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National Survey of Student Engagement_ 20082010463431

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					National Survey of Student
    Engagement, 2008
    Results for UBC-Vancouver
                   NSSE Overview
   Supported as an assessment tool by UBC many other Canadian
    Universities including all of G13
   Over 1200 colleges and universities across Canada and the U.S.
    have participated in NSSE since the first pilot in 1999; ~450,000 first
    and senior year respondents in 2008
   Supported by strong research; NSSE provides an estimate of how
    undergraduates spend their time and what they gain from attending
    college
   Survey items represent empirically confirmed "good practices" in
    undergraduate education. That is, they reflect behaviors by students
    and institutions that are associated with desired outcomes of
    college.
   125+ questions (core, contextual, experimental, consortium) and 5
    composite engagement benchmarks
    Results provided for participating university and selected
    comparator groups
   Additional info at http://nsse.iub.edu
        Engagement Benchmarks
NSSE provides five benchmarks of effective educational practices:

   Level of Academic Challenge (LAC): amount of time studying, reading,
    writing; academic effort; coursework emphasis on analysis, synthesis,
    applying theories
   Active and Collaborative Learning (ACL): asking questions, class
    presentations, teamwork in class, discussions and learning activities outside
    of class and involvement in community based projects
   Student Faculty Interaction (SFI): discussions with faculty on grades,
    coursework, careers, research involvement with faculty, worked on other
    projects or committee with faculty
   Enriching the Educational Experience (EEE): participation in co-
    curricular activities, volunteer work, field experience, co-op, community
    service, serious conversations with students from different ethnic
    backgrounds, political/religious beliefs, etc.
   Supportive Campus Environment (SCE): student, faculty, staff
    relationships; campus services to help students with both their academic
    and non-academic responsibilities
                         Peer Groups
   G13 Peer Group: Ontario and Quebec universities had their own
    consortiums for participation in NSSE in 2008 so the G13 peer group
    includes UBC, The University of Alberta, University of Calgary and
    Dalhousie (eventually we will have comparisons for all G13 institutions)

   “Carnegie” Cdn Peers consists of McGill, Concordia, McMaster, Toronto,
    Alberta, Calgary, York (large undergraduate populations)

   Selected Peers consists of participating large research intensive
    universities in the U.S.: The University of Texas at Austin, University of
    Illinois at Urbana-Champaign, University of Minnesota-Twin Cities,
    University of North Carolina at Chapel Hill, University of Virginia, University
    of Wisconsin-Madison
               Interpreting the Data
   Responses are reported in the form of means and frequencies. Items that
    make up the five benchmarks of effective educational practices are
    identified in the means report and are also aggregated in the benchmarks
    report.

   This year we report differences among peer groups AND differences for
    UBC since 2006. Important differences are identified by:
       a) statistical significance (is the change unlikely to be simple chance
          variation?) and
       b) effect sizes

   Effect size indicates the “practical significance” of the mean difference. In
    practice, an effect size of .2 is often considered small, .5 moderate, and .8
    large.
              Summary of Findings
   UBC 2006 compared to UBC 2008: Areas of improvement and decline

   UBC compared to Canadian Peers

   UBC compared to U.S. Peers

   Overall Satisfaction

   Student Priorities on improving the learning environment

   Next Steps
                      UBC-V NSSE First Year Benchmarks

         60

         50
         40

         30                                                                                       2006
         20                                                                                       2008

         10
            0    Acad Challenge       Active          Stud/fac     Enriching/educ    Supportive
                                  collaborative     interaction     experiences       campus
                                    learning                                        environment



All changes are statistically significant. All effect sizes are small.
                            UBC-V NSSE Fourth Year
                                 Benchmarks

           60
           50
           40
           30                                                                                           2006
                                                                                                        2008
           20
           10
            0      Acad Challenge          Active           Stud/fac     Enriching/educ    Supportive
                                       collaborative      interaction     experiences       campus
                                         learning                                         environment

All changes are statistically significant. All effect sizes are small.
          Areas of improvement, First Year, 2006 - 2008

Very small, statistically significant increases, especially in areas where we were
   weak.

   ACL, Worked with classmates outside of class
   ACL, Tutored or taught other students
   ACL, Participated in a community-based project as part of course
   EEE, Had serious conversations with students of a different race or ethnicity
   EEE, Community service or volunteer work
   EEE, Encouraging contact among students from different economic, social, ethnic backgrounds
   LAC, Worked harder to meet expectations
   LAC, Making judgments about the value of information, arguments, or methods
   SCE, Providing support to succeed academically
   SCE, Helping you cope with your non-academic responsibilities
   SFI, Talked about career plans with a faculty member or advisor
   SFI, Discussed ideas from your readings or classes with faculty members outside of class
   SFI, Received prompt written or oral feedback from faculty on your academic performance
   SFI, Worked with faculty members on activities other than coursework (committees, orientation,
    student life activities, etc.)
   SFI, Work on a research project with a faculty member outside of course or program requirements
            Areas of decline, First Year, 2006 - 2008



None of the decreases in benchmark items were
  statistically significant.
(and very few items actually declined)
         Areas of improvement, Fourth Year, 2006 - 2008
Very small, statistically significant increases, especially in areas where we were
   weak.

