notes to users of this nsse powerpoint template this sample presentation is designed to serve as a...
TRANSCRIPT
Notes to Users of thisNSSE PowerPoint Template
This sample presentation is designed to serve as a customizable template to present NSSE, BCSSE, and/or FSSE results on your campus. The presentation is divided into the following topical sections to help you quickly select the slides most appropriate for a particular audience:
An Introduction: NSSE & Student Engagement NSSE 2008 & Selected [Institution] Results BCSSE 2007 & BCSSE 2007-NSSE 2008 & Selected [Institution]
Results FSSE 2008 & Selected [Institution] Results What is the NSSE Institute? Using Your NSSE-BCSSE-FSSE Data? Questions & Discussion Contact Information
Replace the cover slide and the red text throughout this presentation with the name of your school and your own data.
Use slides from the “selected [Institution] results” sections for ideas on how to present your campus results.
View the notes section of each slide for additional information and relevant talking points (in the PowerPoint tool bar select “view” then “notes page”)
Presentation Overview An Introduction: NSSE & Student
Engagement NSSE 2008 & Selected [Institution] Results BCSSE 2007 & BCSSE 2007-NSSE 2008 &
Selected [Institution] Results FSSE 2008 & Selected [Institution] Results What is the NSSE Institute? Using Your NSSE-BCSSE-FSSE Data? Questions & Discussion Contact Information
What is Student Engagement?
What students do -- time and energy devoted to educationally purposeful activities
What institutions do -- using effective educational practices to induce students to do the right things
Educationally effective institutions channel student energy toward the right activities
Time on task (Tyler, 1930s)
Quality of effort (Pace, 1960-70s)
Student involvement (Astin, 1984)
Social, academic integration (Tinto, 1987, 1993)
Good practices in undergraduate education (Chickering & Gamson, 1987)
College impact (Pascarella, 1985)
Student engagement (Kuh, 1991, 2005)
Foundations of Student Engagement
Seven Principles of Good Practice in Undergraduate
Education(Chickering & Gamson, 1987; Pascarella & Terenzini, 2005)
Student-faculty contact Active learning Prompt feedback Time on task High expectations Experiences with
diversity Cooperation among
students
How College Affects Students
(Pascarella & Terenzini, 2005)
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. – p. 62
Student Success in College: Creating Conditions that
Matter(Kuh, Kinzie, Schuh, Whitt, and Associates, 2005)
Illustrates actual institutional policies, programs, and practices that promote student success. Comprehensive report of in-depth study of successful educational practices across institutional types Practical guidance on how to implement effective practice in a variety of contexts Co-sponsored by leading higher education groups (CFAT, Pew Forum on Undergraduate Learning)
National Survey of Student Engagement(pronounced “nessie”)
Community College Survey of Student Engagement(pronounced “cessie”)
College student surveys that assess the extent to which students engage in educational practices associated with high levels of learning and development
NSSE Survey Content
Student Behaviors in CollegeStudent Behaviors in College
Institutional Actions And RequirementsInstitutional Actions And Requirements
Student Reactions to CollegeStudent Reactions to College
Student BackgroundInformation
Student BackgroundInformation
Student Learning & Development
NSSE Indicators ofEffective Educational
Practice
Level of Academic Challenge
Active & Collaborative
Learning
Enriching Educational Experiences
Student – Faculty
Interaction
Supportive Campus
Environment
Why a National Survey? Refocus conversations about
undergraduate quality to what matters most
Enhance institutional improvement efforts
Foster comparative and consortium activity
Inform accountability efforts Provide systematic national
data on “good educational practices”
NSSE Project Scope Approximately 1,300
different colleges and universities
50 states, Puerto Rico, and Canada
Data from more than 2,030,000 students
Institutions include Historically Black Colleges and Universities, Hispanic-Serving Institutions, Tribal Colleges, and single-gender colleges
YearInstitution
s
2001 321
2002 367
2003 437
2004 473
2005 529
2006 557
2007 610
2008 769
Survey Administration Administered to random
samples of first-year & senior students
Administration occurs in the spring academic term
Paper & Web-based survey
Flexible to accommodate consortium questions
Multiple follow-ups to increase response rates
How Valid is Self-Reported Data?
