2011 National Survey of Student Engagement (NSSE) Summary Report
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1 2011 National Survey of Student Engagement (NSSE) Summary Report Office of Institutional Research March 2013
2 Table of Contents About NSSE and How FIT Uses Results... 1 NSSE Respondents at FIT... 2 NSSE Content, Scores, and Peer Groups... 3 Level of Academic Challenge... 4 Active and Collaborative Learning... 5 Student-Faculty Interaction... 6 Enriching Educational Experiences... 7 Supportive Campus Environment... 8 Summary of Results and Suggestions for Further Analysis... 9
3 About NSSE and How FIT Uses Results The Fashion Institute of Technology uses the National Survey of Student Engagement (NSSE), which is administered by the Indiana University Center for Postsecondary Research, to collect information on students educational activities and the campus environment. Both academic and administrative units use this information to improve those outcomes at the college. This report is an introduction to the survey content, methodology, and results. More detailed presentations of the results are available in companion reports produced by the Office of Institutional Research. Student Surveys. FIT conducts several surveys to gather data on student outcomes and satisfaction. Aside from the NSSE, other surveys include the Student Opinion Survey (SOS), the Alumni Survey, and the International Student Barometer (ISB). Each of these surveys focuses on different student-level outcomes that, taken together, provide valuable insights into student opinion, engagement, experiences, and post-graduation outcomes. Survey Frequency Population Content National Survey of Student Engagement Every 3 years First-year and seniors (First-year AAS and second-year bachelor) Amount and type of academic and nonacademic activities engaged in, campus environment, skills emphasized, and quality of advising Alumni Survey Every year Alumni who graduated in the prior year Job placement, satisfaction, skills gained at FIT International Student Barometer TBD International students Services for and experiences of international students Student Opinion Survey Every 3 years Associate and bachelor students Satisfaction with educational quality, specific services, facilities, programs, and advising. Amount and types of academic activities engaged in Both the NSSE and the SOS contain a range of questions on academic and non-academic activities, campus services, educational outcomes, and advising. Due to broad nationwide participation in the NSSE, the NSSE results allow comparisons to be made against several groups of peer institutions. All SUNY schools participate in the SOS, which is a longer survey that includes more specific questions on particular campus services. The alumni survey asks students about their school attendance and employment, and satisfaction with various aspects of their FIT education. The ISB is a specialized survey completed by international students. Use of Survey Results. The college uses student survey results to assess outcomes in specific academic programs and administrative units, and in general education. The Strategic Planning Committee uses survey-based information to measure progress towards the Strategic Plan goals of Strengthening the Academic Core and Committing to a Culture of Student Centeredness. A Strategic Plan Report Card will present these and other results addressing the entire set of goals in order to monitor the progress towards improving institution-wide outcomes. 1
4 NSSE Respondents at FIT In spring 2011, 2,378 FIT students received the NSSE. A total of 638 students responded, for a 27% response rate. This compares to an average institutional response rate across all NSSE participating institutions of 33% 1. Out of 1,190 freshmen students sampled, 336 responded (28% response rate); among 1,188 seniors sampled, 302 responded (25% response rate). Enrollment Status Gender Freshmen Senior Full-time 96% 90% Less than full-time 4 10 Female Male Race/Ethnicity American Indian/Native American 0 0 Asian/Asian American/Pacific Islander Black/African American 4 6 White (non-hispanic) Mexican/Mexican American 0 1 Puerto Rican 3 3 Other Hispanic or Latino 8 7 Multiracial 4 5 International Student (self-reported) On-campus resident Age Non-traditional (24 or older) Traditional (less than 24) Most respondents (96% of freshman students and 90% of senior students) attended FIT full time. Females made up 88% of respondents in each of the groups, mirroring the schoolwide gender composition. Just over half of each group self-identified as white; Asians and Pacific Islanders comprised the second-largest ethnic group, followed by Hispanic and Latino students. International students (self-reported) made up 15% of freshmen and 11% of senior respondents. 1 Fostering Student Engagement Campuswide; Annual Results National Survey of Student Engagement. 2
