NATIONAL SURVEY OF STUDENT ENGAGEMENT

Transcription

1 NATIONAL SURVEY OF STUDENT ENGAGEMENT (NSSE 2002) Perspectives from USM First-Year and Senior Students Office of Academic Assessment University of Southern Maine Portland Campus January 2003

2 NSSE: Report of USM Student Responses Overview The National Survey of Student Engagement (NSSE) collects information annually from undergraduates at four-year colleges and universities across the country to assess the extent to which students engage in a variety of good educational practices. The University of Southern Maine (USM) was one of 367 colleges and universities that participated in the NSSE during the spring 2002 semester. The NSSE is conducted by the Center for Postsecondary Research and Planning at Indiana University and supported by a grant from The Pew Charitable Trusts and is co-sponsored by The Carnegie Foundation for the Advancement of Teaching and The Pew Forum for Undergraduate Learning. This institutional report consists of the results from the NSSE survey regarding student engagement on the USM campus. The report is organized into five sections including the introduction to the NSSE, the sample of students, national benchmarks, and both the first-year and senior-year student responses. A summary of the NSSE results for both freshmen and seniors is categorized by specific topic areas; such as, academic (coursework) activities, nonacademic activities, social activities, technology and diversity issues, and personal growth. In addition, both USM data and data from peer institutions are included in a series of tables that covers each item on the survey. Please see the Table of Contents for the areas of your interest (by first-year or senior-year). The Appendices consist of some examples of how other institutions are using the NSSE results to change the teaching and learning environment on their campuses, as well as the listing of other institutions who participated in this national study. USM is dedicated and committed to the ongoing assessment using the NSSE survey and plans are underway to continue participating each year. It is our hope that the collection of students responses will be used internally in all academic departments and administrative offices for the purposes of improving both in-class and out-of-class student learning and to enhance teaching practices on the campus. 2

3 Table of Contents Introduction Page What do we know about college student engagement?. 4 What does the NSSE Survey measure?. 4 When and how was the NSSE survey administered? 4 USM Sample of Students What was the demographic profile of USM students?... 5 What was the overall breakdown of the majors of students?... 5 National Benchmarks Overall how did students rate the USM campus?. 6 During the year, the level of academic challenge at USM. 6 During the year, the active and collaborative learning at USM.. 8 During the year, the student-faculty interaction at USM... 8 During the year, enriching educational experiences at USM. 9 During the year, the supportive campus environment at USM Written Summary of the data First-Year Student Responses/Demographic Profile 12 Summary of First-year Responses.. 13 Table: Academic & Intellectual Experiences. 16 Table: Mental Activities; Reading and Writing. 17 Table: Time Usage. 18 Table: Enriching Educational Experiences 19 Table: Educational and Personal Growth.. 20 Table: Institutional Environment 21 Table: Quality of Advising, Relationships, Satisfaction 22 Senior Year Student Responses/Demographic Profile 23 Summary of Senior-year Responses 24 Table: Academic & Intellectual Experiences. 27 Table: Mental Activities; Reading and Writing.. 28 Table: Time Usage.. 29 Table: Enriching Educational Experiences. 30 Table: Educational and Personal Growth 31 Table: Institutional Environment. 32 Table: Quality of Advising, Relationships, Satisfaction.. 33 Appendix A: Uses of the NSSE Data: Examples from other institutions. 34 Appendix B: NSSE List of Peer Institutions

4 INTRODUCTION * What do we know about college student engagement? The voluminous research on college student development indicates that the single best predictor of a students learning and personal development is connected to how engaged and devoted students are to their college activities. According to the research literature on four-year institutions, students who are actively involved in both academic and out-of-class activities gain more from the college experience than those who are not so involved (Pascarella & Terenzini, 1991). The National Survey of Student Engagement (NSSE) was designed specifically in the late 90 s to assist institutions of higher education in assessing the level of student engagement at their campuses. Based upon Chickering and Gamson s research on the good practices of undergraduate education (1987), this tool was clearly developed for the purpose of helping colleges improve their teaching and learning environment. * What does the NSSE Survey measure? The NSSE survey, The College Student Report, measures student engagement of first-year and senior students in many important activities that are positively related to high levels of learning and personal development. About 40 questions from the survey are assigned to five clusters of similar activities and conditions to make up the national benchmarks of effective educational practice. These benchmarks are: level of academic challenge, active and collaborative learning, student interactions with faculty members, enriching educational experiences, and supportive campus environment. A copy of the survey instrument is on the NSSE website ( * When and how was the NSSE survey administered to USM students? A random sample (N=700) of first-year and senior USM students were mailed the NSSE survey during the end of the spring 2002 semester. The students could complete the paper copy of the survey or the web-version. The response rate was 41% (N=273); which consisted of 101 freshmen and 172 senior students who responded and returned the survey. The survey was administered and analyzed by the NSSE Center at Indiana University. 4