Research Confirms Self-Reported Data Validity When Following Conditions Exist…
Requested information is known to respondents Questions are clear and unambiguous Respondents take questions seriously and
thoughtfully Answering does not threaten, embarrass, or violate
privacy or compel a socially desirable responseThe NSSE survey instrument was designed to meet these conditions
For more details, see: NSSE Psychometric Portfolio at http://nsse.iub.edu/html/NSSE_Psychometric_Portfolio.cfm
NSSE 2008 Institutionsby Carnegie Classification
4%
7%
5%
27%
13%
7%
22%
16%
6% 7%5%
22%
12%
8%
18%
23%
0%
5%
10%
15%
20%
25%
30%
RU/VH RU/H DRU Master’s L Master’s M Master’s S Bac/A&S Bac/Diverse
Carnegie Classification
NSSE Schools
All 4-year Schools
NSSE 2008 Respondentsby Race and Ethnicity
NSSE 2008 Responden
ts
NSSE 2008 Population
National
African American/Black 9% 12% 12%
Amer. Indian/Alaskan Native 1% 1% 1%
Asian/Asian Amer./Pacific Isl.
6% 7% 7%
Caucasian/White 76% 69% 67%
Hispanic 7% 9% 10%
Other 2% 2% -
Multiracial/Ethnic <1% <1% -
International 5% 2% 3%
Totals may not sum to 100% due to rounding. NSSE 2008 population data are provided by participating institutions. U.S. percentages are unweighted and based on data from the 2007 IPEDS Institutional Characteristics and Enrollment File. IPEDS and NSSE categories for race and ethnicity differ. Percentages exclude students whose ethnicity was unknown or not provided.
NSSE 2008 Survey Population and Respondents More than 1.4 million
students were invited to participate in NSSE 2008, with 478,079 responding
x [Institution] students were invited to participate, with x responding
NSSE 2008 Institution Response Rates
[Your institution’s] response rate = x
%
Average Institutional Response Rates
37% for all NSSE 2008 institutions 32% for Paper mode institutions
39% for Web-only institutions
35% for Web+ institutions
NSSE 2008 Results Sample Slides
The following three slides are examples of how your institution might share selected NSSE results with various institutional constituencies. Expand this section to highlight those items of interest to your audience.
NSSE 2008[Institution] Results
Thinking about your overall experience at this institution, how would you rate the quality of relationships with faculty and administrative personnel and offices?
1%3%
6%
15%
25%28%
22%
4%7%
12%
23% 22%18%
14%
0%
10%
20%
30%
Unavailable, Unhelpful,
Unsympathetic
2 3 4 5 6 Helpful, Available
Faculty Administ.
NSSE 2006 & NSSE 2008 [Institution] Results
Thinking about your overall experience at this institution, to what extent does the college encourage contact between students from different economic, social, and racial or ethnic backgrounds?
38.3%
27.1%24.4%
10.2%
15.3%
33.2% 30.6%
20.9%
0%
20%
40%
60%
Very Little Some Quite a Bit Very Much
2006
2008
Selected Peer Comparisonwith [Institution] Results
In thinking about your undergraduate program as a whole, including your major, have you done a culminating senior experience (e.g., senior comprehensive exam, capstone course, thesis or project)?
43%
57%
34%
66%
23%
74%
0%
20%
40%
60%
80%
No Yes
Seniors 2005
Seniors 2008
Selected Peers
NSSE 2008 [Institution] Findings
What percentage of our students (in comparison to selected peers) participate in community service or volunteer work?
