NATIONAL SURVEY OF STUDENT ENGAGEMENT

NATIONAL SURVEY OF STUDENT ENGAGEMENT (NSSE 2004 Results) Perspectives from USM First-Year and Senior Students Office of Academic Assessment University of Southern Maine Portland Campus 780-4383 Fall 2004

NSSE: Report of USM Student Responses Overview The National Survey of Student Engagement (NSSE) has been collecting information (since year 2000) 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. This is the third year that USM has participated in the NSSE survey along with 473 other colleges and universities during the spring 2004 semester. The NSSE Institute assists higher institutions by being responsible for coordinating and conducting the national survey. The NSSE Institute is housed at the Center for Postsecondary Research and Planning at Indiana University and is cosponsored 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 2004 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). Also, the Appendices consist of some recent examples of how other institutions are using the NSSE results to change the teaching and learning environment on their campuses, suggestions in using the NSSE data, as well as the listing of our peer institutions (i.e. urban comprehensive universities) who participated in the NSSE 2004 survey. USM is dedicated and committed to using the NSSE survey as a way to get the campus community involved in assessment activities. It is our hope that the collection of student s 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

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 2003-04 year, the level of academic challenge at USM. 6 During the 2003-04 year, the active and collaborative learning at USM.. 8 During the 2003-04 year, the student-faculty interaction at USM... 8 During the 2003-04 year, enriching educational experiences at USM. 9 During the 2003-04 year, the supportive campus environment at USM... 10 Written Summary of the data... 11 First-Year Student Responses/Demographic Profile 12 Table: Academic & Intellectual Experiences. 13 Table: Mental Activities; Reading and Writing. 14 Table: Time Usage; Homework Problems. 15 Table: Enriching Educational Experiences 16 Table: Educational and Personal Growth.. 17 Table: Institutional Environment 18 Table: Quality of Advising, Relationships, Satisfaction 19 Senior Year Student Responses/Demographic Profile 20 Table: Academic & Intellectual Experiences. 21 Table: Mental Activities; Reading and Writing.. 22 Table: Time Usage; Homework Problems.. 23 Table: Enriching Educational Experiences. 24 Table: Educational and Personal Growth 25 Table: Institutional Environment. 26 Table: Quality of Advising, Relationships, Satisfaction.. 27 Appendix A: Uses of the NSSE Data: Examples from other institutions. 28 Appendix B: Suggestions for Using NSSE Data... 29 Appendix C: NSSE List of Peer (Urban) Institutions... 30 3

INTRODUCTION * What do we know about college student engagement? The voluminous research on college student development indicates that the single best predictor of a student s 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 (www.iub.edu/~nsse). * When and how was the NSSE survey administered to USM students? A random sample (N=1951) of first-year and senior USM students were emailed a letter during the end of the spring 2004 semester asking them to complete the NSSE survey. The overall response rate was 23% (N=445), which consisted of 215 freshmen and 230 senior students who responded and submitted their survey responses on the web. 4

USM SAMPLE OF STUDENTS * What was the demographic profile of USM students who completed the NSSE survey? Demographic Information Freshmen Seniors (N=215) (N=230) Males 29% 34% Females 71% 66% Full-time 92% 69% Part-time 8% 31% Reside on-campus 46% 8% Reside off-campus 54% 92% 23 yrs & younger 90% 36% 24 yrs & older 10% 64% Caucasian white 91% 90% Ethnic background 9% 10% * What was the overall breakdown of the majors of the students who responded to the NSSE survey? Freshmen Seniors 16% Arts & Humanities 17% 6% Biological Science 3% 10% Business-related 14% 9% Education 4% 2% Engineering/Computer Science 4% 3% Physical Sciences/Environment 1% 13% Professional 17% 17% Social Sciences 21% 17% Other 21% 8% Undecided 0% * Further breakdowns of the data by major were not conducted due to the small size of each major. 5

