national survey of student engagement university of minnesota, morris nsse 2002

National Survey of

Student Engagement

University of Minnesota, Morris

NSSE 2002

Program OverviewProgram Overview

Why is Engagement Important, and What is NSSE?

University of Minnesota, Morris Data

Using NSSE DataQuestions and Discussion

What Really Matters in College: 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,Pascarella & Terenzini, How College Affects StudentsHow College Affects Students

Good Educational Practices

Student-faculty contact Active learning Prompt feedback Time on task High expectations Cooperation among

students Respect for diverse talents

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

What is NSSE?(pronounced “nessie”)

• Survey that 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 Pew Charitable Trusts

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

Survey 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 2002 Institutional ReportNSSE 2002 Institutional Report

Institutional student data

Means summary report

Frequency distribution report

1st year vs. seniors

Comparative data for same Carnegie type, consortium, and national

National benchmark data

UMM’s response rate = 40% (Nat’l response rate = 42%)

66% were female; 34% were male 56% were freshmen; 44% were seniors

59% lived on campus; 41% lived off campus

14% were students of color

NSSE 2002 Response RatesNSSE 2002 Response Rates

Benchmark IntroductionBenchmark Introduction

The National Survey of Student Engagement (NSSE) annually assesses the extent to which undergraduate students are involved in educational practices empirically linked to high levels of learning and development.

NSSE created the National Benchmarks of Effective National Benchmarks of Effective Educational PracticeEducational Practice representing clusters of items on the survey (expressed in 100-point scales):– Level of academic challenge– Active and collaborative learning– Student-faculty interactions– Enriching educational experiences– Supportive campus environment

Level of Academic Challenge

Challenging intellectual and creative work is central to student learning and collegiate quality. Colleges and universities promote high levels of student achievement by emphasizing the importance of academic effort and setting high expectations for student performance

Level of Academic Challenge Items:

Preparing for class (studying, reading, writing, rehearsing, etc. related to academic program)

Number of assigned textbooks, books, or book-length packs of course readings

Number of written papers or reports of 20 pages or more; number of written papers or reports of between 5 and 19 pages; and number of written papers or reports of fewer than 5 pages

Coursework emphasizing analysis of the basic elements of an idea, experience or theory

Coursework emphasizing synthesis and organizing of ideas, information, or experiences into new, more complex interpretations and relationships

Coursework emphasizing the making of judgments about the value of information, arguments, or methods

Coursework emphasizing application of theories or concepts to practical problems or in new situations

Working harder than you thought you could to meet an instructor’s standards or expectations

Campus environment emphasizing time studying and on academic work

Minnesota-Morris 53.6 60.4

COPLAC 54.4 58.0

Bac-LA 57.7 61.0

National 53.4 57.0

First-Year Senior

Benchmark Scores

Active and Collaborative Learning

Students learn more when they are intensely involved in their education and asked to think about what they are learning in different settings. Collaborating with others in solving problems or mastering difficult material prepares students for the messy, unscripted problems they will encounter daily during and after college.

Active and Collaborative Learning Items:

Asked questions in class or contributed to class discussions

Made a class presentation

Worked with other students on projects during class

Worked with classmates outside of class to prepare class assignments

Tutored or taught other students

Participated in a community-based project as part of a regular course

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

COPLAC 41.4 50.9

Bac-LA 44.0 51.7

National 41.3 49.9

First-Year Senior

Benchmark Scores

Student-Faculty Interactions

Students learn firsthand how experts think about and solve practical problems by interacting with faculty members inside and outside the classroom. As a result, their teachers become role models , mentors, and guides for continuous, life-long learning.

Student-Faculty Interactions Items:

Discussed grades or assignments with an instructor

Talked about career plans with a faculty member or adviser

Discussed ideas from your readings or classes with faculty members outside of class

Worked with faculty members on activities other than coursework (committees, orientation, student-life activities, etc.)

Received prompt feedback from faculty on your academic performance (written or oral)

Worked or planned to work with a faculty member on a research project outside of course or program requirements

COPLAC 36.6 47.2

Bac-LA 41.1 50.9

National 36.2 43.5

First-Year Senior

Benchmark Scores

Enriching Educational Experiences

Complementary learning opportunities in and out of classroom augment academic programs. Diversity experiences teach students valuable things about themselves and others. Technology facilitates collaboration between peers and instructors. Internships, community service, and senior capstone courses provide opportunities to integrate and apply knowledge.

Enriching Educational Experiences Items:

Participating in co-curricular activities (organizations, publications, student government, sports, etc.)

Practicum, internship, field experience, co-op experience, or clinical assignment

Community service or volunteer work

Foreign language coursework and study abroad

Independent study or self-designed major

Culminating senior experience (comprehensive exam, capstone course, thesis, project, etc.)