Class [Institution]Selected Peers
First-Year More than x% More than x%
Seniors More than x% More than x%
NSSE 2008 [Institution] Findings
What percentage of [Institution] students spent more than 5 hours per week participating in co-curricular activities?
Class [Institution]Selected Peers
First-Year More than x% More than x%
Seniors More than x% More than x%
Beginning College Survey of Student Engagement(pronounced “bessie”)
Designed as companion to the National Survey of Student Engagement (NSSE) and when paired with NSSE, BCSSE results provide an in-depth understanding of first-year students’ engagement on your campus
BCSSE Survey Content High school academic and co-curricular engagement. High school academic preparation (e.g., AP courses). High school type, first-generation status, and other
important characteristics. Expectations to be engaged in academically
meaningful activities during the first year. Anticipated academic difficulty, academic
perseverance, academic preparation, and other important attitudes regarding the first year experience.
Expected college grades and intention to graduate.
BCSSE 2007 Project Scope In 2007, more than 67,000
entering first-years students from 126 institutions in the US and Canada responded to the survey.
Of those 126 institutions, 105 also administered NSSE in 2008.
68% of institutions used the paper administration; 32% chose the Web-based survey.
BCSSE Administration Administered locally by the
participating institutions
Institutions determine if BCSSE is administered to the entire population or a sample (e.g., random, targeted) of entering first-year students
Administration begins as early as May and run through late September
Paper or Web-based survey
Example Questions
During your last year of high school, about how often did you do each of the following? (Response range: 1-Never, 4-Very often)
Asked questions in class or contributed to class discussions
Came to class without completing readings or assignments
Prepared two or more drafts of a paper or assignment before turning it in
Discussed ideas from your readings or classes with others outside of class (students, family members, etc.)
Example Questions
How difficult do you expect the following to be in the coming year? (Response range: 1-Not at all difficult, 6-Very difficult)
Keeping up with school work Managing your time Paying college expenses Getting help with school work Making new friends
BCSSE 2007 [Institution] Results
During your last year of high school, about how many hours did you spend in a typical 7-day week doing each of the following? Preparing for class (studying, doing homework, rehearsing,
etc.)
0%
21%
48%
25%
7%
0%
16%
46%
30%
7%
0%
20%
40%
60%
0 Hours 1-10 11-20 21-30 More than 30
Male
Female
BCSSE 2007 [Institution] Results
During the coming school year, how difficult do you expect the following to be? Learning course material
6% 7%
14%
19%24%
30%
21%18% 17%
15% 16%14%
0%
10%
20%
30%
40%
50%
Not at all difficult 2 3 4 5 Very difficult
First generation
Not first generation
BCSSE 2007-NSSE 2008[Institution] Results
How often did you do or expect to do each of the following? Ask questions in class or contributed to class discussions.
40%
16%
20%
60%
84%
80%
0% 20% 40% 60% 80% 100%
First Year
Expected First year
High School
Never/Sometimes
Often/Very often
BCSSE 2007-NSSE 2008[Institution] Results
NSSE Student-Faculty Interaction (SFI) by BCSSE Scale Academic Preparation
11%
45%
44%
22%
51%
27%
46%
40%
14%
0% 20% 40% 60% 80% 100%
Top25
Mid50
Low25
Low25 Mid50 Top25
NSSE Student-Faculty Interaction
BC
SS
E A
cade
mic
P
repa
ratio
n
Faculty Survey of Student Engagement(pronounced “fessie”)
College faculty survey that measures faculty members’ expectations of students engagement in educational practices that are empirically linked with high level of learning and development
FSSE Survey Content Faculty perceptions of how often their
students engage in different activities The importance faculty place on various
areas of learning and development The nature and frequency of interactions
faculty have with students How faculty members organize class time
FSSE 2008 Project Scope In 2008, more than 23,000
faculty members from 160 institutions responded to the survey.
71% of institutions used the course-based instrument; 29% used the typical student instrument.
The 2008 average institutional response rate was 49%.
