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
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
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)... 11 Table 8: NSSE Raw Factor Score s... 11 Table 9: Student-Faculty Interaction... 11 Table 10: Enriching Educational Experiences... 12 Table 11: Level of Academic Challenge... 13 Table 12: Supportive Campus Environment... 13 Table 13: Miscellaneous Questions... 14
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 < 0.05. 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
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 757 32.9 1544 67.1 2301 100 Group Males Females % of Total N % N % N % Freshmen 305 29.2 741 70.8 1046 45.5 Seniors 452 36.0 803 64.0 1255 54.5 Group Males Females % of Total N % N % N % Caucasian 659 32.9 1346 67.1 2005 87.1 Nonwhite of any race 86 33.6 170 66.4 256 11.1 Unknown* 12 30.0 28 70.0 40 1.7 Group Males Females % of Total N % N % N % Freshmen, Caucasian 264 11.7 642 28.4 906 39.4 Seniors, Caucasian 395 17.5 704 31.1 1099 47.8 Freshmen, nonwhite Seniors, nonwhite Total, known ethnicity *These students are not included in the analyses. 40 46 745 1.8 2.0 33.0 92 78 1516 4.1 3.4 67.0 132 124 2261 5.7 5.4 98.3 2
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
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
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 42.9 31.4 25.3 50.7 61.2 Female 42.5 30.2 27.0 53.8 60.8 0.4 1.2-1.7-3.1 0.4 Seniors Male 52.8 45.3 41.2 54.2 58.6 Female 54.1 43.0 43.7 57.8 59.6-1.3 2.3-2.5-3.6-1.0 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 447 2.8 0.8-0.2 Female Seniors 798 3.0 0.8 Participated in a community-based project (e.g., service learning) as part of a regular course? Male Seniors 433 1.8 0.9-0.2 Female Seniors 775 2.0 1.0 *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 288 1.8 0.8 0.1 Female Freshmen 701 1.7 0.8 Male Seniors 439 2.2 1.0 0.2 Female Seniors 782 2.0 0.9 *Scores range from 1 (Never) to 4 (Very often). 5
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 286 2.5 1.0 0.2 Female Freshmen 689 2.3 0.9 Male Seniors 434 2.7 1.0 0.2 Female Seniors 769 2.5 1.0 Had serious conversations with students who are very different from you in terms of their religious beliefs, political opinions, or personal values? Male Seniors 436 2.8 0.9 0.1 Female Seniors 771 2.7 1.0 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 421 3.3 1.0-0.1 Female Seniors 753 3.4 0.9 Community service or volunteer work? Male Freshmen 278 2.9 1.0-0.2 Female Freshmen 677 3.1 1.0 Foreign language coursework? Male Freshmen 279 2.3 1.0-0.2 Female Freshmen 676 2.5 1.0 Study abroad? Male Freshmen 277 2.0 0.8-0.1 Female Freshmen 670 2.1 0.9 Male Seniors 420 2.3 0.8-0.1 Female Seniors 748 2.4 0.9 Independent study or self-designed major? Male Freshmen 276 1.8 0.6-0.1 Female Freshmen 671 1.9 0.7 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 269 2.6 0.9-0.1 Female Freshmen 659 2.7 0.9 Male Seniors 418 2.4 0.9-0.1 Female Seniors 738 2.5 0.9 *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