Serious conversations with students of different religious beliefs, political opinions, or personal values

Serious conversations with students of a different race or ethnicity

Using electronic technology to discuss or complete an assignment

Campus environment encouraging contact among students from different economic, social, and racial or ethnic backgrounds

COPLAC 59.3 49.6

Bac-LA 64.4 56.2

National 56.3 48.0

First-Year Senior

Benchmark Scores

Supportive Campus Environment

Students perform better and are more satisfied at colleges that are committed to their success as well as the working and social relations among different groups on campus.

Supportive Campus Environment Items:

Campus environment provides the support you need to help you succeed academically

Campus environment helps you cope with your non-academic responsibilities (work, family, etc.)

Campus environment provides the support you need to thrive socially

Quality of relationships with other students

Quality of relationships with faculty members

Quality of relationships with administrative personnel and offices25

COPLAC 61.5 59.4

Bac-LA 64.5 61.8

National 60.7 57.7

First-Year Senior

Benchmark Scores

Percent of students who said they spent more than 20 hours per week studying, writing, rehearsing, etc.

0102030405060708090

First-year Seniors

UMMCOPLACBac-LANational

Academic Challenge:Academic Challenge:Hours Spent Studying

Percent of students who said they spent 15 or fewer hours per week studying, writing, rehearsing, etc.

0102030405060708090

First-year Seniors

Academic Challenge:Academic Challenge:Hours Spent Studying

Percent of students who said, during the current academic year, they have written at least 5 papers or reports of 5-19 pages.

0102030405060708090

First-year Seniors

Academic Challenge:Academic Challenge:Written at least 5 Papers

Percent of students who said coursework emphasizes synthesizing and organizing ideas, information, or experiences.

0102030405060708090

First-year Seniors

Academic Challenge:Academic Challenge:Emphasis on Synthesizing Ideas

Percent of students who said coursework emphasizes making judgments about the value of information, arguments, or methods.

0102030405060708090

First-year Seniors

Academic Challenge:Academic Challenge:Emphasis on Making Judgments

Percent of students who said coursework emphasizes applying theories or concepts to practical problems or in new situations.

0102030405060708090

First-year Seniors

Academic Challenge:Academic Challenge:Emphasis on Applying Theories

Percent of students who said they often worked harder than they thought they could to meet an instructor’s standards.

0102030405060708090

First-year Seniors

Academic Challenge:Academic Challenge:Worked Hard

Percent of students who said the campus emphasizes studying and academic work.

0102030405060708090

First-year Seniors

Academic Challenge:Academic Challenge:Emphasis on Study/Academic Work

Percent of students who said their experience at this institution contributed to writing clearly and effectively.

0102030405060708090

First-year Seniors

Academic Challenge:Academic Challenge:Writing Clearly and Effectively

Percent of students who said their experience at this institution contributed to speaking clearly and effectively.

0102030405060708090

First-year Seniors

Academic Challenge:Academic Challenge:Speaking Clearly and Effectively

Percent of students who said their experience at this institution contributed to thinking critically and analytically.

0102030405060708090

First-year Seniors

Academic Challenge:Academic Challenge:Thinking Critically and Analytically

Percent of students who said they were challenged by their examinations to do their best work.

0102030405060708090

First-year Seniors

Peer Group Comparisons:Peer Group Comparisons:Challenging Examinations

Percent of students who said they have often or very often made a class presentation.

0102030405060708090

First-year Seniors

Active and Collaborative Learning:Active and Collaborative Learning:Class Presentations

Percent of students who have often worked with other students on projects during class.

0102030405060708090

First-year Seniors

Active and Collaborative Learning:Active and Collaborative Learning:Collaborated During Class

Percent of students who have often worked with classmates outside of class to prepare assignments.

0102030405060708090

First-year Seniors

Active and Collaborative Learning:Active and Collaborative Learning:Collaborated to Prepare Assignments

Percent of students who have often tutored or taught other students (paid or voluntary).

0102030405060708090

First-year Seniors

Active and Collaborative Learning:Active and Collaborative Learning:Tutored Other Students

Percent of students who have participated in a community-based project as part of a regular course.

0102030405060708090

First-year Seniors

Active and Collaborative Learning:Active and Collaborative Learning:Community-Based Project in Class

Percent of students who often discussed ideas from their readings or classes with faculty members outside of class.

0102030405060708090

First-year Seniors

Student-Faculty Interactions:Student-Faculty Interactions:Out-of-Class Discussions with Faculty

Percent of students who said they often received prompt feedback from faculty on their academic performance (written or oral).

0102030405060708090

First-year Seniors

Student-Faculty Interactions:Student-Faculty Interactions:Received Prompt Feedback

Percent of students who worked or plan to work on a research project with a faculty member outside of course or program.