5 USM SAMPLE OF STUDENTS * What was the demographic profile of USM students who completed the NSSE survey? Overall, out of the 273 respondents, there were mostly females (73%), Caucasian/white (94%), full-time (60%), and residing off-campus (81%). Nearly 77% of the freshmen students were under the age of 23, and approximately 72% of the seniors were over 24 years of age. Approximately 77% answered the survey in the paper format and 23% responded to the web-based survey. Please see the following breakdown of the USM freshmen and senior sample. Demographic Information Freshmen Seniors (N=101) (N=172) Males 26% 28% Females 74% 72% Full-time 75% 51% Part-time 25% 49% Reside on-campus 44% 5% Reside off-campus 56% 95% years old 77% 28% years old 10% 47% 40 + years 12% 24% * What was the overall breakdown of the majors of the students who responded to the NSSE survey? Freshmen Seniors 28.2% Social sciences/humanities 27.5% 12.1% Health-related 20.5% 10.1% Business-related 16.4% 8.1% Education 1.8% 5.1% Fine Arts 9.9% 4.0% Engineering/Computer Science 10.6% 0.0% Physical Sciences/Environment 1.2% 3.0% Foreign Language/Literature 0.6% 14.1% Undecided 0.0% 15.1% * more than one major 13.5% * Further breakdowns of the data by major were not conducted due to the small size of each major. 5

6 NATIONAL BENCHMARKS 1. Overall, how did students rate the USM campus based upon the national benchmarks of effective educational practices? According to the overall analysis completed by the NSSE Center, each institution received a benchmark score (a mean score using a 100-point scale) for each of the national benchmarks. USM had slightly lower scores when compared with other similar (peer) institutions and at the national level (i.e. all participating institutions). See chart below for our ratings (FR=freshmen, SR=seniors). Benchmark USM Peer Instit. National FR SR FR SR FR SR Level of Academic Challenge Active & Collaborative Learning Student Interactions with Faculty Enriching Educational Experiences Supportive Campus Environment 2. During the academic year, what was the level of academic challenge at USM? a. How much reading did students do in the first year?...in the senior year? # of readings assigned Freshmen Seniors % 37% % 31% % 24% % 8% 6

7 b. What percentage of students had written assignments between 5-19 pages? # of writing assignments Freshmen Seniors between 5-19 pages 1-4 times 59% 53% 5-10 times 27% 33% times 12% 10% 21+ times 2% 4% c. What was the nature of assignments in various courses? Freshmen Seniors Memorizing facts 63% 40% Analyzing ideas 78% 86% Synthesizing information 62% 74% Making judgements 63% 62% Applying theories 65% 81% d. How much time did students spend preparing for classes? Freshmen Seniors 10 or less hours/wk 60% 58% hrs/wk 27% 29% 21+ hrs/wk 13% 13% e. To what extent were students encouraged to spend significant amount of times studying and on academic work? % of students who responded Freshmen: 64% quite a bit or very much Seniors: 70% f. What percentage of students felt very challenged and worked harder than expected in their academic work? Freshmen Seniors On class assignments 44% 50% On course exams 52% 60% 7

8 3. During the academic year, what kind of active and collaborative learning took place at USM? a. What percentage of students worked with their classmates to complete assignments, solve problems, or apply course content? Freshmen Seniors During class: 31% 43% Outside of class: 19% 36% b. What percentage of students engaged in service learning or took part in a community-based project as part of a regular course? Freshmen: 7% Seniors: 11% c. What percentage of students made a class presentation? Freshmen: 24% Seniors: 50% d. What percentage of students asked questions in class or contributed to class discussions? Freshmen: 65% Seniors: 75% e. What percentage of students discussed ideas from their classes with others outside of class (i.e. friends, family, co-workers, etc.)? Freshmen: 55% Seniors: 60% 4. During the academic year, how much student-faculty interaction took place at USM? a. What percentage of students often met with faculty members outside of class? Freshmen Seniors On activities other than coursework: 5% 8% Discussed grades or assignments: 44% 53% Discussed ideas from readings/class discussions: 11% 14% b. What percentage of students reported that they often received prompt feedback on academic performance? Freshmen: 53% Seniors: 70% 8

