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”)

Insert Your Presentation Title Here

Insert Presenter Name(s) Here

Insert Presentation Date

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

An Introduction:NSSE and the Concept of Student Engagement

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 & Selected [Institution] Results

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%

BCSSE 2007 & BCSSE 2007-NSSE 2008 & Selected [Institution] Results

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

FSSE 2008 & Selected [Institution] Results

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

Time Spent Preparing for Class

Each Week by Discipline

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.

What is the NSSE Institute?

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 Your NSSE-BCSSE-FSSE Data

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.

Questions & Discussion

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: nsse@indiana.edu

[Institution] Contact with NSSE:

[Contact name]

[contact email@your.institution.edu]

.