Understanding SRU Student Engagement Patterns of Evidence

Understanding SRU Student EngagementUnderstanding SRU Student EngagementPatterns of EvidencePatterns of Evidence

National Survey of Student Engagement National Survey of Student Engagement

(NSSE)(NSSE)

2006 NSSE 2006 NSSE

OverviewOverview

What is student engagement?What do we already know about student engagement?Why is student engagement important?What is the NSSE?

National Survey of Student EngagementWhat are some highlights from SRU’s NSSE results?How can we use the NSSE results to improve our institutional efforts to improve student learning and engagement?

What is Student Engagement?What is Student Engagement?

Represents several important aspects of collegiate quality:

Academic EngagementAcademic Engagement

• The amount of time and effort students put into their studies and other meaningful academic activities

• How the institution deploys resources and organizes its curriculum and other learning opportunities

Social and Personal EngagementSocial and Personal Engagement

• The amount of time and effort students involve themselves in social activities (clubs, organizations, honoraries, athletics, recreation, fraternities/sororities, community service, etc.)

Correlates with student learning and retention

What What ReallyReally Matters in College: Student Engagement Matters in College: Student Engagement

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

Pascarella & Terenzini. (2005). Pascarella & Terenzini. (2005). How college affects students: A third How college affects students: A third decade of researchdecade of research. San Francisco: Jossey-Bass Publishers, 2005. San Francisco: Jossey-Bass Publishers, 2005

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

The survey assesses the extent to which first-year and senior students engage in educational practices associated with high levels of learning and development

Supported by grants from Lumina Foundation for Education and the Center of Inquiry in the Liberal Arts at Wabash College

Co-sponsored by The Carnegie Foundation for the Advancement of Teaching and the Pew Forum on Undergraduate Learning

Why a National Survey?Why a National Survey?

Refocuses conversations about undergraduate quality to what matters most

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

Enhances institutional improvement efforts

Fosters comparative & consortium activity

Informs accountability

Provides systematic national data on “good educational practices”

Effective Educational PracticesEffective Educational Practices

Student-faculty contactActive learningPrompt feedbackTime on taskHigh expectationsCooperation among studentsRespect for diverse talents and ways of learning

“Seven principles of good practice in undergraduate education” (Chickering and Gamson, 1987)

Chickering and Gamson. (1987).Chickering and Gamson. (1987). Seven principles of good practice in Seven principles of good practice in undergraduate education.undergraduate education.

NSSE Project ScopeNSSE Project Scope

More than 1,100 different colleges/universities

50 states, Puerto Rico, & Canada

Data from more than 1,225,000 students

Institutions include Historically Black College and Universities, Hispanic Serving Institutions, Tribal Colleges, and all female and all male colleges

Year Colleges/Universities

2000 276

2001 321

2002 366

2003 437

2004 473

2005 529

2006 557

Use and Validity of Self-ReportsUse and Validity of Self-Reports

Requested information is known to respondentsQuestions phrased clearly & unambiguouslyRespondents take questions seriously and thoughtfullyAnswering does not threaten, embarrass, or violate privacy or compel a socially desirable response

National assessment experts designed the NSSE survey, The College Student Report,

to meet all these conditions

What Does What Does The College Student ReportThe College Student Report Cover? Cover?

Student Behaviors in CollegeStudent Behaviors in College

Institutional Actions And Requirements

Institutional Actions And Requirements

Student Reactions to CollegeStudent Reactions to College

Student BackgroundInformation

Student BackgroundInformation

Student Learning & Development

Survey AdministrationSurvey Administration

Administered to random sample of first-year & senior students

Paper & Web-based survey

Flexible to accommodate consortium questions

Multiple follow-ups to increase response rates

NSSE 2006 Institutions by the 2005 Carnegie Classification

4%

8%

5%

26%

16%

8%

22% 22%

12%

6%

17%

9%

7%5%

22%

13%

0%

5%

10%

15%

20%

25%

30%

Doc RU-VH

Doc RU-H

Doc RU Master’s-L

Master’s-M

Master’s-S

Bac-AS Bac-Diverse

Carnegie Classification

NSSESchools

All 4-yearSchools

How Well Does SRU Engage Students? Looking for Patterns of Evidence… A sampling of results from the National Survey of Student Engagement (2005) which show that our students are engaged in their

undergraduate experience as compared to selected peer and Carnegie peer institutions. The descriptive listing of indicators provided below signify mean responses that were equal to or greater than our peer institutions and our Carnegie classification institutions.