9 c. What percentage of students reported that they talked often with faculty about their career plans? Freshmen: 22% Seniors: 29% d. What percentage of students reported that they worked with a faculty member on a research project? Freshmen: 19% Seniors: 16% 5. During the academic year, what kind of enriching educational experiences have students had at USM? a. Did students often experience conversations with others who are different in: Freshmen Seniors race or ethnicity 35% 27% beliefs, values, opinions 49% 37% (religion, political, etc) b. Does USM encourage frequent contact among students from different backgrounds; economic, social, racial, or ethnic? Freshmen: 34% Seniors: 33% c. Does USM encourage students to frequently use electronic technology to: Freshmen Seniors Communicate with instructor 60% 53% Discuss and complete assignments 46% 55% d. How much time do students spend participating in co-curricular activities each week? Freshmen Seniors 1-5 hours/week 97% 87% 6-10 hours/week 1% 4% 11+ hours/week 2% 9% 9

10 e. Have USM Seniors experienced the following activities at USM? * internship or field experience 64% * independent study 22% * community service 52% * participated in learning community 15% * study abroad 11% * capstone or thesis senior experience 38% 6. During the academic year, what did USM do to provide a supportive campus environment for students? a. What percentage of students reported that the campus environment: Freshmen Seniors Provides them with academic support to succeed 59% 57% Provides support to thrive socially 22% 17% Helps them cope with non-academic responsibilities 20% 15% (i.e. work, family, etc.) b. What percentage of the students felt that their campus relationships were friendly or helpful in regard to: Freshmen Seniors Administrative personnel/offices 39% 37% Faculty members 44% 59% Other students 55% 54% c. What percentage of students believe that they received good or excellent academic advising overall? Freshmen Seniors Good 39% 44% Excellent 24% 22% d. What percentage of students reported a good or excellent experience in the past year? Freshmen Seniors Good 50% 62% Excellent 25% 27% 10

11 Summary of the data Overall, USM had lower benchmark scores on the NSSE survey compared to our peer institutions; however, our institutional data does show some positive efforts are evident. According to a sample of first-year and senior students, USM is a challenging institution which provides intellectual and active learning experiences in the classroom. That is, a large percentage of students reported that the nature of their class assignments involved analysis, synthesis, and application of ideas and concepts. Also, at least half of the students reported participating in class discussions, and approximately one-third of the students had between 5-10 reading and writing assignments in the academic year. Over sixty percent of students said that they were often encouraged to spend significant amounts of time studying on their academic work; however, over 50% of the students spend less than 10 hours per week in preparing for their coursework. With respect to out-of-class activities, there were low percentages of students who actually participated in working with classmates on projects, community-based activities, or discussing their course readings and ideas outside of the classroom. Nearly all students reported that they spend less than 5 hours a week on educational activities out of class. With respect to diversity at USM, only one-third of the students reported that USM encourages frequent contact among students with various backgrounds. Less than half of the students reported having serious conversations with students of a different race or ethnicity. Also, not many students reported that they often spend time talking with others with different religious beliefs or political opinions. Overall, most students reported that their academic advising and their general educational experience at USM was of good or excellent quality. 11

12 FIRST-YEAR STUDENT RESPONSES Demographic Profile USM Freshmen Sample and Freshmen at Peer Institutions Demographics USM Freshmen Other Freshmen (N=101) (N=15,206) Gender Males 26% 30% Females 74% 70% Enrollment Status Full-time 75% 92% Part-time 25% 8% Residence On-campus 44% 55% Off-campus 56% 45% Age yrs 77% 92% yrs 10% 5% 40+ yrs 12% 3% First-generation student 54% 46% Completed survey by: Paper survey 69% 62% Web survey 31% 38% 12

