selected results of nsse 2003: university of kentucky december 3, 2003
TRANSCRIPT
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Selected Results of NSSE 2003:Selected Results of NSSE 2003:
University of KentuckyUniversity of Kentucky
December 3, 2003December 3, 2003
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Presentation OverviewPresentation Overview
Why is student engagement important? The National Survey of Student Engagement
(NSSE) What do we know about the engagement of UK
students? The five benchmarks of good practice Other important findings Ways to enhance student engagement
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What What ReallyReally Matters in College: Matters in College:
Student EngagementStudent EngagementThe research is unequivocal: students who are actively involved in both academic and out-of-class activities gain more from the college experience than those who are not so involved
Pascarella & Terenzini. (1991). Pascarella & Terenzini. (1991). How college affects studentsHow college affects students
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Good Educational PracticesGood Educational Practices
Student-faculty contact Active learning Prompt feedback Time on task High expectations Cooperation among students Respect for diverse talents
and ways of learning
“Seven principles of good practice in undergraduate education” (Chickering and Gamson, 1987)
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What is Student Engagement?What is Student Engagement?
Represents two important aspects of collegiate quality:
– The amount of time and effort students put into their studies and other meaningful academic activities
– How the institution deploys resources and organizes its curriculum and other learning opportunities
Correlates with student learning and retention
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What is the NSSE?What is the NSSE?(pronounced “nessie”)(pronounced “nessie”)
Refocuses conversations about quality in undergraduate education
Assesses students’ engagement in educational practices associated with high levels of learning and personal development
Provide systematic national data on “good educational practices”
Enhances institutional improvement efforts
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What is Covered inWhat is Covered inThe College Student ReportThe College Student Report??
Student Behaviors in College
Institutional Actions & Requirements
Student Reactions to College
Student BackgroundInformation
Student Learning &
Development
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NSSE 2003 Respondent CharacteristicsNSSE 2003 Respondent Characteristics
UK NSSE 2003Response rate 34% 43%
Mode
Paper
Web
F 56%; S 79%
F 44%; S 21%
F 42%; S 55%
F 58%; S 45%
No. of Students 626 93,393
Sampling Error
Freshmen
Seniors
+/- 5.4%
+/- 5.3%
+/- 0.4%
+/- 0.4%
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What Do We Know AboutWhat Do We Know AboutCollege Student Engagement?College Student Engagement?
What percent of UK students participate in community service or volunteer work on a weekly basis?
First-Year Seniors 30% 39%
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What Do We Know AboutWhat Do We Know AboutCollege Student Engagement?College Student Engagement?
What percent of UK students spent more than 20 hours per week preparing for class?
First-Year Seniors 19% 20%
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What Do We Know AboutWhat Do We Know AboutCollege Student Engagement?College Student Engagement?
What percent of UK students spent more than 5 hours per week participating in co-curricular activities?
First-Year Seniors 24% 21%
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Five Benchmarks of Effective Five Benchmarks of Effective Educational PracticeEducational Practice
Clusters of related activities, institutional actions, attitudes, and perceptions– Level of academic challenge– Active and collaborative learning– Student-faculty interaction– Enriching educational experiences– Supportive campus environment
The results for 2001 and 2003 compare UK first-year students and seniors with peers at other doctoral research extensive institutions– ‘Absolute’ level of engagement (raw benchmark scores)– ‘Predicted’ level of engagement (statistically controlling for
institutional and student characteristics)
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I. Level of Academic ChallengeI. Level of Academic Challenge
Items on this benchmark include:Level of preparation for classNumber of assigned booksNumber of written papers of varying lengthTypes of cognitive demands emphasized by
coursework
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Level of Academic ChallengeLevel of Academic Challenge
51.6 51.4 53.1 54.6 52.2 52.3 55.0 55.2
0
10
20
30
40
50
60
70
First-Year Senior First-Year Senior
UK Doc.-Ext 2001 2003
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Observations about the Observations about the Academic Challenge BenchmarkAcademic Challenge Benchmark
UK first-year students and seniors scored near the 50th percentile on this benchmark
Relative to their peers, UK freshmen: – Report spending more time preparing two or more
drafts of an assignment
– write significantly more short and mid-length papers than their KY peers
Relative to their peers, UK seniors reported fewer numbers of assigned textbooks, books, or book-length packs of course readings
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Actual vs. Predicted Scores:Actual vs. Predicted Scores:Level of Academic Challenge Level of Academic Challenge
Students’ Class
Actual Score
Predicted Score
Residual
Standardized Residual
First-Year
52.2* 50.5 1.7 0.6
Senior 54.4* 52.9 1.5 0.5
*Note: The ‘actual’ benchmark scores in the above chart may differ slightly those reported in the NSSE Benchmark Report and the accompanying graph. The Benchmark Report scores are adjusted according to students’ enrollment status. This adjustment is not reflected in the actual scores in the chart because it was included in the regression model used to generate the predicted scores.
