National Survey of National Survey of Student Engagement, Student Engagement,

20082008

Results for UBC-OkanaganResults for UBC-Okanagan

NSSE OverviewNSSE Overview Supported as an assessment tool by UBC and many other Canadian Supported as an assessment tool by UBC and many other Canadian

Universities including all of G13Universities including all of G13 Over 1200 colleges and universities across Canada and the U.S. have

participated in NSSE since the first pilot in 1999; ~450,000 first and senior year respondents in 2008

Supported by strong research; NSSE provides an estimate of how Supported by strong research; NSSE provides an estimate of how undergraduates spend their time and what they gain from attending collegeundergraduates spend their time and what they gain from attending college

Survey items represent empirically confirmed "good practices" in Survey items represent empirically confirmed "good practices" in undergraduate education. That is, they reflect behaviors by students and undergraduate education. That is, they reflect behaviors by students and institutions that are associated with desired outcomes of college.institutions that are associated with desired outcomes of college.

125+ questions (core, contextual, experimental, consortium) and 5 125+ questions (core, contextual, experimental, consortium) and 5 composite engagement benchmarkscomposite engagement benchmarks

Results provided for participating university and selected comparator Results provided for participating university and selected comparator groupsgroups

Additional info at http://nsse.iub.eduAdditional info at http://nsse.iub.edu

Engagement BenchmarksEngagement BenchmarksNSSE provides five benchmarks of effective educational practices:NSSE provides five benchmarks of effective educational practices:

Level of Academic Challenge (LAC)Level of Academic Challenge (LAC): amount of time studying, reading, writing; : amount of time studying, reading, writing; academic effort; coursework emphasis on analysis, synthesis, applying theoriesacademic effort; coursework emphasis on analysis, synthesis, applying theories

Active and Collaborative Learning (ACL)Active and Collaborative Learning (ACL): asking questions, class presentations, : asking questions, class presentations, teamwork in class, discussions and learning activities outside of class and teamwork in class, discussions and learning activities outside of class and involvement in community based projectsinvolvement in community based projects

Student Faculty Interaction (SFI)Student Faculty Interaction (SFI): discussions with faculty on grades, : discussions with faculty on grades, coursework, careers, research involvement with faculty, worked on other projects coursework, careers, research involvement with faculty, worked on other projects or committee with facultyor committee with faculty

Enriching the Educational Experience (EEE)Enriching the Educational Experience (EEE): participation in co-curricular : participation in co-curricular activities, volunteer work, field experience, co-op, community service, serious activities, volunteer work, field experience, co-op, community service, serious conversations with students from different ethnic backgrounds, political/religious conversations with students from different ethnic backgrounds, political/religious beliefs, etc.beliefs, etc.

Supportive Campus Environment (SCE)Supportive Campus Environment (SCE): student, faculty, staff relationships; : student, faculty, staff relationships; campus services to help students with both their academic and non-academic campus services to help students with both their academic and non-academic responsibilitiesresponsibilities

Peer GroupsPeer Groups Cdn PeersCdn Peers consists of Brock University, Lakehead University, Malaspina consists of Brock University, Lakehead University, Malaspina

University College, Thompson Rivers University, Trent University, University of University College, Thompson Rivers University, Trent University, University of Prince Edward Island, Wilfrid Laurier UniversityPrince Edward Island, Wilfrid Laurier University

Selected PeersSelected Peers consists of the following: consists of the following:

Black Hills State University, Spearfish, SDBlack Hills State University, Spearfish, SD Clayton State University, Morrow, GAClayton State University, Morrow, GA Colorado State University-Pueblo, Pueblo, COColorado State University-Pueblo, Pueblo, CO Delaware State University, Dover, DEDelaware State University, Dover, DE Fayetteville State University, Fayetteville, NCFayetteville State University, Fayetteville, NC Lock Haven University, Lock Haven, PALock Haven University, Lock Haven, PA Savannah State University, Savannah, GASavannah State University, Savannah, GA University of South Carolina Aiken, Aiken, SCUniversity of South Carolina Aiken, Aiken, SC University of the District of Columbia, Washington, DCUniversity of the District of Columbia, Washington, DC University of Wisconsin-Parkside, Kenosha, WIUniversity of Wisconsin-Parkside, Kenosha, WI Winston-Salem State University, Winston-Salem, NCWinston-Salem State University, Winston-Salem, NC

NSSE 2008NSSE 2008 consists of all participating institutions. View the complete list at consists of all participating institutions. View the complete list at http://nsse.iub.edu/nsse_2008/2008-colleges.cfmhttp://nsse.iub.edu/nsse_2008/2008-colleges.cfm

Interpreting the DataInterpreting the Data Responses are reported in the form of means and frequencies. Items that make up Responses are reported in the form of means and frequencies. Items that make up

the five benchmarks of effective educational practices are identified in the means the five benchmarks of effective educational practices are identified in the means report and are also aggregated in the benchmarks report.report and are also aggregated in the benchmarks report.

