1. Notes to Users This sample presentation is designed to serve as a customizable template to present NSSE, BCSSE, or FSSE results on your campus. The presentation is divided into the following topical sections to help you quickly select the slides most appropriate for a particular audience: NSSE and the Concept of Student Engagement Selected NSSE Results for [Institution] Selected BCSSE Results for [Institution] Selected FSSE Results for [Institution] User Resources and Activities of the NSSE Institute Using Your NSSE, BCSSE, and FSSE Data Questions & Discussion Contact Information Replace the cover slide and the red text throughout this presentation with the name of your school and your own results. Use slides from the “Selected Results for [Institution]” sections for ideas on how to present your campus results. View the notes section of each slide for additional information or relevant talking points (in the PowerPoint tool bar select “VIEW” then “Notes Page”)

2. Insert Presenter Name(s) Here Insert Presentation Date

3. Presentation Overview 1.NSSE and the Concept of Student Engagement 2.Selected NSSE Results for [Institution] 3.Selected BCSSE Results for [Institution] 4.Selected FSSE Results for [Institution] 5.User Resources 6.Using Your NSSE, BCSSE, and FSSE Data 7.Questions & Discussion 8.Contact Information

4. NSSE and the Concept of Student Engagement

5. What is Student Engagement? What students do – Time and energy devoted to studies and other educationally purposeful activities What institutions do – Using resources and effective educational practices to induce students to do the right things Educationally effective institutions channel student energy toward the right activities

6. Seven Principles of Good Practice in Undergraduate Education Student-faculty contact Active learning Prompt feedback Time on task High expectations Experiences with diversity Cooperation among students Chickering, A. W. & Gamson, Z. F. (1987). Seven principles for good practice in undergraduate education. AAHE: Bulletin, 39 (7), 3-7.

7. Other Supporting Literature After reviewing approximately 2,500 studies on college students from the 1990s, in addition to the more than 2,600 studies from 1970 to 1990, Ernest Pascarella and Patrick Terenzini concluded student engagement is a central component of student learning. Pascarella, E. & Terenzini, P (2005). How college affects students: A third decade of research. San Francisco: Jossey-Bass Publishers. Presents institutional policies, programs, and practices that promote student success. Provides practical guidance on implementation of effective institutional practice in a variety of contexts. Kuh, G. D., Kinzie, J., Schuh, J. H., Whitt, E.J., & Associates (2005). Student success in college: Creating conditions that matter. San Francisco: Jossey-Bass.

8. NSSE Background YearInstitutions 2001321 2002367 2003437 2004473 2005529 2006557 2007610 2008769 2009640 2010595 2011751 2012577 2013621 2014713  Launched with grant from The Pew Charitable Trusts in 1999, supported by institutional participation fees since 2002.  More than 1,500 baccalaureate- granting colleges and universities in the US and Canada have participated to date.  Institution types, sizes, and locations represented in NSSE are largely representative of U.S. baccalaureate institutions.

9. Goals of NSSE Project  Focus conversations on undergraduate quality  Enhance institutional practice and improvement initiatives  Foster comparative and consortium activity  Provide systematic national data on “good educational practices”

10. NSSE Updated in 2013! What we’ve learned… connect engagement data to indicators of success; student behaviors; institutional improvement is possible Updating NSSE… same focus; new & refined measures; updated terminology  Emerging areas of interest – HIPs, quantitative reasoning, effective teaching, deep approaches, topical modules Read the Change magazine article May/June 2013

11. NSSE Survey Content Engagement in meaningful academic experiences Engagement in meaningful academic experiences Engagement in High-Impact Practices Student Reactions to College Student Reactions to College Student Background Information Student Background Information Student Learning & Development

12. NSSE Engagement Indicators Student – Faculty Interaction Academic Challenge Experiences with Faculty Learning with Peers Campus Environment Meaningful Academic Engagement Themes Engagement Indicators

13. Survey Administration  Census-administered or randomly sampled first-year & seniors  Spring administration  Multiple follow-ups to increase response rates  Topical Modules provide option to delve deeper into the student experience  Consortium participation enables addition of custom questions

14. A Commitment to Data Quality NSSE’s Psychometric Portfolio presents evidence of validity, reliability, and other indicators of data quality. It serves higher education leaders, researchers, and professionals who use NSSE. See the Psychometric Portfolio nsse.iub.edu/links/psychometric_portfolio