5 NSSE Content, Scores, and Peer Groups The NSSE is comprised of 85 questions covering the content of courses, institutional support of students, collaboration inside and outside the classroom, and students relations with faculty, staff, and other students. The majority of items fall into three categories: (1) estimating the frequency of various classroom and other instructional activities, (2) student activities such as internships or study abroad, and (3) perceived institutional and personal support. A detailed survey like the NSSE provides in-depth information about student experiences and perceptions. However, the number of questions makes it difficult to identify patterns and to make cross-institutional comparisons. To address this issue, NSSE constructed five benchmarks, or groups of related questions in a topic area. Aggregating selected survey results into a few categories makes it easier to get a sense of how students responded to different types of questions and to make comparisons to peer groups. Forty-two of the 85 questions are used to construct the benchmarks, which include the following categories: Level of Academic Challenge Extent to which students are challenged in their classes Active and Collaborative Learning Extent to which students are academically engaged Student-Faculty Interaction Interaction with faculty both in and out of the classroom Enriching Educational Experiences Participation in academic and social activities Supportive Campus Environment Perceived supportiveness of FIT community It is worth explaining in general terms how NSSE calculates the aggregate scores for each benchmark, as NSSE and colleges commonly use those scores to communicate survey results. The first step converts each survey response to a value on a zero to 100 scale, with the lowest value (e.g., strongly disagree ) assigned a zero and the highest value (e.g., strongly agree ) assigned a 100. Mid-point responses receive a 50, and other responses are assigned accordingly. NSSE then weights responses for particular groups of students to account for differential response rates and to adjust the responses of part-time students on several academic experience survey items. For example, part-time student responses to a question about how many papers they have written this year are adjusted to account for the lower course loads of part-time students. NSSE provided statistics on three groups of comparison institutions: all 673 participating institutions (NSSE Universe), 15 selected New York public colleges, and a set of 19 Art, Design, and Technology institutions. The ability to compare FIT s survey results to these groups of institutions provides a useful way of evaluating school performance, especially when using the benchmark scores. The numerical values of the benchmark scores are difficult to interpret in isolation. They are essentially averages of the results for a set of questions, with additional weighting and adjustments performed. Comparing these benchmark scores to those of peer groups is one way to determine whether or not the scores are low or high. 3
6 Level of Academic Challenge The Level of Academic Challenge questions ask respondents about the nature of their coursework, number of written papers, time spent preparing for class, and number of assigned textbooks or other assignments. FIT s freshmen scored significantly lower (53.6) than freshmen at comparable Art/Design/Technology schools (57.1). FIT s freshmen did not differ from New York public schools or the NSSE Universe. Seniors at FIT scored significantly lower (53.6) than all three comparison groups. Freshman Senior FIT Art/Design/Technology 57.1* 58.3* New York Public * NSSE Universe * * Denotes a score that differs significantly from the FIT score. Level of Academic Challenge Survey Items During the current school year, how much has your coursework emphasized How many hours per week do you spend During the current school year, about how often have you Number of To what extent does your institution emphasize Item analyzing the basic elements of an idea, experience, or theory, such as examining a particular case or situation in depth and considering its components? synthesizing and organizing ideas, information, or experiences into new, more complex interpretations and relationships? making judgments about the value of information, arguments, or methods, such as examining how others gathers and interpreted data and assessing the soundness of their conclusions? applying theories or concepts to practical problems or in new situations? preparing for class (studying, reading, writing, doing homework or lab work, analyzing data, rehearsing, and other academic activities worked harder than you thought you could to meet an instructor s standards or expectations? assigned textbooks, books, or book-length packs of course readings written papers or reports of 20 pages or more written papers or reports between 5 and 19 pages written papers or reports of fewer than 5 pages spending significant amounts of time studying an on academic work? Responses Very much/ Quite a bit/ Some/Very little None/1 to 4/5 to 10/ 11 to 20/ More than 20 Very often/often/ Sometimes/ Never None/1 to 4/5 to 10/ 11 to 20/ More than 20 Very much/ Quite a bit/ Some/Very little 4
7 Active and Collaborative Learning The Active and Collaborative Learning benchmark includes questions about how often students made presentations, worked on group projects, engaged in service learning, and participated in discussions related to class material. FIT s freshman score of 47.6 was about the same as the Art/Design/Technology score of 48.0, but was significantly higher than the New York Public score of 40.9 and the NSSE Universe score of FIT s senior students scored significantly lower (51.1) than seniors at Art/Design/Technology schools (53.5), significantly higher than the New York public group (49.0) and about the same as the NSSE Universe. Freshman Senior FIT Art/Design/Technology * New York Public 40.9* 49.0* NSSE Universe 43.1* 51.3 * Denotes a score that differs significantly from the FIT score. Active and Collaborative Learning Survey Items Item asked questions in class or contributed to class discussions? Responses During the current school year, about how often have you made a class presentation? worked with other students on projects during class? worked with classmates outside of class to prepare class assignments? tutored or taught other students (paid or voluntary)? participated in a community-based project (e.g., service learning) as part of a regular course? discussed ideas from your readings with others outside of class (students, family members, co-workers, etc.) Very often/often/ Sometimes/Never 5
