Office of Institutional Effectiveness 2012 NATIONAL SURVEY OF STUDENT ENGAGEMENT (NSSE) DIVERSITY ANALYSIS BY CLASS LEVEL AND GENDER VISION

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1 Office of Institutional Effectiveness 2012 NATIONAL SURVEY OF STUDENT ENGAGEMENT (NSSE) DIVERSITY ANALYSIS BY CLASS LEVEL AND GENDER VISION We seek to become recognized for providing bright and curious students a holistic learning experience that occurs both in and out of the classroom; for being relentlessly focused on learning outcomes; for embracing and solving today s greatest educational challenges; and for bringing fresh and pragmatic thinking to the problems facing communities, businesses, and governments in Indiana and beyond. OIE Office of Institutional Effectiveness November 2012 OIE No. NSSE-D1-2012

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3 2012 NATIONAL SURVEY OF STUDENT ENGAGEMENT (NSSE) DIVERSITY ANALYSIS BY CLASS LEVEL AND GENDER Nathan Rush Amy Petts William Knight Rebecca Costomiris (Editor) Office of Institutional Effectiveness Ball State University November 2012 OIE No. NSSE-D1-2012

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5 TABLE OF CONTENTS Page Information About Analyses Provided... 1 Sample Information... 2 Summary of Findings... 3 Gender s... 3 Racial s... 3 Gender s (Male Comparison Group)... 4 Table 1: NSSE Raw Factor Score s... 4 Table 2: Active and Collaborative Learning... 4 Table 3: Student-Faculty Interaction... 5 Table 4: Enriching Educational Experiences... 6 Table 5: Level of Academic Challenge... 7 Table 6: Supportive Campus Environment... 8 Table 7: Miscellaneous Questions... 9 Racial s (Nonwhite Comparison Group) Table 8: NSSE Raw Factor Score s Table 9: Student-Faculty Interaction Table 10: Enriching Educational Experiences Table 11: Level of Academic Challenge Table 12: Supportive Campus Environment Table 13: Miscellaneous Questions... 14

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7 Information About Analyses Provided The information provided in these analyses comes from the Fall 2012 administration of the National Survey of Student Engagement (NSSE) to Ball State freshmen and seniors. NSSE annually collects information about student participation in programs and activities that institutions provide for their learning and personal development. The results provide an estimate of how undergraduates spend their time and what they gain from attending college. NSSE organizes 42 questions into clusters of similar activities, resulting in five Benchmarks of Effective Educational Practice: o Active and Collaborative Learning: Asking questions, working with others outside of class, tutoring other students, discussing class topics with friends/family, etc. o Student-Faculty Interaction: Discussing grades, class ideas, career plans with faculty; working with faculty on research; receiving prompt feedback; etc. o Enriching Educational Experiences: Talking to students from diverse backgrounds; participating in internships, foreign languages, study abroad, independent studies; etc. o Level of Academic Challenge: Time spent preparing for class; number and length of written assignments; coursework emphasis on analysis, synthesis, application; etc. o Supportive Campus Environment: Quality of relationships with faculty, administrators, and other students; support with non-academic responsibilities; etc. An additional 25 questions covering extracurricular participation and personal development in multiple areas were compared in a Miscellaneous category. The overall response rate for the survey was 31%, with 27% of freshmen and 35% of seniors responding. Other response rates include: o Males 24% o Females 37% o Caucasian 32% o Nonwhite 27% Nonwhite students constitute 11.1% of respondents, of which 5.0% are African American. In order to make group comparisons with potential statistical significance, these students have been merged into a single, nonwhite category. T-tests were used to assess whether or not statistically significant differences existed for scaled and categorical variables. Responses to the 42 Benchmarks of Effective Educational Practice questions and an additional 25 Miscellaneous questions were compared between freshmen and seniors controlling for two variables, gender (male or female) and race (Caucasian or nonwhite). Results were considered statistically significant and included in the report if p < Results are organized by gender and race; the minority group in each variable (males and nonwhite students, respectively) constitutes the comparison group, as indicated in the results. o The scales for each variable are provided in table footnotes. However, mean differences are best assessed as whether or not the group falls significantly higher or lower on an indicator. 1

