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Maximizing Your Assessment by Combining Student Survey Results: EBI, NSSE, and CIRP Jillian Kinzie, Ph.D. Associate Director, Center for Postsecondary.

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Presentation on theme: "Maximizing Your Assessment by Combining Student Survey Results: EBI, NSSE, and CIRP Jillian Kinzie, Ph.D. Associate Director, Center for Postsecondary."— Presentation transcript:

1 Maximizing Your Assessment by Combining Student Survey Results: EBI, NSSE, and CIRP Jillian Kinzie, Ph.D. Associate Director, Center for Postsecondary Research and National Survey of Student Engagement (NSSE) Institute John Pryor, M.A. Director, Cooperative Institutional Research Program, Higher Education Research Institute Darlena Jones, Ph.D. Director of Research and Development, Educational Benchmarking

2 Session Objectives Introduction Overview of CIRP, NSSE, and EBI Data Triangulation Using Studies to Measure…  Retention  Integration to Campus  First-Year Program Improvement  Learning Outcomes Using Multiple Data Sources Other Data Considerations Small Group Discussion

3 Introduction

4 What is CIRP? CIRP: Cooperative Institutional Research Program

5 Introduction CIRP surveys have been used for decades to understand and illustrate the impact of college. Can use the surveys as cross-sectional surveys, but the key advantage of CIRP surveys is that they are longitudinal.

6 Inputs CIRP Freshman Survey (e.g., academic performance in high school, financial concerns prior to college entry, expectations for college, degree aspirations, self-concept in high school) Environments YFCY/CSS (e.g., place of residence during college, interactions with peers and faculty, curricular and co-curricular experiences) Outcomes YFCY/CSS (e.g., satisfaction with college, retention, gains in college, post- college plans) Astin’s I – E – O Model

7 Higher Education Research Institute at UCLA Cooperative Institutional Research Program Freshman Survey YFCYCSS Faculty Survey Funded Research Ford Foundation Templeton Foundation National Institutes of Health

8 Largest and longest-running national study of American college students…2008 is 43nd administration Initiated in 1966 at the American Council on Education; Housed at HERI (UCLA) since 1973 CIRP Freshman Survey (TFS)

9 Three types of input items:  Pretests on possible outcomes measures  Self-predictions about possible future outcomes  Personal characteristics that might effect the propensity to attain certain outcomes

10 1966 2007 206,865 respondents 251 Colleges and Universities 374,261 respondents 536 Colleges and Universities Total over 42 years: 13,408,942 students 1,708 colleges and universities

11 Your First College Year (YFCY )  Launched in 2000 208,157 students at 378 schools  Designed to assess academic and personal development over the first year of college  Developed in collaboration with the Policy Center on the First Year of College

12 Mission: Longitudinal assessment of student development and institutional/programmatic impact during the first year of college Study Launch: Pilot Studies in Spring 2000 & 2001; National Assessment launched in Fall 2002 Data Collected: Since its inception, surveyed nearly 150,000 first-year students at nearly 250 institutions nationwide Administration: Disseminated at end of the first year in an on-campus administration format; paper and/or web versions; overall response rates 35-82%. Your First College Year Survey (YFCY)

13 Comprehensive in content to assess academic & social experiences as well as cognitive & affective development Designed as a follow-up instrument:  40% of items are direct post-tests to questions on the CIRP Freshman Survey Survey Content  Academic achievement & engagement  Learning strategies and pedagogical practices  Residential & employment experiences  Interactions with family, peers, faculty & staff  Patterns of behavior  Student values and life goals  Satisfaction, self-concept, & feelings of personal success  Plans for the next academic year Space for 20 questions of local relevance YFCY…

14 Standard Deliverables  Institutional Profile  Longitudinal Profile  Electronic Data File  Reports on Spreadsheet Additional Data Services  Institutional Data in PowerPoint Executive Summary  Peer Group Reports  Data Merges YFCY Deliverables and Data…

15 Using YFCY Data to Enhance Campus Assessment Efforts Methodologies  Descriptive analyses with campus data  Comparative analyses  Institutional subgroups  Institutional vs. national data  Aspirant group or consortium  Measures of association  Factor analyses  Trends analyses  Multivariate analyses Purposes  Self-study reports & strategic planning  Retention studies  Examining group differences among students  Programmatic assessment  Measuring student development & institutional impact  Feedback to campus constituents  Creation of a student information system