Academic and Intellectual Experiences

Asked questions in class or contributed to class discussions (FR & SR)Made a class presentation (FR & SR)Worked on a paper or project that required integrating ideas or information from various sources (SR)Included diverse perspectives (different races, religions, genders, political beliefs, etc.) in class discussions or writing assignments (FR & SR)Worked with other students on projects during class (FR & SR)"Worked with classmates outside of class to prepare class assignments“ (FR & SR)Put together ideas or concepts from different courses when completing assignments or during class discussions (FR & SR)"Tutored or taught other students (paid or voluntary)“ (SR)Participated in a community-based project (e.g. service learning) as part of a regular course (FR & SR)Used an electronic medium (listserv, chat group, Internet, instant messaging, etc.) to discuss or complete an assignment (FR & SR)Used e-mail to communicate with an instructor (FR & SR)Discussed grades or assignments with an instructor (SR)"Talked about career plans with a faculty member or advisor“ (FR & SR)"Discussed ideas from your readings or classes with faculty members outside of class“ (FR & SR)Received prompt written or oral feedback from faculty on your academic performance (FR & SR)Worked harder than you thought you could to meet an instructor's standards or expectations (FR & SR)Worked with faculty members on activities other than coursework (committees, orientation, student life activities, etc.) (FR & SR)Had serious conversations with students who are very different from you in terms of their religious beliefs, political opinions, or personal values (FR & SR)

National Survey of Student Engagement, SRU, 2006

How Well Does SRU Engage Students? Looking for Patterns of Evidence… A sampling of results from the National Survey of Student Engagement (2005) which show that our students are engaged in their


Mental Activities

Memorizing facts, ideas, or methods from your courses and readings so you can repeat them in pretty much the same form (FR & SR)Analyzing the basic elements of an idea, experience, or theory, such as examining a particular case or situation in depth and considering its components (SR)Synthesizing and organizing ideas, information, or experiences into new, more complex interpretations and relationships (FR & SR) 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 (SR)Applying theories or concepts to practical problems or in new situations (SR)

Reading and Writing"Number of assigned textbooks, books, or book-length packs of course readings" (FR)Number of books read on your own (not assigned) for personal enjoyment or academic enrichment (SR)Number of written papers or reports of 20 pages or more (FR)Number of written papers or reports between 5 and 19 pages (FR & SR)Number of written papers or reports of fewer than 5 pages (FR & SR)

Problem SetsNumber of problem sets that take you less than an hour to complete (FR & SR)

ExaminationsTo what extent have your examinations during the current school year challenged you to do your best work? (FR)

Additional Collegiate ExperiencesAttended an art exhibit, gallery, play, dance, or other theatre performance (FR)Exercised or participated in physical fitness activities (FR & SR)Learned something that changed the way you understand an issue or concept (SR)


Looking for Patterns of Evidence…A sampling of results from the National Survey of Student Engagement (2005) which show that our students are engaged in their


Enriching Educational ExperiencesPracticum, internship, field experience, co-op experience, or clinical assignment (FR & SR)Community service or volunteer work (FR & SR)Participate in a learning community or some other formal program where groups of students take two or more classes together (FR & SR)Work on a research project with a faculty member outside of course or program requirements (SR)Study abroad (FR)Independent or self-designed major (FR)Culminating senior experience (capstone course, senior project or thesis, comprehensive exam, etc.) (FR)

Quality of RelationshipsRelationships with other students (FR & SR)Relationships with faculty members (SR)Relationships with administrative personnel and offices (SR)

Time UsagePreparing for class (studying, reading, writing, doing homework or lab work, analyzing data, rehearsing, and other academic activities) (FR & SR)Working for pay on campus (FR & SR)Participating in co-curricular activities (organizations, campus publications, student government, fraternity or sorority, intercollegiate or intramural sports, etc.) (FR & SR)"Relaxing and socializing (watching TV, partying, etc.)“ (FR)Commuting to class (driving, walking, etc.) (SR)


Looking for Patterns of Evidence….

