Presentation on theme: "Using the 2005 National Survey of Student Engagement in Student Affairs Indiana State University."— Presentation transcript:
Using the 2005 National Survey of Student Engagement in Student Affairs Indiana State University
What is NSSE? We have often heard the term NSSE, but not everyone really knows what it is. See if you can answer this question: What is NSSE?
A. a creature from Loch?
B. a really big spill
C. a diagnosis YOU Have NSSE!
D. The National Survey for Student Engagement
Today’s Presentation Briefly introduce the NSSE Focus on two question categories Point out some potential uses of the NSSE for Student Affairs Share a few examplesShare a few examples of how NSSE is currently used at ISU Transition to discussions of how to use this (and other) information in Student Affairs
Question Categories on the NSSE Academic and intellectual experiences Mental activities Examinations Reading and writing Problem sets Homework problems Enriching educational experiences Quality of relationships Time usage Institutional environment Educational and personal growth Academic advising Satisfaction
NSSE Category Nine: Time Usage Question: “About how many hours do you spend in a typical 7-day week doing each of the following? 1=0 hrs/wk; 2=1-5; 3=6-10; 4=11-15; 5=16-20; 6=21-25; 7=26-30; 8=>30 Question Themes : –Preparing for class –Working for pay on campus –Working for pay off campus –Participation in co-curricular activities –Relaxing and socializing –Providing care for dependents living with you –Commuting to class
Preparing for Class Freshman Students 3.54* (6-10 hrs. per week) Senior Students 3.98 (6-10 hrs. per week) When compared with other freshman at doctoral-intensive and all other NSSE-participating schools, ISU freshman spend significantly less time preparing for class.
Working Working for pay on campus Working for pay off campus Freshman Students 1.61 (0 hours per week) 2.89* (1-5 hours per week) Senior Students 1.96 (1-5 hours per week) 3.77* (6-10 hours per week) When compared to students at other doctoral-intensive and NSSE-participating institutions, ISU freshman work for pay off campus significantly more (p<.001). ISU seniors work for pay off campus significantly more (p<.01) when compared to other seniors at NSSE participating institutions.
Participating in Co-Curricular Activities Freshmen2.37* (1-5 hours per week) Seniors2.08 (1-5 hours per week) ISU freshmen participate in co-curricular activities significantly more than freshmen at other doctoral-intensive universities (p<.001).
Observations: What do the NSSE Questions Have to Say About ISU Students’ Use of Time? Results for preparing for class might be a concern Freshman participation in co- curricular activities is encouraging. How might these results be “sliced and diced?” Might the athletic department, or Greek life like to see their own data (which would differ) in respect to their own students? Key point—what might be useful in helping us understand our students and how to better serve them?
NSSE Category Eleven: Education and Personal Growth Acquiring a broad general education Acquiring job or work-related knowledge and skills Writing clearly and effectively Speaking clearly and effectively Thinking critically and analytically Analyzing quantitative problems Using computing and information technology Working effectively with others Learning effectively on your own Understanding yourself Understanding people of other racial and ethnic backgrounds Solving complex real-world problems Developing a personal code of values and ethics Contributing to the welfare of your community All questions rated on 4 point scale; 1=very little; 2=some; 3=quite a bit; 4=very much
Working Effectively With Others Freshmen2.88 (some/quite a bit) Seniors3.10 (quite a bit) ISU freshman and senior scores lower than those at NSSE-participating and doctoral intensive institutions (sig. p<.05)
Voting Freshmen2.54 (some) Seniors2.24 (some) ISU freshmen reported voting higher than freshmen at other doctoral-intensive universities (p<.05).
Understanding People of Other Racial/Ethnic Backgrounds Freshmen2.56 (some) Seniors2.61 (some)
Contributing to the Welfare of the Community Freshmen2.22* (some) Seniors2.37* (some) ISU freshmen and seniors rate ISU significantly lower than those at other NSSE institutions (p<.01); however, ISU seniors rate ISU higher than in 2003.
Observations Given some improvements, why did this occur? What did ISU do to improve institutional performance? What can be done to improve performance in some areas? Can these data be “sliced and diced?”
How Are NSSE Data Currently Being Used at ISU to Affect Institutional Effectiveness?