15. Selected NSSE Results for [Institution]

16. NSSE 2014 Institutions by Carnegie Classification

17. NSSE 2014 Respondents by Race, Ethnicity, and Nationality NSSE 2014 Respondents U.S. Bachelor’s- Granting Population African American/Black 10%13% American Indian/Alaskan Native 1% Asian 5%6% Native Hawaiian/other Pacific Islander <1% Caucasian/White 66%61% Hispanic/Latino 11%13% Multiracial/Ethnic 3% Foreign/nonresident alien 3%4% Notes: Totals may not sum to 100% due to rounding. NSSE 2014 population consists of first-year and senior undergraduates. Data were provided by participating institutions. U.S. percentages are unweighted and based on data from the fall 2012 IPEDS Institutional Characteristics and Enrollment data. Includes all class years. Institution-reported data. Excludes students whose race/ethnicity was unknown or not provided.

18. NSSE 2014 Survey Population and Respondents  More than 1.8 million students were invited to participate in NSSE 2014, with 473,633 responding  x [Institution] students were invited to participate, with x responding

19. NSSE 2014 U.S. Institution Response Rates [Your institution’s] response rate = x% All NSSE 2014 institutions = 32% NSSE 2014 U.S. Average Institutional Response Rates by Enrollment: Undergraduate Enrollment Number of Institutions Avg. Institutional Response Rate 2,500 or fewer27139% 2,501 to 4,99913630% 5,000 to 9,99911124% 10,000 or more10422% All institutions62232%

20. NSSE 2014 Results (Sample Slides) The following slides are examples of how your institution might share selected NSSE results with various institutional constituencies. Expand this section to highlight items of interest to your audience.

21. NSSE 2014 Results for [Institution] Overall results compared to peer group for each Engagement Indicator.

22. NSSE 2014 Results for [Institution] Highest and lowest performing items compared to peer group.

23. NSSE 2014 Results for [Institution] Highest and lowest performing items compared to peer group.

24. NSSE 2014 Results for [Institution] Engagement Indicator: Quality of Interactions  Indicate the quality of your interactions with the following people at your institution. (First-year students)

25. NSSE 2014 Results for [Institution] Engagement Indicator: Discussions with Diverse Others  How often have you had discussions with people from the following groups? (First-year students)

26. [Institution] Comparisons with [Selected Peers] High ‐ Impact Practices  Percentage of first-year students who participated in a learning community and in course-based service-learning.

27. [Institution] Comparisons with [Selected Peers] Engagement Indicators  Learning Strategies and Collaborative Learning (First-Year Students)

28. [Institution] Comparisons with [Selected Peers] High ‐ Impact Practices  Percentage of seniors who worked on a research project with a faculty member, and who did a culminating senior experience.

29. [Institution] Comparisons with [Selected Peers] Engagement Indicators:  Higher-Order Learning and Student-Faculty Interaction (Seniors)

30. [Institution] Comparisons with [Selected Peers] How do students spend their time?  Percentage spending more than 10 hours per week preparing for class Class[Institution]Selected Peers First-YearMore than x% SeniorMore than x%

31. [Institution] Comparisons with [Selected Peers] How do students spend their time?  Percentage of students spending more than 5 hours per week participating in co-curricular activities Class[Institution]Selected Peers First-YearMore than x% SeniorMore than x%

32. Selected BCSSE Results for [Institution]

33. BCSSE Purpose BCSSE collects data about entering first-year students’ high school academic and co-curricular experiences, as well as their expectations for participating in educationally purposeful activities during the first college year.

34. BCSSE Survey Content There are 3 sections to the BCSSE survey: 1.High school experiences 2.Expectations and beliefs regarding the first year of college 3.Background characteristics

35. Administration Modes Paper, Web, or Mixed Modes  Paper group administration Orientation, Welcome Week, etc.  Web group administration While students are in computer lab, etc.  Web email administration Web link emailed to students

36. BCSSE Survey Content High School Experiences

37. BCSSE Survey Content Expectations for the First Year of College

38. NSSE BCSSE BCSSE Survey Content Many of these questions are designed to be paired with NSSE, providing an in-depth view of the first-year experience.