This year we report differences among peer groups AND differences for UBC-O This year we report differences among peer groups AND differences for UBC-O since 2006. Important differences are identified by: since 2006. Important differences are identified by:

a) statistical significance (is the change unlikely to be simple chance a) statistical significance (is the change unlikely to be simple chance variation?) and variation?) and

b) effect sizesb) effect sizes

Effect size indicates the “practical significance” of the mean difference. In practice, Effect size indicates the “practical significance” of the mean difference. In practice, an effect size of .2 is often considered small, .5 moderate, and .8 large. an effect size of .2 is often considered small, .5 moderate, and .8 large.

Summary of FindingsSummary of Findings UBC-O 2006 compared to UBC-O 2008: Areas of improvement and declineUBC-O 2006 compared to UBC-O 2008: Areas of improvement and decline

UBC-O compared to Canadian PeersUBC-O compared to Canadian Peers

UBC-O compared to U.S. PeersUBC-O compared to U.S. Peers

Overall SatisfactionOverall Satisfaction

Next StepsNext Steps

0

10

20

30

40

50

60

Acad Challenge Activecollaborative

learning

Stud/facinteraction

Enriching/educexperiences

Supportivecampus

environment

UBC-O NSSE First Year Benchmarks

2006

2008

Changes in Supportive Campus Environment are statistically significant.

0

10

20

30

40

50

60

Acad Challenge Activecollaborative

learning

Stud/facinteraction

Enriching/educexperiences

Supportivecampus

environment

UBC-O NSSE Fourth Year Benchmarks

2006

2008

Changes in Supportive Campus Environment are statistically significant.

Areas of improvement, First Year, 2006 - 2008Areas of improvement, First Year, 2006 - 2008

Very small, statistically significant increasesVery small, statistically significant increases

ACL, Worked with other students on projects DURING CLASSACL, Worked with other students on projects DURING CLASS ACL, Participated in a community-based project (e.g., service learning) as part of ACL, Participated in a community-based project (e.g., service learning) as part of

a regular coursea regular course EEE, Had serious conversations with students of a different race or ethnicity than EEE, Had serious conversations with students of a different race or ethnicity than

your ownyour own EEE, Institutional emphasis: Helping you cope with your non-academic EEE, Institutional emphasis: Helping you cope with your non-academic

responsibilities (work, family, etc.)responsibilities (work, family, etc.) LAC, Hours per 7-day week spent working for pay ON CAMPUSLAC, Hours per 7-day week spent working for pay ON CAMPUS LAC, Institutional emphasis: Providing the support you need to help you succeed LAC, Institutional emphasis: Providing the support you need to help you succeed

academicallyacademically SCE, Institutional emphasis: Encouraging contact among students from different SCE, Institutional emphasis: Encouraging contact among students from different

economic, social, and racial or ethnic backgroundseconomic, social, and racial or ethnic backgrounds SCE, Institutional emphasis: Providing the support you need to thrive sociallySCE, Institutional emphasis: Providing the support you need to thrive socially SFI, Discussed ideas from your readings or classes with faculty members outside of SFI, Discussed ideas from your readings or classes with faculty members outside of

classclass

Areas of decline, First Year, 2006 - 2008Areas of decline, First Year, 2006 - 2008

Very small, statistically significant decreases; few areas of decline. Very small, statistically significant decreases; few areas of decline.

EEE, Community service or volunteer workEEE, Community service or volunteer work LAC, Number of written papers or reports BETWEEN 5 AND 19 PAGESLAC, Number of written papers or reports BETWEEN 5 AND 19 PAGES SFI, Foreign (additional) language courseworkSFI, Foreign (additional) language coursework

Areas of improvement, Fourth Year, 2006 - 2008Areas of improvement, Fourth Year, 2006 - 2008

Very small, statistically significant increasesVery small, statistically significant increases

EEE, EEE, Institutional emphasis: Helping you cope with your non-academic responsibilities (work, Institutional emphasis: Helping you cope with your non-academic responsibilities (work, family, etc.)family, etc.)

LAC, LAC, Worked harder than you thought you could to meet an instructor's standards or Worked harder than you thought you could to meet an instructor's standards or expectationsexpectations

SCE, SCE, Quality: Your relationships with faculty membersQuality: Your relationships with faculty members SCE, SCE, Institutional emphasis: Providing the support you need to thrive sociallyInstitutional emphasis: Providing the support you need to thrive socially SFI, SFI, Foreign (additional) language courseworkForeign (additional) language coursework

Areas of decline, Fourth Year, 2006 - 2008Areas of decline, Fourth Year, 2006 - 2008

None of the decreases in benchmark items for senior year None of the decreases in benchmark items for senior year students were statistically significant.students were statistically significant.