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 285 2.5 0.9-0.2 Female Freshmen 686 2.7 0.8 Male Seniors 436 2.6 0.8-0.2 Female Seniors 774 2.8 0.9 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 429 3.2 0.8-0.1 Female Seniors 767 3.3 0.7 Synthesizing and organizing ideas, information, or experiences into new, more complex interpretations and relationships? Male Freshmen 283 2.8 0.9-0.1 Female Freshmen 683 2.9 0.8 Male Seniors 431 3.0 0.9-0.1 Female Seniors 764 3.1 0.8 Applying theories or concepts to practical problems or in new situations? Male Freshmen 286 3.0 0.9-0.1 Female Freshmen 685 3.1 0.8 Male Seniors 431 3.2 0.9-0.2 Female Seniors 769 3.4 0.8 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 282 3.1 0.9-0.3 Female Freshmen 685 3.4 1.0 Male Seniors 430 2.8 0.9-0.3 Female Seniors 765 3.1 1.0 *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
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 277 4.1 1.7-0.4 Female Freshmen 667 4.5 1.7 Male Seniors 421 4.2 1.7-0.2 Female Seniors 747 4.4 1.7 To what extent does Ball State emphasize the following?** Spending significant amounts of time studying and on academic work? Male Freshmen 271 3.0 0.8-0.1 Female Freshmen 664 3.1 0.7 Male Seniors 420 2.9 0.8-0.2 Female Seniors 741 3.1 0.8 *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 278 5.7 1.3 0.2 Female Freshmen 673 5.5 1.3 Male Seniors 420 5.7 1.2-0.1 Female Seniors 748 5.8 1.2 Faculty members at Ball State? Male Freshmen 279 5.3 1.2 0.2 Female Freshmen 675 5.1 1.2 To what extent does Ball State emphasize each of the following?** Providing the support you need to help you succeed academically? Male Seniors 418 2.8 0.8-0.2 Female Seniors 740 3.0 0.8 Providing the support you need to thrive socially? Male Freshmen 268 2.5 0.9-0.1 Female Freshmen 657 2.6 0.9 *Scores ranged from 1 (Unfriendly, Unsupportive) to 7 (Friendly, Supportive). **Scores range from 1 (Very little) to 4 (Very much). 8
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 448 2.7 0.9-0.2 Female Seniors 798 2.9 0.9 Come to class without completing readings or assignments? Male Seniors 448 2.3 0.9 0.2 Female Seniors 800 2.1 0.8 During the current school year, about how often have you done any of the following ** Exercised or participated in physical fitness activities? Male Freshmen 282 3.0 1.0 0.1 Female Freshmen 683 2.9 0.9 Male Seniors 426 2.9 0.9 0.1 Female Seniors 755 2.8 1.0 To what extent does Ball State emphasize each of the following ** Attending campus events activities (special speakers, cultural performances, athletic events, etc.)? Male Freshmen 272 2.9 0.8-0.1 Female Freshmen 661 3.0 0.8 Male Seniors 417 2.7 0.9-0.2 Female Seniors 738 2.9 0.9 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 412 3.1 0.9-0.1 Female Seniors 737 3.2 0.8 Contributing to the welfare of your community? Male Freshmen 260 2.2 1.0-0.2 Female Freshmen 644 2.4 0.9 Male Seniors 406 2.3 1.0-0.2 Female Seniors 728 2.5 1.0 Developing a deepened sense of spirituality? Male Seniors 410 1.8 1.0-0.1 Female Seniors 732 1.9 1.0 Developing a personal code of values and ethics? Male Seniors 410 2.6 1.0-0.2 Female Seniors 733 2.8 1.0 *Scores range from 1 (Never) to 4 (Very often). **Scores range from 1 (Very little) to 4 (Very much). 9
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 405 2.9 0.9-0.1 Female Seniors 731 3.0 0.8 Participated in activities to enhance your spirituality? Male Seniors 426 2.0 1.1-0.1 Female Seniors 759 2.1 1.1 Thinking critically and analytically? Male Seniors 414 3.2 0.8-0.1 Female Seniors 738 3.3 0.8 Understanding people of other racial and ethnic backgrounds? Male Seniors 410 2.6 0.9-0.1 Female Seniors 730 2.7 0.9 Voting in local, state, or national elections? Male Freshmen 261 1.7 0.9 0.1 Female Freshmen 643 1.6 0.8 Working effectively with others? Male Freshmen 267 2.9 0.9-0.1 Female Freshmen 652 3.0 0.8 Male Seniors 415 3.2 0.8-0.1 Female Seniors 740 3.3 0.8 Writing clearly and effectively? Male Freshmen 266 2.8 0.9-0.2 Female Freshmen 652 3.0 0.8 Male Seniors 414 3.0 0.9-0.1 Female Seniors 734 3.1 0.8 **Scores range from 1 (Very little) to 4 (Very much). 10
