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The University of Texas-Pan American
National Survey of Student Engagement
2004
Results & Recommendations
Presented by:
S. J. Sethi, Ph.D.
Assistant Director
Office of Institutional Research & Effectiveness
February 2, 2005
Overview
What is NSSE?
Its Purpose and Uses
What does Research Show?
NSSE Survey Results for UTPA
Recommendations
What is the
National Survey of Student Engagement (NSSE)?
(pronounced “nessie”)
National survey that assesses 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.
Purpose of NSSE
Measure how well we are doing.
Provide a new way to look at teaching &
learning.
Determine if student behavior and
institutional practices are headed in the right
direction.
Assist in measuring the extent to which the
university advances polices and practices
that encourage student learning and
development.
Uses of NSSE Data
Inform legislators & accreditation teams on what
we do best to promote student development.
Look into processes on campus that might lead
to increased student engagement.
Foster institutional improvement initiatives.
Promote effective educational practices.
Zero in on factors that contribute to positive
experience for students.
What does Research Show?
“Students who are actively
involved in both academic and
out-of-class activities gain more
from the college experience than
those not so involved.”
Source: Pascarella and Terenzini, “How college affects students: Findings and
insights from twenty years of research.”
Who Participated Nationally
• More than 750 different
colleges/universities Colleges/
Year
since 2000 Universities
• 50 states, DC, Puerto 2000 276
Rico and Canada 2001 321
• 473 institutions in 2004 2002 366
• Data from more than 2003 437
560,000 students 2004 473
4 Year Response Rates
2000 2001 2002 2003 2004
UTPA 34% 29% 35% 30% 35%
UT System - - - 34% 32%
Master’s
42% 43% 39% 42% 36%
Institutions
NSSE
42% 42% 41% 43% 38%
Nationwide
NSSE Survey Results
for UTPA
5 Areas of Effective Educational Practice
• Level of Academic Challenge
• Active and Collaborative Learning
• Student-Faculty Interactions
• Enriching Educational Experiences
• Supportive Campus Environment
Academic Challenge Cluster
Questions Include:
• Class preparation.
• Coursework emphasis on analysis, synthesis, making
judgments, application of theories or concepts.
• Level of work necessary to meet instructor’s
expectations.
• Campus emphasis on study time and academic work.
• Number of assigned textbooks, etc.
• Number of written papers of 20+ pages; 5-19 pages, 1-5
pages.
Level of Academic Challenge:
Score Comparisons
65
55
UTPA
45 UT System
Master's
UT-System
UT-System
Master’s
Master’s
National
National
35 National
UTPA
UTPA
25
1st Year Senior
Level of Academic Challenge:
Score Comparisons
Five or more written papers or Freshmen
reports of 20 pages or more
Five or more written papers or UTPA-Freshmen
reports between 5 & 19 pages
Master's-Freshmen
Five or more written papers or
reports of fewer than 5 pages
0 10 20 30 40 50 60 70 80
Seniors
N um be r of wr i t t e n pa pe r s or r e por t s of
2 0 pa ge s or m or e
N um be r of wr i t t e n pa pe r s or r e por t s
be t we e n 5 & 19 pa ge s
N um be r of wr i t t e n pa pe r s or r e por t s of
f e we r t ha n 5 pa ge s
0 20 40 60 80
UTPA-Seniors
M aster's-Seniors
Level of Academic Challenge: 2004 vs. 2000
(Statistically significant differences between UTPA and other
Master’s Level Institutions)
2004 2000
Had fewer assigned textbooks & Had fewer assigned textbooks &
course readings course readings (Freshmen only)
Worked on more written papers
or reports of 20 pages or more -
(Freshmen only)
Worked on fewer written papers Worked on fewer written papers
or reports of 5-19 pages or reports of reports 5-19 pages
Worked on fewer written papers Worked on fewer written papers
or reports of less than 5 pages or reports of less than 5 pages
Spent less time on preparing for Spent less time on preparing for
class class (Freshmen only)
Active and Collaborative Learning Cluster
Questions Include:
• Class participation
• Class presentations
• Working with other students on projects
• Tutoring/teaching other students
• Participation in community-based project
as part of course
• Discussion of ideas from readings/courses
outside of class
Active and Collaborative Learning:
Score Comparisons
65
55
UTPA
45 UT-System
Master's
UT-System
UT-System
35 National
Master’s
National
Master’s
National
UTPA
UTPA
25
1st Year Senior
Active and Collaborative Learning:
Score Comparisons
UTPA-Freshmen
Master's-Freshmen
Never participated in a community-based
project as part of a regular course Freshmen
Never made a class presentation
Never asked questions in class or contributed
to class discussions
0 10 20 30 40 50 60 70 80
UTPA-Seniors
Seniors Master's-Seniors
Never participated in a community-based project
as part of a regular course
Never made a class presentation
Never asked questions in class or contributed to
class discussions
0 10 20 30 40 50 60
Active & Collaborative Learning: 2004 vs. 2000
(Statistically significant differences between UTPA and other
Master’s Level Institutions)
2004 2000
Made fewer presentations in class Made fewer presentations in
(Freshmen only) class (Freshmen only)
Asked fewer questions in class or Asked fewer questions in
contributed to class discussions class or contributed to class
discussions
Participated less in a community-
based project as part of a regular -
course
Worked more with classmates
outside of class to prepare class -
assignments (Seniors only)
Tutored or taught other students
more (paid or voluntary) -
Student-Faculty Interaction Cluster
Includes Questions on:
• Discussing grades/assignments with instructor
• Discussing career plans with faculty
member/advisor
• Discussing class work with faculty outside of class
• Working with faculty on university activities other
than coursework
• Receiving prompt feedback from faculty on
academic performance
• Working with faculty on research project outside of
course requirements
Student-Faculty Interaction:
Score Comparisons
65
55
UTPA
45 UT System
Master's
UT-System
UT-System
35 National
Master’s
Master’s
National
National
UTPA
UTPA
25
1st Year Senior
Student-Faculty Interaction:
Score Comparisons
Freshmen
Never received prompt feedback from faculty on
your academic performance
Never discussed ideas from your readings or UTPA-Freshmen
classes with faculty members outside of class
Master's-Freshmen
Never discussed grades or assignments with an
instructor
0 10 20 30 40 50
Never received prompt feedback from
Seniors faculty on your academic performance
Never discussed ideas from your readings
or classes w ith faculty members outside of UTPA-Seniors
class Master's-Seniors
Never discussed grades or assignments
w ith an instructor
0 5 10 15 20 25 30
Student Faculty Interaction: 2004 vs. 2000
(Statistically significant differences between UTPA and other
Master’s Level Institutions)
2004 2000
Fewer students discussed grades
or assignments with an instructor -
(Seniors only)
Students do not receive prompt Students do not receive prompt
feedback from faculty on their feedback from faculty on their
academic performance academic performance
Work significantly more on a
research project with a faculty -
member outside of course work
(Freshmen only)
Fewer students use email to
communicate with an instructor -
Enriching Educational Experiences
Cluster Includes Questions on:
• Co-curricular activities
• Practicum, internship, clinical assignment, etc.
• Community service, volunteer
• Foreign language, study abroad
• Independent study, self-designed major
• Culminating senior experience
• Conversations with students of different beliefs, ethnicity
• Use of electronic technology to discuss/complete
assignments
• Campus environment that encourages contact among
students of different backgrounds.
Enriching Educational Experiences:
Score Comparisons
40
UTPA
30
UT System
Master's
UT-System
UT-System
20
Master’s
Master’s
National
National
UTPA
National
UTPA
10
1st Year Senior
Enriching Educational Experiences:
Score Comparisons
UTPA-Freshmen
Master's-Freshmen
Done study abroad
Done community service or volunteer w ork
Freshmen
Done practicum, internship, field experience or
clinical assignment
0 5 10 15 20 25 30 35 40
UTPA-Seniors
Seniors Master's-Seniors
Done study abroad
Done community service or volunteer
work
Done practicum, internship, field
experience or clinical assignment
0 10 20 30 40 50 60
Enriching Educational Experiences: 2004 vs. 2000
(Statistically significant differences between UTPA and other
Master’s Level Institutions)
2004 2000
Had fewer serious conversations Had fewer serious conversations
with students of a different with students of a different
race/ethnicity race/ethnicity
Had fewer serious conversations Had fewer serious conversations
with students who are very different with students who are very different
in terms of religious beliefs, in terms of religious beliefs, political
political opinions, etc. opinions, etc.