13 What Do We Know About USM Freshmen Students? Summary of NSSE Results, 2002 USM Freshmen Sample (N=101) Academic activities (coursework) 97% of the freshmen students reported that they completed 1-4 papers of 20 pages or more during their first year; and 59% reported writing papers between 5-19 pages. In addition, 64% of the students said that they prepared 2 or more drafts of a paper before turning it in. 82% of the freshmen reported that they integrated ideas from various sources when doing class assignments; but one-third (33%) reported that they put together ideas from different courses when completing papers. 82% reported that they completed their reading and writing assignments before coming to class. Approximately 65% of freshmen said that they often contributed to class discussions; however, 24% had made a class presentation during their last year. 64% of the students felt that USM emphasizes spending significant amounts of time studying on academic work; yet 60% spent 10 or less hours each week on preparing for class. Over 60% of the freshmen reported that their coursework emphasized memorizing facts, analyzing ideas, synthesizing information, making judgments, and applying theories. 59% reported that USM provides the support needed to help you succeed academically. 54% of the freshmen reported that they had less than 10 course reading assignments during their first year at USM. Nearly 53% of the freshmen said that they received prompt feedback from faculty about their academic performance; yet 44% of the students said that they discussed grades or assignments with an instructor. 52% reported that they were very challenged by their course exams, and 44% said that they worked harder than they expected on class assignments. Almost one-third of the freshmen (31%) reported that they worked with other students on projects during class. 13

14 Non-academic activities (work, family, commuting) 81% of the freshmen spend 5 or less hours each week commuting to class; whereas, 19% of the students spend 6 or more hours commuting to USM in a typical week. Nearly 78% of the freshmen work at a job up to 5 hours per week on the university campus. Over half of the freshmen (53%) work more than 11 hours per week at an off-campus job. 41% of freshmen students reported that USM contributes to acquiring a job. Less than one-quarter of the freshmen (23%) provide care for dependents more than 5 hours per week. Only 20% of the freshmen feel that USM helps them cope with nonacademic responsibilities (i.e. work, family, etc.) Educational or social activities outside the classroom A large percentage of freshmen (97%) reported that they spend less than 5 hours a week on educational activities outside the classroom. Over half of the freshmen (56%) discussed their ideas from courses with others outside of class (i.e. students, family members, coworkers). Approximately 22% of the freshmen reported that USM provides support for them to thrive socially. There were 19% of freshmen who worked with classmates outside of class to prepare assignments. Only 5% of freshmen students said that they worked with faculty members on activities other than coursework (i.e. student life activities, committees, orientation). Technology issues on campus 60% of freshmen reported that they used to communicate with their course instructors. 46% of the freshmen used electronic medium to discuss or complete course assignments. 40% of freshmen students reported that USM contributes to using computing and information technology. 14

15 Diversity issues on campus Over half of the freshmen (54%) reported that USM contributes to working effectively with others. Nearly 50% of the freshmen said that they included diverse perspectives in class discussions and assignments. Approximately 40% of freshmen feel that USM contributes to understanding people of other backgrounds. 38% of freshmen attended campus events and activities (i.e. cultural performances or special speakers). 35% of freshmen reported that they had frequent serious conversations with students of a different race or ethnicity and 49% reported having conversations with those with different religious beliefs or political values or opinions. One-third of the freshmen (34%) said that USM encourages contact among students from different backgrounds. Approximately 27% said they plan to do foreign language coursework, and 24% reported that they plan to study abroad. Perceptions of their personal growth Freshmen students reported that USM contributed to their personal growth in the following areas: o 69% thinking critically and analytically o 58% acquiring a broad education o 49% learning effectively on your own o 47% understanding yourself o 47% analyzing quantitative problems o 36% developing a personal code of values/ethics o 34% writing clearly and effectively 62% of the freshmen said they plan to do community service or volunteer work. One-quarter of the freshmen (25%) said that they plan to participate in a learning community. A small number of freshmen (22%) reported that they talked to a faculty member or an advisor about their career plans. 15

16 NSSE Results: First-Year Student Perspectives (N=101) Academic and Intellectual Experiences % of respondents who reported often or very often on the survey Have done at my institution: USM Peer Institutions a. Asked questions in class or contributed to class discussions b. Made a class presentation c. Prepared 2 or more drafts of a paper before turning it in d. Worked on a paper that integrated ideas from various sources e. Included diverse perspectives in class discussions/assignments f. Came to class without completing readings/assignments g. Worked with other students on projects during class * h. Worked with classmates outside of class to prepare assignments * i. Put together ideas from different courses when completing papers j. Tutored or taught other students (paid or voluntary) k. Participated in a community-based project as part of a regular course l. Used electronic medium to discuss or complete assignments m. Used to communicate with an instructor n. Discussed grades or assignments with an instructor o. Talked about career plans with a faculty member/advisor p. Discussed ideas from readings with faculty outside of class q. Received prompt feedback from faculty on your acad. performance r. Worked harder than you thought to meet instructor s expectations s. Worked with faculty members on activities other than coursework * (student life activities, committees, orientation) t. Discussed ideas from classes with others outside of class (students, family members, co-workers) u. Had serious conversations with students of a different race or ethnicity * v. Had serious conversations with students of different beliefs, values, opinions * Significant difference at.01 level between USM and peer institutions. 16