0102030405060708090

First-year Seniors

Student-Faculty Interactions:Student-Faculty Interactions:Research with Faculty Member

Percent of students who often worked with faculty members on activities other than coursework (committees, orientation, student life activities, etc.).

0102030405060708090

First-year Seniors

Student-Faculty Interactions:Student-Faculty Interactions:Activities Other than Coursework

Percent of students who said they participated in co-curricular activities (organizations, campus publications, student government, etc.) at least 6 hours per week.

First-Year Seniors

Enriching Educational Experiences:Enriching Educational Experiences:Participating in Co-Curricular Activities

Percent of students who said they planned to or have done a practicum, internship, field experience, co-op experience, or clinical assignment.

First-Year Seniors

Enriching Educational Experiences:Enriching Educational Experiences:Practicum, Internship, Field Experience

Percent of students who said they plan to or have studied abroad.

First-Year Seniors

Enriching Educational Experiences:Enriching Educational Experiences:Study Abroad

Percent of students who said they planned to or have done a culminating senior experience (comprehensive exam, capstone course, thesis, project, etc.

0102030405060708090

First-Year Seniors

Enriching Educational Experiences:Enriching Educational Experiences:Culminating Senior Experience

Percent of students who said they often used an electronic medium (list-serv, chat group, Internet, etc.) to discuss or complete an assignment.

0102030405060708090

First-Year Seniors

Enriching Educational Experiences:Enriching Educational Experiences:Using Electronic Media

Percent of students who said the college encouraged contact between students from different economic, social, and racial or ethnic backgrounds.

0102030405060708090

First-Year Seniors

Enriching Educational Experiences:Enriching Educational Experiences:Contact with Different Ethnic Backgrounds

Percent of students who said the campus environment emphasized providing the support needed to help them succeed academically.

0102030405060708090

First-year Seniors

Supportive Campus Environment:Supportive Campus Environment:Campus Provides Academic Support

Percent of students who said the campus environment emphasized helping them cope with non-academic responsibilities (work, family, etc.).

0102030405060708090

First-year Seniors

Supportive Campus Environment:Supportive Campus Environment:Coping with Non-Academic Responsibilities

Percent of students who said the campus environment emphasized providing the support they need to thrive socially.

0102030405060708090

First-year Seniors

Supportive Campus Environment:Supportive Campus Environment:Providing Support to Thrive Socially

Percent of students who said they had high quality relationships with other students.

0102030405060708090

First-year Seniors

Supportive Campus Environment:Supportive Campus Environment:Quality of Relationships with Students

Percent of students who said they had high quality relationships with faculty members.

0102030405060708090

First-year Seniors

Supportive Campus Environment:Supportive Campus Environment:Quality of Relationships with Faculty

Percent of students who said they had high quality relationships with administration and offices.

0102030405060708090

First-year Seniors

Supportive Campus Environment:Supportive Campus Environment:Quality of Relationships with Administration

Percent of students who evaluated their entire educational experience as excellent.

0102030405060708090

First-year Seniors

Peer Group Comparisons:Peer Group Comparisons:Evaluation of Entire Experience

Percent of students who said acquiring a broad general education is moderately or very important.

Freshmen Seniors

%UMMCOPLAC

COPLAC ConsortiumCOPLAC Consortium

Percent of students who said acquiring job or work related knowledge and skills is moderately or very important.

Freshmen Seniors

%UMMCOPLAC

Percent of students who said writing clearly and effectively is moderately or very important.

Freshmen Seniors

%UMMCOPLAC

Percent of students who said thinking critically and analytically is moderately or very important.

Freshmen Seniors

%UMMCOPLAC

Percent of students who said analyzing quantitative problems is moderately or very important.

Freshmen Seniors

%UMMCOPLAC

Percent of students who said understanding people of other racial and ethnic backgrounds is moderately or very important.

Freshmen Seniors

%UMMCOPLAC

Percent of students who said working effectively with others is moderately or very important.

Freshmen Seniors

%UMMCOPLAC

Percent of students who said that during this academic year they have greatly or very greatly experienced a sense of community at this college.

Freshmen Seniors

%UMMCOPLAC

Percent of students who said that during this academic year they were involved, very or extremely involved in extracurricular student activities.

Freshmen Seniors

%UMMCOPLAC

Percent of on-campus students who said that they stayed on campus for 12-15 weekends during the semester.

Freshmen Seniors

%UMMCOPLAC

Percent of on-campus students who said that they stayed on campus for 8 or fewer weekends during the semester.

Freshmen Seniors

%UMMCOPLAC

Percent of students who said that they own a computer.