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II. Active and II. Active and Collaborative LearningCollaborative Learning
Items on this benchmark include:Contributions to class discussionsClass presentationsWork with other students on projectsFrequency of discussions about readings
outside of class
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Active and Collaborative LearningActive and Collaborative Learning
35.6 37.5
44.8 45.8
35.1 38.146.2 46.2
0
10
20
30
40
50
60
70
First-Year Senior First-Year Senior
UK Doc.-Ext 2001 2003
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Observations about Observations about Active and Collaborative LearningActive and Collaborative Learning
Between 2001 and 2003, the gap between UK freshmen and their peers widened slightly
Freshmen scored between the 10th and 20th percentiles and seniors scores at the 50th percentile
Relative to their peers, UK freshmen:– Collaborated less with their classmates outside of class– Participated less in community-based projects as part of a
regular course Both UK freshmen and seniors were less likely than their
peers to discuss ideas from readings outside of class UK seniors reported more in-class collaboration on projects
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Actual vs. Predicted Scores:Actual vs. Predicted Scores:Active and Collaborative Learning Active and Collaborative Learning
Students’ Class
Actual Score
Predicted Score
Residual
Standardized Residual
First-Year
35.1 37.0 -1.8 -0.5
Senior 46.2 45.8 0.4 0.1
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III. Student Interaction with III. Student Interaction with Faculty MembersFaculty Members
Items on this benchmark include:Frequency of discussions with faculty on:
– grades– assignments– career plans – readings
Promptness of feedbackParticipation in research projects
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Student-Faculty InteractionStudent-Faculty Interaction
33.6 31.6
39.1 38.434.4 34.0
41.5 39.9
0
10
20
30
40
50
60
70
First-Year Senior First-Year Senior
UK Doc.-Ext 2001 2003
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Observations about Observations about Student-Faculty InteractionStudent-Faculty Interaction
UK freshmen and seniors scored well above students from other doctoral/research ext. institutions—between the 60th and 70th percentiles—in 2001 and 2003
UK freshmen reported fewer experiences working with faculty on research outside of class requirements
UK freshmen and seniors reported more frequent discussions of career plans with a faculty member of advisor
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Actual vs. Predicted Scores:Actual vs. Predicted Scores:Student-Faculty InteractionStudent-Faculty Interaction
Students’ Class
Actual Score
Predicted Score
Residual
Standardized Residual
First-Year
34.4 33.1 1.3 0.3
Senior 41.5 39.1 2.4 0.6
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IV. Enriching Educational IV. Enriching Educational ExperiencesExperiences
Items on this benchmark include:Participation in co-curricular activitiesInvolvement in community serviceParticipation in internships and co-opsEnrollment in capstone coursesStudy abroad
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Enriching Educational Enriching Educational ExperiencesExperiences
50.455.3
42.545.9
51.457.6
46.7 47.6
0
10
20
30
40
50
60
70
First-Year Senior First-Year Senior
UK Doc.-Ext 2001 2003
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Observations about the Enriching Observations about the Enriching Educational Experiences BenchmarkEducational Experiences Benchmark
In 2001 and 2003, UK students scored well below their peers from the KY consortium and research universities
Freshmen scored below the 10th percentile and seniors scored just below the 50th percentile
The poor performance of UK freshmen can be traced to several questions about diversity
UK first-year students reported: – their school placed less emphasis on contact among students from
different backgrounds than other research universities– less frequent conversations with students of different religious
beliefs, political opinions, or personal values Both UK freshmen and seniors reported fewer serious
conversations with students of different races and ethnicities
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Actual vs. Predicted Scores:Actual vs. Predicted Scores:Enriching Educational Experiences Enriching Educational Experiences
Students’ Class
Actual Score
Predicted Score
Residual
Standardized Residual
First-Year
51.4 53.7 -2.3 -0.6
Senior 46.7 45.9 0.8 0.2
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V. Supportive Campus V. Supportive Campus EnvironmentEnvironment
Items on this benchmark include:Perceived support to succeed academicallyPerceived support to thrive sociallyPerceived quality of relationships with:
– Other students– Faculty– Administrators
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Supportive Campus EnvironmentSupportive Campus Environment
53.356.1
48.3 51.2
59.0 58.053.7 53.4
0
10
20
30
40
50
60
70
First-Year Senior First-Year Senior
UK Doc.-Ext 2001 2003
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2001 Observations about the Supportive 2001 Observations about the Supportive Campus Environment BenchmarkCampus Environment Benchmark
Two years ago, UK students’ evaluations were well below their counterparts
In 2003, freshmen scored above the 60th percentile and senior scored above the 50th percentile
On most benchmark items, UK students’ ratings did not differ significantly from their peers
Both freshmen and seniors assigned higher ratings to the quality of their relationships with administrative personnel and offices.
