Transcript Using the National Survey of Student Engagement in Student

Using the 2005 National Survey
of Student Engagement in
Student Affairs
Indiana State University
What is NSSE?
We have often heard the term NSSE, but not
everyone really knows what it is.
See if you can answer this question:
What is NSSE?
A. a creature from Loch?
B. a really big spill
C. a diagnosis
YOU Have NSSE!
D. The National Survey for
Student Engagement
Today’s Presentation
• Briefly introduce the
NSSE
• Focus on two question
categories
• Point out some potential
uses of the NSSE for
Student Affairs
• Share a few examples of
how NSSE is currently
used at ISU
• Transition to discussions
of how to use this (and
other) information in
Student Affairs
Question Categories on the NSSE
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Academic and intellectual
experiences
Mental activities
Examinations
Reading and writing
Problem sets
Homework problems
Enriching educational experiences
Quality of relationships
Time usage
Institutional environment
Educational and personal
growth
Academic advising
Satisfaction
NSSE Category Nine: Time Usage
• Question: “About how many hours do you spend in a typical 7-day
week doing each of the following?
• 1=0 hrs/wk; 2=1-5; 3=6-10; 4=11-15; 5=16-20; 6=21-25; 7=26-30;
8=>30
• Question Themes:
– Preparing for class
– Working for pay on campus
– Working for pay off campus
– Participation in co-curricular activities
– Relaxing and socializing
– Providing care for dependents living with you
– Commuting to class
Preparing for Class
Freshman Students
3.54*
(6-10 hrs. per week)
Senior Students
3.98
(6-10 hrs. per week)
When compared with other freshman at doctoral-intensive and all other
NSSE-participating schools, ISU freshman spend significantly less time
preparing for class.
Working
Working for
pay on
campus
Freshman
1.61
Students
(0 hours
per week)
Senior
1.96
Students (1-5 hours
per week)
Working for
pay off
campus
2.89*
(1-5 hours
per week)
3.77*
(6-10 hours
per week)
When compared to students at other doctoral-intensive and NSSE-participating
institutions, ISU freshman work for pay off campus significantly more (p<.001). ISU
seniors work for pay off campus significantly more (p<.01) when compared to other
seniors at NSSE participating institutions.
Participating in Co-Curricular
Activities
Freshmen
2.37*
(1-5 hours per week)
Seniors
2.08
(1-5 hours per week)
ISU freshmen participate in co-curricular activities significantly more than
freshmen at other doctoral-intensive universities (p<.001).
Observations:
What do the NSSE Questions Have to Say About
ISU Students’ Use of Time?
• Results for preparing for class
might be a concern
• Freshman participation in cocurricular activities is
encouraging.
• How might these results be
“sliced and diced?” Might the
athletic department, or Greek
life like to see their own data
(which would differ) in respect
to their own students?
• Key point—what might be
useful in helping us
understand our students and
how to better serve them?
NSSE Category Eleven: Education
and Personal Growth
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Acquiring a broad general education
Acquiring job or work-related
knowledge and skills
Writing clearly and effectively
Speaking clearly and effectively
Thinking critically and analytically
Analyzing quantitative problems
Using computing and information
technology
Working effectively with others
Learning effectively on your own
Understanding yourself
Understanding people of other racial
and ethnic backgrounds
Solving complex real-world problems
Developing a personal code of values
and ethics
Contributing to the welfare of your
community
All questions rated on 4 point scale; 1=very little; 2=some; 3=quite a bit; 4=very
much
Working Effectively With Others
Freshmen
2.88
(some/quite a bit)
Seniors
3.10
(quite a bit)
ISU freshman and senior scores lower than those at NSSE-participating
and doctoral intensive institutions (sig. p<.05)
Voting
Freshmen
2.54
(some)
Seniors
2.24
(some)
ISU freshmen reported voting higher than freshmen at other doctoral-intensive
universities (p<.05).
Understanding People of Other
Racial/Ethnic Backgrounds
Freshmen
2.56
(some)
Seniors
2.61
(some)
Contributing to the Welfare of the
Community
Freshmen
2.22*
(some)
Seniors
2.37*
(some)
ISU freshmen and seniors rate ISU significantly lower than those at other
NSSE institutions (p<.01); however, ISU seniors rate ISU higher than in
2003.
Observations
• Given some
improvements, why
did this occur? What
did ISU do to improve
institutional
performance?
• What can be done to
improve performance
in some areas?
• Can these data be
“sliced and diced?”
How Are NSSE Data Currently
Being Used at ISU to Affect
Institutional Effectiveness?