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 42.3 32.5 27.7 53.6 62.5 Caucasian 42.7 30.3 26.3 52.7 60.7-0.4 2.2 1.4 0.9 1.8 Seniors Nonwhite 54.8 47.2 46.2 56.4 63.0 Caucasian 53.7 43.3 42.3 56.5 58.8 1.1 3.9 3.9-0.1 4.2 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 118 2.9 0.9 0.1 Caucasian Seniors 1063 2.8 0.9 Discussed ideas from your readings or classes with faculty members outside of class? Nonwhite Seniors 119 2.2 1.0 0.1 Caucasian Seniors 1071 2.1 0.9 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 117 2.6 1.1 0.2 Caucasian Seniors 1027 2.4 0.9 *Scores range from 1 (Never) to 4 (Very often). **Scores range from 1 (Have not decided) to 4 (Done). 11
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 122 2.6 1.0 0.3 Caucasian Freshmen 845 2.3 0.9 Nonwhite Seniors 118 3.2 0.9 0.7 Caucasian Seniors 1055 2.5 1.0 Had serious conversations with students who are very different from you in terms of their religious beliefs, political opinions, or personal values? Nonwhite Seniors 120 3.0 0.9 0.3 Caucasian Seniors 1057 2.7 0.9 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 113 3.6 0.8 0.2 Caucasian Seniors 1023 3.4 1.0 Foreign language coursework? Nonwhite Seniors 117 3.0 1.1 0.3 Caucasian Seniors 1022 2.7 1.0 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 115 2.7 1.8 0.3 Caucasian Seniors 1024 2.4 1.6 *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
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 120 2.9 0.8 0.2 Caucasian Seniors 1060 2.7 0.8 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 120 2.9 1.0-0.2 Caucasian Freshmen 843 3.1 1.0 To what extent does Ball State emphasize the following? ± Spending significant amounts of time studying and on academic work? Nonwhite Seniors 116 3.1 0.7 0.1 Caucasian Seniors 1019 3.0 0.8 *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 115 5.1 1.6 0.7 Caucasian Seniors 1026 4.4 1.6 To what extent does Ball State emphasize each of the following?** Providing the support you need to help you succeed academically? Nonwhite Freshmen 113 3.1 0.7 0.1 Caucasian Freshmen 809 3.0 0.8 Nonwhite Seniors 116 3.1 0.8 0.2 Caucasian Seniors 1016 2.9 0.8 Helping you cope with your non-academic responsibilities (work, family, etc.)? Nonwhite Freshmen 114 2.4 1.0 0.2 Caucasian Freshmen 809 2.2 0.9 *Scores range from 1 (Unfriendly, Unsupportive) to 7 (Friendly, Supportive). **Scores range from 1 (Very little) to 4 (Very much). 13
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 117 3.1 0.8 0.2 Caucasian Seniors 1041 2.9 0.8 Contributing to the welfare of your community? Nonwhite Seniors 114 2.7 1.0 0.3 Caucasian Seniors 993 2.4 1.0 Developing a personal code of values and ethics? Nonwhite Freshmen 106 2.8 1.0 0.2 Caucasian Freshmen 787 2.6 0.9 Nonwhite Seniors 114 2.9 1.0 0.2 Caucasian Seniors 1002 2.7 1.0 Understanding people of other racial and ethnic backgrounds? Nonwhite Seniors 113 2.8 1.0 0.2 Caucasian Seniors 1000 2.6 0.9 *Scores range from 1 (Very little) to 4 (Very much). 14