Participated less in co-curricular Participated less in co-curricular
activities (organizations, student activities (organizations, student
government, sports, etc.) government, sports, etc.) (Freshmen
only)
Spend significantly less time
studying and on academic work -
Had fewer practicum, internships, Question not asked in 2000
clinical assignments, etc. (Seniors
only)
Enriching Educational Experiences: 2004 vs. 2000
(Statistically significant differences between UTPA and other
Master’s Level Institutions)
2004 2000
Did less community service or Question not asked in 2000
volunteer work (Freshmen only)
Participated more in a learning
community or some other formal Question not asked in 2000
program where groups of students
take 2 or more classes together
(Seniors only)
Did more foreign language Question not asked in 2000
coursework (Freshmen only)
Did less independent study or self- Question not asked in 2000
designed major (Seniors only)
Had a less cumulative senior
experience (comprehensive exam, Question not asked in 2000
thesis, project, etc.)
Supportive Campus Environment
Cluster Includes Questions on:
• Campus support for:
– academic success
– coping with non-academic responsibilities
– thriving socially
• Quality of relationships with other
students, faculty members, administrative
personnel/offices
Supportive Campus Environment :
Score Comparisons
65
55
UTPA
45 UT System
UT-System
UT-System
Master's
Master’s
Master’s
National
National
UTPA
UTPA
35 National
25
1st Year Senior
Supportive Campus Environment:
Score Comparisons
UTPA-Freshmen
Freshmen
Master's-Freshmen
Helping you cope with your non-academic
responsibilities (work, family, etc.)
Providing the support you need to help you
succeed academically
Participating for over 5hrs./wk in cocurricular
activities (organizations, sports, etc.)
0 10 20 30 40 50 60 70 80
Seniors
Helping you cope with your non-academic
responsibilities (work, family, etc.)
Providing the support you need to help you succeed
academically
Participating for over 5hrs./wk in cocurricular activities
(organizations, sports, etc.)
0 10 20 30 40 50 60 70 80
UTPA-Seniors
Master's-Seniors
Supportive Campus Environment: 2004 vs. 2000
(Statistically significant differences between UTPA and other
Master’s Level Institutions)
2004 2000
Quality of relationships with
other students is significantly -
better
Compared to other Master’s level
institutions our students:
• Participate less in physical fitness activities
• Participate less in activities to enhance their spirituality
• Spend less time relaxing or socializing
• Come to class without completing
readings/assignments
• Work more for pay off-campus (Freshmen only)
• Provide care for dependents living with them
• Commute to class
• Attend more campus events and activities (Seniors
only)
Compared to other Master’s level institutions
UTPA has contributed more to the following
educational and personal growth experiences:
• Acquiring a broad general education (Seniors only)
• Acquiring job or work-related knowledge & skills
(Freshmen only)
• Speaking clearly and effectively
• Analyzing quantitative problems
• Using computing and information technology
• Working effectively with others
• Voting in local, state, or national elections
• Learning effectively on one’s own (Freshmen only)
• Understanding oneself and people of other racial/ethnic
backgrounds (Freshmen only)
• Solving complex real-world problems (Freshmen only)
Recommendations
Focus on
Freshmen (improve first-year engagement)
In these areas:
Academic challenge
Active & collaborative learning
Student-Faculty interactions
Enriching experiences
Recommendations
NSSE findings should be considered in:
• Strategic planning at the university, college and
program levels.
• Identifying strengths and areas of improvement
regarding student engagement at the program
level.
• Identifying short and long term modifications that
would enhance student engagement.
• Rewarding teachers that engage students more
fully.
• Modifying course requirements and/or course
delivery to respond to concerns identified in the
NSSE results.
Questions & Discussion
Contact Information:
Dr. S. J. Sethi: sjsethi@utpa.edu
Phone: 956-381-2383
This presentation is online at:
http://www.oire.panam.edu/publications/nsse2004.ppt
