Sample Presentation Of NSSE 2005

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”) 2 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 3 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% 4 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% 5 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 6 (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 What is NSSE?  Co-sponsored by The Carnegie Foundation for the Advancement of Teaching and the Pew Forum on Undergraduate Learning 7 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” 8 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. 9 NSSE Project Scope  Almost 1000 different colleges and universities  50 states, Puerto Rico, and Canada  Data from more than 880,000 students Year 2001 2002 2003 2004 2005 Colleges/ Universities 321 366 437 473 529  Institutions include Historically Black Colleges and Universities, Hispanic Serving Institutions, Tribal Colleges, and all female and all male colleges 10 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 11 The College Student Report Cover? Student Behaviors in College What Does Institutional Actions And Requirements Student Reactions to College Student Learning & Development Student Background Information 12 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 13 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 14 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. 15 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. 16 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. 17 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 18 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% 19 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 20 How Does FSSE Inform What We Know about Student Engagement? Time Spent Preparing for Class (Per Class Per Week) Faculty expectation of hours/week Faculty belief of actual hours/week Student reported hours/week from NSSE Disciplinary Area Arts and Humanities Biological/life sciences Business Education Engineering Physical Sciences Professional Social Sciences Other All Disciplinary Areas Lower Upper Div. Div. 5.7 6.4 5.4 4.4 6.5 6.7 5.9 5.4 5.1 5.8 6.2 6.2 5.6 4.9 6.4 7.0 6.0 5.6 5.4 5.9 Lower Div. 2.9 2.6 2.7 2.5 4.1 3.4 3.2 2.4 2.7 2.9 Upper Div. 3.6 3.2 3.0 3.1 4.3 4.2 3.4 2.9 3.0 3.3 FirstYear 3.4 3.9 2.9 3.1 3.9 4.0 3.4 3.4 3.0 3.0 Senior 3.7 4.0 2.9 3.3 4.3 4.1 3.7 3.3 2.9 3.5 21 NSSE 2005 Institutional Report  Overview  Accreditation Toolkit  Respondent Characteristics  Faculty Survey of Student  Means Comparison Report  Frequency Distributions  Codebook Engagement (FSSE)  NSSE Institute  Additional Information  Using NSSE Data  Institutional Data 22 NSSE 2005 Institutions by Carnegie Classification 50 45 40 % of schools 35 30 25 20 15 10 5 0 Doc/Res-Ext Doc/Res-Int Master's Bac-LA Bac-Gen All 4-Year Schools NSSE Schools Carnegie Classification 23 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 24 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% 25 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 30 20 10 0 Remote 2 3 4 5 6 Helpful 26 Faculty Admin Staff % 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 40 30 20 10 0 Very Little Some Quite a Bit Very Much 2004 2005 % Senior Interaction 60 % 40 20 0 Very Little Some Quite a Bit Very Much 2004 2005 27 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 No Yes 28 Seniors 2004 Seniors 2005 Carnegie Group % NSSE 2005 Promising Findings  Although most students (x%) would attend Your Institution if they could start over again, only x-thirds of students (x%) say they had a good or excellent educational experience 29 NSSE 2005 Disappointing Findings  Almost x-fifth’s (x%) of first-year students “never’ made a class presentation % 100 80 60 40 20 0 First-Year Student First-Year Student Senior Senior  Almost x-fifths (x%) of all students say our institution emphasizes spending significant amounts of time on studying and academic work 30 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 31 Internal Campus Uses  Gauge status of campus priorities  Examine changes in student engagement between first and senior years  Assess campus progress over time  Encourage dialogue about good practice  Link with other data to test hypotheses, evaluate programs  Improve curricula, instruction, services Enrollment Management Institutional Research Learning Communities 1ST Year and Senior Experience Academic Affair Learning Assessment Faculty Development Student Affair Institutional Improvement Peer Comparison Academic Advising 32 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) Parents Governing Boards Fund Raising Prospective Students Media Accrediting Bodies Public Accountability Alumni State Policy Makers Focus on Right Things Performance Indicators 33 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 34 Example of Use at Small College  Finding: Lower than expected engagement of first-year students  Action: Developed a first-year learning community program 35 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 36 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 37 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 38 Example of Use at Large University  Finding: Number of classroom writing assignments below expectations  Action: Recommended an increase in writing assignments across the curriculum 39 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 40 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 41 How Do I Find Out More? Your Institution’s Representative E-mail@your.institution.edu NSSE Website www.nsse.iub.edu . 42