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 Institute, 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 50.4 55.1 51.2 55.2 53.6 57.6 Challenge Active & Collaborative 35.6 47.5 38.2 46.2 42.3 51.4 Learning Student Interactions with 27.7 37.6 29.5 36.2 33.3 44.0 Faculty Enriching Educational 19.0 30.9 23.9 32.7 26.7 40.9 Experiences Supportive Campus 53.2 54.9 56.9 52.7 62.8 59.7 Environment 2. During the 2003-04 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 1-4 19% 29% 5-10 36% 39% 11-20 33% 19% 21+ 12% 12% 6

b. What percentage of students had written assignments between 5-19 pages? # of writing assignments Freshmen Seniors between 5-19 pages 1-4 times 41% 48% 5-10 times 31% 32% 11-20 times 12% 10% 21+ times 2% 3% c. What was the nature of assignments in various courses? Freshmen Seniors Memorizing facts 65% 50% Analyzing ideas 78% 82% Synthesizing information 56% 71% Making judgments 65% 66% Applying theories 66% 78% d. How much time did students spend preparing for classes? Freshmen Seniors 10 or less hours/wk 55% 55% 11-20 hrs/wk 30% 27% 21+ hrs/wk 14% 18% e. To what extent were students encouraged to spend significant amount of times studying and on academic work? % of students who responded Freshmen: 79% quite a bit or very much Seniors: 77% f. What percentage of students felt very challenged and worked harder than expected in their academic work? Freshmen Seniors On class assignments 40% 56% On course exams 50% 57% 7

3. During the 2003-04 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: 34% 48% Outside of class: 25% 42% b. What percentage of students engaged in service learning or took part in a community-based project as part of a regular course? Freshmen: 5% Seniors: 20% c. What percentage of students made a class presentation? Freshmen: 24% Seniors: 55% d. What percentage of students asked questions in class or contributed to class discussions? Freshmen: 55% Seniors: 74% e. What percentage of students discussed ideas from their classes with others outside of class (i.e. friends, family, co-workers, etc.)? Freshmen: 56% Seniors: 67% 4. During the 2003-04 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: 7% 16% Discussed grades or assignments: 39% 53% Discussed ideas from readings/class discussions: 10% 22% b. What percentage of students reported that they often received prompt feedback on academic performance? Freshmen: 54% Seniors: 68% 8

c. What percentage of students reported that they talked often with faculty about their career plans? Freshmen: 24% Seniors: 38% d. What percentage of students reported that they worked with a faculty member on a research project? Freshmen: 19% Seniors: 22% 5. During the 2003-04 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 29% 35% beliefs, values, opinions 45% 50% (religion, political, etc) b. Does USM encourage frequent contact among students from different backgrounds; economic, social, racial, or ethnic? Freshmen: 33% Seniors: 37% c. Does USM encourage students to frequently use electronic technology to: Freshmen Seniors Communicate with instructor 64% 77% Discuss and complete assignments 44% 61% d. How much time do students spend participating in co-curricular activities each week? Freshmen Seniors 5 hrs or less/week 84% 91% 6-10 hours/week 6% 4% 11+ hours/week 8% 4% 9

e. Have USM Seniors experienced the following activities at USM? * internship or field experience 66% * independent study 22% * community service 60% * participated in learning community 27% * study abroad 16% * capstone or thesis senior experience 43% 6. During the 2003-04 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 66% 56% Provides support to thrive socially 20% 19% Helps them cope with non-academic responsibilities 14% 18% (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 38% 39% Faculty members 41% 61% Other students 52% 51% c. What percentage of students believe that they received good or excellent academic advising overall? Freshmen Seniors Good 51% 37% Excellent 18% 22% d. What percentage of students reported a good or excellent experience in the past year? Freshmen Seniors Good 62% 57% Excellent 14% 27% 10

Summary of the data Overall, based upon the senior responses on the NSSE 2004 survey, USM received slightly higher ratings than our peer institutions on three national benchmarks; i.e. active and collaborative learning, student interactions with faculty, and supportive campus environment. In regard to the freshmen survey responses, USM received slightly lower ratings or scores on all five national benchmarks compared to our peer institutions. The benchmark, enriching educational experiences, had the lowest scores for both freshmen and seniors. However, our institutional data did reveal some promising results with respect to the benchmark regarding the level of academic challenge. According to the results, a large percentage (over 70%) of both first-year and senior students reported that their instructors encouraged them to spend significant amounts of time studying on academic work. Over half of the student respondents reported that they contributed to class discussions, and that they discussed ideas from their classes with others outside of class. In addition, over 50% also reported that they received prompt feedback from instructors on their academic performance, and over 60% of the students communicated with their instructors through electronic mail. Regarding collaborative learning, there were low percentages of students who participated in working with classmates on projects, or who were engaged in a community-based activity during the past academic year. Over 80% of the students reported that they spent less than 5 hours a week on co-curricular or out-of-class activities. With respect to diversity at USM, approximately 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

