allison BrckaLorenz

Reimagining Student Engagement: How Nontraditional Adult Learners Engage in Traditional Postsecondary Environments

Abstract Adult learners are a growing population in U.S. postsecondary education who experience distinct barriers to academic success. However, higher education institutions continue to create and adhere to policies that favor traditional college students. Thus, adult learner experiences must be better understood to ensure this population is supported. This study used data from the 2013 and 2014 administrations of the National Survey of Student Engagement to identify characteristics of adult learners and compare their engagement with traditional-aged students. Our regression analysis revealed that adult learners were more likely to take their classes online, begin their education at another institution, and enroll part-time. Adult learners also were more engaged academically and had positive perceptions of teaching practices and interactions with others, despite reporting fewer interactions with faculty and peers and less supportive campuses. These findings challenge institutions to continue to seek a deeper understanding of how adult learners engage with postsecondary education.

A Meta-analysis of Queer-Spectrum and Trans-Spectrum Student Experiences at US Research Universities

Queer-spectrum and trans-spectrum students remain a significantly underserved population within higher education, despite the presence of significant disparities related to campus climate, academic engagement, and health outcomes. In this chapter, the authors explore the climate for queer-spectrum and trans-spectrum undergraduate students attending US Public Research Universities within higher education through a meta-analysis of 2016 and 2017 national datasets assessing campus climate, academic outcomes, and health outcomes—each of which has incorporated sexual identity and gender identity demographics within their respective survey instruments.

High-Impact Practices and Student–Faculty Interactions for Gender-Variant Students.

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 article 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 collected from the 2014 administration of the National Survey of Student Engagement. 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 investigating major choice as a mediating factor for high-impact practice participation and advocating for the inclusion of different gender identities in surveys, institutional data, and higher-education research.

Exceeding Statements: How Students and Faculty Experience Institutional Missions

Abstract While the importance of institutional mission is acknowledged within the higher education community, there is a lack of empirical evidence investigating how missions are experienced. Using survey data from students and faculty, this study investigates perceptions of mission engagement at religiously affiliated and independent institutions. Implications for practice are discussed.