Measuring and Increasing Student Participation in …nsse.indiana.edu/pdf/HIP_flyer.pdfMeasuring and...
Transcript of Measuring and Increasing Student Participation in …nsse.indiana.edu/pdf/HIP_flyer.pdfMeasuring and...
NSSE 2018 High-Impact PracticesStatistical Comparisons
First-year % Difference a ES b Difference a ES b Difference a ES b
Service-Learning 34 -11 *** -.22 -7 * -.15 -19 *** -.39
Learning Community 22 +13 *** .35 +13 *** .36 +10 *** .26
Research with Faculty 3 -3 * -.14 -2 -.12 -2 -.09
Participated in at least one 47 -3 -.07 -0 .00 -11 *** -.22
Participated in two or more 10 +2 .07 +3 .10 -0 .00
SeniorService-Learning 57 -4 -.09 -1 -.01 -6 -.11
Learning Community 39 +9 ** .20 +13 *** .27 +15 *** .32
Research with Faculty 51 +0 .01 -1 -.03 +27 *** .56
Internship or Field Exp. 75 +2 .03 +1 .03 +23 *** .48
Study Abroad 80 +33 *** .71 +33 *** .71 +64 *** 1.40
Culminating Senior Exp. 56 -23 *** -.50 -23 *** -.51 +9 * .17
Participated in at least one 96 -2 -.10 -2 -.09 +9 *** .34
Participated in two or more 93 +3 .10 +3 .12 +29 *** .75
Admissions Overlap Carnegie UG Program NSSE 2017 & 2018NSSEville State
Your students' participation compared with:
The table below displays the percentage of your students who participated in a given High-Impact Practice, including the percentage who participated in at least one, two, or more. It also graphs the difference in percentage points between your students and those of your comparison groups. Blue bars indicate how much higher your institution’s percentage is compared to the comparison group. Dark red bars indicate how much lower your institution’s percentage is compared to the comparison group.
SAMPLE
The National Survey of Student Engagement (NSSE) documents dimensions of quality in undergraduate education and provides information and assistance to colleges, universities, and other organizations to improve student learning. NSSE’s primary activity is an annual survey of college students assessing the extent to which they engage in educational practices associated with high levels of learning and development.
Measuring and Increasing
High-Impact PracticesStudent Participation in
HIP Participation: How NSSE Reports Results
“We are dedicated to delivering High-Impact Practices, and NSSE provides an indirect measure of how well we’re doing.”
—SUSAN DENNING, DIRECTOR OF INSTITUTIONAL EFFECTIVENESS, UNIVERSITY OF MOUNT UNION
Photo credit: New York Institute of Technology
Learning Community • Service-Learning • Research with Faculty • Internship/Co-op/Field Experience • Study Abroad • Culminating Senior Experience
NSSE’s information-rich, graphically illustrative reports include one focusing on six High-Impact Practices (HIPs), listed above, aptly named for their positive associations with student learning and retention.
HIPs are enriching, potentially life-changing educational experiences that demand considerable time and effort, facilitate learning outside the classroom, require meaningful interactions with faculty and other students, encourage collaboration with diverse others, and provide frequent and substantive feedback.
The table on the right, summarizing data from all NSSE 2018 U.S. respondents, displays the percentage of students who participated in each HIP by selected student characteristics.