16 Who is NSSE? NSSE: National Survey of Student Engagement

17 Launched in 2000, supported by institutional participation fees Parent survey CSEQ (1979) National design team created survey Administered by Indiana University Center for Postsecondary Research More than 1,300 different baccalaureate colleges/universities from 50 states, Puerto Rico, and Canada (CCSSE is for 2-year institutions) Consortia can add up to 20 questions (e.g., women’s colleges, HBCUs, state systems) Spring administration to first-year & senior students Third party, standardized administration; average 40% response rate, random sample, and select comparison groups. NSSE Stats…

18 Provide reliable indicators of “good educational practices” Support institutional improvement and accountability efforts Foster comparative & consortium activity Refocus conversations about quality in undergraduate education Direct measure of frequency of participation in educational practices associated with learning and development. NSSE Purposes

19 College student survey that assesses the extent to which students engage in educational practices associated with high levels of learning and development Survey Instrument

20  What students do – time and energy devoted to educationally purposeful activities  What institutions do – using effective educational practices to induce students to do the right things Two Components of Student Engagement

21 Comparative data (National, Carnegie Class, Select Comparison Groups, and/or Consortium)  Respondent Characteristics  Frequency Distributions  Mean Comparisons  Benchmark Comparisons  Multi-year Benchmark Comparisons  Pocket Guide Report (for prospective students)  Executive Snapshot Report Data File [so you can link to other data!!] NSSE Reports

22 Based on requests for related pre- college measures Measures selected high school experiences and students interest in and expectations for participating in educationally purposeful activities during college Designed to be combined with spring NSSE data for “pre- and post”- views of the first-year experience; Use to examine gap between expectations and engagement and study effect of students’ background on NSSE scores Can also be used as stand alone assessment Pilots in 2005, 2006; Officially launched in 2007 BCSSE – Beginning College Survey of Student Engagement

23 Merging NSSE data with school records Descriptive displays of engagement patterns by any number of student characteristics Prediction models for retention, degree attainment, grades, other outcomes Tracking student engagement year to year Comparisons against aspirational, regional, and mission-related institutions Program assessment Accreditation reporting Consortium and system data sharing Scholarly research NSSE Possibilities

24 Who is EBI? EBI: Educational Benchmarking, Inc.

25 Founded in 1994 by Joseph Pica, Ed.D and Glenn Detrick (retired in 2002) Over 1500 Colleges and Universities (U.S.A. and 15 other countries like Australia, Mexico, Spain, and Egypt) have participated in EBI’s studies Surveyed over 12 million people Nearly 100 Assessments in 10 areas of higher education Over 500 custom assessments for schools like MIT, Ohio State, UCLA, University of Georgia, and University of Florida Produced over 17,000 customized reports Creation of WESS EBI Stats…

26 EBI’s Partners (alphabetical order) AACN (American Association of Collegiate Nursing) ACUHO-I (The Association of College and University Housing Officers International) ACUI (Association of College Unions International) AFA (Association of Fraternity Advisors) Ball State University – MHLI (Military Housing and Lodging Institute) OTC (Outside the Classroom) Policy Center on the First Year of College

27 Mission: To assess the effectiveness of first-year courses / seminars. Survey Development: Created in conjunction with the Policy Center for the First Year of College. Initial funding of project by the Pew Charitable Trusts. Currently funded by institution participation. Study Stats: Pilot Study in Spring 2001; National Assessment launched in Fall 2001. 169 colleges and universities have submitted over 185,000 responses. Why Participate: Provides institution information on course effectiveness. Provides instructors’ their class results for individual improvement. EBI First-Year Initiative (FYI) Relevant Assessments… f

28 Mission: To assist college and universities in assessing resident satisfaction of residence hall functions and the effectiveness of residence hall life. Survey Development: Created in conjunction with ACUHO-I. Housing professionals collaborated with EBI to design survey questions. Study Stats: National Assessment began Spring 1998. Since then, 567 colleges and universities worldwide have submitted over 2.6 million responses. Why Participate: Provides evidence of student satisfaction of their on-campus living experience and student learning outcomes linked to CAS Standards. Relevant Assessments… ACUHO-I/EBI Resident Assessment

29 Mission: An early warning indicator of retention and student success Survey Development: Created in conjunction with Ball State University. Sherry Woosley from BSU collaborated with EBI to design survey questions. Study Stats: Study piloted in 2006 – full national study in 2007. Over 40 institutions are utilizing MAP-Works in 2008 Why Participate: Provides reporting directly to each first-year student regarding their behaviors benchmarked against their first- year cohort. Provides information directly to advisors, hall directors, and FYE instructors regarding their students so early intervention can occur. MAP-Works Relevant Assessments…