FIRST-YEAR STUDENT RESPONSES / Demographic Profile ------------------------------------------------------------------------------------------------------------ USM Freshmen Sample and Freshmen at Peer Institutions Demographics USM Freshmen Other Freshmen (N=215) (N=2136) Gender Males 29% 31% Females 71% 69% Enrollment Status Full-time 92% 91% Part-time 8% 10% Residence On-campus 46% 28% Off-campus 54% 72% Age 19-23 yrs 90% 89% 24-39 yrs 8% 9% 40+ yrs 2% 2% Admission Status New Students 87% 88% Transfers 13% 12% Ethnicity White 91% 67% Other 9% 33% Student Athletes (on a team) 8% 4% Completed survey by: Paper survey 0% 29% Web survey 100% 71% 12

NSSE Results: First-Year Student Perspectives (N=215) 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 55 56 b. Made a class presentation 24 29 c. Prepared 2 or more drafts of a paper before turning it in 65 65 d. Worked on a paper that integrated ideas from various sources 68 74 e. Included diverse perspectives in class discussions/assignments 58 62 f. Came to class without completing readings/assignments 22 17 g. Worked with other students on projects during class 34 43 h. Worked with classmates outside of class to prepare assignments 25 29 i. Put together ideas from different courses when completing papers 38 41 j. Tutored or taught other students (paid or voluntary) 8 10 k. Participated in a community-based project as part of a regular course 5 8 l. Used electronic medium to discuss or complete assignments 44 47 m. Used e-mail to communicate with an instructor 64 61 n. Discussed grades or assignments with an instructor 39 47 o. Talked about career plans with a faculty member/advisor 24 24 p. Discussed ideas from readings with faculty outside of class 10 15 q. Received prompt feedback from faculty on your acad. performance 54 50 r. Worked harder than you thought to meet instructor s expectations 40 51 s. Worked with faculty members on activities other than coursework 7 8 (student life activities, committees, orientation) t. Discussed ideas from classes with others outside of class (students, 56 56 family members, co-workers) u. Had serious conversations with students of a different race or ethnicity 29 53 v. Had serious conversations with students of different beliefs, values, opinions 45 56 * Significant difference at.01 level between USM and peer institutions. 13

NSSE Results: First-Year Perspectives (N=215) 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 65 70 courses and readings so you can repeat them in pretty much the same form b. Analyzing the basic elements of an idea, experience, or 78 77 theory such as examining a particular case in depth c. Synthesizing and organizing ideas, information, or 56 64 experiences into new, more complex interpretations d. Making judgments about the value of information, 65 64 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 66 70 or in new situations -------------------------------------------------------------------------------------------------------------------------------------------- Reading and Writing % of respondents who reported numbers of: Assignments 0 1-4 5-10 11+ --------------------------------------------------------------------------------------------------------------------- a. Number of assigned textbooks, books, or (USM) 1 19 36 44 book-length packs of course readings (Peer Instit) 1 24 39 37 b. Number of books read on your own for (USM) 33 50 9 8 personal enjoyment or academic enrichment (Peer Instit) 34 53 14 9 c. Number of written papers/reports (USM) 87 10 1 1 of 20 pages + (Peer Instit) 80 14 3 2 d. Number of written papers/reports (USM) 13 41 31 14 between 5-19 pages (Peer Instit) 16 49 26 9 e. Number of written papers/reports (USM) 3 26 24 46 of less than 5 pages (Peer Instit) 6 33 31 31 14

NSSE Results: First-Year Student Perspectives (N-215) Time Usage % of usage/ typical hours each week 0 1-5 6-10 11-15 16-20 21+ ---------------------------------------------------------------------------------------------------------------- a. Preparing for class (USM) 1 27 27 12 18 14 (Peer Inst) 1 28 29 18 11 13 b. Working for pay on campus (USM) 71 2 7 9 5 4 (Peer Inst) 86 1 3 4 4 2 c. Working for pay off campus (USM) 40 5 7 10 10 28 (Peer Inst) 40 5 6 9 11 29 d. Participating in co-curricular activities (USM) 68 16 6 2 2 4 (Peer Inst) 64 22 7 3 2 3 e. Relaxing and socializing (USM) 2 29 23 17 11 17 (Peer Inst) 2 27 25 19 11 16 f. Providing care for dependents (USM) 71 14 4 2 2 5 (Peer Inst) 60 18 7 4 2 9 g. Commuting to class (USM) 7 68 14 5 2 2 (Peer Inst) 7 62 20 6 3 4 ---------------------------------------------------------------------------------------------------------------- No. of Problems Homework/Problems 0 1-3 4-6 7-10 10+ a. No. of problem-sets that took more than 1 hour (USM) 13 35 34 11 8 to complete (Peers) 16 38 30 8 8 b. No. of problem-sets that took less than 1 hour (USM) 17 38 25 11 9 to complete (Peers) 17 38 26 9 9 15

NSSE Results: First-Year Student Perspectives (N=215) Enriching Educational Experiences % of students who reported yes or undecided ---------------------------------------------------------------------------------------------------------------- USM Peer Inst. Plan to do/or did Yes Undecided Yes Undecided a. Practicum, internship, field experience, etc. 75 19 79 16 b. Community service/volunteer work 61 29 66 23 c. Participate in learning community 29 45 33 39 d. Work on a research project with a faculty member 19 53 27 41 e. Foreign language coursework 40 26 47 23 f. Study abroad 33 34 33 31 g. Independent study 14 42 20 35 h. Culminating senior experience 26 57 38 44 (capstone, thesis, project) -------------------------------------------------------------------------------------------------------------------------------------- Activities done in the past year: % of responded often or very often USM Peer Inst. i. Attended art exhibit, gallery, play, dance or 18 19 theatre performance j. Exercised or participated in physical fitness activities 43 42 k. Participated in activities that enhanced spirituality 15 23 (worship, mediation, prayer) 16

NSSE Results: First-Year Student Perspectives (N=215) 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 67 77 b. Acquiring a job 42 52 c. Writing clearly and effectively 70 71 d. Speaking clearly and effectively 47 61 e. Thinking critically and analytically 75 77 f. Analyzing quantitative problems 45 54 g. Using computing and information technology 53 64 h. Working effectively with others 56 60 i. Voting in local, state, or national elections 15 26 j. Learning effectively on your own 52 65 k. Understanding yourself 42 54 l. Understanding people of other backgrounds 26 51 m. Solving complex real-world problems 28 44 n. Developing a personal code of values/ethics 30 45 o. Contributing to the welfare of our community 16 28 p. Developing a deepened sense of spirituality 13 22 * Significant difference at.01 level between USM and peer institutions. 17

NSSE Results: First-Year Student Perspectives (N=215) Institutional Environment % of students who reported quite a bit or very much --------------------------------------------------------------------------------------------------- My institution emphasized: USM Peer Institutions a. Spending significant amounts of time 79 76 studying and on academic work b. Provides the support you need to help you 66 69 succeed academically c. Encouraging contact among students 33 51 from different economic, social, racial, or ethnic backgrounds d. Helping you cope with your non-academic 14 26 responsibilities (work, family, etc) e. Providing the support you need to thrive 20 31 socially f. Attending campus events and activities 37 49 (special speakers, cultural performances, athletic events, etc) g. Using computers in academic work 81 81 ---------------------------------------------------------------------------------------------------------------------- * Significant difference at.01 level between USM and peer institutions. 18

