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Using Student Engagement to Stimulate Change on Campus John Hayek, Ph.D. Senior Associate Director.

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Presentation on theme: "Using Student Engagement to Stimulate Change on Campus John Hayek, Ph.D. Senior Associate Director."— Presentation transcript:

1 Using Student Engagement to Stimulate Change on Campus John Hayek, Ph.D. Senior Associate Director

2 Advance Organizer What kind of information about the student experience is compelling and useful for stimulating change and improvement on campus?

3 Overview NSSE Primer Ways to Stimulate Change Institutional Examples Open Discussion

4 Foundations of Student Engagement Assessing the Student Experience 1970s Quality of Student Effort (Pace) 1980s Student Involvement (Astin) Social & Academic Integration (Tinto) Good Practices in Undergraduate Education (Chickering & Gamson) Learning and Development Model (Pascarella) 1990s Student Engagement (Kuh)

5 National Survey of Student Engagement  Started in 1999 with 12 institutions – grown to 530+ in NSSE 2005  Over a half million students (first-year students and seniors) at 850 colleges and universities (2000-2004)  Focuses on promoting effective educational practice and institutional improvement  Web and paper versions; extensively tested to ensure validity and reliability  Assesses the extent to which student are engaged in educational practices related to high levels of learning and development

6 Using Student Engagement To Stimulate Change 1)Link to Mission & Accreditation 2)Share Information Widely 3)Enhance Faculty Development 4)Benchmark (External & Internal) 5)Connect to Outcomes and Other Campus Data 6)Emphasize Effective Educational Practices

7 1. Link to Mission & Accreditation AASCU Mission Statements Key Words Diversity Teaching and Learning General Education Information Technology Liberal Arts Community Productive Citizens Scholarship Research Academic Excellence High Quality Education Critical Thinking Health and Wellness Student Development Comprehensive Global NSSE Areas of Focus Academic & Social Experiences Technology Diversity Higher Order Thinking Reading and Writing Time Usage Enriching Educational Experiences Quality of Relationships with Students, Faculty, and Staff Arts, Wellness, & Spirituality Civic Engagement Campus Environment Advising and Mentoring Satisfaction Personal and Educational Growth

8 1. Link to Mission & Accreditation NSSE Accreditation Toolkit  Links Between NSSE & Accreditation  Mapping NSSE to Accreditation Standards  Vignettes of Institutional Usage

9 2. Share Information Widely “NSSE is a great way to stimulate reflection and debate about what we do more and less well, and why. For us it’s proving an exciting and enlivening tool for self-reflection and self-improvement.” InternalExternal PresidentGoverning Boards Faculty / Committees / Deans / ChairsAccreditation Students / Groups / OrganizationsAlumni Service LearningProspective Students Enrollment Management / AdmissionsMedia Student Affairs / Student ServicesParents First-year ExperienceFund Raising AdvisingState Policy Makers Assessment & Institutional ResearchPerformance Indicators Michael McPherson, President of The Spencer Foundation (former President of Macalaster College)

10 2. Share Information Widely

11 3. Enhance Faculty Development Mini-Grant: Early Engagement of First-Year Students  Vice President for Academic Affairs  Identified start-up resources (up to $2,500 per year for two years)  Help academic departments introduce students engagement initiatives  Designed to improve department’s engagement of its students during their first semester at the university Faculty Retreats & Workshops Scholarship of Teaching & Learning Course Evaluations Tip of the Week Incentive Programs FSSE / NSSE Gap Analysis

12 3. Enhance Faculty Development FSSE / NSSE Gap Matrix Hit Miss

13 4. Benchmark - External Consortia ADP Peer Groups Aspirant Groups Special Analyses

14 4. Benchmark - External BenchmarkAct.Pred.Residual Standard Residual Academic Challenge56.052.4 3.5 1.3 Active Learning43.541.42.1.6 Stu-Fac Interaction 42.7 35.8 6.9 1.7 Enriching Experience50.650.4.2 0.0 Supportive Environment70.863.37.52.0

15 4. Benchmark – Internal


17 5. Connect to Outcomes & Other Campus Data

18 NSSE Benchmarks Grad. Rate SR Satisfaction FY Satisfaction SR Academic Challenge.46.29.28 Active & Collaborative Learning.09.25.23 Student Faculty Interaction.37.25.29 Enriching Educational Experiences.48.22.23 Supportive Campus Environment.26.56.60 5. Connect to Outcomes & Other Campus Data

19  In-house surveys  National surveys  CIRP / CSS  YFCY  CSEQ / CSXQ  EBI Benchmarking surveys  Noel Levitz Student Satisfaction Inventory  ETS Major Field Tests  ACT Collegiate Assessment of Academic Proficiency  Institutional data such as GPA, financial aid, transcripts, retention, certification tests, etc.