39. BCSSE Scales Corresponding NSSE Engagement Indicator? High School Quantitative Reasoning High School Learning Strategies Expected Student-Faculty Interactions Expected Collaborative Learning Expected Discussions with Diverse Others Importance of Campus Environment Expected Academic Perseverance Expected Academic Difficulty Perceived Academic Preparation

40. BCSSE Reports Four reports are provided:  BCSSE Institutional Report (Summer/Fall 2013)  BCSSE Student Advising Report (Summer/Fall 2013)  Grand Frequencies and Means (Fall 2013) Overall Institution types  BCSSE-NSSE Combined Report (Summer 2014)

41. BCSSE 2013 Results for [Institution] During your last year of high school, about how many hours did you spend in a typical 7-day week doing each of the following?  Preparing for class (studying, doing homework, rehearsing, etc.)

42. BCSSE 2013 Results for [Institution] During the coming school year, how difficult do you expect the following to be?  Learning course material

43. BCSSE 2013-NSSE 2014 Combined Results for [Institution] How often [do you expect to do/have you done] each of the following? Discuss your academic performance with a faculty member Work with other students on course projects or assignments

44. Selected FSSE Results for [Institution]

45. Faculty Survey of Student Engagement (FSSE is pronounced “fessie”) College faculty survey that measures faculty expectations for student engagement in educational practices that are empirically linked with student learning and development

46. FSSE Survey Content  How often faculty use effective teaching practices  How much faculty encourage students to collaborate  The nature and frequency of faculty-student interactions  Opportunities to engage in diverse perspectives  The importance faculty place on increasing institutional support for students  The importance faculty place on various areas of learning and development  How faculty members organize their time, both in and out of the classroom

47. FSSE 2014 Project Scope  In 2014, more than 18,000 faculty members from 143 institutions responded to the survey.  In 2014, 41% of the faculty contacted responded to the survey.  Response rates at individual institutions ranged from 14% to 84%.  The average institutional response rate was 48%.

48. FSSE Administration  Third-party administration in the spring  Institutions choose faculty to be surveyed  Faculty responses are kept anonymous  Administered online as a Web-only survey  Institutions are able to add topical modules and consortium items to the end of the core FSSE instrument

49. Time Spent on Professorial Activities by Disciplinary Area Teaching Activities Advising Students Research, Creative, or Scholarly Activities Service Activities Disciplinary Area [Institution]FSSE14[Institution]FSSE14[Institution]FSSE14[Institution]FSSE14 Arts & Humanities 23.14.39.77.7 Biological Sciences, etc. 23.25.110.67.2 Physical Sciences, etc. 23.44.28.96.8 Social Sciences 21.54.910.17.8 Business 20.54.78.57.4 Communications, Media, etc. 21.75.38.08.3 Education 20.05.87.38.6 Engineering 19.86.212.97.8 Health Professions 21.05.36.88.4 Social Service Professions 19.26.18.98.1 Other disciplines 18.75.78.08.2 Total 21.65.09.07.8 Hours per Week

50. Faculty Values and Student Participation in High-Impact Practices Faculty- Very Important or Important First-Year Participation Senior Participation High-Impact Practice[Institution]FSSE[Institution]NSSE[Institution]NSSE Internship 84.0%8.8% 52.1% Learning Community 46.7%15.3% 25.2% Study Abroad 41.3%3.7% 14.9% Research with Faculty 58.1%5.6% 25.7% Culminating Senior Experience 84.8%3.0% 46.9% Service-Learning 57.6%51.8% 61.7% Faculty responses are to how important it is to them that undergraduates at their institution do the following before they graduate. Student responses are to whether or not they have participated in the listed activities. Student responses to service-learning indicate that at least some of their courses included a service-learning experience. Student percentages are weighted by sex, enrollment status, and institution size.

51. User Resources: Overview of NSSE Institute Activities

52. User Resources and the NSSE Institute The NSSE Institute for Effective Educational Practice develops user resources and responds to requests for assistance in using student engagement results to improve student learning and institutional effectiveness.  Resources: Free Webinars User Workshops System and Consortium Workshops Accreditation Toolkits Guides to Data Use Degree Qualifications Profile Toolkit A Pocket Guide to Choosing a College Voluntary System of Accountability (VSA) nsse.iub.edu/institute

53. A Pocket Guide to Choosing a College For Students and Families:  A Pocket Guide to Choosing a College gives questions to ask during a campus visit about what matters to learning. For NSSE Institutions:  A data report, NSSE 2014 Answers from Students provides results for admissions, orientation, prospective students and families, and campus Web sites. * Available in Spanish, and in a mobile version.

