Two Sides of the Same Coin: Student and Faculty Perceptions of Student Engagement at ISU
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Transcript of Two Sides of the Same Coin: Student and Faculty Perceptions of Student Engagement at ISU
Two Sides of the Same Coin: Student and Faculty Perceptions of
Student Engagement at ISU
Derek Herrmann & Ryan SmithUniversity Assessment Services
Background
Dimensions of Learning & Assessment
Achievement• ACCUMULATION OF LEARNING• Outcomes: GRE, NCLEX, RD exam, etc.
Learning• CHANGE IN BEHAVIOR, THINKING, ETC.• Outcomes: Advanced skills, critical thinking, etc.
Engagement• PROCESSES THAT SUPPORT LEARNING• Processes: Time studying, tutoring, interaction with faculty,
services, etc.
Persistence• CONSEQUENCES OF LEARNING• Outputs: Graduation, retention, satisfaction, utilization, etc.
Direct
Indirect
Background What is student engagement?◦Amount of time and effort put into academic and co-
curricular activities◦Ways institution allocates resources and organizes
opportunities for students to participate in activities linked to student learning
From the National Survey of Student Engagement (NSSE) website, http://nsse.iub.edu/
Background What is student engagement?◦Amount of time and effort put into academic and co-
curricular activities◦Ways institution allocates resources and organizes
opportunities for students to participate in activities linked to student learning
How can information on student engagement be used?◦ Identify areas of excellence◦ Identify opportunities for improvement◦Used in discussions related to teaching and learning
From the National Survey of Student Engagement (NSSE) website, http://nsse.iub.edu/
National Survey of Student Engagement – NSSE◦Spring 2010
Background
National Survey of Student Engagement – NSSE◦Spring 2010◦ Total
595 institutions 393,630 students
Background
National Survey of Student Engagement – NSSE◦Spring 2010◦ Total
595 institutions 393,630 students
◦At Illinois State – 1,777 students participated (22%) 869 first-year students 908 senior students
Background
Faculty Survey of Student Engagement – FSSE◦Spring 2011
Background
Faculty Survey of Student Engagement – FSSE◦Spring 2011◦ Total
157 institutions 19,854 faculty members
Background
Faculty Survey of Student Engagement – FSSE◦Spring 2011◦ Total
157 institutions 19,854 faculty members
◦At Illinois State – 314 faculty members participated (40%) 63 lower division 226 upper division 14 other 11 missing course level
Background
Background
Year 2006 2007 2008 2009 2010 2011 2012 2013
Survey BCSSE NSSE -- BCSSE NSSE FSSE BCSSE NSSE
Student Cohort 1 B4 FY SRStudent Cohort 2 B4 FY SRStudent Cohort 3 B4 FY
Background
Year 2006 2007 2008 2009 2010 2011 2012 2013
Survey BCSSE NSSE -- BCSSE NSSE FSSE BCSSE NSSE
Student Cohort 1 B4 FY SRStudent Cohort 2 B4 FY SRStudent Cohort 3 B4 FY
Background
Year 2006 2007 2008 2009 2010 2011 2012 2013
Survey BCSSE NSSE -- BCSSE NSSE FSSE BCSSE NSSE
Student Cohort 1 B4 FY SRStudent Cohort 2 B4 FY SRStudent Cohort 3 B4 FY
Background
Year 2006 2007 2008 2009 2010 2011 2012 2013
Survey BCSSE NSSE -- BCSSE NSSE FSSE BCSSE NSSE
Student Cohort 1 B4 FY SRStudent Cohort 2 B4 FY SRStudent Cohort 3 B4 FY
Findings
Importance of student activities
Item Faculty Student DifferenceWork on a paper or project that requires integrating ideas or information from various sources
79% 85% 6%
Tutor or teach other students 24% 18% 6%Discuss ideas from your readings or classes with others outside of class 43% 60% 17%
Examine the strengths and weaknesses of their/your views on a topic or issue
68% 48% 20%
Learn something that changes the way they/you understand an issue or concept
90% 66% 24%
Percentages of ‘Important’ and ‘Very important’
Percentages of ‘Often’ and ‘Very often’
Structured to learn and develop
