gallaudet institutional research report: national survey of student engagement
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Gallaudet Institutional Research Report: National Survey of Student Engagement. Pat Hulsebosch : Executive Director – Office of Academic Quality Faculty Senate December 13, 2010. National Survey of Student Engagement. NSSE. National Survey of Student Engagement (NSSE). - PowerPoint PPT PresentationTRANSCRIPT
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Gallaudet Institutional Research Report:
National Survey of Student Engagement
Pat Hulsebosch: Executive Director – Office of Academic Quality
Faculty Senate December 13, 2010
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National Survey of Student Engagement
NSSE
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National Survey of Student Engagement (NSSE)
• Since inception more than 1,400 BA granting colleges and universities have used
• NSSE 2010– 589 institutions– Average response rate: 37%
• Practices associated with “deep learning”– Student behaviors and institutional practices
• Student reported impact• Items; Five subscales (“NSSE benchmarks”)
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Why Schools Use NSSE
• To participate in a national effort to improve undergraduate quality
• To use a research-based, psychometrically sound tool• To compare performance against peer institutions• To examine patterns of strengths and weaknesses
within Gallaudet, across time, and across different student groups
• To guide and monitor institutional improvement• To incorporate student engagement results in self-
studies, accreditation, and accountability
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• USA Today Website is providing NSSE benchmark information on universities (voluntary)
• http://www.usatoday.com/news/education/nsse.htm
NSSE Data for Prospective Students and the Public
NSSE Analysis: Subscales
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National Survey of Student Engagement
BENCHMARKS (Subscales)Level of Academic ChallengeActive and Collaborative
LearningStudent-Faculty Interaction
Enriching Educational Experiences
Supportive Campus Environment
EXAMPLE NSSE ITEMS • Number of papers written• Made a class presentation• Discussed assignments with
instructor• Discussed career plans with a
faculty member /advisor• Talking with students of a
different race or ethnicity• Quality of relationships with
administrative personnel and offices
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• SUBSCALES (%) – Comparisons to NSSE average
• See Executive Summary, page 4
– Comparisons to designated peers• East-coast universities, Carnegie class, Private universities
– Comparisons to “highly engaged” IHE’s (Top 50%, Top 10%)
– Comparisons to our past % (2004, 2005 - 2007)
Reviewing and Reporting NSSE Data
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NSSE Findings: SubscalesGallaudet First Year Students
1. Level of academic challenge– Lower than peers, but not significantly *
2. Active and collaborative learning – Significantly higher than average
3. Student-faculty interaction– Significantly higher than average
4. Enriching educational experience– Lower than peers, but not significantly lower than average *
5. Supportive campus environment– Lower than peers, but not significantly lower than average
ALL subscales have INCREASED for first year students since the last GU NSSE Survey in 2008
* In 2008 these were significantly lower than peers
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NSSE Subscales: First Year Students (FY)
2006 2008 2010Level of Academic Challenge
49.3 51.8 55.6
Active and Collaborative Learning
41.5 46.8 49.6
Student Faculty Interaction
35.6 40.9 42.9
Enriching Educational Experiences
25.5 24.1 27.3
SupportiveCampusEnvironment
58.4 60.7 60.9
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NSSE Subscales: Seniors (S)2006 2008 2010
Level of Academic Challenge
56.2 56.5 56.4
Active and Collaborative Learning
52.0 52.4 52.7
Student Faculty Interaction
45.0 43.3 46.4
Enriching Educational Experiences
47.4 50.4 48.1
SupportiveCampusEnvironment
61.9 59.8 58.8
NSSE Analysis: Individual Items
Comparisons to Peer Universities
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NSSE findings: Individual ItemsEducational and Personal Growth
• Understanding yourself– Significantly higher than peers
• Understanding people of other racial and ethnic backgrounds– Significantly higher than peers
• Solving complex real-world problems– Significantly higher than peers
• Developing a personal code of values and ethics– Significantly higher than peers
• Developing a deepened sense of spirituality– Significantly higher than peers
Notable NSSE Items: Curricular Expectations and Experiences
Significantly Higher Than Peer Universities
• Discussed ideas from readings or classes with faculty members outside of class (S)
• Memorized (S) • Asked Q’s or contributed to discussion (F)• Made a class presentation (F)• Worked with classmates outside of class to prepare class assignments (F)• [GU] encourages contact among students from different …backgrounds
(S) • Came to class w/o having completed readings or assignments (S)• Number of books read on your own (F) • Number of written papers of 20 pages or more (F, S)• Number of problem sets that take you more than an hour to complete (S) • Number of problem sets that take you less than an hour to complete (S)
Notable NSSE Items: Curricular Expectations and Experiences
Significantly Lower Than Peer Universities
• Extent to which your exams have challenged you (F, S)• Worked on a paper or project that required integrating ideas or
information from various sources (F, S)• Worked with students on projects during class (S)• Put together ideas or concepts from different courses (S)• Had serious conversations with students of a different race or ethnicity
than your own (F, S) • Had serious conversations with students of a different religious,
political or person values (F) • Memorized .. (F)• Analyzed (S) • Applied (S)
Notable NSSE Items: High Impact Practices
Significantly Higher Than Peer IHE’s
• Tutored or taught (F, S) • Community or volunteer work (F) • Participated in a community-based
project as part of a course (F, S)• Participate in a learning community
(2+ classes together) (S) • Study abroad (F)• Independent study or self designed
major (F) • Culminating senior experience
(done or planned) (F)
Significantly Lower Than Peer IHE’s
• Practicum, internship ,field experience.. (S)
• Culminating senior experience (done or planned) (S)
• Community or volunteer work (F)
Notable NSSE Items: Student-Faculty Interactions
Significantly Higher Than Peer Universities• Discussed grades or
assignment with instructor (F)
• Talked about career plans with a faculty member or advisor (F)
• Worked with faculty members on activities other than coursework (F)
Significantly Lower Than Peer Universities
• Received prompt written or oral feedback from faculty on your academic performance (S)
• Quality of relationships with faculty members (F, S)
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Notable NSSE Items: OutcomesContribution of GU experience
to the following areas
Significantly Higher Than Peers
• Understanding yourself (F, S)• Understanding people of other racial and ethnic
backgrounds (F, S)• Solving complex real-work problems (F) • Developing a personal code of values and ethics (F, S) • Developing a deepened sense of spirituality (F, S)
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Notable NSSE Items: Outcomes Contribution of GU experience
to the following areas
Significantly Lower Than Peers• Broad general education (F, S) • Writing clearly and effectively (S)• Speaking clearly and effectively (S) • Thinking critically and analytically (S)
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Notable NSSE Items:Institutional Environment
To what extent does your institution emphasize:
Significantly Lower Than Peers• Spending significant amounts of time studying
or doing academic work (F, S)• Providing the support you need to succeed
academically (F, S)
Quality of academic advising (F, S)
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Notable NSSE Items Significantly Lower Than Peers
How would you evaluate your entire educational experience at this institution? (F, S)
If you could start over, would you go to the same institution you are now attending? (F, S)
Discussion