30 Mission: Assist campus professionals in the self-study of their first-year program in support of the Foundations of Excellence Survey Development: Created in conjunction with the Policy Center on the First Year of College. Randy Swing, John Gardner, and Betsy Barefoot collaborated with EBI to design survey questions. Study Stats: Studies piloted Summer 2005. National Assessment launched Fall 2005. Since 2005, 67 schools have participated in the 4 year study and 39 schools have participated in the 2 year study. FoE/EBI Foundation of Excellence Student and Faculty/Staff Assessments Relevant Assessments…

31 General Features…  Professional Survey Development: EBI’s survey development team working in partnership with professional organizations  Data Collection: Paper surveys (where available) or online  WESS: State-of-the art data collection, reporting, and distribution system. Programmed and maintained by EBI software engineers.  View Reports Online: Provides visualizations of results and ability to download responses and/or calculated data for higher-level analysis  Share Reports Online: Ability to allow access to online reporting to others  Written Analysis: Analysis notebooks with full detailed descriptive analysis (factor and question means, frequency distributions, etc.) Analysis also available online in PDF format. Assessment Features…

32 Comparisons…  Inter-Institutional Comparisons: Provide comparative information for high level decision-making and resource allocation  Intra-Institutional Comparisons: The ability to code units (areas/hall/floors, chapters, or course sections) for internal comparison to support internal improvement  Longitudinal Comparisons: Provide trend data to assess the impact of initiatives Customization…  Statistical Analysis: Provides statistical testing and information for resource allocation  Institutional Specific Questions: Institutions may add up to 10 questions (5 can be open-ended if using our online surveying system, WESS)

33 Data Triangulation

34 What Is Data Triangulation? Application and combination of several data points or sources to overcome weaknesses of single-measure studies Why Use Data Triangulation? Increase confidence in findings through convergence of different perspectives The point at which perspectives converge is seen to represent reality Builds a rich data resource

35 Astin’s I-E-O Model Inputs CIRP Freshman, BCSSE, MAP-Works (e.g., academic performance in high school, financial concerns prior to college entry, expectations for college, degree aspirations, self-concept in high school) Outcomes YFCY, CSS, EBI, NSSE (e.g., post-college aspirations, satisfaction with college, academic and social adjustment, degree completion rates) Environments CSS, YFCY, EBI, NSSE (e.g., place of residence, interactions with peers and faculty, engagement, programmatic features, curricular & co-curricular experiences)

36 Similarities and Differences Comparing these instruments, we’ll be answering the questions... What are the unique features of these instruments? What are the similarities between these instruments? What are the differences between these instruments? How do these instruments complement each other? Next, how these instruments address… Retention Integration Learning Outcomes First Year Program Improvement

37 Retention

38 NSSE and Retention… Links between NSSE & Retention Goals: NSSE is a stimulus for reflection on what the institution does well & areas for improvement Focuses attention on ultimate goal of persistence – improved educational experiences (not just retention) Identifies what distinguishes the institution, where  Student experience matches espoused mission  Student experience falls short NSSE results can be connected to institutional data to build persistence models

39 NSSE items and Tinto’s Model of Student Persistence Students engagement in effective educational practices as indication of level of academic & social integration (1a-v; 6a-f; 9a-g etc.) Institutional environment items indicate the level of commitment to student success (10a-g) Student intentions to engage in educational activities before graduating (7a-h) NSSE and Retention…

40 Retention Indicators  Monitor satisfaction  Examine intent to engage in enriching educational experiences  Identify problematic student behaviors (e.g., % preparing for class; % preparing 2 or more drafts; frequency of contact with faculty outside of class) Retention Studies  Study relationship between engagement and first-year retention  Compare persisters vs. non-persisters  Study program impact (e.g., first-year learning communities; course-based service experience) NSSE and Retention…

41 NSSE and Retention at one institution…

42 CIRP Freshman Survey asks students to predict the likelihood that they will transfer, stop-out, or leave YFCY asks if they have transferred from a different institution; CIRP TFS pre-test data will be merged with the YFCY responses even if the pre-test was administered at a different institution YFCY asks students to share their plans for their sophomore year, i.e., intent to re-enroll Data can be merged with information from the registrar to compare predicted vs. actual retention rates CIRP and Retention…