NSSE Results: First-Year Student Perspectives (N=215) Items % of student responses ------------------------------------------------------------------------------------------------------------ Very Little Some Very Much Challenged by Course Exams (USM) 4 46 50 (Peer Inst) 2 49 49 Mostly A s B s C s Current Grades (USM) 32 56 13 (Peer Inst) 41 47 12 ------------------------------------------------------------------------------------------------------------ Poor Fair Good Excellent Quality of Advising (USM) 8 22 51 18 (Peer Inst) 7 24 47 22 ------------------------------------------------------------------------------------------------------------ Quality of Relationships Unfriendly/ Neutral Friendly/ Not helpful Helpful a. Relationships with other students (USM) 6 42 52 (Peer Inst) 5 46 49 b. Relationships with faculty members (USM) 2 56 41 (Peer Inst) 3 47 50 c. Relationships with office staff/admin. (USM) 7 53 38 (Peer Inst) 9 52 39 ------------------------------------------------------------------------------------------------------------ Satisfaction Poor Fair Good Excellent a. Evaluation of entire (USM) 4 19 62 14 educational experience (Peer Inst) 3 15 58 24 NO YES b. If you could start over, (USM) 20 80 would you come here (Peer Inst) 19 81 --------------------------------------------------------------------------------------------------------------------------------- 19

SENIOR YEAR STUDENT RESPONSES / Demographic Profile ------------------------------------------------------------------------------------------------------------ USM Senior Sample and Seniors at Peer Institutions Demographics USM Seniors Other Seniors (N=230) (N=2578) Gender Males 34% 35% Females 66% 65% Enrollment Status Full-time 69% 74% Part-time 31% 26% Residence On-campus 8% 3% Off-campus 92% 97% Age 19-23 yrs 36% 45% 24-39 yrs 49% 44% 40+ yrs 15% 11% Admission Status New Students 36% 39% Transfers 64% 61% Ethnicity White 90% 69% Other 10% 31% Student Athletes (on a team) 1% 2% Completed survey by: Paper survey 0% 36% Web survey 100% 64% 20

NSSE Results: Senior -Year Student Perspectives (N=230) 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 74 70 b. Made a class presentation 45 57 c. Prepared 2 or more drafts of a paper before turning it in 50 52 d. Worked on a paper that integrated ideas from various sources 88 83 e. Included diverse perspectives in class discussions/assignments 57 59 f. Came to class without completing readings/assignments 20 19 g. Worked with other students on projects during class 48 43 h. Worked with classmates outside of class to prepare assignments 32 46 i. Put together ideas from different courses when completing papers 60 62 j. Tutored or taught other students (paid or voluntary) 15 17 k. Participated in a community-based project as part of a regular course 20 13 l. Used electronic medium to discuss or complete assignment 61 57 m. Used e-mail to communicate with an instructor 77 72 n. Discussed grades or assignments with an instructor 53 57 o. Talked about career plans with a faculty member/advisor 38 32 p. Discussed ideas from readings with faculty outside of class 22 21 q. Received prompt feedback from faculty on your acad. Performance 68 61 r. Worked harder than you thought to meet instructor s expectations 56 57 s. Worked with faculty members on activities other than coursework 16 15 (student life activities, committees, orientation) t. Discussed ideas from classes with others outside of class (students, 67 62 family members, co-workers) u. Had serious conversations with students of a different race or ethnicity 35 54 v. Had serious conversations with students of different beliefs, values, opinions 50 54 * Significant difference at.01 level between USM and peer institutions. 21

NSSE Results: Senior-Year Perspectives (N=230) 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 50 64 courses and readings so you can repeat them in pretty much the same form b. Analyzing the basic elements of an idea, experience, or 82 85 theory such as examining a particular case in depth c. Synthesizing and organizing ideas, information, or 61 74 experiences into new, more complex interpretations d. Making judgments about the value of information, 66 70 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 78 79 or in new situations -------------------------------------------------------------------------------------------------------------------------------------------- Reading and Writing % of respondents who reported numbers of: Assignments 0 1-4 5-10 11+ --------------------------------------------------------------------------------------------------------------------- a Number of assigned textbooks, books, or (USM) 0 29 39 32 book-length packs of course readings (Peer Instit) 2 28 35 35 b. Number of books read on your own for (USM) 23 49 15 13 personal enjoyment or academic enrichment (Peer Instit) 23 49 16 12 c. Number of written papers/reports (USM) 58 36 3 4 of 20 pages + (Peer Instit) 54 36 6 3 d. Number of written papers/reports (USM) 8 48 32 13 between 5-19 pages (Peer Instit) 12 44 28 15 e. Number of written papers/reports (USM) 9 35 25 31 of less than 5 pages (Peer Instit) 11 36 25 28 22

