NLCC Jillian Kinzie

Dr. Jillian Kinzie
Co-Director of the National Survey of Student Engagement (NSSE) at the Center for Postsecondary Research, Indiana University School of Education, Bloomington, IN

Jillian Kinzie is Interim Co-Director of the National Survey of Student Engagement (NSSE) at the Center for Postsecondary Research, Indiana University School of Education. She conducts research and leads project activities on the effective use of student engagement data to improve educational quality and issues of teaching and learning, and serves as senior scholar with the National Institute for Learning Outcomes Assessment (NILOA) project.

She is co-author of Delivering on the Promise of High-Impact Practices: Research and Models for Achieving Equity, Fidelity, Impact, and Scale (2022), Assessment in Student Affairs (2016); Using Evidence of Student Learning to Improve Higher Education (2015); One Size Does Not Fit All: Traditional and Innovative Models of Student Affairs Practice, Second Edition (2014), and Student Success in College (2005/2010). She is co-editor of New Directions in Higher Education, is on the editorial board of Innovative Higher Education and the Journal of Postsecondary Student Success, and serves on the boards of the Washington Internship Institute and the Gardner Institute for Excellence in Undergraduate Education. She is a peer reviewer for several accreditors and regularly consults with colleges and universities about assessment, effective educational practice, inclusive excellence, high-impact practices, and support for student success.

Currently, she is PI on the Lumina Foundation funded “Assessing Quality and Equity in HIPs”; a Strada Foundation study, “Learning about Undergraduates’ Preparation for Work and Careers” an assessment of college students' career and workforce preparation, and an NSF supported project studying the implementation of scaffolded research-rich curriculum in STEM fields.

Kinzie earned her PhD from Indiana University in higher education with a minor in women’s studies. Prior to this, she served on the faculty of Indiana University and coordinated the master’s program in higher education and student affairs. She also worked in academic and student affairs at Miami University and Case Western Reserve University.
 

Plenary Address Title and Description: “Realizing High-Quality Learning Communities for Student Learning and Success”

As an identified high-impact practice (HIP) with a venerable history for fostering belongingness and increasing retention and academic and social cohesion, learning communities (LCs) appear to offer a solution to contemporary concerns in higher education to enrich student learning, enhance educational coherence, and assure equity. Yet, to be effective, LCs must be implemented with attention to outcomes, quality, fidelity, and equity. This presentation will discuss these four goals and share approaches that some institutions are deploying to address them, and then dive into recent data about students' exposure to the features that matter to high-quality LCs to stimulate discussion about enhancing practice.

Delivering on the Promise of High-Impact Practices: Research and Models for Achieving Equity, Fidelity, Impact, and Scale