8 Sample Information denotes a difference where the reference group's value is significantly higher; the darker the shading the greater the effect size of the difference. denotes a difference where the reference group's value is significantly lower; the darker the shading the greater the effect size of the difference. The lighter shade indicates a medium effect size (±0.3 to ±0.5) and the darker shade indicates an effect size greater than ±0.51. Group Males Females Total N % N % N % Entire sample Group Males Females % of Total N % N % N % Freshmen Seniors Group Males Females % of Total N % N % N % Caucasian Nonwhite of any race Unknown* Group Males Females % of Total N % N % N % Freshmen, Caucasian Seniors, Caucasian Freshmen, nonwhite Seniors, nonwhite Total, known ethnicity *These students are not included in the analyses

9 Summary of Findings Gender s Statistically significant results were found for 22 benchmark and 15 miscellaneous questions. Significant differences were slightly more common between senior males and females than between freshman males and females. The Level of Academic Challenge and Enriching Educational Experiences categories contained the largest numbers of statistically significant differences of either class level. o Level of Academic Challenge: Female students found their coursework emphasized analysis, synthesis, and application to a greater extent than did male students. Female students also reported working harder than they thought they could to meet faculty expectations. o Enriching Educational Experiences: When it comes to self-designed majors, study abroad, foreign language coursework, community service, and internships, female students were more likely than male students to report taking part in these activities or indicate that they plan to do so. Male students reported having more serious conversations with students of different racial backgrounds, ethnicities, political opinions, religious beliefs, or personal values than their own, compared to female students. o However, both female freshmen and seniors indicated Ball State encourages contact among students from different economic, social, and racial or ethnic backgrounds more than did their male counterparts. Male students reported doing substantially less reading from assigned textbooks, books, or book-length packs of course readings than did their female classmates (effect size = -32% for both freshmen and seniors). o Male freshmen and seniors also spent less time than female students preparing for class, including studying, reading, writing, doing homework or lab work, analyzing data, and rehearsing. Of 37 significant differences in response based on gender: o Male students scored higher (indicating more participation, more frequent action, and stronger agreement) than female students in only 8 questions (22% of total). In these cases, freshman males scored higher than their female classmates slightly more often that did male seniors compared to female seniors. Racial s Statistically significant results were found for 14 benchmark and 4 miscellaneous questions. No significant differences were found on the basis of race for the Active and Collaborative Learning benchmark. Significant differences were much more frequent between Caucasian and nonwhite seniors than between Caucasian and nonwhite freshmen. Of 18 significant differences in response based on race, nonwhite students almost always reported more activity, more participation, and stronger agreement than their Caucasian counterparts (17 questions). 3

10 The Enriching Educational Experiences category contained the most significant racial differences: o Nonwhite freshmen and seniors had many more serious conversations with students of a different race or ethnicity than did Caucasian students (effect sizes = 32% and 74%, respectively). Nonwhite seniors reported having more supportive relationships with administrative personnel and offices than did Caucasian seniors (effect size = 44%). Nonwhite seniors also reported more strongly that their experience at Ball State contributed to the welfare of their community (effect size = 30%). 4

11 Gender s (Male Comparison Group) Table 1 NSSE Raw Factor Score s Active and Collaborative Learning Student- Faculty Interaction Enriching Educational Experiences Academic Challenge Supportive Campus Environment Freshmen Male Female Seniors Male Female Table 2 Active and Collaborative Learning N St. Dev In your experience at Ball State during the current school year, about how often have you * Made a class presentation? Male Seniors Female Seniors Participated in a community-based project (e.g., service learning) as part of a regular course? Male Seniors Female Seniors *Scores range from 1 (Never) to 4 (Very often). Table 3 Student-Faculty Interaction N St. Dev In your experience at Ball State during the current school year, about how often have you * Discussed ideas from your readings or classes with faculty members outside of class? Male Freshmen Female Freshmen Male Seniors Female Seniors *Scores range from 1 (Never) to 4 (Very often). 5