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Actual vs. Predicted Scores:Actual vs. Predicted Scores:Supportive Campus Environment Supportive Campus Environment
Students’ Class
Actual Score
Predicted Score
Residual
Standardized Residual
First-Year
59.0 57.6 1.4 0.4
Senior 53.7 52.7 1.0 0.2
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Number of NSSE Benchmarks on Which Number of NSSE Benchmarks on Which UK Students Exceeded the Predicted Score UK Students Exceeded the Predicted Score
2001 and 20032001 and 2003
Students’ Class
2001 Exceeded/Total
2003 Exceeded/Total
First-Year 2/5 3/5
Seniors 1/5 5/5
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Quality of Academic AdvisingQuality of Academic Advising
2.992.77 2.69
2.60
3.052.91
2.71 2.71
1
1.5
2
2.5
3
3.5
4
First-Year Senior First-Year Senior
UK Doc.-Ext 2001 2003
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Satisfaction with Entire Satisfaction with Entire Educational ExperienceEducational Experience
3.06 3.162.97
3.15 3.13 3.213.05
3.18
1
1.5
2
2.5
3
3.5
4
First-Year Senior First-Year Senior
UK Doc.-Ext 2001 2003
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Perceived Institutional Contributions to Personal Development Perceived Institutional Contributions to Personal Development Means Scores of UK and Doctoral Research-Ext. FreshmenMeans Scores of UK and Doctoral Research-Ext. Freshmen
2.03
2.42
2.37
2.58
2.28
2.56
2.56
2.72
0 0.5 1 1.5 2 2.5 3
Contributing to the welfare of yourcommunity
Developing a personal code of valuesand ethics
Understanding people of otherracial/ethnic backgrounds
Understanding yourself
UK Freshmen Doc.-Ext Freshmen
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Where do we go from here . . .?Where do we go from here . . .?
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Areas of FocusAreas of Focus Increase the level of active and collaborative
learning on campus– Develop more community-based projects as part of
regular courses– Have students work together on projects outside of class
Focus on enriching educational experiences– Admit more diverse students– Encourage interaction among diverse student groups– Promote study abroad programs, living learning
communities, and undergraduate research outside of class or program requirements
Enhance the overall academic climate on campus by creating higher expectations for student performance
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Institutional Institutional ImprovementImprovement
11stst Year Year & Senior & Senior
ExperienceExperience
GeneralGeneralAssessmentAssessment
StudentStudentAffairsAffairs
LearningLearningCommunitiesCommunities
Faculty Faculty DevelopmtDevelopmt
InstitutionalInstitutionalResearchResearch
EnrollmentEnrollment ManagemtManagemt
PeerPeerComparisonComparison
AcademicAcademicAdvisingAdvising
AcademicAcademicAffairsAffairs
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RecommendationsRecommendations
Colleges should ‘drill down’ into the NSSE data to evaluate their students’ levels of engagement
Appoint an institution-wide NSSE taskforce charged with:– Learning how other institutions have used
NSSE results for improvement– Developing university-wide initiatives to
address our own shortcomings
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Questions and Comments?Questions and Comments?
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Office of Institutional Office of Institutional ResearchResearch
Roger Sugarman, [email protected]
Phone: 257-7989www.uky.edu/IR/
For more information on NSSE: