Transcript Slide 1

Sample Presentation
Of NSSE 2005
Sample College/University
Names of Presenter(s)
1
PowerPoint Presentation
Notes to NSSE 2005 Users
 This sample presentation is designed to help NSSE users present
NSSE 2005 data to different groups
 These slides provide information about NSSE (The College Student
Report instrument, survey administration, and the project scope) and
offer examples of how to present your NSSE 2005 data
 You should replace the cover slide and the red text throughout this
presentation with the name of your school and your own 2005 data.
Please adapt any slide to meet your goals and the interests of your
audience
 View the notes section of each slide for additional information (in the
PowerPoint tool bar select “view” then “notes page”)
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Program Overview
 What do you know about college student
engagement?
 Why is student engagement important?
 What is NSSE?
 NSSE 2005
 Sample College/University data
 Using NSSE data
 Questions and discussion
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What Do We Know about
College Student Engagement?
What percentage of our students participate
in community service or volunteer work?
First-Year
More than x%
Senior
More than x%
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What Do We Know about
College Student Engagement?
What percentage of Sample U. students
spent more than 5 hours per week
participating in co-curricular activities?
First-Year
More than x%
Senior
More than x%
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What Really Matters in College
Student Engagement
The research is unequivocalImpact of college is largely
determined by individual effort.
Students are not passive recipients
of institutional efforts to
“educate” or “change” them.
Important to focus on ways in
which an institution can shape
its academic, interpersonal, and
extracurricular offerings to
encourage student engagement.
Pascarella & Terenzini. (2005). How college affects students:
A third decade of research
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What is NSSE?
(pronounced “nessie”)
 Evaluates the extent to which first-year and senior
students engage in educational practices associated
with high levels of learning and development
 Supported by grants from Lumina Foundation for
Education and the Center of Inquiry in the Liberal Arts
at Wabash College
 Co-sponsored by The Carnegie Foundation for the
Advancement of Teaching and the Pew Forum on
Undergraduate Learning
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Why A National Survey?
 Refocus conversations about
undergraduate quality to what
matters most
 Enhance institutional improvement
efforts
 Foster comparative and
consortium activity
 Inform accountability
 Provide systematic national data
on “good educational practices”
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Effective 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
Chickering and Gamson. (1987). Seven principles of good practice in
undergraduate education.
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NSSE Project Scope
 Almost 1000 different
colleges and universities
 50 states, Puerto Rico, and
Canada
 Data from more than
880,000 students
 Institutions include
Historically Black Colleges
and Universities, Hispanic
Serving Institutions, Tribal
Colleges, and all female and
all male colleges
Year
Colleges/
Universities
2001
321
2002
366
2003
437
2004
473
2005
529
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Use and Validity of Self-Reports
Validity of Self-Reporting Improves When…
 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 response
National assessment experts designed
the NSSE survey, The College Student Report,
to meet these conditions
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What Does
The College Student Report Cover?
Student Behaviors in College
Institutional Actions
And Requirements
Student Learning
& Development
Student Reactions to College
Student Background
Information
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Survey Administration
 Administered to random sample
of first-year & senior students
 Paper & Web-based survey
 Flexible to accommodate
consortium questions
 Multiple follow-ups to increase
response rates
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NSSE Institute for Effective
Educational Practice
 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 research
and evaluation of initiatives and
specific campus evaluation
needs
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Current NSSE Institute Projects
 Project Deep: Documenting effective educational practice at 20
colleges and universities with higher than predicted graduation rates
and NSSE benchmarks. Disseminates institutional success stories
about policies and practices that more fully engage students in
productive learning activities.
 Project BEAMS: The Building of Engagement and Attainment of
Minority Students (BEAMS) Project is a five-year initiative to assist
Historically Black, Hispanic-serving, and Tribal colleges and
universities to use student engagement data for institutional
improvement.
 Beginning College Survey of Student Engagement: This pilot study
will measure entering first-year students’ expectations for college
(with a focus on participating in educationally purposeful activities)
and selected high school experiences. Over 50 institutions are
participating in this pilot study.
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Project DEEP Focus
 This two-year project has a
rich catalogue of best
practices that are adaptable
to a variety of institutions.