12 Table 4 Enriching Educational Experiences N St. Dev In your experience at Ball State during the current school year, about how often have you * Had serious conversations with students of a different race or ethnicity than your own? Male Freshmen Female Freshmen Male Seniors Female Seniors Had serious conversations with students who are very different from you in terms of their religious beliefs, political opinions, or personal values? Male Seniors Female Seniors Which of the following have you done or do you plan to do before you graduate from Ball State?** Practicum, internship, field experience, co-op experience, or clinical assignment? Male Seniors Female Seniors Community service or volunteer work? Male Freshmen Female Freshmen Foreign language coursework? Male Freshmen Female Freshmen Study abroad? Male Freshmen Female Freshmen Male Seniors Female Seniors Independent study or self-designed major? Male Freshmen Female Freshmen To what extent does Ball State emphasize each of the following?± Encouraging contact among students from different economic, social, and racial or ethnic backgrounds? Male Freshmen Female Freshmen Male Seniors Female Seniors *Scores range from 1 (Never) to 4 (Very often). **Scores range from 1 (Have not decided) to 4 (Done). ±Scores range from 1 (Very little) to 4 (Very much). 6

13 Table 5 Level of Academic Challenge N St. Dev In your experience at Ball State during the current school year, about how often have you * Worked harder than your thought you could to meet an instructor s standards or expectations? Male Freshmen Female Freshmen Male Seniors Female Seniors During the current school year, how much has your coursework emphasized the following activities?** Analyzing the basic elements of an idea or theory, such as examining a particular case or situation in depth and considering its components? Male Seniors Female Seniors Synthesizing and organizing ideas, information, or experiences into new, more complex interpretations and relationships? Male Freshmen Female Freshmen Male Seniors Female Seniors Applying theories or concepts to practical problems or in new situations? Male Freshmen Female Freshmen Male Seniors Female Seniors During the current school year, about how much reading and writing have you done?± Number of assigned textbooks, books, or book-length packs of course readings? Male Freshmen Female Freshmen Male Seniors Female Seniors *Scores range from 1 (Never) to 4 (Very often). **Scores range from 1 (Very little) to 4 (Very much). ±Scores range from 1 (None) to 5 (More than 20). 7

14 Table 5 Level of Academic Challenge (cont.) N St. Dev About how many hours do you spend in a typical 7-day week doing each of the following?* Preparing for class (studying, reading, writing, doing homework or lab work, analyzing data, rehearsing, and other academic activities? Male Freshmen Female Freshmen Male Seniors Female Seniors To what extent does Ball State emphasize the following?** Spending significant amounts of time studying and on academic work? Male Freshmen Female Freshmen Male Seniors Female Seniors *Scores range from 1 (0 hours) to 8 (More than 30 hours). **Scores range from 1 (Very little) to 4 (Very much). Table 6 Supportive Campus Environment N St. Dev What best represents the quality of your relationships with * Other students at Ball State? Male Freshmen Female Freshmen Male Seniors Female Seniors Faculty members at Ball State? Male Freshmen Female Freshmen To what extent does Ball State emphasize each of the following?** Providing the support you need to help you succeed academically? Male Seniors Female Seniors Providing the support you need to thrive socially? Male Freshmen Female Freshmen *Scores ranged from 1 (Unfriendly, Unsupportive) to 7 (Friendly, Supportive). **Scores range from 1 (Very little) to 4 (Very much). 8

15 Table 7 Miscellaneous Questions N St. Dev In your experience at Ball State during the current school year, about how often have you * Included diverse perspectives (different races, religions, genders, political beliefs, etc.) in class discussions or writing assignments? Male Seniors Female Seniors Come to class without completing readings or assignments? Male Seniors Female Seniors During the current school year, about how often have you done any of the following ** Exercised or participated in physical fitness activities? Male Freshmen Female Freshmen Male Seniors Female Seniors To what extent does Ball State emphasize each of the following ** Attending campus events activities (special speakers, cultural performances, athletic events, etc.)? Male Freshmen Female Freshmen Male Seniors Female Seniors To what extent has your experience at Ball State contributed to your knowledge, skills, and personal development in the following areas ** Acquiring job or work-related knowledge and skills? Male Seniors Female Seniors Contributing to the welfare of your community? Male Freshmen Female Freshmen Male Seniors Female Seniors Developing a deepened sense of spirituality? Male Seniors Female Seniors Developing a personal code of values and ethics? Male Seniors Female Seniors *Scores range from 1 (Never) to 4 (Very often). **Scores range from 1 (Very little) to 4 (Very much). 9