FSSE Administration Third-party administration
IU Center for Survey Research
Institutions choose faculty to be surveyed Faculty responses are kept anonymous Faculty surveyed in the spring Administered online as a Web-only survey Survey options
Course-based questions Typical student questions
Survey Option: Course-based Each faculty member responds to
questions about student engagement based on a course taught during the current academic year
Questions have appeared on previous administrations of FSSE
Key Question: Please respond to the following questions based on one particular undergraduate course section you are teaching or have taught this academic year Lower division (mostly first-year students and
sophomores) Upper division (mostly juniors and seniors)
About what percent of students in your selected course section do the following?(None, 1-24%, 25-49%, 50-74%, 75% or higher)
Frequently ask questions in class or contribute to class discussions
Frequently come to class without completing readings or assignments
Survey Option: Course-based Sample Question & Items
Survey Option: Typical Student
Each faculty member responds to questions about student engagement based on the typical first-year student or senior taught during the current academic year
Key Question: During the current academic year, have you had more first-year students or seniors in your classes?
Survey Option: Typical Student
Example Question & Items About how often has the typical [first-
year student, senior student] done each of the following? (Never, Sometimes, Often, Very often)
Asked questions in class or contributed to class discussions
Come to class without completing readings or assignments
Received prompt written or oral feedback from faculty on his or her academic performance
Had serious conversations with students of a different race or ethnicity than his or her own
FSSE 2008 [Institution] Results
What percentage of [Institution] students spent more than 6 hours per week preparing for each of their classes?
One-third (34%) of faculty expect students to spend greater than 6 hours preparing for each class in a week
Less than one-tenth (9%) actually think that students spend this amount of time
While slightly over one-tenth (12%) of students actually spend this amount of time
First-Year Senior
More than x% More than x%
Time Spent by Full-time Faculty on Professional Activities by
Discipline
Source: National percentages are based on 2004 National Study of Postsecondary Faculty.
Notes: National percentages are based on faculty at U.S. public and private four-year institutions.
NSSE Institute for Effective Educational
Practice The Institute works with
institutions and other organizations to collect and disseminate research on promising practices and to assist schools in using data for institutional improvement and student success initiatives.
The NSSE Institute Web site is a helpful portal to information on using NSSE data, reports, updates and other resources:
www.nsse.iub.edu/institute/
Institute Resources Include:
Accreditation Toolkits
Examples of Using NSSE Data
Facilitator’s Guide to Using NSSE Data
Guide to Contextualizing Data
Pocket Guide to Choosing a College
Free Webinars
NSSE Users Workshops
NSSE Institute Projects & Activities
Campus Audits: Comprehensive or targeted campus audits to identify institutional strengths and challenges
Workshops: Institution-based, regional, and consortium workshops to assist with improvement initiatives
On-going Research and Evaluation: Focused inquiry related to improvement initiatives and specific campus evaluation needs
User Resources: Develops resources and tools that enable institutions to more effectively use assessment results in practice (e.g. Accreditation Toolkits, Pocket Guides, Facilitator’s Guide to Using NSSE Data)
Pocket Guide to Choosing a College
FOR STUDENTS AND FAMILIES:NSSE’s A Pocket Guide to Choosing a College helps students ask questions during a campus visit that help them know how they might learn and develop at a given institution.
FOR NSSE INSTITUTIONS:A new data report in 2007, the Pocket Guide Report, “What Students Are Saying…” provides NSSE schools with a consistent template for sharing results with admission officers, orientation staff, prospective students and their families, and for presenting student engagement results on institutional Web sites.
Using NSSE-BCSSE-FSSE Data NSSE results are being used
across all sectors and types of institutions.
Discovering and sharing ways student engagement results are being used is one of NSSE’s most important activities.
The following slides illustrate how NSSE data can inform educational policy and practice and provide examples of how specific institutions have used their NSSE results in productive ways.