The table below, from a sample NSSE 2018 Institutional Report featuring results for a fictional institution (“NSSEville State”)using actual NSSE data, provides the institution’s comparison group results on first-year and senior students’ participation in HIPs. See the full sample report at nsse.indiana.edu/html/sample_institutional_report.cfm
SexFemaleMale
Race/ethnicity or internationalAmerican Indian or Alaska Native Asian Black or African American Hispanic or Latino Native Hawaiian/Other Pac. Islander White Other Foreign or nonresident alien Two or more races/ethnicities
AgeTraditional (FY < 21, Seniors < 25):Nontraditional (FY 21+, Seniors 25+)
First-generationa
Not first-generationFirst-generation
EnrollmentLess than full-timeFull-time
ResidenceLiving off campusLiving on campus
TransferStarted hereStarted elsewhere
Major categoryb
Arts & humanitiesBiological sciences, agriculture, natural res.Physical sciences, math, computer scienceSocial sciencesBusinessCommunications, media, public relationsEducationEngineeringHealth professionsSocial service professionsUndecided/undeclared
Overall
Participation in High-Impact Practices by Student CharacteristicsNSSE 2018 U.S. Summary Percentages
22 10 30
23 49 14 45
18 48 9 3616 50 9 4114
68 10 4430 56 12 57
11 43 15 4320 62 24 5814
46 12 4531 49 21 48
27 44 25 5746 52 19 4637
47 12 4335 63 28 60
12 31 5 3025 53 17 49
20
56 20 5018 42 9 40
29 60 20 5312 31 4 33
27
38 20 4224 48 16 47
24 53 16 4825 74 12 4924
42 11 3820 38 8 34
24 47 14 4217 40 8 4018
46 12 45
21 38 9 37
23 51 16 4523
54
45
7159
62
4360566379
2520
1325
5757
6163
54
45
65
63
79
23
6557
566567637460637362
21202333
146456
614
252414
2519
24
2133
22
43
5
2421
232525212423222222
28
44464
5
4865
53
53
45
466454074
55
5160485860
4852465055
55
4953
5254
10
5354
545657566451406750
5442
51
15
11
13
1311
713
9
7
12
13
14
7
8
141413131113121412
139
1311
1012
Notes: Percentages weighted by sex, enrollment status, and institution size. Participating students are those who responded "Done or in progress" for all HIPs except service-learning, where students reported at least "Some" of their courses included a community-based project. Sex, enrollment status, and race/ethnicity are institution-reported variables. a. Neither parent holds a bachelor's degree.b. NSSE's default related-major categories, based on students' first reported majors. Excludes majors categorized as "all other."Not for re-use without permission. ©2018 The Trustees of Indiana University
First-Year Students (%) Seniors (%)
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1014
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226
5536
5447
55
2916
6558
3015
Interpreting and Using HIP Results
Center for Postsecondary Research • Indiana University School of Education • 1900 East Tenth Street, Suite 419 • Bloomington, IN 47406-7512812-856-5824 | [email protected] | nsse.indiana.edu | Twitter: @NSSEsurvey @NSSEinstitute | Facebook: @NSSEsurvey | Blog: NSSEsightings.indiana.edu
A task force at California State University San Marcos of faculty, staff, and administrators disaggregated participation in HIPs by student characteristics and majors and developed interventions directing those groups (e.g., first-generation or low-income) to HIP opportunities.
Seeing in NSSE results that their students wanted more service-learning opportunities, The University of Georgia created the Office of Service-Learning Fellows Program to assist faculty—now more than 70 participants from various disciplines—in incorporating service-learning into their teaching, research, and service.
Having launched an initiative to document HIPs in undergraduate education, The University of Texas at Tyler is using assessment rubrics drawn from NSSE reports and HIP criteria and curriculum-mapping templates to document course-related HIPs in each undergraduate academic program.
One way Judson College fulfills its commitment to prepare students to “serve and lead” is by instilling a passion for learning and encouraging participation in HIPs. The college’s HIPs web page says, “Our results on the HIPs portion of NSSE show we’re serious about offering our students life-changing opportunities at every stage of their college development.”
Through its Center for Engaged Learning and Teaching, Tulane University is expanding opportunities for students and faculty to participate in HIPs and other practices that complement academic and career goals. Tulane is also using NSSE data related to service-learning, undergraduate research, and internships as baseline indicators to monitor student participation and educational effectiveness.
“We draw on NSSE data when reporting to the Kentucky Council for Postsecondary Education about student engagement in learning and preparing our students for life and work and civic involvement.”