20 6. Emphasize Effective Educational Practices 1)A “living” mission and a “lived” educational philosophy 2)An unshakeable focus on student learning 3)Clearly marked pathways to student success 4)Environments adapted for educational enrichment 5)An improvement-oriented campus culture 6)Shared responsibility for educational quality and student success Based on higher than predicted graduation rates and student engagement


22 Institutional Examples Many schools are stimulating change and improvement on campus by using student engagement data.

23 University of Missouri – St. Louis Glen Hahn Cope Provost and Vice Chancellor for Academic Affairs Using NSSE Data to Stimulate Change AASCU 2005 San Diego Meeting

24 University of Missouri in St. Louis  Urban public research university  Recent leadership and vision changes  UM System Strategic Planning  UMSL Action Planning  NSSE Participation (begins with 2000 pilot)  From “administrative use only” in 2000 to 2003, 2004 campus-wide forums  From “denial of results” to colleges verifying, faculty discussions, and Action Plan benchmarks

25 University and Campus Activities University and Campus Activities  University System-wide Efforts  UM New Faculty Teaching Scholars  President’s Academic Leadership Institute  Campus-wide Efforts  Center for Teaching and Learning (est. 10/2000)  Faculty and TA programs, orientations  Kuh presentations with academic and student affairs leaders, early career faculty (2/02)  Engagement concepts routinely used in program names  UMSL at 40:Campus Conversation Series 2003-2004  November: Student engagement  February: Engaged research  April: Community Engagement  February ‘05:Creating an Engaged University  Action Planning 2003-2004  Office of the Provost created August 2004  Reliance on faculty governance, input  Benchmarks with NSSE data

26 College Activities  College efforts – sampling  Arts and Sciences appended with permission 15 NSSE items to fall semester 2002 course evaluations  College of Business Administration includes all majors in capstone course in its sample  Honors College oversamples its freshmen and seniors  College efforts – discussion and action  Presentations about NSSE invited by COE, CoBA  A & S Dean’s charge to departments  Embracing undergraduate research

27 Outcomes  Increased campus-wide awareness (FSSE, NSSE)  Persistent conversations  Increased communication  Responsibility assumed at unit level  Increased acceptance of methodology, data  Interventions identified in colleges and departments  Increased response rates NSSE FSSE 200338.0% 26.4% 200447.5% 44.5%


29 Norfolk State University (NSU) University of opportunity Wide variety of programs for students seeking access to an affordable high-quality education Founded in 1935 Located in the downtown Norfolk, Virginia Virginia’s largest public historically black university (HBCU) Seventh largest HBCU in the nation Approximately 6,000 culturally diverse students

30 Surveys of Student Engagement at NSU Spring 2002 –NSSE (paper mode) Spring 2003 –NSSE (web-based mode) –FSSE (web-based mode) Spring 2004 –NSSE (local administration) Fall 2004 –BCSS (paper mode) Spring 2005 –NSSE (web+ mode)

31 Using NSSE for Quality Enhancement NSSE Data NSSE Process NSSE Concept

32 Using NSSE for Quality Enhancement: Data Set up internal and external benchmarks to assess and monitor NSU performance on NSSE benchmarks and individual items, salient for NSU Provide information for internal decision- making and strategic planning Engage faculty, administrators, and students in conversations to explore best educational practices

33 Using NSSE for Quality Enhancement: Data (Cont’d) Advance campus initiatives Articulate and affirm effective institutional practices and improve NSU self-image and community perception Triangulate internal reports and research projects Triangulate external reporting


35 Using NSSE for Quality Enhancement: Process Provide information for internal decision- making Advance campus initiatives Identify effective methods to administer other university-wide surveys.

