Highlights of NSSE 2001: University of Kentucky December 10, 2001.

Highlights of NSSE 2001:Highlights of NSSE 2001:University of KentuckyUniversity of Kentucky

December 10, 2001December 10, 2001

Presentation OverviewPresentation Overview

Why is student engagement important? Why is student engagement important? The National Survey of Student The National Survey of Student

Engagement (NSSE)Engagement (NSSE) What do we know about the What do we know about the

engagement of UK students?engagement of UK students? The five benchmarks of good practiceThe five benchmarks of good practice Other important findings Other important findings Ways to enhance student engagementWays to enhance student engagement Retention of UK students Retention of UK students

January 9, 2001January 9, 2001

"As an educator, it's an embarrassment that "As an educator, it's an embarrassment that we can tell people almost anything about we can tell people almost anything about education except how well students are education except how well students are learning."learning."

Patrick M. Callan, president of the National Patrick M. Callan, president of the National Center for Public Policy and Higher Center for Public Policy and Higher EducationEducation

What What ReallyReally Matters in Matters in College: EngagementCollege: Engagement

““The research is unequivocal: students The research is unequivocal: students who are actively involved in both who are actively involved in both academic and out-of-class activities academic and out-of-class activities gain more from the college experience gain more from the college experience than those who are not so involved.”than those who are not so involved.”

Ernest T. Pascarella & Patrick T. Ernest T. Pascarella & Patrick T. Terenzini, Terenzini, How College Affects StudentsHow College Affects Students

What is Student What is Student Engagement?Engagement?

Represents two important aspects of Represents two important aspects of collegiate quality:collegiate quality:– The amount of time and effort students put The amount of time and effort students put

into their studies and other meaningful into their studies and other meaningful academic activitiesacademic activities

– How the institution deploys resources and How the institution deploys resources and organizes its curriculum and other learning organizes its curriculum and other learning opportunitiesopportunities

Correlates with student learning and Correlates with student learning and retentionretention

What is the NSSE?What is the NSSE?(pronounced “nessie”)(pronounced “nessie”)

Refocuses conversations about quality in Refocuses conversations about quality in undergraduate educationundergraduate education

Assesses students engagement in Assesses students engagement in educational practices associated with high educational practices associated with high levels of learning and personal levels of learning and personal developmentdevelopment

Provide systematic national data on “good Provide systematic national data on “good educational practices” educational practices”

Enhances institutional improvement effortsEnhances institutional improvement efforts

NSSE Design ParametersNSSE Design Parameters

Relatively short survey administered to first-Relatively short survey administered to first-year and senior students at public and year and senior students at public and private 4-year institutionsprivate 4-year institutions

Items directly related to college outcomesItems directly related to college outcomes

– Student behaviorsStudent behaviors

– Institutional requirements and practicesInstitutional requirements and practices

– Student reactions to collegesStudent reactions to colleges Administered directly by credible third-party Administered directly by credible third-party

survey organizationsurvey organization

NSSE Respondent NSSE Respondent CharacteristicsCharacteristics

UKUK NSSE 2001NSSE 2001

Response rateResponse rate 40%40% 42%42%

ModeMode

PaperPaper

WebWeb78%78%

22%22%64%64%

36%36%

No. of StudentsNo. of Students 341341 71,42571,425

Sampling ErrorSampling Error

FreshmenFreshmen

SeniorsSeniors+/- 7.7%+/- 7.7%

+/- 7.1%+/- 7.1%+/- 0.4%+/- 0.4%

+/- 0.5%+/- 0.5%

How Engaged Are UK How Engaged Are UK Students?Students?

What percent of UK What percent of UK 1st-year students 1st-year students spent 10 hours or spent 10 hours or less per week less per week preparing for class?preparing for class?

More than halfMore than half

(54%)(54%)

What about UK What about UK seniors?seniors?

About six in tenAbout six in ten(60%)(60%)


What percent of UKWhat percent of UK 1st-year students 1st-year students have have nevernever talked talked to faculty about to faculty about readings outside of readings outside of class?class?

