Transcript
Page 1: NSSE:RetrospectiveandProspective George Kuh SCSU NSSE Users Conference October 19, 2006

NSSE:NSSE:Retrospective Retrospective

and and ProspectiveProspective

George KuhGeorge KuhSCSU NSSE Users ConferenceSCSU NSSE Users Conference

October 19, 2006October 19, 2006

Page 2: NSSE:RetrospectiveandProspective George Kuh SCSU NSSE Users Conference October 19, 2006

OverviewOverview

1.1. Why student engagement Why student engagement mattersmatters

2.2. What we’ve learnedWhat we’ve learned

3.3. Using NSSE dataUsing NSSE data

4.4. Current activitiesCurrent activities

Page 3: NSSE:RetrospectiveandProspective George Kuh SCSU NSSE Users Conference October 19, 2006

We value what we measureWe value what we measure

Wise decisions are Wise decisions are needed about needed about whatwhat to to measure in the context measure in the context of campus mission, of campus mission, values, and desired values, and desired outcomes. outcomes.

Page 4: NSSE:RetrospectiveandProspective George Kuh SCSU NSSE Users Conference October 19, 2006

What Really Matters in College: Student Engagement

Because individual effort and involvement are the critical determinants of impact, institutions should focus on the ways they can shape their academic, interpersonal, and extracurricular offerings to encourage student engagement.

Pascarella & Terenzini, Pascarella & Terenzini, How College How College Affects StudentsAffects Students, 2005, p. 602, 2005, p. 602

Page 5: NSSE:RetrospectiveandProspective George Kuh SCSU NSSE Users Conference October 19, 2006

Foundations of Student EngagementFoundations of Student Engagement

Time on task Time on task (Tyler, 1930s)(Tyler, 1930s)

Quality of effort Quality of effort (Pace, 1960-70s)(Pace, 1960-70s)

Student involvement Student involvement (Astin, 1984)(Astin, 1984)

Social, academic integration Social, academic integration (Tinto,1987, 1993)(Tinto,1987, 1993)

Good practices in Good practices in undergraduate education undergraduate education (Chickering & Gamson, 1987)(Chickering & Gamson, 1987)

College impact College impact (Pascarella, 1985)(Pascarella, 1985)

Student engagement Student engagement (Kuh, 1991, (Kuh, 1991, 2005)2005)

Page 6: NSSE:RetrospectiveandProspective George Kuh SCSU NSSE Users Conference October 19, 2006

Good Practices in Good Practices in Undergraduate EducationUndergraduate Education

(Chickering & Gamson, 1987; Pascarella & Terenzini, 2005(Chickering & Gamson, 1987; Pascarella & Terenzini, 2005))

Student-faculty contactStudent-faculty contact Active learningActive learning Prompt feedbackPrompt feedback Time on taskTime on task High expectationsHigh expectations Experiences with diversityExperiences with diversity Cooperation among studentsCooperation among students

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The Student Engagement TrinityThe Student Engagement Trinity

What students What students dodo -- time and energy -- time and energy devoted to educationally purposeful devoted to educationally purposeful activitiesactivities

What institutions What institutions dodo -- using -- using effective educational practices to effective educational practices to induce students to do the right induce students to do the right thingsthings

Educationally effective institutions Educationally effective institutions channel student energy toward the channel student energy toward the right activitiesright activities

Page 8: NSSE:RetrospectiveandProspective George Kuh SCSU NSSE Users Conference October 19, 2006

National Survey of National Survey of Student EngagementStudent Engagement(pronounced “nessie”)

Community College Community College Survey of Student Survey of Student EngagementEngagement(pronounced “cessie”)

College student surveys that assess the extent to which students engage in educational practices associated with high levels of learning and development

Page 9: NSSE:RetrospectiveandProspective George Kuh SCSU NSSE Users Conference October 19, 2006

NSSE’s Survey InstrumentThe College Student ReportThe College Student Report

Student Behaviors

Institutional Actions & Requirements

Reactions to College

Student BackgroundInformation

Student Learning &

Development

Page 10: NSSE:RetrospectiveandProspective George Kuh SCSU NSSE Users Conference October 19, 2006

Effective Educational PracticesEffective Educational Practices

Level of Level of Academic Academic ChallengeChallenge

Active & Active & Collaborative Collaborative

LearningLearning

EnrichingEnrichingEducational Educational ExperiencesExperiences

SupportiveSupportiveCampusCampus

EnvironmentEnvironment

StudentStudentFaculty Faculty

InteractionInteraction

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Documenting Documenting Good PracticeGood Practice