Institutions can benefit from
these success stories as they
consider how to turn their
NSSE results into action
plans for promoting student
success.
 Project DEEP was sponsored by the American Association for
Higher Education (AAHE) and the Center of Inquiry in the
Liberal Arts at Wabash College.
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Building Engagement and Attainment
of Minority Students (BEAMS)
 5-year project serving up to 150 four-year colleges and
university that are members of the Alliance for Equity in Higher
Education.
 Institutions analyze the scope and character of student
engagement data and implement an action plan to improve
engagement, learning, and persistence.
 BEAMS is supported by
The Lumina Foundation
for Education, the
American Association for
Higher Education (AAHE)
and the Alliance for
Equity in Education.
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Faculty Survey of Student
Engagement (FSSE) 2005
 To date more than 54,000 faculty members at 314
four-year institutions
The FSSE parallels NSSE's survey of
undergraduate students focusing on:
 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.
 Results intended as catalyst for discussions
about quality of students' educational experience
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How Does FSSE Inform What We
Know about Student Engagement?
What percentage of Sample University
students spent more than 26 hours per
week preparing for class?
First-Year
More than x%
Senior
More than x%
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How Does FSSE Inform What We
Know about Student Engagement?
 One-third (33%) of faculty
expect students to spend
greater than 25 hours
preparing for class
 Less than one-tenth (8%)
actually think that students
spend this amount of time
 While slightly over one-tenth (11%) of
students actually spend this amount of
time
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How Does FSSE Inform What We
Know about Student Engagement?
Time Spent Preparing for Class
(Per Class Per Week)
Faculty
expectation of
hours/week
Disciplinary Area
Lower Upper
Div.
Div.
Faculty
belief of actual
hours/week
Student reported
hours/week from
NSSE
Lower
Div.
Upper
Div.
FirstYear
Senior
Arts and Humanities
5.7
6.2
2.9
3.6
3.4
3.7
Biological/life sciences
6.4
6.2
2.6
3.2
3.9
4.0
Business
5.4
5.6
2.7
3.0
2.9
2.9
Education
4.4
4.9
2.5
3.1
3.1
3.3
Engineering
6.5
6.4
4.1
4.3
3.9
4.3
Physical Sciences
6.7
7.0
3.4
4.2
4.0
4.1
Professional
5.9
6.0
3.2
3.4
3.4
3.7
Social Sciences
5.4
5.6
2.4
2.9
3.4
3.3
Other
5.1
5.4
2.7
3.0
3.0
2.9
All Disciplinary Areas
5.8
5.9
2.9
3.3
3.0
3.5
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NSSE 2005 Institutional Report
 Overview
 Accreditation Toolkit
 Respondent Characteristics  Faculty Survey of Student
 Means Comparison Report
Engagement (FSSE)
 Frequency Distributions
 NSSE Institute
 Codebook
 Additional Information
 Using NSSE Data
 Institutional Data
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NSSE 2005 Institutions
by Carnegie Classification
50
45
% of schools
40
35
All 4-Year
Schools
30
25
NSSE
Schools
20
15
10
5
0
Doc/Res-Ext
Doc/Res-Int
Master's
Bac-LA
Bac-Gen
Carnegie Classification
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NSSE 2005 Respondents
Race and Ethnicity
80
70
Percentage
of Respondents
60
50
40
30
20
10
0
African
American,
Black
American
Indian
Asian
White,
American, Caucasian
Pacific
Islander
Hispanic
NSSE Repondents
All 4-Year Schools
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NSSE 2005 Response Rates
 Your institution’s response rate = x%
 39% overall for all NSSE 2005 institutions
 35% for Paper mode institutions
 42% for Web-only institutions
 39% for Web+ institutions
 Response rates ranged from 9% to 89%
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NSSE 2005
Your Institution’s Results
 Thinking about your overall experience at this
institution, how would you rate the quality of
relationships with faculty and administrative personnel
and offices?
60
50
%
40
Faculty
Admin Staff
30
20
10
0
Remote
2
3
4
5
6
Helpful
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NSSE 2004 & NSSE 2005
Your Institution’s 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?