Item Faculty Student DifferenceAcquiring job or work-related knowledge and skills 77% 73% 4%
Thinking critically and analytically 91% 85% 6%Learning effectively on their/your own 84% 74% 10%Developing a deepened sense of spirituality 8% 22% 14%
Analyzing quantitative problems 37% 72% 35%Using computing and information technology 35% 78% 43%
Percentages of ‘Quite a bit’ and ‘Very much’
Percentages of ‘Quite a bit’ and ‘Very much’
Frequency of course activitiesItem Faculty Student Difference
Work with other students on projects during class 55% 51% 4%
Participate in a community-based project as part of your/a course 18% 14% 4%
Have serious conversations (in your course) with students of a different race or ethnicity than their/your own
24% 46% 22%
Percentages of ‘Often’ and ‘Very often’
Percentages of ‘Often’ and ‘Very often’
Frequency of course activities (cont’d)
Item Faculty Student DifferenceHave class discussions or writing assignments that include diverse perspectives
38% 60% 22%
Receive prompt written or oral feedback from you/faculty on their/your academic performance
89% 66% 23%
Have serious conversations (in your course) with students who are very different from them/you in terms of their/your religious beliefs, political opinions, or personal values
23% 52% 29%
Percentages of ‘Often’ and ‘Very often’
Percentages of ‘Often’ and ‘Very often’
Emphasis of mental activitiesItem Faculty Student Difference
Making judgments about the value of information, arguments, or methods, such as examining how others gathered and interpreted data and assessing the soundness of their conclusions
72% 71% 1%
Applying theories or concepts to practical problems or in new situations
87% 82% 5%
Synthesizing and organizing ideas, information, or experiences into new, more complex interpretations and relationships
79% 85% 6%
Percentages of ‘Quite a bit’ and ‘Very much’
Percentages of ‘Quite a bit’ and ‘Very much’
Emphasis of mental activities (cont’d)
Item Faculty Student DifferenceAnalyzing the basic elements of an idea, experience, or theory, such as examining a particular case or situation in depth and considering its components
87% 80% 7%
Memorizing facts, ideas, or methods from your courses and readings so you can repeat them in pretty much the same form
25% 71% 46%
Percentages of ‘Quite a bit’ and ‘Very much’
Percentages of ‘Quite a bit’ and ‘Very much’
Institutional emphasisItem Faculty Student Difference
Using computers in academic work 91% 90% 1%Helping students/you cope with their/your non-academic responsibilities
30% 33% 3%
Attending campus events and activities 65% 68% 3%
Percentages of ‘Quite a bit’ and ‘Very much’
Percentages of ‘Quite a bit’ and ‘Very much’
Institutional emphasis (cont’d)
Item Faculty Student DifferenceProviding (students) the support they/you need to help them/you succeed academically
82% 78% 4%
Providing (students) the support they/you need to thrive socially 39% 47% 8%
Encouraging contact among students from different economic, social, and racial or ethnic backgrounds
44% 55% 11%
Percentages of ‘Quite a bit’ and ‘Very much’
Percentages of ‘Quite a bit’ and ‘Very much’
Out-of-class experiencesItem Faculty Student Difference
Practicum, internship, field experience, co-op experience, or clinical assignment
86% 87% 1%
Participate in a learning community or some other formal program where groups of students take two or more classes together
41% 37% 4%
Independent study or self-designed major 31% 18% 13%
Culminating senior experience 79% 48% 31%
Percentages of ‘Important’ and ‘Very important’
Percentages of ‘Done’ and ‘Plan to do’
Discussion
Summary◦Of the 32 items examined...
21 (66%) had less than a 15% difference between faculty members’ and students’ perceptions
11 (34%) had more than a 15% difference between faculty members’ and students’ perceptions
Discussion
Summary◦Of the 32 items examined...