Institutional Institutional ImprovementImprovement

Public Public AdvocacyAdvocacy

NSSE Core PurposesNSSE Core Purposes

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NSSE EvolutionNSSE Evolution

YearColleges & Universities

2000 276

2001 321

2002 366

2003 437

2004 473

2005 530

2006 557

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NSSE 2006 Participating Colleges NSSE 2006 Participating Colleges and Universitiesand Universities

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NSSE Project ScopeNSSE Project Scope

1,000,000+ students from 1,000+ 1,000,000+ students from 1,000+ different schools different schools

80% of 4-yr U.S. undergraduate 80% of 4-yr U.S. undergraduate FTE FTE

50 states, Puerto Rico, Canada50 states, Puerto Rico, Canada

70+ consortia70+ consortia

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State & University ConsortiaState & University Consortia

California State U California State U U of New Hampshire U of New Hampshire CUNY CUNY New JerseyNew JerseyConnecticutConnecticut U of North CarolinaU of North CarolinaGeorgiaGeorgia North Dakota North Dakota U of HawaiiU of Hawaii Ontario (CA)Ontario (CA)Indiana UIndiana U South DakotaSouth DakotaKentuckyKentucky TennesseeTennesseeMarylandMaryland Texas A&M Texas A&M U of MassachusettsU of Massachusetts U of TexasU of TexasU of MissouriU of Missouri U of WisconsinU of Wisconsin

West VirginiaWest Virginia

Page 16: NSSE:RetrospectiveandProspective George Kuh SCSU NSSE Users Conference October 19, 2006

Customized Institutional ReportCustomized Institutional Report

OverviewOverviewInstitutional dataInstitutional dataMeans and frequenciesMeans and frequencies1st year students and 1st year students and

seniorsseniorsComparisons by peers, Comparisons by peers,

Carnegie, nationalCarnegie, nationalNational benchmarks National benchmarks Data use tipsData use tipsCD with raw data, etc.CD with raw data, etc.And more!And more!

Page 17: NSSE:RetrospectiveandProspective George Kuh SCSU NSSE Users Conference October 19, 2006

What have weWhat have welearned so far?learned so far?

Page 18: NSSE:RetrospectiveandProspective George Kuh SCSU NSSE Users Conference October 19, 2006

Student Success QuizStudent Success Quiz

What percent of first-year high What percent of first-year high school students complete school students complete college six years after high college six years after high school graduation? school graduation?

(a) 18% (b) 27% (c) 40% (d) 68% (a) 18% (b) 27% (c) 40% (d) 68% (e) none of the above(e) none of the above

a. 1818%% (“participation rate”)

or e. – none of the abovenone of the above

Page 19: NSSE:RetrospectiveandProspective George Kuh SCSU NSSE Users Conference October 19, 2006

Student Success QuizStudent Success Quiz

What percent of high school What percent of high school seniors have college-level seniors have college-level reading skills?reading skills?

(a) 51% (b) 59% (c) 68% (d) 77% (a) 51% (b) 59% (c) 68% (d) 77% (e) none of the above(e) none of the above

a. 5151%% (ACTACT, 2006)

Page 20: NSSE:RetrospectiveandProspective George Kuh SCSU NSSE Users Conference October 19, 2006

Student Success QuizStudent Success Quiz

True or false:True or false:

About $300 million is spent About $300 million is spent annually on postsecondary annually on postsecondary remediation coursework.remediation coursework.

FalseFalse. $1-2 . $1-2 billionbillion

Page 21: NSSE:RetrospectiveandProspective George Kuh SCSU NSSE Users Conference October 19, 2006

Student Success QuizStudent Success Quiz

True or false:True or false:

25% of first-year first-time frosh 25% of first-year first-time frosh at two-year colleges are at two-year colleges are required to take one or more required to take one or more remedial courses in college.remedial courses in college.

False.False. 60% 60%

Page 22: NSSE:RetrospectiveandProspective George Kuh SCSU NSSE Users Conference October 19, 2006

Student Success QuizStudent Success Quiz

What percent of students who What percent of students who take at least one remedial course take at least one remedial course in in readingreading do not earn a do not earn a certificate or degree within 8 certificate or degree within 8 years of first enrollment? years of first enrollment?