First Year Interaction
50
30
2004
2005
20
10
Senior Interaction
0
Very Little
Some
Quite a Bit
60
Very Much
%
%
40
40
2004
20
2005
0
Very Little
Some
Quite a Bit
Very Much
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Carnegie Group Comparison
with Your Institution’s 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)?
80
70
60
50
40
30
20
10
0
Seniors 2004
Seniors 2005
Carnegie Group
No
Yes
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NSSE 2005 Promising Findings
 Although most students
(x%) would attend Your
Institution if they could
start over again, only xthirds of students (x%)
say they had a good or
excellent educational
experience
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NSSE 2005 Disappointing Findings
 Almost x-fifth’s (x%) of
first-year students “never’
made a class presentation
100
%
80
 Almost x-fifths (x%) of all
students say our
institution emphasizes
spending significant
amounts of time on
studying and academic
work
60
40
20
0
First-Year
Student
First-Year Student
Senior
Senior
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Using NSSE Data
 Discover current levels of engagement
(institution, major field, year in school)
Areas of
Effective
Educational
Practice
Areas for
Institutional
Improvement
 Determine if current levels are
satisfactory (criterion reference,
normative, or peer comparison)
 Target areas for improvement
 Modify programs and policies accordingly
 Teach students what is required to
succeed
 Monitor student & institutional
performance
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Internal Campus Uses
 Gauge status of campus
priorities
 Examine changes in student
engagement between first
and senior years
 Assess campus progress
over time
Enrollment
Management
Institutional
Research
 Encourage dialogue about
good practice
 Link with other data to test
hypotheses, evaluate
programs
 Improve curricula, instruction,
services
Student
Affair
Learning
Communities
Institutional
Improvement
Peer
Comparison
Academic
Advising
1ST Year
and Senior
Experience
Academic
Affair
Learning
Assessment
Faculty
Development
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External Campus Uses
 Assess status vis-à-vis
peers, competitors
 Identify, develop, market
distinctive competencies
 Encourage collaboration in
consortia (e.g., state-wide
NSSE conference)
 Provide evidence of
accountability for good
processes (while awaiting
improvement in outcomes)
Governing
Boards
Parents
Media
Accrediting
Bodies
Public
Accountability
Focus on
Right Things
Performance
Indicators
Fund
Raising
Prospective
Students
Alumni
State
Policy
Makers
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Example of Use at
Small College
 Finding: Lack of
interaction between
faculty and first-year
students
 Action: Faculty-student
mentoring program
established for first-year
students
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Example of Use at
Small College
 Finding: Lower than expected
engagement of first-year
students
 Action: Developed a first-year
learning community program
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Using NSSE – Liberal Arts College
 Decision – Goodness of fit
 Preparation – Faculty take
survey to increase buy-in
 Analysis by Office of
Educational Research and
Evaluation
 Framing inquiry about student
engagement-- research and
evaluation committee
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Using NSSE – Master’s Institution
 Participation in 2006 for use in
accreditation self-study
 Alumni reports (magazine,
reunion)
 Development Office
 More extensive peer analysis
particularly in the student affairs
area
 Strategy – Connect to strategic
objectives, promote strengths,
target areas for improvement
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Example of Use at
Large University
 Finding: Student
participation in enriching
educational experiences
below expectations
 Action: Adjustments made
to course curricula and
faculty teaching practices
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Example of Use at
Large University
 Finding: Number of
classroom writing
assignments below
expectations
 Action: Recommended
an increase in writing
assignments across the
curriculum
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Using NSSE – Research Institution
 Local news piece on institutional
results
 First reports to the Provost and
Deans’ Council
 Presentation to Board of
Trustees
 Benchmarking for accreditation
 Special institutional campaign
and use at University conference
 Student Affairs program review
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Using NSSE – Doctoral University
 Use with board, faculty
groups, and student groups
 New student orientation
 Alumni sponsored send-off
party for new freshmen
 Publications and
communications
 Retention planning and
student satisfaction
 Benchmarking and national
comparisons
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How Do I Find Out More?
Your Institution’s Representative
[email protected]
NSSE Website
www.nsse.iub.edu
.
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