Freshmen Seniors

%UMMCOPLAC

Percent of students who said that they plan to transfer prior to completing their undergraduate education.

Freshmen Seniors

%UMMCOPLAC

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

Areas AboveAbove the Norm-Freshmen

Talked about career plans with a faculty member or adviser College experience has contributed to voting in local, state, or

national elections Understanding people of other racial and ethnic backgrounds To what extent does the campus encourage contact among students

from different economic, social, and racial or ethnic backgrounds

UMM freshmen scored significantly above the COPLAC Consortium on the following items:

These were the only items in which UMM freshmen scored significantly above the COPLAC norm.

Areas AboveAbove the Norm-Seniors

Tutored or taught other students Worked with a faculty member on activities other than coursework

(committees, etc.) Study abroad Understanding people of other ethnic and racial backgrounds Solving complex, real-world problems To what extent does the campus encourage contact among students

from different economic, social, and racial or ethnic backgrounds Attending campus events and activities

UMM seniors scored significantly above the

COPLAC Consortium on the following items:

These were the only items in which UMM seniors scored significantly above the COPLAC norm.

Areas BelowBelow the Norm-Freshmen

Made a class presentation Used an electronic medium to discuss or complete an

assignment

UMM freshmen scored significantly below the COPLAC Consortium on the following items:

These were the only items in which UMM freshmen scored significantly below the COPLAC norm.

Areas BelowBelow the Norm-Seniors

Worked for pay off campus

UMM seniors scored significantly below the COPLAC Consortium on the following items:

This was the only item on which UMM seniors scored significantly below the COPLAC norm.

Areas AboveAbove the Norm-Freshmen

College experience has contributed to voting in local, state, or national elections

To what extent does the campus encourage contact among students from different economic, social, and racial or ethnic backgrounds

UMM freshmen scored significantly above the Carnegie Classification “BA-Liberal Arts” on the following items:

These were the only items in which UMM freshmen scored significantly above the BA-Liberal Arts norm.

Areas AboveAbove the Norm-Seniors

College experience has contributed to voting in local, state, or national elections

To what extent does the campus encourage contact among students from different economic, social, and racial or ethnic backgrounds

UMM seniors scored significantly above the Carnegie Classification “BA-Liberal Arts” on the following items:

These were the only items in which UMM seniors scored significantly above the BA-Liberal Arts norm.

Areas Below Below the Norm-Freshmen

Contributed to class discussion Made a class presentation Worked on a paper or project that

required integrating ideas or information from various sources

Used an electronic medium to discuss or complete an assignment

Discussed grades or an assignment with an instructor

Received prompt feedback from faculty on your academic performance

Had serious conversations with a student of a different race or ethnicity

To what extent has your coursework emphasized--analyzing basic elements of an idea or theory in depth

Synthesizing and organizing ideas into more complex interpretations or relationships

Written a number of papers between 5 and 19 pages

To what extent has your college experience contributed to--writing clearly and effectively

UMM freshmen scored significantly below the Carnegie Classification “BA-Liberal Arts” on the following items:

These were the only items in which UMM seniors scored significantly below the BA-Liberal Arts norm.

Areas Below Below the Norm-Seniors

Written a number of papers or reports of between 5 and 19 pages and of 20 pages or more

To what extent has your college experience contributed to--writing clearly and effectively

UMM seniors scored significantly below the Carnegie Classification “BA-Liberal Arts” on the following items:

These were the only items on which UMM seniors scored significantly below the BA-Liberal Arts norm.

Institutional Institutional ImprovementImprovement

11stst Year Year & Senior & Senior

ExperienceExperience

GeneralGeneralAssessmentAssessment

StudentStudentAffairsAffairs

LearningLearningCommunitiesCommunities

Faculty Faculty DevelopmtDevelopmt

InstitutionalInstitutionalResearchResearch

EnrollmentEnrollment ManagemtManagemt

PeerPeerComparisonComparison

AcademicAcademicAdvisingAdvising

AcademicAcademicAffairsAffairs

Campus Uses (Internal)Campus Uses (Internal)

Gauge status of campus priorities

Assess student growth (first to 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

PublicPublicAccountabilityAccountability

ProspectiveProspectiveStudentsStudents

Accred.Accred.BodiesBodies

PerformancePerformanceIndicatorsIndicators

AlumniAlumni

FundFundRaisingRaising

Focus onFocus on““RightRight

Things”Things”

ParentsParentsMediaMedia

GoverningGoverningBoardsBoards

StateStatePolicyPolicyMakersMakers

Campus Uses (External)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)

Questions and Discussion

national survey of student engagement university of minnesota, morris nsse 2002

student learning

undergraduate learning

discussion slide

students of color nsse

nsse data questions

high levels of learning

undergraduate students

morris nsse

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