Areas of Effective
EducationalPractice
Areas for InstitutionalImprovement
Internal 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
LearningCommunitie
s1ST Year
and Senior
ExperienceAcademicAffairs
LearningAssessment
FacultyDevelopment
AcademicAdvising
PeerComparison
StudentAffairs
InstitutionalResearch
EnrollmentManagement
External Campus Uses Assess status vis-à-vis
peers, competitors Identify, develop,
market distinctive competencies
Encourage collaboration in consortia (e.g., statewide NSSE conference)
Provide evidence of accountability for good processes (while awaiting improvement in outcomes)
PublicAccountability
FundRaising
GoverningBoards
ProspectiveStudents
Alumni
StatePolicy
MakersPerformanceIndicators
Focus on Right Things
AccreditingBodies
Media
Parents
Level of Academic ChallengeUNIVERISTY OF MICHIGAN Finding: An item of discussion
at a meeting of the Provost’s Faculty Advisory Committee raised the question of students’ writing abilities and how much writing students have to do as U of M undergraduates.
Action: NSSE and FSSE results
pertaining to academic challenge, i.e. those that focus on the amount of effort involved in class preparation and how much the environment emphasizes studying and academic work, were prepared and shared with faculty.
Active and Collaborative Learning
WASHINGTON STATE UNIVERSITY
Finding: Results indicated the campus was not meeting student expectations for collaborative learning, student-faculty interaction, and enriching educational experiences.
Action: Freshman Focus learning communities were created to provide all incoming freshmen the opportunity to engage in an extensive living-learning community system.
Student – Faculty InteractionCALIFORNIA STATE UNIVERSITY -
FRESNO
Finding: NSSE results showed that student-faculty interaction was lower than expected.
Action: Student success task force identified ways to improve student success. Participated in Building Engagement and Attainment for Minority Students (BEAMS) program to develop Mentoring Institute. Now 200+ faculty members, staff and student mentors have been trained.
Enriching Educational Experiences
SIMONS ROCK COLLEGE OF BARD
Finding: NSSE results for out-of-class engagement were not as strong as results on pure academic measures.
Action: Student affairs staff members used NSSE results to guide discussions and develop new student activities and community engagement efforts. Have added a new professional position in Student Activities.
Supportive Campus Environment
TOWSON UNIVERSITY Finding: Wished to examine
and enhance experience of female students.
Action: Women’s Center staff developed a narrative about the collegiate experience of women on their campus, strengthened programs that offer leadership opportunities and self-empowerment content and process.
Sharing NSSE Results Campus WideCLAYTON STATE UNIVERSITY:
Discusses NSSE results at faculty counsel, presidential retreats, student success forums, and in various standing committees.
UNIVERSITY OF COLORADO AT COLORADO SPRINGS: Institutional Research Office publishes a series of one- to two-page research briefs on their NSSE Web site, for faculty and staff members to access. Each brief is dedicated to a specific aspect of NSSE, such as “Diversity” or the “Academic Experience.”
Improving Civic Engagement
JAMES MADISON UNIVERSITY
Finding: First-year student involvement in service-learning programs was lower than desired.
Action: Increased the number and quality of class presentations about service-learning; increased the number of contacts with new faculty members regarding the importance of emphasizing service-learning.
Improving General EducationWORCESTER POLYTECHNIC
UNIVERSITY Finding: General education
courses provide foundation essential to numerous learning outcomes. A faculty-appointed committee defined 5 objectives to enhance core education.
Action: Have begun developing a new first-year general education curriculum featuring interdisciplinary, inquiry-based seminars, better integration of the disciplines, and broader, more engaging introductions to major areas of study.
Contact Information
NSSE Web site www.nsse.iub.edu
National Survey of Student EngagementCenter for Postsecondary Research
Indiana University BloomingtonPhone: 812.856.5824
E-mail: [email protected]
[Institution] Contact with NSSE:
[Contact name]
[contact [email protected]]
.