—RODNEY B. PIERCEY, PROVOST AND VICE PRESIDENT FOR ACADEMIC AFFAIRS, EASTERN KENTUCKY UNIVERSITY
Lessons from the FieldSee our Lessons from the Field series for instructive and inspiring narratives from colleges and universities about the innovative ways they put NSSE data into action—including their HIP results.nsse.indiana.edu/links/lessons_home
Relationship of High-Impact Practicesa with Engagement and Students’ Assessment of Their Experiences
High-Impact PracticesFirst-Year Senior
Lear
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Com
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Serv
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Lear
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Rese
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wit
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Lear
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Com
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Serv
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Lear
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Rese
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wit
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Stud
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broa
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Inte
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Expe
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Culm
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Seni
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Expe
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Engagement IndicatorsHigher-Order Learning ++ ++ +++ ++ ++ ++ + ++ ++Reflective & Integrative Learning +++ ++ +++ +++ +++ ++ ++ ++ ++Quantitative Reasoning ++ ++ +++ +++ ++ +++ + ++ ++Learning Strategies ++ ++ +++ ++ ++ ++ ns + +Collaborative Learning +++ ++ +++ +++ +++ ++ ++ +++ ++Discussions with Diverse Others ++ ++ ++ ++ ++ ++ + ++ ++Student-Faculty Interaction +++ +++ +++ +++ +++ +++ ++ +++ +++Effective Teaching Practices ++ ++ ++ ++ ++ ++ + + ++Quality of Interactions ++ ++ ++ ++ ++ ++ + + +Supportive Environment ++ ++ ++ ++ +++ ++ ++ ++ ++
How Students Assess Their Experiences
Perceived Gainsb ++ +++ +++ +++ +++ ++ ++ ++ ++Satisfaction with Entire Educational Experience
++ ++ ++ ++ ++ ++ + + +
+p<.001, Unstd B>0; ++p<.001, Unstd B>.10; +++p<.001, Unstd B>.30; ns=not significant
Source: NSSE 2017
Notes: Continuous variables were standardized before entry into regression models. Engagement Indicators, Perceived Gains, and satisfaction were dependent variables. Controls included major, enrollment status, grades, transfer status, first-generation status, sex, Carnegie classification, institutional control, selectivity.
a. Those who responded “Done or in progress,” except for Service-Learning participants, who indicated that at least “Some” of their courses included a community-based project.
b. Perceived Gains is a scale composed of 10 items that explore the degree to which students believe their college experience contributed to their learning and development in a variety of personal, social, and general education competencies.
The experiences of five institutions exemplify how colleges and universities use results from their High-Impact Practices report to improve learning and retention through participation in HIPs. Read details at nsse.indiana.edu/links/NSSE_Data_Brief_2018
The strong relationship between HIPs and indicators of student engagement is illustrated in the table below summarizing data from all institutions that participated in NSSE.
Using HIP Results for ImprovementHIPs & Engagement Indicators: The Relationship
Increasing Opportunities to Engage in High-Impact Practices
WHAT IS YOUR NSSE DATA USE STORY? Our growing collection of stories about how NSSE
institutions use their results is a shared resource for
colleges and universities, and assists in our
continuing efforts to improve the quality of the
undergraduate experience. Please contact your NSSE
Project Services team to share examples highlighting
your institution’s uses of NSSE data, usage
strategies, and special activities. nsse.indiana.edu/html/staff.cfm
Many institutions have focused on High-Impact Practices
(HIPs), special opportunities for student engagement such as
learning communities, service-learning, research with a
faculty mentor, study abroad, internships, and culminating
senior experiences—known for their positive effects on
learning and retention (see G. D. Kuh & K. O’Donnell,
Ensuring Quality and Taking High-Impact Practices to
Scale, AAC&U, 2013). HIPs can result in life-changing
educational experiences for participants because they:
• Demand considerable time and effort,• Provide learning opportunities outside the classroom,
• Require meaningful interactions with faculty members
and students,• Encourage interaction with diverse others, and
• Provide frequent and meaningful feedback.The examples featured in this brief highlight how institutions
have shared results from their NSSE High-Impact Practices
report with faculty and staff and used these results to make
the case for increasing opportunities for students to engage
in High-Impact Practices to improve learning and retention
on their campuses. Visit our website for more information and NSSE resources
related to High-Impact Practices.nsse.indiana.edu/html/high_impact_practices.cfm
TARGETING SPECIF IC GROUPS FOR
HIP PARTIC IPATION High-Impact Practices (HIPs) are a leading priority at
California State University San Marcos (CSUSM), where
an HIPs task force was recently created consisting of faculty,
staff, and administrators involved in campus HIPs. This task
force disaggregated participation in HIPs by several student
characteristics and majors to identify student groups less
likely to participate in HIPs. This strategy allowed them to
develop interventions that direct those student groups (e.g.,
first-generation or low-income) to HIP opportunities. By
using NSSE data to assess participation and its impact,
CSUSM ensures that all campus stakeholders are working
from the same reference points. These data have facilitated
cross-division collaboration at the university, which serve as
the framework for identifying needs and planning
interventions. CSUSM’s most recent NSSE data illustrate
their strategies are working, and they are encouraged to
continue using NSSE to further inform practice.
NSSE DATA USE IN BRIEFInstitutions participating in NSSE have provided hundreds of examples demonstrating wide-ranging uses of NSSE data.
Diagnostic, actionable information on student engagement catalyzes vital, sometimes challenging conversations on
campus about the quality of undergraduate education. This brief focuses on one theme among these examples.
California State University San Marcos