43 One of the biggest problems with studying retention is that it is inextricably linked with who you admit (pre- college characteristics and performance) Longitudinal assessment (e.g. CIRP Freshman Survey and YFCY) allows institutions to control potentially-biasing background characteristics when assessing first-to-second year retention rates “Many of the so-called highly productive institutions turn out to be underproductive when the caliber of their entering students is taken into account.” Alexander Astin, 2003 CIRP and Retention…

44 Ex. What entering characteristics positively predict first-to- second year enrollment? Emotional health is a positive predictor, but recent cohorts of students are exhibiting more stress & greater levels of depression Ex. How do service-learning, first-year seminars, and learning communities affect the decision to re-enroll? Service learning is a positive predictor on its own; First-year seminars and learning communities are effective when taken in combination Consideration of “inputs” and “environments” in retention analyses identifies populations of at-risk students and programs/experiences that facilitate or inhibit persistence CIRP and Retention…

45 Who is responsible for student success on your campus?  Enrollment Management/ Retention?  Student Affairs?  Academic Affairs? What information do you know about this first-year student? Student ID: YD252952 HS GPA: 3.93 SAT Verbal: 29 Location: In state Gender: Female Race: African American Age: 18 Major: Undecided Do you really know them? Enrollment Management/R etention Student Affairs Academic Affairs EBI and Retention…

46 Paradigm Shift What would happen if…  ALL faculty/staff were responsible for student success?  YOU knew student was struggling? Could you do something about it before it was too late? Enrollment Management / Retention Residence Hall Staff Academic Advisor First-Year Seminar Instructor Academic Department Heads Financial Aid Minority Student Affairs I’m really homesick I don’t think I can afford college My roommate and I argue all the time Student Affairs Academic Affairs I’m thinking about transferring I’m struggling in my math class EBI and Retention…

47 Expectations Behaviors MAP-Works Process Social Norming Expectations Campus Resources Student Summary Scan Students Student Profile Institution Profile Campus Resources

48 Integration to Campus

49 What is the level of student engagement on your campus? NSSE data demonstrates what students do and what students believe the institution emphasizes Results can be used to shape new student behavior Criterion reference benchmarking to compare against predetermined value (e.g., 20% FY students worked with peers on assignments outside of class – should this be higher??) NSSE and Engagement…

50 Astin’s Involvement Theory The amount of student learning and development associated with any educational program is directly proportional to the quantity and quality of student involvement in that program The effectiveness of any educational policy or practice is directly related to the capacity of that policy or practice to increase student involvement CIRP and Student Involvement

51 CIRP and Academic Involvement CIRP TFS CIRP YFCY Studied > 6 hours/week49%68% Look up scientific research articles and resources23%29% Revise your papers to improve your writing54%53% Seek feedback on your academic work49%42% Ask questions in class59%34% Been bored in class38%37% Asked professor (teacher) for advice after class28%15% “A” average38%21%

52 CIRP and Co-Curricular Involvement CIRP TFS CIRP YFCY Performed volunteer work89%63% Attended religious services79%53% Socialized with Friends >6 hrs/week70%79% Student Clubs or Groups > 3 hrs/week40%31% Online Social Network Sites > 3 hours/week43%56%

53 EBI and Interaction… First-Year Initiative Assessment Course Improved Connections with Faculty Course Improved Connections with Peers Sense of Belonging and Acceptance AFA/EBI Fraternity/Sorority Assessment “Fraternity/Sorority Enhanced Interpersonal Relationship Skills”  Top predictor of Overall Program Effectiveness

54 EBI and Interaction… FoE/EBI Foundations of Excellence Student Assessment Top two predictors of Overall Evaluation of Program:  Overall Evaluation: Transition Support  All Students: Campus Environment ACUHO-I/EBI Resident Assessment “Interaction with Others in the Hall” is a top predictor of Overall Evaluation of Program for 90% of schools

55 EBI and Interaction… MAP-Works – all about Interaction… Levels of Personal One-on-One Interaction  Student to Faculty/Staff (like FYE Instructor / Advisor / Hall Director)  Faculty/Staff interactions with other Faculty/Staff  Upper Administration interaction with Faculty/Staff  Upper Administration interaction with Student Aggregate Study of Student Interaction  The factor, “Social Integration” is top predictor of a successful social transition to college