8 Student-Faculty Interaction The Student-Faculty Interaction benchmark includes questions about how often students discussed grades with an instructor, talked about career plans with an advisor, worked with faculty on activities other than coursework, and received feedback from faculty regarding academic performance. FIT s freshman student score of 31.3 was significantly lower than the Art/Design/Technology score of 36.2 and the NSSE Universe score of 34.4, and not significantly different than the New York Public score of FIT s senior student score of 40.1 was significantly lower than the Art/Design/Technology score of 45.4, but not significantly different than the New York public score of 40.9 and the NSSE Universe score of Freshman Senior FIT Art/Design/Technology 36.2* 45.4* New York Public NSSE Universe 34.4* 42.0 * Denotes a score that differs significantly from the FIT score. Student-Faculty Interaction Survey Items Item discussed grades or assignments with an instructor? Responses During the current school year, about how often have you Have you done or plan to do talked about career plans with a faculty member or advisor? discussed ideas from your readings or classes with faculty members outside of class? received prompt written or oral feedback from faculty on your academic performance? worked with faculty members on activities other than coursework (committees, orientation, student life activities, etc.) a research project with a faculty member outside of course or program? Very often/often/ Sometimes/Never Done/Plan to do/do not plan to do/have not decided 6
9 Enriching Educational Experiences The Enriching Educational Experiences questions relate to extracurricular activities, capstone projects, independent study majors, interactions with other students. The freshman score of 27.1 for FIT was about the same as the scores for the comparison groups. FIT s senior student score of 44.4 was significantly higher than those of all three comparison groups. Freshman Senior FIT Art/Design/Technology * New York Public * NSSE Universe * * Denotes a score that differs significantly from the FIT score. Enriching Educational Experiences Survey items During the current school year, about how often have you Have you done or plan to How many hours per week do you spend To what extent does your institution emphasize Item used an electronic medium (listserv, chat group, Internet, instant messaging, etc.) to discuss or complete an assignment? had serious conversations with students of a different race or ethnicity than your own? had serious conversations with students who are very different from you in terms of their religious beliefs, political opinions, or personal values? complete a practicum, internship, field experience, co-op experience, or clinical assignment? do community service or volunteer work? participate in a learning community or some other formal program where groups of students take two or more classes together? take foreign language coursework? study abroad? complete an independent study or self-designed major? do a culminating senior experience (capstone course, senior project or thesis, comprehensive exam, etc.)? participating in co-curricular activities (organizations, campus publications, student government, fraternity or sorority, intercollegiate or intramural sports.)? encouraging contact among students from different economic, social, and racial or ethnic backgrounds? Responses Very often/ Often/ Sometimes/ Never Done/ Plan to do/ Do not plan to do/have not decided 0/1 to 5/6-10/11-15/16-20/ 21-25/26-30/>30 Very much/ Quite a bit/ Some/Very little 7
10 Supportive Campus Environment The Supportive Campus Environment questions ask students about the overall campus climate, such as relationships with college staff, other students, and faculty, in addition to the school s emphasis on academic, non-academic, and social support. Both FIT s freshmen and senior students scored significantly lower on this benchmark than all three comparison groups. FIT s freshman student score was 54.8, compared to 61.8 for Art/Design/ Technology, 60.6 for New York Public, and 62.7 for the NSSE Universe. FIT s senior student score was 47.8, compared to 55.9 for Art/Design/Technology, 56.4 for New York public, and 59.1 for the NSSE Universe. Freshman Senior FIT Art/Design/Technology 61.8* 55.9* New York Public 60.6* 56.4* NSSE Universe 62.7* 59.1* * Denotes a score that differs significantly from the FIT score. Supportive Campus Environment Survey Items Indicate the quality of your relationships with Item Responses other students Scale of 1 to 7 faculty members 1 = Unavailable, unhelpful, unsympathetic administrative personnel and offices 7 = Available, helpful, sympathetic To what extent does your institution emphasize providing the support you need to help you succeed academically? helping you with your non-academic responsibilities (work, family, etc.) providing the support you need to thrive socially? Very much/quite a bit/ Some/Very little 8
