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Gallaudet Institutional Research Report: Annual Campus Climate Survey: 2010 Pat Hulsebosch: Executive Director – Office of Academic Quality Faculty Senate.

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Presentation on theme: "Gallaudet Institutional Research Report: Annual Campus Climate Survey: 2010 Pat Hulsebosch: Executive Director – Office of Academic Quality Faculty Senate."— Presentation transcript:

1 Gallaudet Institutional Research Report: Annual Campus Climate Survey: 2010 Pat Hulsebosch: Executive Director – Office of Academic Quality Faculty Senate December 13,

2 Campus Climate Survey Faculty, Staff, Administrators Annually for 3 years Questions developed in response to GU concerns/consultants/MSCHE Six subscales: 1.Academic culture 2.Respect and trust 3.Communication/Info Sharing 4.Management Style 5.Bilingualism National Survey of Student Engagement Students: First year/Seniors Biannually since 2005 Questions used nationally Five subscales : 1.Level of academic challenge 2.Student-Faculty interaction 3.Supportive campus environment 4.Enriching educational Experiences 5.Active and collaborative learning 2

3 GU Campus Climate Survey 40 items : each describing a climate characteristic Likert-like responses: – 1 (Strongly Disagree) to 5 (Strongly Agree) Distributed in Spring, 2010 – during the week of layoffs Response rate was 37% of GU employees – faculty and professional - 50% each – staff and administrator - 20% and 27% Analyzed subscale means and individual item responses 3

4 Climate Survey Subscale M ean Analysis – Some increase in all subscales – Academic Culture * Respect and Trust * Institutional communication and information sharing Freedom of Expression Management style Bilingualism * * Subscale also showed an Increase from 2008

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6 GU Campus Climate Survey: Item Response Analysis “POSITIVE” = Agree or Strongly Agree on a positive climate characteristics – Focused on items with 50% or more people responding POSITIVE “NEGATIVE” = Disagree or Strongly Disagree on a positive climate characteristic OR Agreed or Strongly Agreed on a negative statement (e.g., “Favoritism occurs in the operation of the university.” ) – Focused on items with 50% or more people responding NEGATIVE Neutral = Neither agree nor Disagree 6

7 GU Campus Climate Survey: Item Response Analysis In which areas of climate did 50% or more of the respondents have a POSITIVE response? In which areas of climate did 50% or more of the respondents have a NEGATIVE response? In which areas of climate did 50% or more of the respondents have a VARIED or DISTRIBUTED response? – A mix of Postive, Negative AND Neutral 7

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11 Climate Survey: Item Analysis Seeming contradictions/Subtle messages in patterns Respondents were positive about the means, frequency, and timing of communication from University Administration to the community BUT negative about the transparency and reciprocity of the communication and decision making (especially re resource allocation). 11

12 Climate Survey: Item Analysis Seeming contradictions/Subtle messages in patterns Agreement 1.Mutual, multiculturalism and social justice are encouraged. 2.Policies defining ethical behavior for the campus community 3.Academic departments are working together to establish consistent standards for academic performance Disagreement 1.Respondents don’t feel there is freedom to express diverse perspectives. 2.Programs to inform and support ethical behavior at all levels of the university. 3.There is coordination across units to solve problems. 12

13 GU Climate Survey 2010: Questions? Discussion? 13

14 National Survey of Student Engagement NSSE 14

15 NSSE Since inception more than 1,400 BA granting colleges and universities have used NSSE 2010 – 589 institutions – Average response rate: 37% Practices associated with “deep learning” – Student behaviors and institutional practices Student reported impact Items; Five subscales (“NSSE benchmarks”) 15

16 Why Schools Use NSSE To participate in a national effort to improve undergraduate quality To use a research-based, psychometrically sound tool To compare performance against peer institutions To examine patterns of strengths and weaknesses within Gallaudet, across time, and across different student groups To guide and monitor institutional improvement To incorporate student engagement results in self- studies, accreditation, and accountability 16

17 USA Today Website is providing NSSE benchmark information on universities (voluntary) se.htm se.htm NSSE Data for Prospective Students and the Public 17

18 National Survey of Student Engagement BENCHMARKS Level of Academic Challenge Active and Collaborative Learning Student-Faculty Interaction Enriching Educational Experiences Supportive Campus Environment EXAMPLE NSSE ITEMS Number of papers written Made a class presentation Discussed assignments with instructor Discussed career plans with a faculty member /advisor Talking with students of a different race or ethnicity Quality of relationships with administrative personnel and offices How does this relate to campus climate? 18