(a) 18% (b) 33% (c) 43% (a) 18% (b) 33% (c) 43% (d) 61% (e) 70%(d) 61% (e) 70%

e. e. 7070%%

Page 23: NSSE:RetrospectiveandProspective George Kuh SCSU NSSE Users Conference October 19, 2006

Grades, persistence, Grades, persistence, student satisfaction, and student satisfaction, and engagement go hand in engagement go hand in handhand

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First-year students*

Seniors*

Academic Challenge .60 .46

Active & Collaborative Learning .23 .09

Student Faculty Interaction .28 .37

Enriching Educational Experiences

.53 .48

Supportive Campus Environment

.38 .26

NSSE & Graduation RatesNSSE & Graduation Rates

*All correlations are significant at p<.01*All correlations are significant at p<.01

Page 25: NSSE:RetrospectiveandProspective George Kuh SCSU NSSE Users Conference October 19, 2006

Behold the Behold the compensatorycompensatory effects of engagementeffects of engagement

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Does institutional size matter to Does institutional size matter to engagement?engagement?

Yes, Yes, size matters.size matters.

Smaller Smaller isis generally generally betterbetter..

Page 31: NSSE:RetrospectiveandProspective George Kuh SCSU NSSE Users Conference October 19, 2006

Benchmark Scores for All Students by Benchmark Scores for All Students by Undergraduate EnrollmentUndergraduate Enrollment

Benchmark Scores for All Students by Undergraduate Enrollment Intervals

25

35

45

55

65

0 -1000

1001 -1500

1501 -2000

2001 -2500

2501 -3000

3001 -4000

4001 -5000

5001 -7500

7501 -10000

10001 -15000

15001 -20000

20001 -25000

25001 -highest

Enrollment Intervals

Level ofAcademicChallenge

Active andCollaborativeLearning

StudentInteractionswith FacultyMembersEnrichingEducationalExperiences

SupportiveCampusEnvironment

Page 32: NSSE:RetrospectiveandProspective George Kuh SCSU NSSE Users Conference October 19, 2006

Academic Challenge, Active Learning, & Academic Challenge, Active Learning, & Student-Faculty Interaction by EnrollmentStudent-Faculty Interaction by Enrollment

20

30

40

50

60

186 1238 1921 3060 6337 11343 29426Enrollment

Level of Academic Challenge

Active and Collaborative Learning

Student Interactions with Faculty Members

Page 33: NSSE:RetrospectiveandProspective George Kuh SCSU NSSE Users Conference October 19, 2006

Student engagement varies Student engagement varies more more withinwithin than between than between institutions.institutions.

Page 34: NSSE:RetrospectiveandProspective George Kuh SCSU NSSE Users Conference October 19, 2006

Supportive Campus Environment:Supportive Campus Environment: Seniors at Master's InstitutionsSeniors at Master's Institutions

0

20

40

60

80

100

1 2 3 4 5 6 7 8 9 10 11 12 13 14

Master's Institutions

Percentile 10

Percentile 50

Percentile 90

Page 35: NSSE:RetrospectiveandProspective George Kuh SCSU NSSE Users Conference October 19, 2006

Academic Challenge by Institutional TypeAcademic Challenge by Institutional Type

 

Seniors

25

30

35

40

45

50

55

60

65

70

75

DocExt

DocInt

MABacLA

BacGen Nation

First-Year Students

25

30

35

40

45

50

55

60

65

70

75

DocExt

DocInt

MA BacLA

Bac Gen

Nation

Ben

chm

ark

Sco

res

Page 36: NSSE:RetrospectiveandProspective George Kuh SCSU NSSE Users Conference October 19, 2006

Academic Challenge at Two Public UniversitiesAcademic Challenge at Two Public Universities

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T-test: p<.000; Effect Size: -.29

Active/Collaborative Learning

4843

0

20

40

60

80

100

Started Here

Transfer

Senior Scores by Transfer StatusSenior Scores by Transfer Status

Page 38: NSSE:RetrospectiveandProspective George Kuh SCSU NSSE Users Conference October 19, 2006

T-test: p<.000; Effect Size: -.28

Supportive Campus Environment

56 53

0

20

40

60

80

100

Started Here

Transfer

Senior Scores by Transfer StatusSenior Scores by Transfer Status

Page 39: NSSE:RetrospectiveandProspective George Kuh SCSU NSSE Users Conference October 19, 2006

Worth PonderingWorth Pondering

How do we reach How do we reach our least engaged our least engaged students?students?