56 First-Year Program Improvement

57 Identify strengths and areas for growth  Ex. FY students frequently engage in active learning (+); but are involved in enriching educational experiences at low levels (-) Assess effectiveness of FY interventions  Ex. Low student faculty interaction scores at small college prompts institution to establish mentoring program, and involve students in undergraduate research; 2 years later NSSE results rise on this benchmark NSSE and FYP Improvement…

58 Sewanee: University of the South: Concern about FY students’ low active and collaborative learning results led Sewanee faculty to rejuvenate first-year seminar course, increase active pedagogies & collaborate with student affairs to create rich co-curricular elements. Worcester Polytechnic Institute: NSSE results showed FY students less engaged than seniors. Created new FY interdisciplinary, inquiry-based seminars; better integration of disciplines; engaging introductory courses. Associate Dean appointed to Office for the First Year. Assessment plan for the FY in development with NSSE indicators as key component. UW Green Bay: Used NSSE items in Freshman Seminar Pilot Study to test impact of revised seminar.

59 Several common first-year programs are included on the survey  First-year seminars  Service learning  Student-centered pedagogies  Special Interest Housing  Tutoring  Remedial education  Diversity/multicultural experiences  Student-faculty research partnerships Measures satisfaction with numerous campus services and facilities CIRP and FYP Improvement…

60 Using YFCY Data to Improve Programs Identify patterns of participation in specific programs Measure levels of satisfaction with services/programs Conduct sub-group analyses of involvement in programs to examine differential involvement  Ex. First-year seminars and involvement with faculty Identify the impact of programs and services on key outcomes of the first year individually and in combination CIRP and FYP Improvement…

61 EBI and FYP Improvement… First-Year Initiative Assessment - Mission of study is the improvement of the first-year course/seminar. Pertinent factors include “Course Improved…” Study Strategies Academic and Cognitive Skills Critical Thinking Connections with Faculty Connections with Peers Out-of-Class Engagement Knowledge of Campus Policies Knowledge of Academic Services Managing Time and Priorities Knowledge of Wellness

62 EBI and FYP Improvement… ACUHO-I/EBI Resident Assessment AFA/EBI Fraternity/Sorority Assessment ACUI/EBI College Union Assessment and Student Activities Assessment All studies contain class standing as a categorical question. Institutions can filter results to first-year students to understand the impact of their programs All assessments’ mission is program improvement by understanding students’ perceptions of their program

63 EBI and FYP Improvement… Foundations of Excellence Student and Faculty/Staff Assessments Both studies measure the institutions’ delivery of the first year of college from the first-year students’ perceptions and the faculty/staff’s perceptions Assessments are integrated into a full self-study of the institution’s first year of college overseen by the Policy Center.

64 EBI and FYP Improvement… MAP-Works! Study measures first-year students’ expectations of their first- year and their perceptions of their environment during that initial transition Online reports are sent to each student and their advisor, hall director, and/or first-year course instructor.  Students’ reports focus on the top areas of transition (i.e. study time, self- management, making friends, residence hall transition, etc.)  Faculty/staff’s reports focus on areas of risk self-reported by student (i.e. no support system, few expected study hours, expected graduation, etc.)  Institution’s reports focus on areas of low performance by large segments of population to support improvement of first-year programs.

65 Learning Outcomes

66 Self-Reported Outcomes… Can be trusted so long as…  Questions are clear, with singular meanings and interpretations.  The information requested is known to respondents.  Respondents believe the questions merit a thoughtful response.  Response options are complete and appropriate.  Questions avoid risk to the respondent, and do not encourage the respondent to respond in socially desirable ways.

67 Provides student learning process and outcomes indicators To what extent are FY students developing their writing skills? % FY writing papers > 5 pgs. % FY students who prepare 2 or more drafts % FY reporting substantial gains in writing effectively % FY worked on paper requiring integrating ideas, sources NSSE and Learning Outcomes…

68 NSSE & Educational and Personal Gains (% “very much” or “quite a bit”) Self-Reported Educational and Personal Gains from College First-Year Students Seniors Thinking critically and analytically81%87% Acquiring a broad general education82%86% Working effectively with others66%78% Writing clearly and effectively72%77% Learning effectively on your own70%77% Using computing and information technology65%76% Acquiring job or work-related knowledge and skills57%72% Speaking clearly and effectively60%72% Understanding yourself60%66% Analyzing quantitative problems55%65% Solving complex real-world problems49%58% Understanding people of other racial/ethnic backgrounds50%52% Voting in local, state, or national elections24%23% NSSE and Learning Outcomes…

