National Survey of Student Engagement (NSSE)

Transcription

1 2008 NSSE National Survey of Student Engagement (NSSE) Understanding SRU Student Engagement Patterns of Evidence

2 NSSE Presentation Overview What is student engagement? What do we already know about student engagement? Why is student engagement important? What is the NSSE? National Survey of Student Engagement What are some highlights from SRU s NSSE results? How can we use the NSSE results to improve our institutional efforts to improve student engagement?

3 What is Student Engagement? Represents several important aspects of collegiate quality: Academic Engagement The amount of time and effort students put into their studies and other meaningful academic activities How the institution deploys resources and organizes its curriculum and other learning opportunities Social and Personal Engagement The amount of time and effort students involve themselves in social activities (clubs, organizations, honoraries, athletics, recreation, fraternities/sororities, community service, etc.) Correlates with student learning and retention

4 The Student Engagement Trinity What students do time and energy devoted to educationally purposeful activities What institutions do using effective educational practices to induce students to do the right things Educationally effective institutions channel student energy toward activities that matter

5 What Really Matters in College: Student Engagement The research is unequivocal: 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. (2005). How college affects students: A third decade of research. San Francisco: Jossey-Bass Publishers, 2005

6 Why a national survey to measure student engagement? Refocuses conversations about undergraduate quality to what matters most Assesses students engagement in educational practices associated with high levels of learning and personal development Enhances institutional improvement efforts Fosters comparative & consortium activity Informs accountability Provides systematic national data on good educational practices

7 NSSE Project Scope More than 1,200 different colleges/universities Year Colleges/ Universities 50 states, Puerto Rico, & Canada Data from more than 1,520,470 students Institutions include Historically Black College and Universities, Hispanic Serving Institutions, Tribal Colleges, and all female and all male colleges

8 What Does The College Student Report Cover? Student Behaviors in College Institutional Actions And Requirements Student Reactions to College Student Learning & Development Student Background Information

9 Description of SRU NSSE Results Excel File Comparison of SRU Results to Carnegie Classification Peers A Longitudinal Comparison of SRU Means from 2003 to 2008 Comparison of SRU Results to PASSHE Institutional Group Benchmark Comparisons Longitudinal Comparison of BCSSE to NSSE Results Multi-Year SRU Benchmark Comparisons PASSHE Consortium Additional Questions Level of Academic Challenge Active & Collaborative Learning Student Faculty Interaction Enriching Educational Experiences Supportive Campus Environment

10 Mean Comparisons Means, statistical significance and effect sizes

11 Sample What Have We Learned About College Student Engagement from the NSSE? How often do our students make class presentations? 1-never, 2-sometimes, 3- often, & 4- very often First-Year SRU SRU PASSHE Carnegie NSSE 2.27 Seniors SRU SRU PASSHE Carnegie NSSE 2.80 Middle States Accreditation Standards 11, 12, 14

12 Sample hat Have We Learned About College Student Engagement from the NSSE? Worked with other students on projects during class? 1-never, 2-sometimes, 3- often, & 4- very often First-Year SRU SRU PASSHE Carnegie 2.44 NSSE 2.41 Seniors SRU SRU PASSHE 2.58 Carnegie 2.60 NSSE 2.52 Middle States Accreditation Standards 11, 12, 14

13 Sample What Have We Learned About College Student Engagement from the NSSE? How often have our students worked with faculty members on activities other than coursework (committees, orientation, student life activities, etc.) as compared with other institutions nationally? 1-never, 2-sometimes, 3- often, & 4- very often First-Year SRU SRU PASSHE Carnegie 1.63 NSSE 1.65 SRU 1.71 * Masters 1.53 NSSE Seniors SRU SRU Seniors SRU 2.36 * PASSHE Carnegie 1.80 NSSE 1.84 Master s 1.79 NSSE Middle States Accreditation Standards 9, 10, 11, 14