21 (66%) had less than a 15% difference between faculty members’ and students’ perceptions
11 (34%) had more than a 15% difference between faculty members’ and students’ perceptions
◦Of the 11 items that had more than a 15% difference… Faculty members agreed more on 4 (36%) items Students agreed more on 7 (64%) items
Discussion
Largest Differences – FacultyItem Difference
Examined the strengths and weaknesses of their/your views on a topic or issue (important v. often) 20%
Received prompt written or oral feedback from faculty on your academic performance (often) 23%
Learned something that changed the way you understand an issue or concept (important v. often) 24%
Culminating senior experience (important v. done/plan to do) 31%
Largest Differences – FacultyItem Difference
Examined the strengths and weaknesses of their/your views on a topic or issue (important v. often) 20%
Received prompt written or oral feedback from faculty on your academic performance (often)
23%
Learned something that changed the way you understand an issue or concept (important v. often) 24%
Culminating senior experience (important v. done/plan to do) 31%
Largest Differences – FacultyItem Difference
Examined the strengths and weaknesses of their/your views on a topic or issue (important v. often) 20%
Received prompt written or oral feedback from faculty on your academic performance (often) 23%
Learned something that changed the way you understand an issue or concept (important v. often) 24%
Culminating senior experience (important v. done/plan to do) 31%
Largest Differences – StudentsItem Difference
Discussed ideas from your readings or classes with others outside of class (important v. often) 17%
Had serious conversations with students of a different race or ethnicity than your own (often) 22%
Included diverse perspectives in class discussions or writing assignments (often) 22%
Had serious conversations with students who are very different from you in terms of their religious beliefs, political opinions, or personal values (often)
29%
Institutional contribution: Analyzing quantitative problems (amount) 35%
Institutional contribution: Using computing and information technology (amount) 43%
Coursework emphasized: Memorizing facts, ideas, or methods from your courses and readings so you can repeat them in pretty much the same form (amount)
46%
Largest Differences – StudentsItem Difference
Discussed ideas from your readings or classes with others outside of class (important v. often) 17%
Had serious conversations with students of a different race or ethnicity than your own (often) 22%
Included diverse perspectives in class discussions or writing assignments (often) 22%
Had serious conversations with students who are very different from you in terms of their religious beliefs, political opinions, or personal values (often)
29%
Institutional contribution: Analyzing quantitative problems (amount) 35%
Institutional contribution: Using computing and information technology (amount) 43%
Coursework emphasized: Memorizing facts, ideas, or methods from your courses and readings so you can repeat them in pretty much the same form (amount)
46%
Largest Differences – StudentsItem Difference
Discussed ideas from your readings or classes with others outside of class (important v. often) 17%
Had serious conversations with students of a different race or ethnicity than your own (often) 22%
Included diverse perspectives in class discussions or writing assignments (often) 22%
Had serious conversations with students who are very different from you in terms of their religious beliefs, political opinions, or personal values (often)
29%
Institutional contribution: Analyzing quantitative problems (amount) 35%
Institutional contribution: Using computing and information technology (amount) 43%
Coursework emphasized: Memorizing facts, ideas, or methods from your courses and readings so you can repeat them in pretty much the same form (amount)
46%
Largest Differences – StudentsItem Difference
Discussed ideas from your readings or classes with others outside of class (important v. often) 17%
Had serious conversations with students of a different race or ethnicity than your own (often) 22%
Included diverse perspectives in class discussions or writing assignments (often) 22%
Had serious conversations with students who are very different from you in terms of their religious beliefs, political opinions, or personal values (often)
29%
Institutional contribution: Analyzing quantitative problems (amount) 35%
Institutional contribution: Using computing and information technology (amount) 43%
Coursework emphasized: Memorizing facts, ideas, or methods from your courses and readings so you can repeat them in pretty much the same form (amount)
46%
Conclusions◦More similarities than differences in perceptions◦Students are engaged both in and out of the classroom◦ Learning is occurring outside of the classroom
Discussion
Conclusions◦More similarities than differences in perceptions◦Students are engaged both in and out of the classroom◦ Learning is occurring outside of the classroom
Implications◦Making expectations for students clear◦Asking how course material is being used◦Showing how course material can be used
Discussion
Limitations◦Different years of administration◦Different populations
Students – first-year and senior Faculty – lower and upper division
◦Different items and scales
Discussion
Limitations◦Different years of administration◦Different populations
Students – first-year and senior Faculty – lower and upper division
◦Different items and scales Future directions◦Use comparisons for programming (e.g., CTLT)◦Continue to examine similarities/differences in
perceptions
Discussion
Questions?
Comments?
Concerns?
Mr. Derek Herrmann, UAS Coordinator◦ [email protected]◦ 309.438.7325
Dr. Ryan Smith, UAS Director◦ [email protected]◦ 309.438.2135
http://assessment.illinoisstate.edu/
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