0

10

20

30

40

50

60

Acad Challenge Active collaborativelearning

Stud/fac interaction Enriching/educexperiences

Supportive campusenvironment

UBC-O, Canadian Peers, U.S. Peers, NSSE 2008, First Year

UBC

Cdn Peers

U.S. Peers

0

10

20

30

40

50

60

Acad Challenge Activecollaborative

learning

Stud/facinteraction

Enriching/educexperiences

Supportivecampus

environment

UBC-O, Canadian Peers, U.S. Peers, NSSE 2008, Fourth Year

UBC

Cdn Peers

U.S. Peers

UBC compared to Canadian and U.S. PeersUBC compared to Canadian and U.S. Peers

Canadian Peers:Canadian Peers:

For most benchmark scores, UBC-O scores slighlty lower than Canadian Peer Universities. For most benchmark scores, UBC-O scores slighlty lower than Canadian Peer Universities.

For first year, UBC-O scores for Level of Academic Challenge and Supportive Campus Environment are For first year, UBC-O scores for Level of Academic Challenge and Supportive Campus Environment are lower and these scores are statistically significant (small to moderate effect sizes).lower and these scores are statistically significant (small to moderate effect sizes).

For senior year, UBC-O scores for Active and Collaborative Learning, Enriching Educational Experiences For senior year, UBC-O scores for Active and Collaborative Learning, Enriching Educational Experiences and Supportive Campus Environment are lower and also statistically significant (moderate effect sizes).and Supportive Campus Environment are lower and also statistically significant (moderate effect sizes).

U.S. Peers:U.S. Peers:

UBC-O’s scores are significantly lower on all benchmarks compared to U.S. Peer Institutions (first and UBC-O’s scores are significantly lower on all benchmarks compared to U.S. Peer Institutions (first and fourth year, statistically significant, moderate effect sizes) except for senior year, Level of Academic fourth year, statistically significant, moderate effect sizes) except for senior year, Level of Academic Challenge (same score as peers).Challenge (same score as peers).

We can hypothesize several reasons for this:We can hypothesize several reasons for this:- Different demographics Different demographics - Different Socio-Economic status of studentsDifferent Socio-Economic status of students- Lower fundingLower funding

Overall SatisfactionOverall Satisfaction

In addition to the questions which comprise the five educational benchmarks, NSSE also In addition to the questions which comprise the five educational benchmarks, NSSE also asks questions which explore overall student satisfaction as well as other areas related to asks questions which explore overall student satisfaction as well as other areas related to both the academic and non-academic environment.both the academic and non-academic environment.

UBC-O scores lower than Canadian Peers on: quality of academic advising, students’ UBC-O scores lower than Canadian Peers on: quality of academic advising, students’ entire educ. experience and whether students’ would select the same institution again. entire educ. experience and whether students’ would select the same institution again. UBC-O also scores statistically significantly lower than U.S. Peer Institutions on the UBC-O also scores statistically significantly lower than U.S. Peer Institutions on the quality of academic advisingquality of academic advising

Class UBCO Cdn Peers

U.S. Carnegie

Peers

  Mean Mean SigEffect Size Mean Sig

Effect Size

Overall, how would you evaluate the quality of academic advising you have received at your institution? FY 2.83 2.95 ** -.14 2.94 * -.13

  SR 2.52 2.76 *** -.27 2.87 *** -.37

How would you evaluate your entire educational experience at this institution? FY 2.99 3.16 *** -.23 3.01   -.02

  SR 3.01 3.15 ** -.20 3.06   -.07

If you could start over again, would you go to the same institution you are now attending? FY 3.04 3.26 *** -.27 3.05   -.01

  SR 2.99 3.18 ** -.23 3.04   -.05

Next StepsNext Steps

Analyze student commentsAnalyze student comments

Provide NSSE data to deans at faculty levelProvide NSSE data to deans at faculty level

NSSE Deep learning scales and analysis by aboriginal, NSSE Deep learning scales and analysis by aboriginal, visible minority, internationalvisible minority, international

Use NSSE as the stimulus for discipline specific learning Use NSSE as the stimulus for discipline specific learning outcomes (e.g.: what more do you need to know to guide outcomes (e.g.: what more do you need to know to guide learning in your discipline?)learning in your discipline?)

Focus NSSE discussion to align with institutional strategic Focus NSSE discussion to align with institutional strategic goalsgoals