14 Sample What Have We Learned About College Student Engagement from the NSSE? How often have our students participated in community-based project (service learning) as part of a regular course? 1-never, 2-sometimes, 3- often, & 4- very often First-Year SRU SRU PASSHE Carnegie 1.57 NSSE 1.60 SRU 1.71 * Masters 1.53 NSSE Seniors SRU SRU Seniors SRU 2.36 * PASSHE Carnegie 1.76 NSSE 1.74 Master s 1.79 NSSE Middle States Accreditation Standards 9, 11, 14

15 Sample What Have We Learned About College Student Engagement from the NSSE? How often have our students participated in a learning community or some other formal program where groups of students take two or more classes together? 1-never, 2-sometimes, 3- often, & 4- very often First-Year SRU SRU PASSHE -.14 Carnegie.15 NSSE.16 SRU 1.71 * Masters 1.53 NSSE Seniors SRU Seniors SRU * PASSHE -.28 Carnegie.25 NSSE.26 Master s 1.79 NSSE Middle States Accreditation Standards 13, 14

16 Mapping Results to Middle States Accreditation

17 Effective Educational Practices Benchmark Groupings Level of Academic Challenge Active and Collaborative Learning Student Faculty Interaction Enriching Educational Experiences Supportive Campus Environment

18 NSSE - Benchmark Comparisons The Benchmark Comparisons report compares the performance of SRU with our PASSHE institutions, Carnegie Peers, and all 2008 institutions. To focus discussions on the importance of student engagement and guide institutional improvement efforts, NSSE created five clusters or benchmarks of effective educational practice: Level of Academic challenge including the number and length of written reports, hours spent studying and preparing for class, reading requirements, and the need to synthesize and organize ideas (SRU FR Means were higher than PASSHE Institutions and Carnegie Peers). Active and collaborative learning including working with other students inside and outside class, participating in class discussions, making presentations, tutoring, and community-based projects. (SRU FR and SR Means were higher than PASSHE Institutions and Carnegie Peers). Student-faculty interaction including faculty feedback, working with faculty on research projects and other activities, and discussing assignments and career plans with faculty. (SRU FR and SR Means were higher than PASSHE Institutions and Carnegie Peers). Enriching educational experiences including interaction with students of diverse economic, social, and racial backgrounds, community service and volunteer work, learning communities, internships, practicum, field work, independent study, and culminating senior experiences. (SRU FR and SR Means were equal to or higher than PASSHE Institutions and Carnegie Peers). Supportive campus environment including how campuses help students cope with nonacademic responsibilities like work and family, the quality of relationships with faculty, administration, and other students, and the presence of social supports. (SRU FR and SR Means were higher than PASSHE Institutions and Carnegie Peers).

19 Benchmark Comparisons Analysis mirrors Means report

20 NSSE 2008 SRU Benchmark Comparisons First Year Students Statistically Significant

21 NSSE 2008 SRU Benchmark Comparisons Seniors Statistically Significant

22 Multi-Year Benchmark Comparisons

23 NSSE 2008 SRU Multi-Year Benchmark Report First Year Students

24 NSSE 2008 SRU Multi-Year Benchmark Report - Seniors

25 BCSSE NSSE Results

26 BCSSE NSSE Results

27 PASSHE Additional Questions 1. In the current school year, about how often have you: SRU PASSHE Sig M Diff 1a. Used a web-based course management system to access the course syllabus, notes or assignments 1b. Taken a course that was offered on-line 1c. Participated in a research project supervised by a faculty member 1d. Attended a university athletic event 1e. 1f. 1g. 1h. Participated in a community-based project (e.g., service learning) as part of an organized university or student government project (not through a course) Had meaningful conversations with a faculty member or administrator of a different race or ethnicity than your own Had a conversation regarding personal and academic ethics with a faculty member or residence hall staff Had meaningful conversations with a person with a disability 1i. Asked a librarian or library staff member for assistance 1j. Discussed your learning style with your adviser or staff member FY SR **.18 FY SR FY ***.33 SR FY ***.31 SR FY ***.45 SR *.14 FY SR FY *.18 SR FY SR *.15 FY *.15 SR FY *.18 SR