General Education Assessment NSSE questions are matched with a number of performance indicators Results on the NSSE indicate that ISU students perform well in respect to participating in community projects as part of a course, for example Used with other indicators, such as GRE scores, to assess the quality of student learning
College of Nursing The use of NSSE questions is currently being discussed by faculty 2003 NSSE results indicate that Nursing students tend to commute and take care of dependents living with them than other students Implications for student services
College of Education Teacher education program was in need of assessments for diversity and technology 2003 NSSE questions indicate that senior teacher candidates rate the institution significantly higher on technology than freshman teacher candidates Implications for upcoming (November 2005) NCATE and IPSB visit
Concluding Comments NSSE is useful in assessing institutional capacity on several student affairs questions NSSE questions can be “sliced and diced” so they can be used by different departments and programs Central question about assessment—not only placing data on a table, but actually using and discussing data to enhance students’ experience at ISU.
Benchmarks of Effective Educational Practice The benchmarks are based on 42 key questions from the NSSE survey that capture many of the most important aspects of the student experience. These student behaviors and institutional features are some of the more powerful contributors to learning and personal development.
Level of Academic Challenge Challenging intellectual and creative work is central to student learning and collegiate quality. Colleges and universities promote high levels of student achievement by emphasizing expectations for student performance. Activities and conditions: Preparing for class (studying, reading, writing, rehearsing, and other activities related to your academic program) Number of assigned textbooks of course readings Number of written papers or report of 20 pages or more Number of written papers or reports between 5 and 19 pages Number of written papers or reports of fewer than 5 pages Coursework emphasizing analysis of the basic elements of an idea, experience, or theory Coursework emphasizing synthesis and organizing ideas, information into new, more complex interpretations Coursework emphasizing the making of judgments about the value of information, arguments, or methods Coursework emphasizing application of theories or concepts to practical problems or in new situations Worked harder than you thought you could to meet an instructor's standards or expectations Campus environment emphasizing time studying and on academic work
Active and Collaborative Learning Students learn more when they are intensively involved in their education and are asked to think about and apply what they are learning in different settings. Collaborating with others in solving problems or mastering difficult material prepares students to deal with the messy, unscripted problems they will encounter daily during and after college. Activities: Asked questions in class or contributed to class discussion Make a class presentation Worked with other students on projects during class Worked with classmates outside of class to prepare class assignments Tutored or taught other students Participated in a community-based project as part of a regular course Discussed ideas from your readings or classes with others outside of class (students, family members, co-workers, etc.)
Student-Faculty Interactions Students see first-hand how experts think about and solve practical problems by interacting with faculty members inside and outside the classroom. As a result, their teachers become role models, mentors, and guides for continuous, life-long learning. Activities: Discussed grades or assignments with an instructor Talked about career plans with a faculty member or advisor Discussed ideas from your readings or classes with faculty members outside of class Worked with faculty members on activities other than coursework (committees, orientation, student-life activities, etc.) Received prompt feedback from faculty on your academic performance (written or oral) Work on a research project with a faculty member outside of course or program requirements
Enriching Educational Experiences (many items here were asked freshmen in the form of "do you plan to do item") Complementary learning opportunities inside and outside the classroom augment the academic program. Experiencing diversity teaches students valuable things about themselves and other cultures. Used appropriately, technology facilitates learning and promotes collaboration between peers and provides students with opportunities to synthesize, integrate, and apply their knowledge. Such experiences make learning more meaningful and, ultimately, more useful because what student know becomes a part of who they are. Activities and conditions: Participating in co-curricular activities (student government, social fraternity or sorority, intercollegiate sports, etc.) Practicum, internship, field experience, co-op experience, or clinical assignment Community service or volunteer work Foreign language coursework Study abroad Independent study or self-designed major Culminating senior experience (comprehensive exam, capstone course, thesis, project, etc.) Learning communities Talking with students with religious beliefs, political opinions, or personal values Talking with students of a different race or ethnicity Using electronic technology to discuss or complete assignments Campus environment encouraging contact among students from different economic, social, and racial or ethnic backgrounds
Supportive Campus Environment Students perform better and are more satisfied at colleges that are committed to their success and cultivate positive working and social relations among different groups on campus. Conditions: Campus environment provides the support you need to help you succeed academically Campus environment helps you cope with your non-academic responsibilities (work, family, etc.) Campus environment provides the support you need to thrive socially Quality of relationships with other students Quality of relationships with faculty members Quality of relationships with administrative personnel and offices
Question #1 What are we doing to support this particular Benchmark?
Question #2 What else can we do to support this particular Benchmark?
Question #3 What question(s) might your unit have that the NSSE could address?