mind the gap: overview of fsse and bcsse jillian kinzie nsse
Post on 19-Dec-2015
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The family of NSSE surveys
FSSE – emerged from the field as a tool to promote faculty reflection on student engagement
BCSSE – obvious pre-test to NSSE; can we measure what the institution contributes to student engagement, or “value-added”?
LSSSE – Law School Survey
Rejected “essies”
Student Affairs Survey of Student Engagement (sassy!)
Administrator Survey of Student Engagement (#!@^:)
Medical School Survey of Student Engagement (messy!)
Graduate School Survey of Student Engagement
…..We are focused on UNDERGRADUATE EDUCATION. Surveys grounded in body of research on undergraduate student learning and development.
Faculty Survey of Student Engagement (pronounced “fessie”)
FSSE measures faculty expectations and activities related to student engagement in effective educational practices
FSSE and NSSE Point to “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)
Faculty Priorities and Student Engagement
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
Faculty Priorities and Selected 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
What to make of this?
1. When faculty members emphasize certain educational practices, students engage in them to a greater extent than their peers elsewhere.
2. Good things go together
Deep Learning Sub-ScaleIntegrative Learning
Worked on a paper or project that required integrating ideas or information from various sources
Included diverse perspectives (different races, religions, genders, political beliefs, etc.) in class discussions or writing assignments
Put together ideas or concepts from different courses when completing assignments or during class discussions
Discussed ideas from your readings or classes with faculty members outside of class
Discussed ideas from your readings or classes with others outside of class (students, family members, co-workers, etc.)
Disciplinary ComparisonsIntegrative Learning
.29 .28.17 .15
-.12 -.15-.06
.40.51 .55
.64
-.36
-.11
.14
-.40
-.20
.00
.20
.40
.60
.80
Soc Sci Arts Prof Educ Phys Sci Eng Business
STUDENTSFACULTY
Standardized mean differences between indicated disciplinary area and the Biological Sciences
BCSSE
• How much do student’s background characteristics affect NSSE scores?
• Are institution’s benchmark scores the result of good practices or good recruitment?
• Pilot 04, 05,06
BCSSE
BCSSE measures:• HS experiences; Importance of college
activities• Baseline self-assessment of knowledge and
skills• Demographics
Use to examine gap between expectations and engagement
Study effect of students’ background on NSSE scores
Focus on First-year students: Expectations for Engagement
High importance:• Asking questions• Come to class with
readings/assignments completed• Discuss grades/assignm’t with faculty• Talk about career plans• Feedback on performance• Work hard• Learn something that changes way
you understand issueLow or mixed importance:• Make class presentation• Work with peers in AND out of class• Tutor peers • Service learning• Work with faculty on activities other
than coursework• Discuss ideas with others, and also
faculty outside of class
Important NSSEville emphasis:• Spend significant amount of
time studying• Provides support to succeed
academically• Encouraging contact among
students from different economic, social, racial-ethnic backgrounds
Less important NSSEville emphasis:
• Helping students cope with non-academic responsibilities
• Provide support to thrive socially
• Using computers in academic work
Mind the Gap: FY expectations and engagement
Match value to engagement• Ask questions in class*• Prepare 2 drafts• Work on integrated paper*• Include diverse perspectives• Work with peers out of class • Put together different ideas• Tutor peers –• Service learning –• Used email*
• Discuss ideas with faculty• Receive feedback• Discuss ideas with others• Serious conversation race-
ethnicity –• Serious conversation beliefs• Better understand diff POV• Learn something change view
on issue** High value- High engagement
- Low value – Low engagementStudents who do not value activity are less motivated to participate in it in college. How to re-shape student values concerning activity?
Mind the Gap: FY expectations and engagement
Mixed value – Low engagement
• Class presentation• Work with peers in class• Work with faculty on
activities
High value – Mixed engagement
• Discussed grades• Talk about career
plans• Work hard• Examine strength of
views
Activity is valued, but students don’t do it much; Is “sometimes” an acceptable response?
College providing students with fewer experiences than they anticipated
Mind the Gap: FY expectations and engagement
Time Gaps:45% entering students expect to spend 20+ hrs per week studying, but only 30% actually spent this much time studying FY spent less time in co-curriculars (avg. 5 hrs per week) than they expected (avg. 11 hrs per week)Estimates for working were slightly higher; relaxing & socializing about what they expected
Patterns in FY NSSE Results 2004-2006
Diversity Experiences:• Slightly more FY report
conversations with students of different race-ethnicity
• More FY & SR perceive an institutional emphasis on encouraging contact among students from different economic, social and racial-ethnic backgrounds
• More FY report gains in understanding people of other racial-ethnic backgrounds
Student Faculty Interaction:• FY have less interaction with
faculty outside class
Enriching Experiences• Some flux over the years.
– Plan to do an internship– Study abroad (71% plan to do
in 2005; 63% in 2006) • More emphasis on attending
campus events• FY students plans match what
Seniors report in terms of Enriching Experiences– 51% FY plan to do research
with faculty; 52% seniors do