Page 40: NSSE:RetrospectiveandProspective George Kuh SCSU NSSE Users Conference October 19, 2006

Who’s more engaged?Who’s more engaged?

WomenWomen Fraternity & sorority membersFraternity & sorority members Full-time studentsFull-time students Students who live on campusStudents who live on campus Learning community studentsLearning community students Students with diversity Students with diversity

experiencesexperiences Distance learnersDistance learners

Page 41: NSSE:RetrospectiveandProspective George Kuh SCSU NSSE Users Conference October 19, 2006

Effects of Learning Communities on EngagementEffects of Learning Communities on Engagement

Standardized Standardized Regression Regression CoefficientCoefficient Sig.Sig.

Y-Y-Standardized Standardized

Effect sizeEffect size

Standardized Standardized Regression Regression CoefficientCoefficient Sig.Sig.

Y-Y-Standardized Standardized

Effect sizeEffect size

Engagement ActivitiesEngagement Activities

Academic EffortsAcademic Efforts .16.16 ****** .32.32 .12.12 ****** .28.28

Higher Order ThinkingHigher Order Thinking .20.20 ****** .40.40 .15.15 ****** .35.35

Academic IntegrationAcademic Integration .19.19 ****** .39.39 .16.16 ****** .38.38

Active and Collaborative LearningActive and Collaborative Learning .26.26 ****** .53.53 .24.24 ****** .54.54

Interactions with FacultyInteractions with Faculty .30.30 ****** .60.60 .22.22 ****** .51.51

Diversity ExperiencesDiversity Experiences .21.21 ****** .41.41 .16.16 ****** .36.36

Perception of Campus EnvironmentPerception of Campus Environment

Quality of Academic AdvisingQuality of Academic Advising .12.12 ****** .23.23 .08.08 ****** .17.17

Supportive Campus EnvironmentSupportive Campus Environment .19.19 ****** .37.37 .14.14 ****** .32.32

SatisfactionSatisfaction .13.13 ****** .25.25 .10.10 ****** .23.23

Learning OutcomesLearning Outcomes

Gains in Personal and Social Gains in Personal and Social .24.24 ****** .48.48 .18.18 ****** .40.40

Gains in Practical CompetenceGains in Practical Competence .22.22 ****** .45.45 .16.16 ****** .36.36General Education GainsGeneral Education Gains .18.18 ****** .36.36 .11.11 ****** .24.24

First-yearFirst-year SeniorSenior

Page 42: NSSE:RetrospectiveandProspective George Kuh SCSU NSSE Users Conference October 19, 2006

Who Is Most Likely to Who Is Most Likely to Experience Diversity?Experience Diversity?

MoreMoreStudents of color Students of color

Traditional-age Traditional-age studentsstudents

WomenWomen

First-year studentsFirst-year students

LessLessWhite studentsWhite students

Older studentsOlder students

Men Men

Upper-division Upper-division studentsstudents

Page 43: NSSE:RetrospectiveandProspective George Kuh SCSU NSSE Users Conference October 19, 2006

Diversity Diversity Diversity Diversity

Density Climate In Course- Diversity Density Climate In Course- Diversity

Dependent variable Index Diversity Work Press Index Diversity Work Press

Student Engagement

Academic challenge + + + Higher order thinking + + + + + +Active and Collaborative + + + + + +Diversity-related activities + + + + + + + +Supportive Campus Env.

Supportive Campus Env. + + Interpersonal - + Support for learning + + + + + +Satisfaction - + +Gains-Interpers. Dev.

Gains - Personal/social + + + + + + +Gains-Social Awareness

Gains-Understanding div. + + + + + + + +Gains -Cont. to community + + + + + +Gains-Understand self + + + + + +

First-year students Seniors

Page 44: NSSE:RetrospectiveandProspective George Kuh SCSU NSSE Users Conference October 19, 2006

College Outcomes QuizCollege Outcomes Quiz

What percent of 1999-2000 What percent of 1999-2000 college graduates attended two college graduates attended two or more institutions? or more institutions?