Educational and Personal GrowthAcquiring a broad general education (FR)"Acquiring job or work-related knowledge and skills“ (FR & SR)Writing clearly and effectively (FR & SR)Speaking clearly and effectively (FR & SR)Thinking critically and analytically (SR)Analyzing quantitative problems (FR)Using computing and information technology (SR)Working effectively with others (FR & SR)Voting in local, state, or national elections (FR & SR)Learning effectively on your own (FR & SR)Understanding yourself (SR)Understanding people of other racial and ethnic backgrounds (FR & SR)Solving complex real-world problems (FR & SR)Developing a personal code of values and ethics (SR)Contributing to the welfare of your community (FR & SR)Developing a deepened sense of spirituality (SR)

Institutional EnvironmentSpending significant amounts of time studying and on academic work (SR)Providing the support you need to help you succeed academically (SR)Encouraging contact among students from different economic, social, and racial or ethnic backgrounds (FR & SR)Helping you cope with your non-academic responsibilities (work, family, etc.) (FR & SR)Providing the support you need to thrive socially (FR & SR)"Attending campus events and activities (special speakers, cultural performances, athletic events, etc.)“(FR & SR) Using computers in academic work (FR & SR)

Academic AdvisingQuality of academic advising you have received at your institution (SR)

SatisfactionEvaluation of entire educational experience at this institution (FR)


A sampling of results from the National Survey of Student Engagement (2005) show that our students are engaged in their undergraduate experience as compared to selected peer and Carnegie peer institutions. The descriptive listing of indicators provided below signify mean responses that were equal to or greater than our peer institutions.

Looking for Patterns of Evidence…Areas of Improvement or Focus ???

A sampling of results from the National Survey of Student Engagement (2005) show that our students are engaged in their undergraduate experience as compared to selected peer and Carnegie peer institutions. The descriptive listing of indicators provided below signify mean responses for FR & SR that were less than our peer institutions.

Academic and Intellectual Experiences

Prepared two or more drafts of a paper or assignment before turning it in (FR & SR)

Discussed ideas from your readings or classes with others outside of class (students, family members, co-workers, etc.) (FR & SR)

Had serious conversations with students of a different race or ethnicity than your own (FR & SR)

Problem Sets

Number of problem sets that take you more than an hour to complete (FR & SR)

Additional Collegiate Experiences (NEWER QUESTIONS)

Participated in activities to enhance your spirituality (worship, meditation, prayer, etc.) (FR & SR)

Examined the strengths and weaknesses of your own views on a topic or issue (FR & SR)

Tried to better understand someone else's views by imagining how an issue looks from his or her perspective (FR & SR)

Enriching Educational Experiences

Foreign language coursework (FR & SR)

Time Usage

Working for pay off campus (FR & SR)

Providing care for dependents living with you (parents, children, spouse, etc.) (FR & SR)

Satisfaction

If you could start over again, would you go to the same institution you are now attending? (FR & SR)


NSSE - Benchmark ComparisonsThe Benchmark Comparisons report compares the performance of SRU with our selected peers or consortium, selected Carnegie Peers, and all 2006 institutions.

To focus discussions on the importance of student engagement and guide institutional improvement efforts, NSSE created five clusters or “benchmarks” of effective educational practice:

Level of Academic challengeLevel of Academic challenge – including the number and length of written reports, hours spent studying and preparing for class, reading requirements, and the need to synthesize and organize ideas (SRU FR and SR Means were higher than Selected Peers and Carnegie Peers).

Active and collaborative learningActive and collaborative learning – including working with other students inside and outside class, participating in class discussions, making presentations, tutoring, and community-based projects. (SRU FR and SR Means were higher than Selected Peers and Carnegie Peers).