General Education Assessment
• NSSE questions are
matched with a number of
performance indicators
• Results on the NSSE
indicate that ISU students
perform well in respect to
participating in
community projects as
part of a course, for
example
• Used with other
indicators, such as GRE
scores, to assess the
quality of student learning
College of Nursing
• The use of NSSE
questions is currently
being discussed by
faculty
• 2003 NSSE results
indicate that Nursing
students tend to commute
and take care of
dependents living with
them than other students
• Implications for student
services
College of Education
• Teacher education
program was in need of
assessments for diversity
and technology
• 2003 NSSE questions
indicate that senior
teacher candidates rate
the institution significantly
higher on technology than
freshman teacher
candidates
• Implications for upcoming
(November 2005) NCATE
and IPSB visit
Concluding Comments
• NSSE is useful in assessing
institutional capacity on
several student affairs
questions
• NSSE questions can be “sliced
and diced” so they can be
used by different departments
and programs
• Central question about
assessment—not only placing
data on a table, but actually
using and discussing data to
enhance students’ experience
at ISU.
Benchmarks of Effective
Educational Practice
• The benchmarks are
based on 42 key questions
from the NSSE survey that
capture many of the most
important aspects of the
student experience.
These student behaviors
and institutional features
are some of the more
powerful contributors to
learning and personal
development.
Level of Academic Challenge
Challenging intellectual and creative work is central to student
learning and collegiate quality. Colleges and universities
promote high levels of student achievement by emphasizing
expectations for student performance. Activities and
conditions:
• Preparing for class (studying, reading, writing, rehearsing,
and other activities related to your academic program)
• Number of assigned textbooks of course readings
• Number of written papers or report of 20 pages or more
• Number of written papers or reports between 5 and 19 pages
• Number of written papers or reports of fewer than 5 pages
• Coursework emphasizing analysis of the basic elements of
an idea, experience, or theory
• Coursework emphasizing synthesis and organizing ideas,
information into new, more complex interpretations
• Coursework emphasizing the making of judgments about the
value of information, arguments, or methods
• Coursework emphasizing application of theories or concepts
to practical problems or in new situations
• Worked harder than you thought you could to meet an
instructor's standards or expectations
• Campus environment emphasizing time studying and on
academic work
Active and Collaborative
Learning
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Students learn more when they are intensively involved in their
education and are asked to think about and apply what they are
learning in different settings. Collaborating with others in solving
problems or mastering difficult material prepares students to deal with
the messy, unscripted problems they will encounter daily during and
after college. Activities:
Asked questions in class or contributed to class discussion
Make a class presentation
Worked with other students on projects during class
Worked with classmates outside of class to prepare class
assignments
Tutored or taught other students
Participated in a community-based project as part of a regular course
Discussed ideas from your readings or classes with others outside of
class (students, family members, co-workers, etc.)
Student-Faculty Interactions
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Students see first-hand how experts think about and solve practical
problems by interacting with faculty members inside and outside the
classroom. As a result, their teachers become role models, mentors,
and guides for continuous, life-long learning. Activities:
Discussed grades or assignments with an instructor
Talked about career plans with a faculty member or advisor
Discussed ideas from your readings or classes with faculty members
outside of class
Worked with faculty members on activities other than coursework
(committees, orientation, student-life activities, etc.)
Received prompt feedback from faculty on your academic
performance (written or oral)
Work on a research project with a faculty member outside of course
or program requirements
Enriching Educational
Experiences
(many items here were asked freshmen in the form of "do you plan to do item")
Complementary learning opportunities inside and outside the classroom augment the academic program.
Experiencing diversity teaches students valuable things about themselves and other cultures. Used
appropriately, technology facilitates learning and promotes collaboration between peers and provides
students with opportunities to synthesize, integrate, and apply their knowledge. Such experiences make
learning more meaningful and, ultimately, more useful because what student know becomes a part of who
they are. Activities and conditions:
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Participating in co-curricular activities (student government, social fraternity or sorority, intercollegiate
sports, etc.)
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Practicum, internship, field experience, co-op experience, or clinical assignment
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Community service or volunteer work
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Foreign language coursework
•Study abroad
•Independent study or self-designed major
•Culminating senior experience (comprehensive
exam, capstone course, thesis, project, etc.)
•Learning communities
•Talking with students with religious beliefs, political
opinions, or personal values
•Talking with students of a different race or ethnicity
•Using electronic technology to discuss or complete
assignments
•Campus environment encouraging contact among
students from different economic, social, and racial or
ethnic backgrounds
Supportive Campus
Environment
Students perform better and are more satisfied at colleges that are
committed to their success and cultivate positive working and social
relations among different groups on campus. Conditions:
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Campus environment provides the support you need to help you
succeed academically
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Campus environment helps you cope with your non-academic
responsibilities (work, family, etc.)
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Campus environment provides the support you need to thrive socially
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Quality of relationships with other students
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Quality of relationships with faculty members
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Quality of relationships with administrative personnel and offices
Question #1
What are we doing to support
this particular Benchmark?
Question #2
What else can we do to
support this particular
Benchmark?
Question #3
What question(s) might your
unit have that the NSSE
could address?