17 NSSE Results: First-Year Perspectives (N=101) Mental Activities % of respondents who reported quite a bit or very much My coursework emphasized: USM Peer Institutions a. Memorizing facts, ideas, or methods from your courses and readings so you can repeat them in pretty much the same form b. Analyzing the basic elements of an idea, experience, or theory such as examining a particular case in depth c. Synthesizing and organizing ideas, information, or Experiences into new, more complex interpretations d. Making judgments about the value of information, arguments, or methods such as examining how others gathered and interpreted data and soundness of their conclusions e. Applying theories or concepts to practical problems or in new situations Reading and Writing % of respondents who reported numbers of: Assignments a. Number of assigned textbooks, books, or (USM) book-length packs of course readings (Peer Instit) b. Number of books read on your own for (USM) personal enjoyment or academic enrichment (Peer Instit) c. Number of written papers/reports (USM) of 20 pages + (Peer Instit) d. Number of written papers/reports (USM) between 5-19 pages (Peer Instit) e. Number of written papers/reports (USM) of less than 5 pages (Peer Instit)

18 NSSE Results: First-Year Student Perspectives (N-101) Time Usage % of usage/ typical hours each week a. Preparing for class (USM) (Peer Inst) b. Working for pay on campus (USM) (Peer Inst) c. Working for pay off campus (USM) (Peer Inst) d. Participating in co-curricular activities (USM) (Peer Inst) e. Relaxing and socializing (USM) (Peer Inst) f. Providing care for dependents (USM) (Peer Inst) g. Commuting to class (USM) (Peer Inst)

19 NSSE Results: First-Year Student Perspectives (N=101) Enriching Educational Experiences % of students who reported yes or undecided USM Peer Inst. Plan to do: Yes Undecided Yes Undecided a. Practicum, internship, field experience, etc b. Community service/volunteer work c. Participate in learning community d. Work on a research project with a faculty member e. Foreign language coursework f. Study abroad g. Independent study h. Culminating senior experience (capstone, thesis, project)

20 NSSE Results: First-Year Student Perspectives (N=101) Educational and Personal Growth % of students who reported quite a bit or very much My institution has contributed to: USM Peer Institutions a. Acquiring a broad education b. Acquiring a job c. Writing clearly and effectively d. Speaking clearly and effectively e. Thinking critically and analytically f. Analyzing quantitative problems g. Using computing and information technology h. Working effectively with others i. Voting in local, state, or national elections j. Learning effectively on your own k. Understanding yourself l. Understanding people of other backgrounds m. Solving complex real-world problems n. Developing a personal code of values/ethics o. Contributing to the welfare of our community

21 NSSE Results: First-Year Student Perspectives (N=101) Institutional Environment % of students who reported quite a bit or very much My institution emphasized: USM Peer Institutions a. Spending significant amounts of time studying and on academic work b. Provides the support you need to help you succeed academically c. Encouraging contact among students from different economic, social, racial, or ethnic backgrounds d. Helping you cope with your non-academic responsibilities (work, family, etc) e. Providing the support you need to thrive socially f. Attending campus events and activities (special speakers, cultural performances, athletic events, etc)

22 NSSE Results: First-Year Student Perspectives (N=101) Items % of student responses Very Little Some Very Much Challenged by Course Exams (USM) (Peer Inst) Poor Fair Good Excellent Quality of Advising (USM) (Peer Inst) Quality of Relationships Unfriendly/ Neutral Friendly/ Not helpful Helpful a. Relationships with other students (USM) (Peer Inst) b. Relationships with faculty members (USM) (Peer Inst) c. Relationships with office staff/admin. (USM) (Peer Inst) Satisfaction Poor Fair Good Excellent a. Evaluation of entire (USM) educational experience (Peer Inst) NO YES b. If you could start over, (USM) would you come here (Peer Inst)

23 SENIOR YEAR STUDENT RESPONSES Demographic Profile USM Senior Sample and Seniors at Peer Institutions Demographics USM Seniors Other Seniors (N=172) (N=17,378) Gender Males 28% 31% Females 72% 69% Enrollment Status Full-time 51% 78% Part-time 49% 22% Residence On-campus 5% 14% Off-campus 95% 86% Age yrs 28% 58% yrs 47% 31% 40+ yrs 24% 11% First-generation student 50% 51% Completed survey by: Paper survey 82% 72% Web survey 18% 28% 23

24 What Do We Know About USM Senior Students? Summary of NSSE Results, 2002 USM Senior Sample (N=172) Academic activities (coursework) 96% of the senior students reported that they completed 1-4 papers of 20 pages or more during their first year; and 53% reported writing papers between 5-19 pages. In addition, 46% of the students said that they prepared 2 or more drafts of a paper before turning it in. 87% of the seniors reported that they integrated ideas from various sources when doing class assignments; and 61% reported that they put together ideas from different courses when completing papers. 86% reported that they completed their reading and writing assignments before coming to class. Approximately 75% of seniors said that they often contributed to class discussions; however, 50% had made a class presentation during their last year. 70% of the students felt that USM emphasizes spending significant amounts of time studying on academic work; yet approximately 60% spent 10 or less hours each week on preparing for class. Over 60% of the seniors reported that their coursework emphasized analyzing ideas, synthesizing information, making judgments, and applying theories; whereas 40% said their coursework emphasized memorizing facts. 57% reported that USM provides the support needed to help you succeed academically. 69% of the seniors reported that they had less than 10 course reading assignments during their first year at USM. Nearly 70% of the seniors said that they received prompt feedback from faculty about their academic performance; yet 53% of the students said that they discussed grades or assignments with an instructor. 60% reported that they were very challenged by their course exams, and 50% said that they worked harder than they expected on class assignments. Less than half of the seniors (43%) reported that they worked with other students on projects during class. 24

25 Non-academic activities (work, family, commuting) Nearly 84% of the seniors work at a job up to 5 hours per week on the university campus. 80% of the seniors spend 5 or less hours each week commuting to class; whereas, 20% of the students spend 6 or more hours commuting to USM in a typical week. 70% of the seniors work more than 11 hours per week at an offcampus job. 70% of seniors reported that USM contributes to acquiring a job. Over one-third of the senior students (36%) provide care for dependents more than 5 hours per week. 15% of the seniors feel that USM helps them cope with non-academic responsibilities (i.e. work, family, etc.) Educational or social activities outside the classroom A large percentage of seniors (87%) reported that they spend less than 5 hours a week on educational activities outside the classroom. Over half of the seniors (60%) discussed their ideas from courses with others outside of class (i.e. students, family members, co-workers). There were 36% of seniors who worked with classmates outside of class to prepare assignments. Approximately 17% of the seniors reported that USM provides support for them to thrive socially. Nearly 8% of senior students said that they worked with faculty members on activities other than coursework (i.e. student life activities, committees, orientation). Technology issues on campus 70% of senior students reported that USM contributes to using computing and information technology. 55% of the seniors used electronic medium to discuss or complete course assignments. 53% of seniors reported that they used to communicate with their course instructors. 25

26 Diversity issues on campus 71% of the seniors reported that USM contributes to working effectively with others. Nearly 51% of the seniors said that they included diverse perspectives in class discussions and assignments. Approximately 41% of seniors feel that USM contributes to understanding people of other backgrounds. 30% of seniors attended campus events and activities (i.e. cultural performances or special speakers). 27% of seniors reported that they had frequent serious conversations with students of a different race or ethnicity and 37% reported having conversations with those with different religious beliefs or political values or opinions. One-third of the seniors (33%) said that USM encourages contact among students from different backgrounds. Approximately 22% said they had done or will do foreign language coursework, and 11% reported that they had or will plan to study abroad. Perceptions of their personal growth Seniors students reported that USM contributed to their personal growth in the following areas: o 85% thinking critically and analytically o 79% acquiring a broad education o 76% learning effectively on your own o 76% writing clearly and effectively o 65% understanding yourself o 59% analyzing quantitative problems o 50% developing a personal code of values/ethics 64% of seniors said they are planning or have done a practicum or field experience. 52% said they had or will do community service or volunteer work. 38% said they are planning or have done a capstone course or thesis. 29% reported that they talked to a faculty member or an advisor about their career plans. 15% said that they had participated in a learning community. 11% of the seniors reported that they had participated in a communitybased project as part of a regular course. 26