(a) 14% (b) 26% (c) 33% (a) 14% (b) 26% (c) 33%

(d) 42% (e) 59%(d) 42% (e) 59%

e. e. 5959%%

Page 45: NSSE:RetrospectiveandProspective George Kuh SCSU NSSE Users Conference October 19, 2006

Reasons for Concurrent EnrollmentReasons for Concurrent Enrollment

4%

9%

9%

12%

17%

21%

23%

47%

0% 5% 10% 15% 20% 25% 30% 35% 40% 45% 50%

Prepare to transfer

Take extra courses

Course not availablel

Other reasons

Easier courses

Better course schedule l

Finances

Finish degree sooner

Page 46: NSSE:RetrospectiveandProspective George Kuh SCSU NSSE Users Conference October 19, 2006

Institutional ReflectionInstitutional Reflection

Areas of Areas of EffectiveEffective

EducationalEducationalPracticePractice

Areas of Areas of Question or Question or ImprovementImprovement

Page 47: NSSE:RetrospectiveandProspective George Kuh SCSU NSSE Users Conference October 19, 2006

Using NSSE Data:Using NSSE Data:What Can We Do?What Can We Do?

AdministratorsAdministrators

StudentsStudents

Faculty MembersFaculty Members

Page 48: NSSE:RetrospectiveandProspective George Kuh SCSU NSSE Users Conference October 19, 2006

1. Get the ideas right1. Get the ideas right

Focus on a real problem Persistence Under-engaged students Fragmented gen ed program Tired pedagogical practices Poor first-year experience Low academic challenge Connections to real world Capstone experiences

Page 49: NSSE:RetrospectiveandProspective George Kuh SCSU NSSE Users Conference October 19, 2006

2. Examine the results from 2. Examine the results from multiple perspectivesmultiple perspectives

Link results to other information Link results to other information about the student experience about the student experience and complementary initiativesand complementary initiatives

Page 50: NSSE:RetrospectiveandProspective George Kuh SCSU NSSE Users Conference October 19, 2006

PossibilitiesPossibilities

Merge NSSE data Merge NSSE data with school recordswith school records

Identify engagement Identify engagement patterns by student patterns by student characteristicscharacteristics

Predict retention, Predict retention, degree attainment, degree attainment, grades, other grades, other outcomesoutcomes

Track student Track student engagement year to engagement year to yearyear

Compare vs. peer, Compare vs. peer, aspirational, same-aspirational, same-region schools region schools

Program evaluation Program evaluation Accreditation Accreditation Consortium and Consortium and

system data sharingsystem data sharing Student outcomes Student outcomes

researchresearch Public reportingPublic reporting A national reporting A national reporting

template?!?template?!?

Page 51: NSSE:RetrospectiveandProspective George Kuh SCSU NSSE Users Conference October 19, 2006

Other Data SourcesOther Data Sources

• Locally-developed measures • National instruments

– Cooperative Institutional Research Program (CIRP)

– Your First College Year (YFCY)– College Student Experiences Questionnaire

(CSEQ)– Noel Levitz Student Satisfaction Inventory– ETS MAPP and Major Field Tests– ACT Collegiate Assessment of Academic

Proficiency – Collegiate Learning Assessment (CLA)

• Institutional data -- GPA, financial aid, transcripts, retention, certification tests, alumni surveys, satisfaction surveys…

• Faculty Survey of Student Engagement (FSSE) and Beginning College Survey of Student Engagement (BCSSE)

Page 52: NSSE:RetrospectiveandProspective George Kuh SCSU NSSE Users Conference October 19, 2006

NSSE Accreditation ToolkitNSSE Accreditation Toolkit

• Links Between NSSE & Accreditation

• Mapping NSSE to Accreditation Standards

• Vignettes of Institutional Usage

NSSE Questions

1.l. l. Used an electronic medium (list-serv, chat group, Internet, etc.) to discuss or complete an assignment

1.m. Used e-mail to communicate with an instructor

10.g. Using computers in academic work

11.g. Using computing and information technology

SACS Standard

3.4.14 The institution’s use of technology enhances student learning, is appropriate for meeting the objectives of its programs, and ensures that students have access to and training in the use of technology.

Page 53: NSSE:RetrospectiveandProspective George Kuh SCSU NSSE Users Conference October 19, 2006

Benchmarking ApproachesBenchmarking Approaches

NormativeNormative - compares your students to students at other colleges and universities.

CriterionCriterion - compares your school’s performance against a predetermined value or level appropriate for your students, institutional mission, size, curricular offerings, funding, etc.

Page 54: NSSE:RetrospectiveandProspective George Kuh SCSU NSSE Users Conference October 19, 2006

0

10

20

30

40

50

60

70

80

90

100

%

Prepare MultipleDrafts

Fac ActivitiesOut-of-Class

Tutored Others Service Learning Faculty CareerPlans

Fac Ideas Out-of-Class

First-Year and Senior Students Responding Never

First-Year Senior

Student Engagement Tip:Student Engagement Tip:Eliminate “Nevers”Eliminate “Nevers”

Page 55: NSSE:RetrospectiveandProspective George Kuh SCSU NSSE Users Conference October 19, 2006

Inventory to Enhance Inventory to Enhance Educational Educational

EffectivenessEffectiveness

Page 56: NSSE:RetrospectiveandProspective George Kuh SCSU NSSE Users Conference October 19, 2006

DEEP Practice Briefs

Available: www.nsse.iub.edu

Page 57: NSSE:RetrospectiveandProspective George Kuh SCSU NSSE Users Conference October 19, 2006

2. Examine the results from 2. Examine the results from multiple perspectivesmultiple perspectives

Link results to other information Link results to other information about the student experience about the student experience and complementary initiativesand complementary initiatives

Don’t allow the numbers to Don’t allow the numbers to speak for themselvesspeak for themselves

Manage the message and the Manage the message and the mediamedia

Page 58: NSSE:RetrospectiveandProspective George Kuh SCSU NSSE Users Conference October 19, 2006

3. Align initiatives: 3. Align initiatives: Institutional mission, values, and Institutional mission, values, and

cultureculture Student preparation, ability, interestsStudent preparation, ability, interests Resources and reward systemsResources and reward systems Existing complementary effortsExisting complementary efforts

NSSE & BEAMSNSSE & BEAMS AASCU American Democracy ProjectAASCU American Democracy Project AAC&U “Greater Expectations” AAC&U “Greater Expectations” Gen ed reformGen ed reform Carnegie Campus Carnegie Campus

Clusters/SOTL/CASTLClusters/SOTL/CASTL Service learning/Campus CompactService learning/Campus Compact Internationalization and diversityInternationalization and diversity

Page 59: NSSE:RetrospectiveandProspective George Kuh SCSU NSSE Users Conference October 19, 2006

University of Missouri- St. LouisUniversity of Missouri- St. Louis

NSSE introduced to New NSSE introduced to New Faculty Teaching ScholarsFaculty Teaching Scholars

Workshops held with Workshops held with academic leaders to link academic leaders to link results with University’s results with University’s strategic indicatorsstrategic indicators

NSSE items in course NSSE items in course evaluations evaluations

Open forum to get student Open forum to get student input about ways to improve input about ways to improve learning environmentlearning environment

Page 60: NSSE:RetrospectiveandProspective George Kuh SCSU NSSE Users Conference October 19, 2006

4. Cultivate grass roots buy-in4. Cultivate grass roots buy-in Leaders endorse, but don’t Leaders endorse, but don’t

dictatedictate

Structures not (nearly) as Structures not (nearly) as important as relationshipsimportant as relationships

Page 61: NSSE:RetrospectiveandProspective George Kuh SCSU NSSE Users Conference October 19, 2006

Cultivating grass roots buy-in Cultivating grass roots buy-in

Make sure faculty and staff Make sure faculty and staff understand the concept of understand the concept of student engagementstudent engagement

Confirm/corroborate resultsConfirm/corroborate results

Drive data down to dept levelDrive data down to dept level

Gain consensus on student Gain consensus on student engagement prioritiesengagement priorities

Faculty Survey of Student Faculty Survey of Student EngagementEngagement

Page 62: NSSE:RetrospectiveandProspective George Kuh SCSU NSSE Users Conference October 19, 2006

Faculty Survey of Faculty Survey of Student EngagementStudent Engagement

(pronounced “fessie”)(pronounced “fessie”)

FSSE measures FSSE measures faculty expectations faculty expectations and activities and activities related to student related to student engagement in engagement in effective effective educational educational practicespractices

Page 63: NSSE:RetrospectiveandProspective George Kuh SCSU NSSE Users Conference October 19, 2006

FSSE and NSSE Point to FSSE and NSSE Point to “Disorienting Dilemmas”“Disorienting Dilemmas”

Situations in which usual perspectives or ways of responding do not work or don’t fit are more likely to motivate us to learn and change (Mezirow, 1990)

Page 64: NSSE:RetrospectiveandProspective George Kuh SCSU NSSE Users Conference October 19, 2006

FSSE-NSSE Gap AnalysisFSSE-NSSE Gap Analysis About two-thirds (65%)

of faculty expect students to spend more than 25 hours preparing for class

Only about one-fifth (20%) thinkthink that students spend this amount of time

Only about one in ten (12%) students actuallyactually spends this much time

Page 65: NSSE:RetrospectiveandProspective George Kuh SCSU NSSE Users Conference October 19, 2006

Course EmphasisCourse Emphasis

FACULTY report very much or quite a bit of emphasis on memorizing

STUDENTS report very much or quite a bit of emphasis on memorizing

29% | 14%

Lower Division

Upper Division

65% | 63%

1st yr. Students Seniors

Page 66: NSSE:RetrospectiveandProspective George Kuh SCSU NSSE Users Conference October 19, 2006

Prompt FeedbackPrompt Feedback

FACULTY gave prompt feedback often or very often

STUDENTS received prompt feedback often or very often

93% | 93%

Lower Division

Upper Division

64% | 76%

1st yr. Students Seniors

Page 67: NSSE:RetrospectiveandProspective George Kuh SCSU NSSE Users Conference October 19, 2006

Faculty Priorities and Student Faculty Priorities and Student EngagementEngagement

AVG STUDENT

AVG FACULTY Academic challenge

Active -collab

Diversity experiences

Stu dent-faculty

Academic challenge emphasis Active -collab practices Emphasis on diversity experiences Emphasis on higher order thinking Importance enriching educ experiences

Page 68: NSSE:RetrospectiveandProspective George Kuh SCSU NSSE Users Conference October 19, 2006

Faculty Priorities and Faculty Priorities and Selected Student OutcomesSelected Student Outcomes

AVG STUDENT

AVG FACULTY Integrative

learning General

education Personal/

social Practical

comp

Academic challenge emphasis Active-collab practices Emphasis on diversity experiences Emphasis on higher order thinking Importance enriching educ experiences

Page 69: NSSE:RetrospectiveandProspective George Kuh SCSU NSSE Users Conference October 19, 2006

Faculty Who Value Faculty Who Value Effective Educational PracticesEffective Educational Practices

Areas of Emphasis

Characteristics

Academic challenge emphasis

Active-collab

practices

Emphasis on diversity

exp

Emphasis higher order thinking

Importanceenriching educ exp

Faculty of color + + +a + +

Women + + + + +

Full-time faculty + + +

Years teaching -- - a Except for Asian/Pacific Islander faculty

Page 70: NSSE:RetrospectiveandProspective George Kuh SCSU NSSE Users Conference October 19, 2006

What to Make of This? What to Make of This?

1.1. When faculty members When faculty members emphasize certain educational emphasize certain educational practices, students engage in practices, students engage in them to a greater extent than them to a greater extent than their peers elsewhere.their peers elsewhere.

2.2. Good things go togetherGood things go together

Page 71: NSSE:RetrospectiveandProspective George Kuh SCSU NSSE Users Conference October 19, 2006

5. Stay the course5. Stay the course

The good-to-great-The good-to-great-transformations never happened transformations never happened in one fell swoop. There was no in one fell swoop. There was no single defining action, no grand single defining action, no grand program, no one killer innovation, program, no one killer innovation, no solitary lucky break, no no solitary lucky break, no miracle moment. Sustainable miracle moment. Sustainable transformations follow a transformations follow a predictable pattern of buildup predictable pattern of buildup and breakthrough…and breakthrough…

(Collins, 2001, p. 186)

Page 72: NSSE:RetrospectiveandProspective George Kuh SCSU NSSE Users Conference October 19, 2006

5. Stay the course5. Stay the course

Emphasize qualityEmphasize quality

Front-load resourcesFront-load resources

If it works, consider requiring itIf it works, consider requiring it

Page 73: NSSE:RetrospectiveandProspective George Kuh SCSU NSSE Users Conference October 19, 2006

Lessons from National Center for Lessons from National Center for Academic TransformationAcademic Transformation

If doing something is important, If doing something is important, require it (first-year students require it (first-year students don’t do ‘optional’)don’t do ‘optional’)

Assign course points to the Assign course points to the activityactivity

Monitor and intervene when Monitor and intervene when necessarynecessary

http://www.thencat.org/Newsletters/Apr06.htm#1http://www.thencat.org/Newsletters/Apr06.htm#1

Page 74: NSSE:RetrospectiveandProspective George Kuh SCSU NSSE Users Conference October 19, 2006