11 Summary of Results and Suggestions for Further Analysis The National Survey of Student Engagement (NSSE) is a valuable tool for learning about students specific educational experiences, their perceptions of opportunities, and overall sense of the campus environment. This report presents a highly summarized view of the survey results, which focuses on the aggregated results for the five NSSE benchmark categories. These benchmark categories include Level of Academic Challenge, Active and Collaborative Learning, Student-Faculty Interaction, Enriching Educational Experiences, and Supportive Campus Environment. FIT s results are compared to three selected groups of institutions: 19 Art, Design, and Technology peers, 15 New York public colleges, and the entire set of 673 NSSE participating schools. In this summary, we rely exclusively on the peer group benchmark comparisons to flag noteworthy results. This ought to be viewed as just a first step in the analysis of NSSE data. Digging into the responses to specific survey items that make up the benchmarks is necessary to fully understand why the benchmark scores are high or low compared to the peer groups scores. Also, scoring high compared to the peer groups does not necessarily mean that performance should be considered good enough in a particular area. A visual summary of these results is provided on page 10. This table shows, for each of the ten student group/benchmark combinations, the areas where FIT s results were worse than, about the same as, or better than, those of the three peer groups. Red-shaded cells indicate where FIT scored less on the benchmark than the peer group in question, yellow cells indicate where the FIT results are about the same as the peer group, and green cells indicate where the FIT results are better than the peer groups. Taking into account the comparisons to all three peer groups, the results fall into three categories of worse than peers, about the same as peers, and better than peers. The worse than peers set includes the results for Supportive Campus Environment for both freshmen and seniors, and Level of Academic Challenge for seniors. The better than peers set includes the results for Active and Collaborative Learning for freshmen and Enriching Educational Environment for seniors. Ordering the peer comparison results from worse to better and color-coding the outcomes shows clear differences in these comparisons across the peer groups. Generally speaking, the FIT results are fairly close to those for the NSSE universe and New York public schools, but much lower than those for the Art, Design, and Technology schools. Compared to the NSSE schools, FIT scored lower in three student group/benchmark combinations, the same in five combinations, and higher in two combinations. Compared to the New York public schools, FIT scored lower in three student group/benchmark combinations, the same in four combinations, and higher in three combinations. Compared to the Art, Design, and Technology schools, FIT was lower in seven student group/benchmark combinations, while scoring about the same in two combinations, and better in only one. 9
12 Results Summary, by Student Group, Peer Group, and Benchmark Category Student Group Art, Design, Technology NSSE New York Publics Worse than Peers Supportive Campus Environment Supportive Campus Environment Seniors Worse Worse Worse Freshmen Worse Worse Worse Level of Academic Challenge Seniors Worse Worse Worse About the Same as Peers Student-Faculty Interaction Freshmen Worse Same Same Level of Academic Challenge Freshmen Worse Same Same Student-Faculty Interaction Seniors Worse Same Same Enriching Educational Environment Active and Collaborative Learning Freshmen Same Same Same Seniors Worse Same Better Better than Peers Active and Collaborative Learning Enriching Educational Environment Freshmen Same Better Better Seniors Better Better Better 10
13 It may also be useful to review the results separately for freshmen and seniors. The causes of weak or strong results are likely to vary across these two groups, as will the potential remedies for improving weak results. The discussion will start with areas that were weaker for FIT, moving up to the areas of strength. Freshmen scored lower than all three comparison groups on the Supportive Campus Environment benchmark scored lower than Art/Design/Technology schools and the NSSE Universe on measures of Student-Faculty Interaction scored lower on the Level of Academic Challenge benchmark than students at Art/Design/Technology peer group schools, but about the same as students at the New York Public and the NSSE universe scored similarly to all three comparison groups on measures of Enriching Educational Experiences scored higher than New York Public institutions and the NSSE Universe on Active and Collaborative Learning Senior students scored lower than all three comparison groups on the Supportive Campus Environment benchmark scored lower on the Level of Academic Challenge benchmark than students at all three comparison groups scored lower on the Student-Faculty Interaction benchmark than seniors at Art/Design/Technology peer schools, and about the same as seniors at New York Public and NSSE Universe schools scored lower than the Art/Design/Technology peer group on measures of Active and Collaborative Learning, but higher than the New York Public comparison group scored higher than all three comparison groups on measures of Enriching Educational Experiences Additional ResourcesA more complete detailing of the NSSE results is provided as a companion to this summary report, and additional survey results provided by NSSE are available from the FIT Office of Institutional Research. There is potential for future reports to detail more complete and complex data analysis, depending on institutional needs. The NSSE contains 43 additional questions that may help paint a more thorough picture of student engagement. More in-depth results can present results in various ways, such as by department, to determine if student engagement patterns differ between specific student populations. 11
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