NSSE Results: Senior Year Student Perspectives (N=230) Time Usage % of usage/ typical hours each week 0 1-5 6-10 11-15 16-20 21+ ---------------------------------------------------------------------------------------------------------------- a. Preparing for class (USM) 0 23 33 12 15 17 (Peer Inst) 0 25 25 18 13 19 b. Working for pay on campus (USM) 76 2 4 7 7 2 (Peer Inst) 83 2 3 3 5 4 c. Working for pay off campus (USM) 29 2 2 5 18 45 (Peer Inst) 27 4 5 7 10 48 d. Participating in co-curricular (USM) 68 23 4 3 0 1 activities (Peer Inst) 68 21 5 3 1 2 e. Relaxing and socializing (USM) 1 36 32 13 9 9 (Peer Inst) 2 31 30 17 9 10 f. Providing care for dependents (USM) 55 10 9 5 6 15 (Peer Inst) 50 14 8 5 4 18 g. Commuting to class (USM) 2 56 34 4 2 1 (Peer Inst) 4 59 24 8 2 3 ---------------------------------------------------------------------------------------------------------------- No. of Problems Homework/Problems 0 1-3 4-6 7-10 10+ a. No. of problem-sets that took more than 1 hour (USM) 20 29 31 10 10 to complete (Peers) 18 33 29 10 10 b. No. of problem-sets that took less than 1 hour (USM) 34 36 18 5 7 to complete (Peers) 30 37 19 7 8 23

NSSE Results: Senior Year Student Perspectives (N=230) 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. 56 13 69 11 b. Community service/volunteer work 60 11 59 14 c. Participate in learning community 27 14 24 20 d. Work on a research project 22 18 26 20 with a faculty member e. Foreign language coursework 36 7 44 10 f. Study abroad 16 10 16 14 g. Independent study 22 13 25 14 h. Culminating senior experience 43 15 55 14 (capstone, thesis, project) --------------------------------------------------------------------------------------------------------------------------------------- Activities done in the past year: % of responded often or very often USM Peer Inst. i. Attended art exhibit, gallery, play, dance or 19 17 theatre performance j. Exercised or participated in physical fitness activities 38 37 k. Participated in activities that enhanced spirituality 15 26 (worship, mediation, prayer) 24

NSSE Results: Senior Year Student Perspectives (N=230) 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 75 80 b. Acquiring a job 64 67 c. Writing clearly and effectively 73 74 d. Speaking clearly and effectively 67 67 e. Thinking critically and analytically 86 84 f. Analyzing quantitative problems 63 66 g. Using computing and information technology 75 77 h. Working effectively with others 71 70 i. Voting in local, state, or national elections 22 20 j. Learning effectively on your own 75 72 k. Understanding yourself 60 55 l. Understanding people of other backgrounds 46 52 m. Solving complex real-world problems 58 55 n. Developing a personal code of values/ethics 47 48 o. Contributing to the welfare of our community 37 32 p. Developing a deepened sense of spiritually 14 18 * Significant difference at.01 level between USM and peer institutions. 25

NSSE Results: Senior Year Student Perspectives (N=230) Institutional Environment % of students who reported quite a bit or very much --------------------------------------------------------------------------------------------------- My institution emphasized: USM Peer Institutions a. Spending significant amounts of time 77 78 studying and on academic work b. Provides the support you need to help you 56 61 succeed academically c. Encouraging contact among students 37 41 from different economic, social, racial, or ethnic backgrounds d. Helping you cope with your non-academic 18 17 responsibilities (work, family, etc) e. Providing the support you need to thrive 19 21 socially f. Attending campus events and activities 38 36 (special speakers, cultural performances, athletic events, etc) g. Using computers in academic work 87 86 ---------------------------------------------------------------------------------------------------------------------- * Significant difference at.01 level between USM and peer institutions. 26