5. Stay the course5. Stay the course

Emphasize qualityEmphasize quality

Front-load resourcesFront-load resources

If it works, consider requiring itIf it works, consider requiring it

Scale up effective practicesScale up effective practices

Sunset ineffective programs Sunset ineffective programs

Beware the implementation dipBeware the implementation dip

Page 75: NSSE:RetrospectiveandProspective George Kuh SCSU NSSE Users Conference October 19, 2006

The Language of Effective The Language of Effective Educational Practices Educational Practices

NSSE Pocket GuideNSSE Pocket Guide

Page 76: NSSE:RetrospectiveandProspective George Kuh SCSU NSSE Users Conference October 19, 2006

The Language of Effective The Language of Effective Educational PracticesEducational Practices

NSSE Pocket GuideNSSE Pocket Guide High School Survey of Student High School Survey of Student

Engagement (HSSSE)Engagement (HSSSE) Beginning College Student Beginning College Student

Engagement Survey (BCSSE)Engagement Survey (BCSSE) Faculty Survey of Student Faculty Survey of Student

Engagement (FSSE)Engagement (FSSE) Law School Survey of Student Law School Survey of Student

EngagementEngagement (LSSSE)(LSSSE)

Page 77: NSSE:RetrospectiveandProspective George Kuh SCSU NSSE Users Conference October 19, 2006

NSSE Institute AimsNSSE Institute Aims

Document and share Document and share success stories to help success stories to help schools improveschools improve

Work with institutions: Work with institutions: workshopsworkshopscampus auditscampus auditsconsultationsconsultationsresearch & research &

evaluation evaluation projectsprojects

Page 78: NSSE:RetrospectiveandProspective George Kuh SCSU NSSE Users Conference October 19, 2006

Building Engagement and Attainment Building Engagement and Attainment of Minority Students (BEAMS)of Minority Students (BEAMS)

• 5-year project funded by Lumina 5-year project funded by Lumina Foundation for EducationFoundation for Education

• Alliance for Equity in Higher Education Alliance for Equity in Higher Education institutionsinstitutions

• Using student engagement data to Using student engagement data to guide change initiativesguide change initiatives

• Provides resources for improvement Provides resources for improvement initiativesinitiatives

Page 79: NSSE:RetrospectiveandProspective George Kuh SCSU NSSE Users Conference October 19, 2006

Other Current ActivitiesOther Current Activities

NCES NCES What Matters to Student What Matters to Student Success” Success” synthesissynthesis

Wabash National Study of Liberal Wabash National Study of Liberal Arts EducationArts Education

Penn State’s “Parsing the First Penn State’s “Parsing the First College Year”College Year”

AAC&U’s “Bringing Theory to AAC&U’s “Bringing Theory to Practice”Practice”

Linking BCSSE, NSSE & FSSELinking BCSSE, NSSE & FSSE

Page 80: NSSE:RetrospectiveandProspective George Kuh SCSU NSSE Users Conference October 19, 2006

First-Year Student Use of Campus Services First-Year Student Use of Campus Services

12%

49%46%

43%

51%

34%32%

35%

26%

12%14% 15%

11%

5%7% 8%

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

Academic advising or planning Career advising or planning Financial aid advising Academic assistance (tutoring,writing center, etc.)

Never

Sometimes

Often

Very often

Page 81: NSSE:RetrospectiveandProspective George Kuh SCSU NSSE Users Conference October 19, 2006

NSSE VirtuesNSSE Virtues

Research basedFocus on educationally purposeful

activitiesResults point to areas where Results point to areas where

improvement is desirableimprovement is desirableCompelling face validityEstablished psychometrics Transparent operationsThird party administration

Page 82: NSSE:RetrospectiveandProspective George Kuh SCSU NSSE Users Conference October 19, 2006

NSSE VirtuesNSSE Virtues

Random samplingTargeted samplingFlexibility: consortium question,

modulesContributes to value-added Contributes to value-added

estimates when linked to BCSSE, estimates when linked to BCSSE, CLA, other outcomes measuresCLA, other outcomes measures

Benchmarks for peer, national Benchmarks for peer, national and other comparisons and other comparisons

Page 83: NSSE:RetrospectiveandProspective George Kuh SCSU NSSE Users Conference October 19, 2006

NSSE CautionsNSSE Cautions

Only one source of information Corroborate resultsEngagement skeptics Not an outcomes measureDenial in face of less-than-

desirable resultsEschew rankings

Page 84: NSSE:RetrospectiveandProspective George Kuh SCSU NSSE Users Conference October 19, 2006

DiscussionDiscussion

www.iub.edu/~nsse


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