16 Table 7 Miscellaneous Questions (cont.) N St. Dev To what extent has your experience at Ball State contributed to your knowledge, skills, and personal development in the following areas (cont.)** Learning effectively on your own? Male Seniors Female Seniors Participated in activities to enhance your spirituality? Male Seniors Female Seniors Thinking critically and analytically? Male Seniors Female Seniors Understanding people of other racial and ethnic backgrounds? Male Seniors Female Seniors Voting in local, state, or national elections? Male Freshmen Female Freshmen Working effectively with others? Male Freshmen Female Freshmen Male Seniors Female Seniors Writing clearly and effectively? Male Freshmen Female Freshmen Male Seniors Female Seniors **Scores range from 1 (Very little) to 4 (Very much). 10

17 Racial s (Nonwhite Comparison Group) Table 8 NSSE Raw Factor Score s Active and Collaborative Learning Student- Faculty Interaction Enriching Educational Experiences Academic Challenge Supportive Campus Environment Freshmen Nonwhite Caucasian Seniors Nonwhite Caucasian Table 9 Student-Faculty Interaction N St. Dev In your experience at Ball State during the current school year, about how often have you * Discussed grades or assignments with an instructor? Nonwhite Seniors Caucasian Seniors Discussed ideas from your readings or classes with faculty members outside of class? Nonwhite Seniors Caucasian Seniors Which of the following have you done or do you plan to do before you graduate from Ball State?** Work on a research project with a faculty member outside of course or program requirements? Nonwhite Seniors Caucasian Seniors *Scores range from 1 (Never) to 4 (Very often). **Scores range from 1 (Have not decided) to 4 (Done). 11

18 Table 10 Enriching Educational Experiences N St. Dev In your experience at Ball State during the current school year, about how often have you * Had serious conversations with students of a different race or ethnicity than your own? Nonwhite Freshmen Caucasian Freshmen Nonwhite Seniors Caucasian Seniors Had serious conversations with students who are very different from you in terms of their religious beliefs, political opinions, or personal values? Nonwhite Seniors Caucasian Seniors Which of the following have you done or do you plan to do before you graduate from Ball State?** Community service or volunteer work? Nonwhite Seniors Caucasian Seniors Foreign language coursework? Nonwhite Seniors Caucasian Seniors About how many hours do you spend in a typical 7-day week doing each of the following?± Participating in co-curricular activities (organizations, campus publications, student government, fraternity or sorority, intercollegiate or intramural sports, etc.)? Nonwhite Seniors Caucasian Seniors *Scores range from 1 (Never) to 4 (Very often). **Scores range from 1 (Have not decided) to 4 (Done). ±Scores ranged from 1(0 hours) to 8 (More than 30 hours). 12

19 Table 11 Level of Academic Challenge N St. Dev In your experience at Ball State during the current school year, about how often have you * Worked harder than your thought you could to meet an instructor s standards or expectations? Nonwhite Seniors Caucasian Seniors During the current school year, about how much reading and writing have you done?** Number of written papers or reports of fewer than 5 pages? Nonwhite Freshmen Caucasian Freshmen To what extent does Ball State emphasize the following? ± Spending significant amounts of time studying and on academic work? Nonwhite Seniors Caucasian Seniors *Scores range from 1 (Never) to 4 (Very often). **Scores range from 1 (None) to 5 (More than 20). ±Scores range from 1 (Very little) to 4 (Very much). Table 12 Supportive Campus Environment N St. Dev What best represents the quality of your relationships with * Administrative personnel and offices at Ball State? Nonwhite Seniors Caucasian Seniors To what extent does Ball State emphasize each of the following?** Providing the support you need to help you succeed academically? Nonwhite Freshmen Caucasian Freshmen Nonwhite Seniors Caucasian Seniors Helping you cope with your non-academic responsibilities (work, family, etc.)? Nonwhite Freshmen Caucasian Freshmen *Scores range from 1 (Unfriendly, Unsupportive) to 7 (Friendly, Supportive). **Scores range from 1 (Very little) to 4 (Very much). 13

20 Table 13 Miscellaneous Questions N St. Dev To what extent has your experience at Ball State contributed to your knowledge, skills, and personal development in the following areas * Learned something that changed the way you understand an issue or concept? Nonwhite Seniors Caucasian Seniors Contributing to the welfare of your community? Nonwhite Seniors Caucasian Seniors Developing a personal code of values and ethics? Nonwhite Freshmen Caucasian Freshmen Nonwhite Seniors Caucasian Seniors Understanding people of other racial and ethnic backgrounds? Nonwhite Seniors Caucasian Seniors *Scores range from 1 (Very little) to 4 (Very much). 14