One-halfOne-half (50%)(50%)

What about our What about our seniors?seniors?

Over one-thirdOver one-third(35%)(35%)


What percentage of UK What percentage of UK seniors did community seniors did community service or volunteer service or volunteer work?work?

About 6 in 10About 6 in 10(60%)(60%)

‘‘Often’ or ‘very often’ used an Often’ or ‘very often’ used an electronic medium to complete electronic medium to complete assignments?assignments?

More thanMore thantwo-thirdstwo-thirds

(about 70%)(about 70%)

Had a culminating senior Had a culminating senior experience, such as a experience, such as a capstone course or thesis?capstone course or thesis?

Less than halfLess than half(40%)(40%)

Five Benchmarks of Effective Five Benchmarks of Effective Educational PracticeEducational Practice

Clusters of related activities, Clusters of related activities, institutional actions, attitudes, and institutional actions, attitudes, and perceptionsperceptions

Comparisons with the:Comparisons with the:– KY ConsortiumKY Consortium

– doctoral research extensive doctoral research extensive institutionsinstitutions

– national samplenational sample

I. Level of Academic I. Level of Academic ChallengeChallenge

Items on this benchmark include:Items on this benchmark include: Level of preparation for classLevel of preparation for class Number of assigned booksNumber of assigned books Number of written papers of Number of written papers of

varying lengthvarying length Types of cognitive demands Types of cognitive demands

emphasized by courseworkemphasized by coursework

Level of Academic Challenge

51.6 53.149.3

53.451.454.652.9

56.6

25

35

45

55

65

First-Year SeniorUniversity of Kentucky Kentucky Universities Doc/Res Extensive National Sample

Observations about the Observations about the Academic Challenge Academic Challenge

BenchmarkBenchmark UK 1st-year students scored higher than UK 1st-year students scored higher than the KY consortium and Doctoral/Research the KY consortium and Doctoral/Research institutions (between the 50institutions (between the 50thth and 60 and 60thth percentiles)percentiles)

UK seniors scored slightly below these UK seniors scored slightly below these groups (between 20groups (between 20thth and 30 and 30thth percentiles) percentiles)

Our freshmen spend less time preparing Our freshmen spend less time preparing for class than their national counterpartsfor class than their national counterparts

UK freshmen write significantly more UK freshmen write significantly more short and mid-length papers than their KY short and mid-length papers than their KY peerspeers

II. Active and II. Active and Collaborative LearningCollaborative Learning

Items on this benchmark include:Items on this benchmark include: Contributions to class discussionsContributions to class discussions Class presentationsClass presentations Work with other students on Work with other students on

projectsprojects Frequency of discussions about Frequency of discussions about

readings outside of classreadings outside of class

Active and Collaborative Learning

35.6

44.8

38.3

48.0

37.5

45.840.9

49.7

25

35

45

55

65

First-Year SeniorUniversity of Kentucky Kentucky Universities

Doc/Res Extensive National Sample

Observations about the Active Observations about the Active and Collaborative Learning and Collaborative Learning

BenchmarkBenchmark UK freshmen and seniors scored below the UK freshmen and seniors scored below the

KY consortium and doctoral/research ext. KY consortium and doctoral/research ext. institutionsinstitutions

Freshmen scored at the 20Freshmen scored at the 20thth percentile and percentile and seniors scores between the 30seniors scores between the 30thth and 40 and 40thth percentilespercentiles

Our freshmen made fewer class Our freshmen made fewer class presentations than other KY studentspresentations than other KY students

UK seniors were less likely than other KY UK seniors were less likely than other KY students to discuss ideas from readings students to discuss ideas from readings outside of classoutside of class

III. Student Interaction with III. Student Interaction with Faculty MembersFaculty Members

Items on this benchmark include:Items on this benchmark include: Frequency of discussions with Frequency of discussions with

faculty on:faculty on:– gradesgrades– assignmentsassignments– career plans career plans – readingsreadings

Promptness of feedbackPromptness of feedback Participation in research projectsParticipation in research projects