Student-faculty interactionStudent-faculty interaction – including faculty feedback, working with faculty on research projects and other activities, and discussing assignments and career plans with faculty. (SRU FR and SR Means were higher than Selected Peers and Carnegie Peers).

Enriching educational experiencesEnriching educational experiences – including interaction with students of diverse economic, social, and racial backgrounds, community service and volunteer work, learning communities, internships, practicum, field work, independent study, and culminating senior experiences. (SRU FR and SR Means were equal to or higher than Selected Peers and Carnegie Peers).

Supportive campus environmentSupportive campus environment – including how campuses help students cope with non-academic responsibilities like work and family, the quality of relationships with faculty, administration, and other students, and the presence of social supports. (SRU FR and SR Means were higher than Selected Peers and Carnegie Peers).

What Have We Learned About College Student Engagement from the NSSE?

How often do our students make class presentations?

First-Year Seniors

SRU 2004 – 2.24 SRU 2005 – 2.33 SRU 2006 – 2.32 Peers - 2.24

Masters – 2.28 NSSE 2006 – 2.23

SRU 2004 – 3.09 SRU 2005 – 3.11 SRU 2006 – 2.99 Peers - 2.83 Masters – 2.87

NSSE 2006 – 2.79

1-never, 2-sometimes, 3- often, & 4- very often1-never, 2-sometimes, 3- often, & 4- very often

Sample

What Have We Learned About College Student Engagement from the NSSE?

Worked with other students on projects during class?

First-Year SeniorsSRU 2004 – 2.53

SRU 2005 – 2.58 SRU 2006 – 2.54 Peers - 2.43 Masters – 2.41

NSSE 2006 – 2.40


NSSE 2006 – 2.51


Sample

What Have We Learned About College Student Engagement from What Have We Learned About College Student Engagement from the NSSE?the NSSE?

How often have our students worked with faculty members on activities other than coursework (committees, orientation, student life activities, etc.) as compared with other institutions nationally?

SeniorsSRU – 1.71 *

Masters – 1.53 NSSE 2003 – 1.56

SRU – 2.36 * Master’s – 1.79 NSSE 2003 – 1.85


Sample


SRU 2005 – 1.67 SRU 2006 1.76 Peers - 1.49 Masters – 1.53

NSSE 2006 – 1.55

SRU 2004 – 2.10 SRU 2005 – 2.06

SRU 2006 – 1.98 Peers - 1.73 Masters – 1.76

NSSE 2006 – 1.81


How often have our students discussed grades or assignments with an instructor?


Masters – 1.53 NSSE 2003 – 1.56

SRU – 2.36 * Master’s – 1.79 NSSE 2003 – 1.85


Sample



NSSE 2006 – 2.62


NSSE 2006 – 2.87


How often have our students received prompt feedback from faculty on your academic performance (written or oral)?


Masters – 1.53 NSSE 2003 – 1.56

SRU – 2.36 * Master’s – 1.79 NSSE 2003 – 1.85


Sample



NSSE 2006 – 2.58

SRU 2004 – 2.89 SRU 2005 – 3.06


NSSE 2006 – 2.76


How often have our students participated in community service or volunteer work?


Masters – 1.53 NSSE 2003 – 1.56

SRU – 2.36 * Master’s – 1.79 NSSE 2003 – 1.85


Sample

First-Year SeniorsSRU 2004 – .38

SRU 2005 – .42 SRU 2006 - .36 Peers - .33 Masters – .35

NSSE 2006 – .37

SRU 2004 – .56 SRU 2005 – .63

SRU 2006 - .72 Peers - .52 Masters – .54

NSSE 2006 – .59


How often have our students participated in a learning community or some other formal program where groups of students take two or more classes together?


Masters – 1.53 NSSE 2003 – 1.56

SRU – 2.36 * Master’s – 1.79 NSSE 2003 – 1.85


Sample

First-Year SeniorsSRU 2004 – .38

SRU 2005 – .46 SRU 2006 - .36

Peers - .15 Masters – .15

NSSE 2005 – .15

SRU 2004 – .35 SRU 2005 – .42 SRU 2006 .40

Peers - .23 Masters – .24

NSSE 2005 – .25


How often have you talked about career plans with a faculty member or advisor?