   ACL, Worked with other students on projects during class
   ACL, Worked with classmates outside of class to prepare class assignments
   ACL, Tutored or taught other students (paid or voluntary)
   ACL, Participated in a community-based project as part of a regular course
   EEE, Used an electronic medium to discuss or complete an assignment
   EEE, Had serious conversations with students of a different race or ethnicity than your own
   EEE, Practicum, internship, field experience, co-op experience, or clinical assignment
   EEE, Participate in a learning community where groups of students take two or more classes together
   EEE, Culminating senior experience (capstone course, senior project or thesis, comprehensive exam, etc.)
   EEE, Encouraging contact among students from different economic, social, and racial or ethnic backgrounds
   LAC, Worked harder to meet expectations
   LAC, Making judgments about the value of information, arguments, or methods
   LAC, Applying theories or concepts to practical problems or in new situations
   LAC, Hours per 7-day week spent preparing for class
   LAC, Spending significant amounts of time studying and on academic work
   SCE, Relationships with faculty members
   SCE, Providing the support you need to help you succeed academically
   SCE, Helping you cope with your non-academic responsibilities (work, family, etc.)
   SCE, Providing the support you need to thrive socially
   SFI, Talked about career plans with a faculty member or advisor
   SFI, Discussed ideas from your readings or classes with faculty members outside of class
   SFI, Worked with faculty members on activities other than coursework (committees, orientation, etc.)
   SFI, Work on a research project with a faculty member outside of course or program requirements
       Areas of decline, Fourth Year, 2006 - 2008

None of the decreases in benchmark items were
  statistically significant.
(and very few items actually declined)
     UBC-V, Canadian Peers, U.S. Peers,
           NSSE 2008, First Year

70
60
50
40                                  UBC
30                                  Cdn Peers
20                                  U.S. Peers
10
 0
     LAC   ACL   SFI   EEE   SCE
 UBC-V, Canadian Peers, U.S. Peers,
     NSSE 2008, Fourth Year

60
50
40
                               UBC
30
                               Cdn Peers
20                             U.S. Peers
10
0
     LAC ACL   SFI   EEE SCE
              UBC compared to Canadian and U.S. Peers
Canadian Peers:

   UBC’s benchmark scores are similar to those of other Canadian Peer Universities.

   UBC does relatively better in the area of Enriching Educational Experiences (first and
    fourth year) and Active and Collaborative Learning (first year)

   UBC scores slightly lower in the area of Supportive Campus Environment (first year)
    and Level of Academic Challenge (fourth year).

U.S. Peers:

   UBC’s scores are significantly lower on all benchmarks compared to U.S. Peer
    Institutions (first and fourth year, statistically significant, moderate effect sizes).

   We can hypothesize several reasons for this:
-   Different demographics
-   Different Socio-Economic status of students
-   Lower funding, larger classes
-   Commuter campus
                                         Overall Satisfaction

     In addition to the questions which comprise the five educational benchmarks, NSSE
      also asks questions which explore overall student satisfaction as well as other areas
      related to both the academic and non-academic environment.




                                                                    Carnegie               Selected
                                                             UBC    CDN Peers              Peers
                                                                                  Effect                 Effect
                                                     Class   Mean   Mean    Sig   Size     Mean    Sig   Size
Overall, how would you evaluate the quality of
academic advising you have received at your
institution?                                         FY      2.63    2.73   ***    -0.12    2.98   ***    -0.41
                                                     SR      2.45    2.52   **     -0.08    2.78   ***    -0.35

How would you evaluate your entire educational
experience at this institution?                      FY      2.91    2.94          -0.04    3.35   ***    -0.62
                                                     SR      2.87    2.92   *      -0.06    3.36   ***    -0.69

If you could start over again, would you go to the
same institution you are now attending?              FY      3.18    3.15          0.04     3.46   ***    -0.38
                                                     SR      3.02    2.99          0.03     3.43   ***    -0.52
                          Student Priorities


NSSE allows for the inclusion of institutional specific questions for
  consortium participants. UBC, together with Dalhousie, Alberta
  and Calgary, provided customized questions which were asked of
  all first and fourth year students.

Students were asked to identify two areas that UBC needs to address
   in order to improve student learning in the classroom and outside
   the classroom
               Issues UBC needs to address IN the classroom (2 responses
                                     per student)



    Increasing opportunities to learn more about global issues


     Changing the mix of lectures, seminars, tutorials and labs


      Providing more current/relevant courses and curriculum


          Improving student access to information technology


                                  Improving the quality of labs


                                  Reducing class sizes overall
                                                                           4th Yr
                                                                           1st Yr
Increasing the number or variety of course offerings OUTSIDE
                       YOUR MAJOR

 Increasing the number or variety of course offerings IN YOUR
                           MAJOR
Ensuring a better fit between course content, assignments and
                          tests/exams

                  Improving the quality of teaching assistants


     Improving the quality of course instruction by professors


          Improving the quality of classrooms or lecture halls
                  Issues UBC needs to address OUTSIDE the classroom (2
                                 responses per student)

      Providing a better social environment for students


  Increasing opportunities for international experiences
             (e.g. exchanges, study abroad)


       Improving the quality/availability of study spaces


        Improving library services (e.g. circulation, staff
         availability, internet/computer availability, etc.)

                                                                         4th Yr
                          Improving the library collection
                                                                         1st Yr
Providing students with more opportunities to undertake
                 research with faculty

   Expanding and/or improving the quality of counseling
                        services

    Expanding and/or improving the quality of academic
                    support services

Increasing contact with professors outside of class (e.g.
                      office hours)
                                Next Steps

   Analyze student comments and compare to select peer institutions

   Provide NSSE data to deans at faculty level

   Drill down to specific majors for Arts, majors/honors for science,
    and ILP programs (eg. CAP)

   NSSE Deep learning scales and analysis by aboriginal, visible
    minority, international

   Use NSSE as the stimulus for discipline specific learning outcomes
    (e.g.: what more do you need to know to guide learning in your
    discipline?)

   Focus NSSE discussion to align with institutional strategic goals
    (Trek 2010)

				
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