54. Using Your NSSE, BCSSE, and FSSE Data

55. Using NSSE, BCSSE, and FSSE Data  It is important for NSSE to discover and share ways student engagement results are used.  NSSE results are used across all types of institutions.  The following slides illustrate how NSSE data inform educational policy and practice at specific institutions. Areas of Effective Educational Practice Areas for Institutional Improvement

56. 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 Institutional Improvement Learning Communities 1 ST Year and Senior Experience Academic Affairs Learning Assessment Faculty Development Academic Advising Peer Comparison Student Affairs Institutional Research Enrollment Management

57. External Campus Uses  Assess status vis-à-vis peers, competitors  Identify, develop, market distinctive competencies  Encourage collaboration in consortia (e.g., statewide NSSE conference)  Provide evidence of accountability for good processes (while awaiting improvement in outcomes) Public Accountability Fund Raising Governing Boards Prospective Students Alumni State Policy Makers Performance Indicators Focus on Right Things Accrediting Bodies Media Parents

58. Supporting NSSE Use in Accreditation NSSE Accreditation Toolkits – Resource tailored to regional and program accreditors  Maps NSSE items to accreditation standards/criteria to support data use in accreditation

59. Example of Data Use: Increasing Academic Challenge FAYETTEVILLE STATE UNIVERSITY Finding:  Writing and time spent preparing for class were lower than desired. Action:  Provided NSSE data to department chairs so that areas of potential improvement could be identified. The institution also increased investment in learning communities and capstone courses to strengthen writing across the curriculum and class preparation.

60. Example of Data Use: Enriching the First-Year Experience WASHINGTON STATE UNIVERSITY Finding:  Campus was not meeting expectations for collaborative learning, student-faculty interaction, and learning communities. Action:  Freshman Focus learning communities provide the opportunity to engage in an extensive living-learning community system.

61. Example of Data Use: Student-Faculty Interaction CALIFORNIA STATE UNIVERSITY-FRESNO Finding:  NSSE results showed that student-faculty interaction was lower than expected. Action:  Student success task force identified ways to improve student success. Participated in Building Engagement and Attainment for Minority Students (BEAMS) program to develop Mentoring Institute. Now 200+ faculty members, staff and student mentors have been trained.

62. Example of Data Use: Enriching and High-Impact Practices JACKSONVILLE STATE UNIVERSITY Finding:  Student reported engagement in service-learning and other high-impact practices were not as high as desired. Action:  The Office of Leadership and Service was created to coordinate service-learning, promote service learning, and provide support to faculty interested in developing service-learning courses.

63. Example of Data Use: Supportive Environment and Retention SOUTHERN CONNECTICUT STATE UNIVERSITY Finding:  BCSSE and NSSE data consistently showed that non- returning students had weaker relationships with faculty, peers, and administrative personnel than their peers. Action:  The relationship of persistence to supportive environment and quality of interactions focused institutional action on support for learning and promoting quality interactions.

64. Example of Data Use: Faculty and Staff Development ILLINOIS STATE UNIVERSITY Finding:  Needed to increase campus dialogue relevant to student learning among students, faculty, and student affairs. Action:  A four-part series focusing on methods to improve the quality of student writing was developed for faculty based on FSSE and NSSE results.

65. Example of Data Use: Foster Collaboration and Focus TEXAS CHRISTIAN UNIVERSITY Finding:  Early results showed lower NSSE and FSSE scores than desired. Action:  Increased attention and energy on student engagement. Promoted collaboration between Academic Affairs and Student Affairs to enhance student engagement in and out of the classroom.

66. Additional Data Use Examples and Resources  Lessons from the Field (Volumes 1 & 2), including examples for transitioning to the updated NSSE, is instructive as institutions seek to move from data to action  Searchable database for examples of NSSE, FSSE, and BCSSE use  Making NSSE Results Public  Guidelines for Display of NSSE Results www.nsse.iub.edu/html/lessons_from_the_field.cfm

67. Questions & Discussion

68. . Contact Information [Institution] NSSE Contact: [Contact name] [Contact email address] Center for Postsecondary Research Indiana University School of Education 1900 East Tenth Street, Suite 419 Bloomington, IN 47406-7512 Phone: 812-856-5824 Fax: 812-856-5150 Email: nsse@indiana.edu Web: nsse.iub.edu

69. . Institutional Photo Credits Thank you to NSSE participating schools for the use of their institutional photos in the development of this PowerPoint template. We encourage you to insert your own campus photos for use in presentations.