27 NSSE Results: Senior -Year Student Perspectives (N=172) Academic and Intellectual Experiences % of respondents who reported often or very often on the survey Have done at my institution: USM Peer Institutions a. Asked questions in class or contributed to class discussions b. Made a class presentation * c. Prepared 2 or more drafts of a paper before turning it in d. Worked on a paper that integrated ideas from various sources e. Included diverse perspectives in class discussions/assignments f. Came to class without completing readings/assignments g. Worked with other students on projects during class h. Worked with classmates outside of class to prepare assignments * i. Put together ideas from different courses when completing papers j. Tutored or taught other students (paid or voluntary) k. Participated in a community-based project as part of a regular course l. Used electronic medium to discuss or complete assignment m. Used to communicate with an instructor n. Discussed grades or assignments with an instructor o. Talked about career plans with a faculty member/advisor * p. Discussed ideas from readings with faculty outside of class * q. Received prompt feedback from faculty on your acad. Performance r. Worked harder than you thought to meet instructor s expectations s. Worked with faculty members on activities other than coursework * student life activities, committees, orientation) t. Discussed ideas from classes with others outside of class (students, family members, co-workers) u. Had serious conversations with students of a different race or ethnicity * v. Had serious conversations with students of different beliefs, values, opinions * * Significant difference at.01 level between USM and peer institutions. 27

28 NSSE Results: Senior-Year Perspectives (N=172) Mental Activities % of respondents who reported quite a bit or very much My coursework emphasized: USM Peer Institutions a. Memorizing facts, ideas, or methods from your courses and readings so you can repeat them in pretty much the same form b. Analyzing the basic elements of an idea, experience, or theory such as examining a particular case in depth c. Synthesizing and organizing ideas, information, or Experiences into new, more complex interpretations d. Making judgments about the value of information, arguments, or methods such as examining how others gathered and interpreted data and soundness of their conclusions e. Applying theories or concepts to practical problems or in new situations Reading and Writing % of respondents who reported numbers of: Assignments a. Number of assigned textbooks, books, or (USM) book-length packs of course readings (Peer Inst) b. Number of books read on your own for personal (USM) enjoyment or academic enrichment (Peer Inst) c. Number of written papers/reports (USM) of 20 pages+ (Peer Inst) d. Number of written papers/reports (USM) between 5-19 pages (Peer Inst) e. Number of written papers/reports (USM) of less than 5 pages (Peer Inst)

29 NSSE Results: Senior Year Student Perspectives (N-172) Time Usage % of usage/ typical hours each week a. Preparing for class (USM) (Peer Inst) b. Working for pay on campus (USM) (Peer Inst) c. Working for pay off campus (USM) (Peer Inst) d. Participating in co-curricular (USM) activities (Peer Inst) e. Relaxing and socializing (USM) (Peer Inst) f. Providing care for dependents (USM) (Peer Inst) g. Commuting to class (USM) (Peer Inst)

30 NSSE Results: Senior Year Student Perspectives (N=172) Enriching Educational Experiences % of students who reported yes or undecided USM Peer Inst. Planning or have done: Yes Undecided Yes Undecided a. Practicum, internship, field experience, etc b. Community service/volunteer work c. Participate in learning community d. Work on a research project with a faculty member e. Foreign language coursework f. Study abroad g. Independent study h. Culminating senior experience (capstone, thesis, project)

31 NSSE Results: Senior Year Student Perspectives (N=172) Educational and Personal Growth % of students who reported quite a bit or very much My institution has contributed to: USM Peer Institutions a. Acquiring a broad education b. Acquiring a job c. Writing clearly and effectively d. Speaking clearly and effectively e. Thinking critically and analytically f. Analyzing quantitative problems g. Using computing and information technology h. Working effectively with others i. Voting in local, state, or national elections j. Learning effectively on your own k. Understanding yourself l. Understanding people of other backgrounds m. Solving complex real-world problems n. Developing a personal code of values/ethics o. Contributing to the welfare of our community

32 NSSE Results: Senior Year Student Perspectives (N=172) Institutional Environment % of students who reported quite a bit or very much My institution emphasized: USM Peer Institutions a. Spending significant amounts of time studying and on academic work b. Provides the support you need to help you succeed academically c. Encouraging contact among students from different economic, social, racial, or ethnic backgrounds d. Helping you cope with your non-academic responsibilities (work, family, etc) e. Providing the support you need to thrive socially f. Attending campus events and activities (special speakers, cultural performances, athletic events, etc)