Interaction with Faculty Members

33.639.1

34.5

40.6

31.6

38.435.1

42.9

25

35

45

55

65



Observations about the Faculty Observations about the Faculty Interaction BenchmarkInteraction Benchmark

UK freshmen and seniors scored UK freshmen and seniors scored slightly below students from the KY slightly below students from the KY consortiumconsortium

Our freshmen and seniors scored Our freshmen and seniors scored above students from other above students from other doctoral/research ext. institutionsdoctoral/research ext. institutions

Freshmen scored at the 70Freshmen scored at the 70thth percentile and seniors scores percentile and seniors scores between the 60between the 60thth and 70 and 70thth percentilespercentiles

IV. Enriching Educational IV. Enriching Educational ExperiencesExperiences

Items on this benchmark include:Items on this benchmark include: Participation in co-curricular Participation in co-curricular

activitiesactivities Involvement in community serviceInvolvement in community service Participation in internships and co-Participation in internships and co-

opsops Enrollment in capstone coursesEnrollment in capstone courses Study abroadStudy abroad

Enriching Educational Experiences

50.4

42.5

52.3

45.2

55.3

45.9

55.4

47.6

25

35

45

55

65



Observations about the Enriching Observations about the Enriching Educational Experiences BenchmarkEducational Experiences Benchmark Our students scored well below their peers Our students scored well below their peers

from the KY consortium and research from the KY consortium and research universitiesuniversities

Freshmen scored between the 10Freshmen scored between the 10thth and 20 and 20thth percentiles and seniors scored at the 20percentiles and seniors scored at the 20thth percentilepercentile

UK freshmen and seniors reported their UK freshmen and seniors reported their school placed less emphasis on contact school placed less emphasis on contact among students from different backgrounds among students from different backgrounds than other research universitiesthan other research universities

Our students were less likely than those Our students were less likely than those from research institutions to converse with from research institutions to converse with students of other racesstudents of other races

V. Supportive Campus V. Supportive Campus EnvironmentEnvironment

Items on this benchmark include:Items on this benchmark include: Perceived support to succeed Perceived support to succeed

academicallyacademically Perceived support to thrive sociallyPerceived support to thrive socially Perceived quality of relationships Perceived quality of relationships

with:with:– Other studentsOther students– FacultyFaculty– AdministratorsAdministrators

Supportive Campus Environment

53.348.3

57.353.3

56.151.2

60.256.8

25

35

45

55

65



Observations about the Supportive Observations about the Supportive Campus Environment BenchmarkCampus Environment Benchmark

Our students scored well below their Our students scored well below their peers from the KY consortium and peers from the KY consortium and research universitiesresearch universities

Freshmen and seniors scored between Freshmen and seniors scored between the 20the 20thth and 30 and 30thth percentiles percentiles

Compared to the national sample, our Compared to the national sample, our students reported relatively less support students reported relatively less support to help them . . .to help them . . .– Succeed academicallySucceed academically– Thrive sociallyThrive socially– Cope with non-academic responsibilities at Cope with non-academic responsibilities at

homehome

Other Important FindingsOther Important Findings

First-year students’ self-reported First-year students’ self-reported hours spent preparing for classhours spent preparing for class

Ratings of satisfaction with the Ratings of satisfaction with the University of KentuckyUniversity of Kentucky

Self- Reported Hours Per Week

Freshmen Spend Preparing for Class

54.3%

5.9%

42.0%

13.0%

0%

20%

40%

60%

'10 or Fewer' 'More than 25'

University of Kentucky Doc/Res Extensive

Quality of Advising

Percent Answering 'Good or Excellent'77%

63%

71%

64%66%

57%

72%67%

50%

60%

70%

80%



Satisfaction with One's Entire

Educational Experience

3.062.97

3.06 3.113.16 3.153.19 3.24

2.42.62.83.03.23.4

First-Year Senior

University of Kentucky Kentucky Universities


Reasons to be pleased . . .Reasons to be pleased . . .