28 PASSHE Additional Questions Continued 1. In the current school year, about how often have you: SRU PASSHE Sig M Diff Discussed selection of academic majors, minors, or academic concentrations FY k. with a faculty or staff member SR Discussed career-related topics such as internships, resumes, and FY *** references with a faculty or staff member SR m. Discussed your career plans with a faculty or staff member FY ***.24 SR During the current school year, how many times have you had: 2a. Assignments based on the work of minority author(s) FY *.19 SR b. Assignments that addressed issues in countries other than the United States FY *.16 SR * As a student at your current institution, how often have you: 3a. Changed your major FY ***.31 SR FY *.20 3b. Changed graduation plans because courses were not available when needed SR To what extent does your institution emphasize: A safe environment for students by providing features and services that 4a. enhance safety 4b. A residential experience that facilitates adjustment to college 4c. Diverse perspectives and global citizenship FY SR FY SR **.20 FY SR *.14

29 Using NSSE Data Areas of Effective Educational Practice Areas for Institutional Improvement Discover current levels of engagement (institution, major field, year in school) Determine if current levels are satisfactory (criterion reference, normative or peer comparison) Target areas for improvement Modify programs and policies accordingly Monitor institutional performance

30 Internal Campus Uses Gauge status of campus priorities Examine changes in student engagement between first and senior years Enrollment Management Learning Communities 1 ST Year and Senior Experience Assess campus progress over time Encourage dialogue about good practice Link with other data to test hypotheses, evaluate programs Improve curricula, instruction, services Institutional Research Student Life Peer Comparison Institutional Improvement Academic Advising Academic Affairs Middle-States Assessment Faculty Development

31 Considerations for Reporting on the NSSE Results Provost, Cabinet, & Deans Council Academic Affairs Deans & Directors Different faculty groups (assessment, liberal studies program, curriculum committee, TLTR, etc.) Student life groups (activities, organizations, honoraries, intercultural communications, residence life, etc.) Faculty working with first year students (orientation, FYRST Seminar, Learning Communities, FR courses, etc.) Faculty working with senior students (capstone experiences, internships, etc.) Enrollment Services Groups, including Recruitment and Retention planning (student satisfaction) Middle States Accreditation Committee

32 Using the Data Questions???? What burning questions do you have about our students? What are the hot topics in your department? How can these data feed you with information on those topics? Do these results match our mission and what we say about the SRU experience? How does our institution perform, given our student and institutional characteristics? Are we meeting our own expectations for having a supportive campus environment? Scan the results, noting trends or results you may not have anticipated. What data confirmed what you expected? What surprised you? Who in your area might be interested in these results? What committees or groups might find the data relevant? How does this data fit into your department s ongoing assessment plans?

33 External Campus Uses Assess status vis-à-vis peers, competitors Identify, develop, market distinctive competencies Encourage collaboration in consortia (e.g., statewide NSSE conference) Provide evidence of accountability for good processes (while awaiting improvement in outcomes) Media Parents Accrediting Bodies Focus on Right Things PASSHE Public Accountability Performance Indicators Fund Raising Prospective Students State Policy Makers Alumni

34 Culture Matters! Ultimately, it s all about the culture Identify cultural properties that impede success Expand the number of cultural practitioners on campus Cultivate an ethic of positive restlessness We know who we are and what we aspire to. Confident, responsive, but never quite satisfied Self-correcting orientation Continually questioning, Are we performing as well as we can? How do we know?

35 Staying the Course. The good-to-great-transformations never happened in one fell swoop. There is no single defining action, no grand program, no one killer innovation, no solitary lucky break, no miracle moment. Sustainable transformations follow a predictable pattern of buildup and breakthrough Collins, 2001, p. 186

36 Questions and Discussion