33 NSSE Results: Senior Year Student Perspectives (N=172) Items % of student responses Very Little Some Very Much Challenged by Course Exams (USM) (Peer Inst) Poor Fair Good Excellent Quality of Advising (USM) (Peer Inst) Quality of Relationships Unfriendly/ Neutral Friendly/ Not helpful Helpful a. Relationships with other students (USM) (Peer Inst) b. Relationships with faculty members (USM) (Peer Inst) c. Relationships with office staff/admin. (USM) (Peer Inst) Satisfaction Poor Fair Good Excellent a. Evaluation of entire (USM) educational experience (Peer Inst) NO YES b. If you could start over, (USM) would you come here (Peer Inst)

34 Appendix A Uses of the NSSE Data: Examples from other institutions Colleges and universities have found many different and productive ways to use their NSSE results. Here are some examples from institutions who have shared their progress. Illinois State University conducts focus groups with students to appraise them of the results and solicit advice regarding what the institution can do to more fully engage students. At Rose-Hulman Institute of Technology, the NSSE results were placed in the faculty and staff dining room as a means to create discussion about student engagement. Marymount Manhattan College plans to have more full-time faculty and fewer adjunct instructors teach first-year courses in response to the first-year student reports about the frequency of interaction with faculty members. The University of Richmond is implementing several strategies to enhance first-year student relationships with faculty by involving them in research projects and by expanding the opportunities for students to serve on institutional committees. Columbia College begun to implement a series of initiatives which include a four-year general education plan that incorporates signature course work in the freshman year, learning communities in the sophomore year, mentoring and service learning in the junior year, and capstone experiences in each major in the senior year. At the University of Missouri, the provost and undergraduate deans are using NSSE data to increase student engagement by implementing new strategies for entering students; that is, each new student is paired with a faculty mentor who initiates contact with students and discusses the importance of engaging in a variety of activities, inside and outside the classroom. 34

35 Eastern University formed a task force to address the issues related to writing. More specifically, plans are underway to define writing intensive courses, and to provide the opportunity for students to rewrite papers after receiving feedback from faculty. North Carolina State University is using its NSSE results during new student orientation to emphasize key activities and behaviors that lead to student success. In addition, they post their NSSE results on their website and encourage faculty, staff, and students to openly discuss their views about student engagement. The University of Utah is using NSSE results for incorporating more technology use on campus. They are conducting staff training workshops and involving technology staff to assist in planning technical opportunities for students. Keuka College reported NSSE results in the assessment and educational program chapters of their accreditation self-study. Particular attention is being given to student views of academic issues and student outcomes in writing and critical thinking. The University of Wisconsin is using NSSE results to help them document the effectiveness of certain institutional practices, and to develop a more comprehensive strategic plan. As part of the accreditation process, Radford University is pilot testing new criteria featuring student engagement. They are developing a quality enhancement plan to improve student learning, and the NSSE results are integral to guiding and monitoring the impact of this new initiative. Alverno College, University of Akron, and Southwest Texas State University are setting up faculty retreats to encourage faculty members to reflect on and use the NSSE data to improve educational practices. ** These examples are taken from the NSSE 2002 institutional report. 35

36 Appendix B NSSE List of Peer Institutions Abilene Christian University Adams State College Alaska Pacific University Alfred University Angelo State University Arcadia University Aurora University Baldwin-Wallace College Bellarmine University Bethel College Boise State University Bryant College California Polytechnic State University California State University-Bakerfield California State University-Chico California State University-Dominguez California State University-Fresno California State University-Los Angeles California State University-Northridge California State University-Sacramento California State University-San Bernardino California State University-San Marcos Canisius College Cardinal Stritch University Carthage College Castleton State College Central Conn. State University Central Missouri State University Chaminade University of Honolulu City Univ. of New York College of New Jersey College of Notre Dame of Maryland College of Saint Catherine College of Saint Rose College of Saint Scholastica Concordia University Converse College Creighton University Dominican University Drake University Drury University Eastern Conn. State University Eastern Kentucky University Eastern New Mexico University Elon University Fairleigh Dickinson University Fontbonne University Fort Hays State University Framingham State College Fresno Pacific University George Fox University Georgia Southern University Georgia Southwestern State University Hamline University Henderson State University Holy Family College Indiana University Northwest Indiana University Southeast Keene State College La Roche College Lawrence Technological University Lipscomb University Longwood University Loyola University of New Orleans Lynchburg College Marywood University Mercer University Meredith College Millersville University Monmouth University Montclair State University Mount Mary College National University Narareth College Norfolk State University North Central College 36