36 Using NSSE for Quality Enhancement: Concept Begin developing a more comprehensive institutional concept of academic quality Attract faculty and administrators’ attention to best practices in the undergraduate education

37 Using NSSE for Quality Enhancement: Future Plans Assessment of new campus initiatives –First-Year Experience –American democracy project (ADP) Reaffirmation of Accreditation –Southern Association of Colleges and Schools (SACS) Compliance Certification Audit –SACS Quality Enhancement Plan (QEP) Theme

38 Contact Information Nuria M. Cuevas, Ph.D. Associate Vice President for Academic Affairs and Director, Institutional Effectiveness and Assessment NORFOLK STATE UNIVERSITY Phone: (757) 823-8408 E-Mail: Web:


40 Using NSSE Data Sharon Hahs Provost February 6, 2005

41 A Metropolitan University in a Pastoral Setting ◆ In Illinois, 20 minutes from the St. Louis Arch ◆ Only public university in Southwestern Illinois ◆ Most populous region of downstate Illinois ◆ St. Louis metro area includes 2.7 million people

42 With Programs in: ◆ Arts and Sciences ◆ Business ◆ Dental Medicine ◆ Education ◆ Engineering ◆ Nursing ◆ Pharmacy

43 ◆ 13,493 Students ◆ More than half of students receiving baccalaureate degrees started as transfer students. ◆ About 30 percent of undergraduates are new each fall, two-fifths of those as transfer students. ◆ On-Campus Housing for 2,900 Students ◆ Most students live and work in a 60 mile radius and commute to classes. 10,811 Undergraduate 2,485 Graduate 198 Professional

44 Long Term Goals ◆ Revisited Every 5 to 10 Years ◆ Measured Annually ◆ Lead to Short Term Goals Short Term Goals ◆ One to Three Years Long ◆ Founded on evidence ◆ Measured and Evaluated ◆ Lead to Actionable Projects

45 SIUE’s Long-Term Goals 1. Engaged Student and Capable Graduates 2. Innovative High Quality Programs 3. Committed Faculty and Staff 4. Harmonious Campus Climate 5. Active Community Engagement 6. Sound Physical and Financial Assets 7. Excellent Reputation

46 Measures for Long Term Goals ◆ Multiple Measures ◆ Longitudinal Data ◆ External Comparative Data ◆ Intra-Institutional Data Has content parallel to existing alumni and faculty surveys Annual since 2000 Urban Consortium Can be “cut” to components within SIUE NSSE:

47 Uses of NSSE in Measuring Long Term Goals ◆ Measures of Student Engagement ◆ Measures of Faculty and Staff Commitment to Educational Opportunity ◆ Measures of Harmonious Climate ◆ Measures of Community Engagement ◆ Measures of SIUE Reputation

48 Freshman Seminar Proposal April 2002 Piloted four options: –Honors Seminars –University Experience Course –Culture, Ideas, Values Course (CIV) –Learning Communities in Academic Development

49 Common goals for freshman seminars— Freshman Seminar Proposal 2002 1--To assist new freshman in making the transition to college level work and expectations; 2--To orient students to the services and culture of the University; 3--To engage students in an intellectual community of students and faculty.

50 Review committee and use of special study Ad hoc subcommittee of the Curriculum Council, Faculty Senate –Literature Search –Focus Groups –NSSE study Summary Report—NSSE 2003 Special Course Oversample April 19, 2004

51 Of the questions that showed significance at the 0.1 level, four either directly or indirectly related to the objectives of the freshman seminar course as outlined in the proposal. These included the following questions: 1 A--Asked questions class or contributed to class discussion. 10 F--Attending campus events and activities (special speakers, cultural performances, etc.) 11 K--Understanding yourself 13--How would you evaluate your entire educational experience at this institution? (Summary Report—NSSE 2003 Special Course Oversample April 19, 2004)

52 New Student Seminar Task Force Report and Recommendations (June, 2004) Recommendation 1: Adopt a freshman seminar requirement Recommendation 2: Include a freshman seminar in general education reform. Recommendation 3: Create committee for implementation and management.

53  Question 7. Which of the following have you done or do you plan to do before you graduate from your institution?  h. Culminating senior experience (comprehensive exam, capstone course, thesis, project, etc.) Response to 7.h.: –Yes—70% –No—25% –Undecided—5% Senior Assignment is a graduation requirement

54 Activity--NSSE questions related to Learning Objectives Compare the NSSE questions with the SIUE Statement of Objectives –1. Identify a NSSE question that could make a difference. –2. What objective does this question measure and how does the question measure it? –3. How is this question actionable? What could be done to improve the score?

55 Committee on Assessment Committee on Assessment AQIP Action Project Recommendations Student perception and understanding of the Senior Assignment as a culminating experience (NSSE questions 2c, 7g,h, 11j,m) Student perception of academic advising (NSSE questions 1o, 12) Quantitative reasoning (NSSE questions 2b,d,e, 11f) Communication (speaking and writing) (NSSE questions 1a,p,q, 4c,d,e, 11c,d) Expectations, relationships, and diversity (NSSE questions 8, 9)

56 Open Discussion

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