Masters – 1.53 NSSE 2003 – 1.56

SRU – 2.36 * Master’s – 1.79 NSSE 2003 – 1.85


Sample

First-Year First-YearSRU 2004 – 2.13

SRU 2005 – 2.20 SRU 2006 – 2.17 Peers - 2.08

Masters – 2.09 NSSE 2006 – 2.10

SRU 2004 – 1.79 SRU 2005 – 1.84


NSSE 2006 – 1.40

How often have our students discussed ideas or readings or classes with faculty members outside of class?

Using NSSE DataUsing NSSE Data

Discover current levels of engagement (institution, major field, year in school)

Determine if current levels are satisfactory (criterion reference, normative or peer comparison)

Target areas for improvement

Modify programs and policies accordingly

Teach students what is required to “succeed”

Monitor student & institutional performance

Areas of Effective

EducationalPractice

Areas for Institutional Improvement

Internal Campus UsesInternal Campus Uses

Gauge status of campus priorities

Examine changes in student engagement between first and senior years

Assess campus progressover time

Encourage dialogue aboutgood practice

Link with other data to test hypotheses, evaluateprograms

Improve curricula, instruction, services

InstitutionalImprovement

LearningCommunities 1ST Year

and Senior

ExperienceAcademic

Affairs

Middle-StatesAssessment

FacultyDevelopment

AcademicAdvising

PeerComparison

StudentAffair

InstitutionalResearch

EnrollmentManagement

Campus Uses (Internal)

Gauge status of campus priorities

Examine changes in student engagement between first and senior years

Assess campus progress over time

Encourage dialogue about good practice

Link with other data to test hypotheses, evaluate programs

Improve curricula, instruction, services

Campus Uses (External)

Assess status vis-à-vis peers, competitors

Identify, develop, market distinctive competences

Encourage collaboration in consortia (e.g., state-wide NSSE conference)

Provide evidence of accountability for good processes (while awaiting improvement in outcomes)

External Campus UsesExternal Campus UsesAssess status vis-à-vis peers, competitors

Identify, develop, market distinctive competencies

Encourage collaboration in consortia (e.g., state-wide NSSE conference)

Provide evidence of accountability for good processes (while awaiting improvement in outcomes)

PublicAccountability

FundRaising

PASSHE

ProspectiveStudents

Alumni

StatePolicy

MakersPerformanceIndicators

Focus on Right Things

AccreditingBodies

Media

Parents

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

NSSE Website

www.nsse.iub.edu

.

Considerations for Reporting on the NSSE ResultsConsiderations for Reporting on the NSSE ResultsSend reports to the Provost, Cabinet, & Deans’ CouncilSend reports to different faculty groups (assessment, liberal studies program, curriculum committee, TLTR, etc.)Use with student life groups (activities, organizations, honoraries, intercultural communications, residence life, etc.)Send to faculty working with first year students (orientation, FYRST Seminar, Learning Communities, FR courses, etc.)Faculty working with senior students (capstone experiences, internships, etc.)Enrollment Services Groups, including Recruitment and Retention planning (student satisfaction)

Ideas for Using/Presenting NSSEIdeas for Using/Presenting NSSE

Institutional Strategic Planning – Connect to strategic objectives, promote strengths, target areas for improvementBenchmarking and National ComparisonsUse in accreditation self-studyDevelopment OfficeLocal news piece on how we lookSpecial institutional campaign on student engagementProgram ReviewsAlumni reports (magazine, reunion)

NSSE Institute for Effective Educational PracticeNSSE Institute for Effective Educational Practice

Documents and disseminates policies and practices that more fully engage students in productive learning activities

Determines strategies for guiding schools in using engagement data to develop success-oriented institutional cultures

Questions and Discussion

Understanding SRU Student Engagement Patterns of Evidence

Documents

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