NSSE Results: Senior Year Student Perspectives (N=230) Items % of student responses ------------------------------------------------------------------------------------------------------------ Very Little Some Very Much Challenged by Course Exams (USM) 3 40 57 (Peer Inst) 2 45 53 Mostly A s B s C s Current Grades (USM) 44 52 1 (Peer Inst) 45 78 7 ------------------------------------------------------------------------------------------------------------ Poor Fair Good Excellent Quality of Advising (USM) 10 31 37 22 (Peer Inst) 13 25 43 20 ------------------------------------------------------------------------------------------------------------ Quality of Relationships Unfriendly/ Neutral Friendly/ Not helpful Helpful a. Relationships with other students (USM) 2 45 51 (Peer Inst) 3 40 57 b. Relationships with faculty members (USM) 3 36 61 (Peer Inst) 4 41 55 c. Relationships with office staff/admin. (USM) 7 54 39 (Peer Inst) 14 53 33 ------------------------------------------------------------------------------------------------------------ Satisfaction Poor Fair Good Excellent a. Evaluation of entire (USM) 1 15 57 27 educational experience (Peer Inst) 3 17 55 25 NO YES b. If you could start over, (USM) 21 79 would you come here (Peer Inst) 25 75 --------------------------------------------------------------------------------------------------------------------------------- 27

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 (i.e. reported from the NSSE 2004 National Report). Cal State University developed a First-Year Experience Committee to develop benchmarks based on NSSE data to monitor improvement over time. The University of Wisconsin set strategic indicators for each goal in their strategic plan using NSSE as one indicator to measure success. Texas State University took a discipline-specific approach to examine appropriate levels of engagement. Faculty members are setting an acceptable standard for each learning activity out-ofclass. Saint Xavier University faculty used their NSSE data in their application for a Title III grant to increase student engagement and technology. Cleveland State University identified three areas for improvement: email communication with students, student advising, and writing across the curriculum. Pace University is using NSSE items such as time on task, academic support, active and collaborative learning, and facultystudent research to assess progress toward their first goal of their strategic plan. Plymouth State College is using NSSE items related to problemsolving, analyzing and synthesizing, as well as writing, speaking, and listening to infuse these elements through-out their general education program. 28

Appendix B Suggestions collected by the NSSE Institute for incorporating NSSE data in institutional change efforts. 1. Make sure faculty and staff understand and endorse the concept of student engagement. The value of NSSE results can help institutions improve teaching and learning. 2. Collect results from enough students so that the information is useable at the departmental level. 3. Understand what student engagement data represent and use the results wisely. Examining the perspectives and experiences of students is the best use of the NSSE results. 4. Report student engagement results in a responsible way. NSSE encourages institutions to engage in conversation with other institutions to promote improvement efforts and to discuss strategic uses of the NSSE data. 5. Don t allow the numbers to speak for themselves. Use the data for dialogue among the college community to fully interpret the data. 6. Examine the results from multiple perspectives. Challenge assumptions about performance quality and examine the school s mission. 7. Link the results to other information that is collected on the campus about the student experience. Using other methods of assessment along with the NSSE can create a positive impact of improvement. 29

Appendix C: Peer Institutions List of Urban Universities Participating in the NSSE 2004 Survey (N=23) Boise State University Cleveland State University Columbia College in Chicago DePaul University Eastern Michigan University Georgia State University Indiana University-Purdue Long Island University-Brooklyn Mercy College in New York Metropolitan State College of Denver New Jersey City University Northeastern Illinois University Oakland University Pace University Portland State University Purdue University-Calumet Roosevelt University Southern Illinois University-Edwardsville Temple University Towson University Univ. of Cincinnati Univ. of Akron Univ. of Colorado-Denver Univ. of Illinois-Chicago Univ. of Mass at Boston Univ. of Nebraska-Omaha Univ. North Carolina-Charlotte 30

Univ. of Southern Maine Univ. of Tennessee Chattanooga Univ. of Texas-San Antonio Univ. of Toledo Univ. of Wisconsin-Milwaukee Virginia Commonwealth University Wayne State University Washburn University Wichita State University 31