19 BENCHMARKS (%) – Comparisons to designated peers – Comparisons to NSSE average See Executive Summary, page 4 – Comparisons to “highly engaged” IHE’s (Top 50%, Top 10%) – Comparisons to our past % (2004,  2007) Reviewing and Reporting NSSE Data 19

20 NSSE findings: Gallaudet first year students 1.Level of academic challenge – Lower than peers, but not significantly * 2.Active a nd collaborative learning – Significantly higher than average 3.Student-faculty interaction – Significantly higher than average 4.Enriching educational experience – Lower than peers, but not significantly lower than average * 5.Supportive campus environment – Lower than peers, but not significantly lower than average ALL subscales have INCREASED for first year students since the last GU NSSE Survey in 2008 * In 2008 these were significantly lower than peers 20

21 NSSE Subscales: Freshman Level of Academic Challenge Active and Collaborative Learning Student Faculty Interaction Enriching Educational Experiences Supportive Campus Environment

22 NSSE Subscales: Seniors Level of Academic Challenge Active and Collaborative Learning Student Faculty Interaction Enriching Educational Experiences Supportive Campus Environment

23 NSSE findings: Educational and personal growth Understanding yourself higher – Significantly higher than peers Understanding people of other racial and ethnic backgrounds higher – Significantly higher than peers Solving complex real-world problems higher – Significantly higher than peers Developing a personal code of values and ethics higher – Significantly higher than peers Developing a deepened sense of spirituality higher – Significantly higher than peers 23

24 Notable NSSE Items: Significantly Higher Than Peers Academic and Intellectual Experiences Came to class w/o having completed readings or assignments (S) Discussed ideas from readings or classes with faculty members outside of class (S) Memorized (S) Number of problem sets that take you more than an hour to complete (S) Number of problem sets that take you less than an hour to complete (S) Participate in a learning community (2+ classes together) (S) Foreign language coursework (S) 24

25 Notable NSSE Items: Significantly Higher Than Peers Academic and Intellectual Experiences Asked Q’s or contributed to discussion (F) Made a class presentation (F) Worked with classmates outside of class to prepare class assignments (F) Tutored or taught (F, S) Participated in a community-based project as part of a course (F, S) Discussed grades or assignment with instructor (F) Talked about career plans with a faculty member or advisor (F) Worked with faculty members on activities other than coursework (F) Number of books read on your own (F) Number of written papers of 20 pages or more (F, S) Community or volunteer work (F) Study abroad (F) Independent study or self designed major (F) Culminating senior experience (done or planned) (F) 25

26 Notable NSSE Items: Significantly Lower Than Peers Academic and Intellectual Experiences Worked on a paper or project that required integrating ideas or information from various sources (F, S) Had serious conversations with students of a different race or ethnicity than your own (F, S) Had serious conversations with students of a different religious, political or person values (F) Memorized.. (F) Extent to which your exams have challenged you (F, S) Community or volunteer work (F) Quality of relationships with faculty members (F, S) 26

27 Notable NSSE Items: Significantly Lower Than Peers Academic and Intellectual Experiences Worked with students on projects during class (S) Put together ideas or concepts from different courses (S) Received prompt written or oral feedback from faculty on your academic performance (S) Analyzed (S) Applied (S) Practicum, internship,field experience.. (S) Foreign language coursework (S) Culminating senior experience (done or planned) (S) 27

28 Notable NSSE Items: Significantly Higher Than Peers Institutional Environment To what extent does your institution emphasize: Encouraging contact among students from different …backgrounds (S) Using computers in academic work (F) 28

29 Notable NSSE Items: Lower - Institutional Environment To what extent does your institution emphasize: Spending significant amounts of time studying or doing academic work (F, S) Providing the support you need to succeed academically (F, S) Quality of academic advising (F, S) 29

30 Notable NSSE Items: Significantly Higher Than Peers Contribution of GU experience to the following areas: Understanding yourself (F, S) Understanding people of other racial and ethnic backgrounds (F, S) Solving complex real-work problems (F) Developing a personal code of values and ethics (F, S) Developing a deepened sense of spirituality (F, S) 30

31 Notable NSSE Items: Significantly Lower Than Peers Contribution of experience to the following areas: Broad general education (F, S) Writing clearly and effectively (S) Speaking clearly and effectively (S) Thinking critically and analytically (S) 31

32 Notable NSSE Items: Significantly Lower Than Peers How would you evaluate your entire educational experience at this institution? (F, S) If you could start over, would you go to the same institution you are now attending? (F, S) 32

33 Implications?? 33


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