Our first-year students . . . Our first-year students . . . – appear to be challenged academicallyappear to be challenged academically

– give high ratings to the quality of advisinggive high ratings to the quality of advising

Our freshmen and seniors . . . Our freshmen and seniors . . . – are more likely than their KY peers to use are more likely than their KY peers to use

electronic media to complete an assignment electronic media to complete an assignment and to communicate with their instructors and to communicate with their instructors

– report greater interaction with faculty than report greater interaction with faculty than students from other research institutionsstudents from other research institutions

Things to think about . . .Things to think about . . .

Encourage students to: Encourage students to:

– collaborate with peers collaborate with peers

– make more presentationsmake more presentations

– engage in more discussions outside of class engage in more discussions outside of class

– take more capstone coursestake more capstone courses

– study abroadstudy abroad

Emphasize the importance of diversity Emphasize the importance of diversity

Things to think about . . .Things to think about . . .

Provide needed academic and social Provide needed academic and social support support

Find out why the gap in UK’s level of Find out why the gap in UK’s level of engagement is greater for our seniors engagement is greater for our seniors than our first-year studentsthan our first-year students

Raise expectations regarding the Raise expectations regarding the amount of time students should devote amount of time students should devote to their studiesto their studies

First-Year Retention RatesFirst-Year Retention Rates

60

65

70

75

80

85

1991 1993 1995 1997 1999 CPE

2002

Attrition Cohort 2000Attrition Cohort 2000

Enrolled at LCCEnrolled at LCC 10%10%

SuspensionSuspension 24%24%

Academic PerilAcademic Peril 44%44%

< 20 ACT< 20 ACT 12%12%

< 2.5 HS GPA< 2.5 HS GPA 6% 6%

Retention Rates for Retention Rates for Students on ProbationStudents on Probation

40

45

50

55

60

65

70

ALL Male Female AA W

Retention Rates for Freshmen with Retention Rates for Freshmen with Selected Course GradesSelected Course Grades

2030405060708090

ENG 101 CHE 105 MAT 109

A B C D E W

Action Plan for Action Plan for Implementing Swift ReportImplementing Swift ReportFreshman Seminars Freshman Seminars

Writing-Oral Writing-Oral Communications Course Communications Course

Student Resource Center Student Resource Center

Living / Learning Living / Learning Communities Communities

Departmental Teaching Departmental Teaching AwardsAwards

Peer MentorsPeer Mentors

Teaching Assistants Teaching Assistants

Junior/ Senior Experience Junior/ Senior Experience

Technology Technology

Undergraduate ResearchUndergraduate Research

Institutional Research Institutional Research Capacity Capacity

Class Availability Class Availability

Faculty Resources and the Faculty Resources and the Best StudentsBest Students

Classroom and Laboratory Classroom and Laboratory RenovationsRenovations

Classroom Space and Efficient Classroom Space and Efficient SchedulingScheduling

Simplify & Improve USPSimplify & Improve USPChallenging CoursesChallenging CoursesHonors Program DevelopmentHonors Program DevelopmentEnhance Intellectual and Enhance Intellectual and

Cultural DiversityCultural Diversity

Retention Initiatives 2001Retention Initiatives 2001 Increase sections of UK-101 from 43 to 45Increase sections of UK-101 from 43 to 45 Establish Senate Committee on AdvisingEstablish Senate Committee on Advising Expand Academic Recovery Expand Academic Recovery Enhance Undergraduate Research Enhance Undergraduate Research

ProgramProgram Launch Instructional Innovation ProgramLaunch Instructional Innovation Program Coordinate tutoring services Coordinate tutoring services Enrollment Management GroupEnrollment Management Group Project ElevationProject Elevation

Questions and DiscussionQuestions and Discussion

How Do I Find Out More?How Do I Find Out More?

NSSE WebsiteNSSE Website www.indiana.edu/~nssewww.indiana.edu/~nsse

Roger SugarmanRoger Sugarman

[email protected]

www.uky.edu/LexCampus/www.uky.edu/LexCampus/

Highlights of NSSE 2001: University of Kentucky December 10, 2001.

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