69 Using TFS & YFCY: Academic & Cognitive Indicators Grade point average  Goes down by ½ point during first year Longitudinal change in self-ratings of skills  Writing ability (+8%)  Mathematical ability (-3%)  Academic ability (-5%) Self-perceived changes  General knowledge (21% report much stronger)  Critical thinking skills (19% report much stronger)  Analytical/problem-solving skills (17% report much stronger CIRP and Learning Outcomes…

70 Using TFS YFCY: Other Indicators Identity development  +4% in personal rating of self-understanding Interpersonal skills  +13% report their ability to work as part of a team Civic engagement  +8% in goal to keep up to date with political affairs Awareness and acceptance of diversity and multiculturalism  +3 in goal to improve understanding of other countries/cultures CIRP and Learning Outcomes…

71 EBI and Learning Outcomes… Academic Assessments are linked to professional learning outcomes standards… Undergraduate Business Exit Assessment (AACSB Standards) Nursing Exit Assessment (AACN Standards) Teacher Exit Assessment (NCATE Standards) Engineering Exit Assessment (ABET Standards) Student Affairs studies are linked to professional learning outcomes standards, for instance… ACUHO-I/EBI Resident Assessment (ACUHO-I, CAS, and NASPA/ACPA Learning Reconsidered) AFA/EBI Fraternity/Sorority Assessment (AFA, CAS, NASPA/ACPA Learning and Leadership Reconsidered) ACUI/EBI College Union Assessment (ACUI and CAS Standards) ACUI/EBI Student Activities Assessment (Learning Reconsidered, Leadership Reconsidered, CAS Standards)

72 Using Multiple Data Sources

73 In-house surveys National surveys (a growing list)  CIRP TFS/ YFCY / CSS  NSSE  CSEQ / CSXQ  EBI Benchmarking surveys  Noel Levitz Student Satisfaction Inventory  ETS Major Field Tests  ACT Collegiate Assessment of Academic Proficiency Institutional data: GPA, financial aid, transcripts, retention, certification tests, etc. Linking Data…

74 Washington State University study: What is the relationship between residence hall environment and student engagement? Is there a difference by gender? (Robert Tattershall, Director, Housing and Conference Services, Washington State University)  Used EBI data to characterize those residence hall floors with high and low interaction  Identified correlations between NSSE’s engagement measures and the residence hall interaction levels  Found gender differences NSSE, EBI, and Engagement…

75 Disaggregated NSSE results from seniors by those who started at the institution as first-year students and those who entered as transfer students Better understand the transfer student experience. Combines with CIRP to develop a fuller portrait of the transfer student experience. NSSE, CIRP, and Retention…

76 Elon University  High institutional ethos of assessment  Building a student database  Value-added assessment methodology guides studies Both CIRP/YFCY and NSSE…  Lead to additional research  Are utilized for longitudinal study & benchmarking  Provide valuable measures of cognitive skills  Assess student interaction with faculty  Help to understand overall educational experience CIRP, NSSE, and FYP Improvement at Elon…

77 Key uses of YFCY  Time allocation  Benchmark for issues of campus community  Cognitive and skill changes  Measuring use and satisfaction with campus programs and services  Facilities evaluation (classrooms, labs, library)  Social activities and behaviors Primarily used by Student Life &, more recently, General Education Office CIRP, NSSE, and FYP Improvement at Elon…

78 Key uses of NSSE  Activities inside the classroom (e.g., speaking up, presentations, working with students)  Activities outside the classroom (e.g., plays, museums, events)  Evaluation of various functions (e.g., administrators, academic advising)  Academic rigor Primarily used by Student Life & Academic Affairs CIRP, NSSE, and FYP Improvement at Elon…

79 Some Examples… Administer all surveys to all students and merge them together with campus data to create an extensive student information system NSSE every 3 years, alternate CIRP, EBI institutional surveys Administer NSSE and EBI two years in a row to establish baseline data and assess needs for first-year learning communities Administer NSSE to a random sample of first-year students and YFCY to those remaining Administer CIRP TFS and YFCY and/or BCSSE and NSSE for program participation patterns and outcomes; supplement more detailed programmatic information from EBI Survey Administration Cycles…

80 Q & A

81 Cooperative Institutional Research Program (CIRP) Higher Education Research Institute at UCLA www.heri.ucla.edu National Survey of Student Engagement (NSSE) Center for Postsecondary Research, Indiana University www.nsse.iub.edu Educational Benchmarking (EBI) EBI Service Center, Springfield, MO www.webebi.com Contact Us…


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