Presentation on theme: "2012 National Survey of Student Engagement Jeremy D. Penn & John D. Hathcoat."— Presentation transcript:
2012 National Survey of Student Engagement Jeremy D. Penn & John D. Hathcoat
University Assessment and Testing Opening Discussion What mattered MOST to your success in college as an undergraduate? What should all OSU students do or experience before they graduate?
University Assessment and Testing Overview 1.Purpose and methodology 2.Demographic characteristics 3.Benchmark comparisons 4.Comparisons across time 5.Expectation gap (BCSSE & NSSE)
College Experience Student Precollege Characteristics and Experiences Organizational Context Peer Environment Student learning and persistence Structures policies & practices Faculty culture Individual Student Experiences Classroom Experiences Out-of-Class Experiences Curricular Experiences Influences on Student Learning and Persistence From Reason, Terenzini, and Domingo (2006, p. 154).
University Assessment and Testing Summary Purpose – national survey aiming to assess the academic engagement of first-year students and seniors. Methodology – web surveys were administered during Spring 2012 by NSSE Institute.
University Assessment and Testing Sample Demographics
University Assessment and Testing Benchmark Comparisons Aspirational Institutions Less Competitive Similar
University Assessment and Testing Comparison Group Demographics
University Assessment and Testing Benchmark Results
University Assessment and Testing Level of Academic Challenge Items – paper more than 20 pages, number of assigned books/readings; emphasis of applying theories to new situations. Freshmen – significantly lower than aspirational (d = -.20). Seniors – significantly lower than all other groups (d = -.16, -.20, and -.18)
University Assessment and Testing LAC Across Time
University Assessment and Testing Active and Collaborative Learning Items – class presentation, worked with others, ask questions, class discussion, sought tutoring, taught others. Freshmen – lower than aspirational (d = -.14) Senior – not different from all other groups
University Assessment and Testing ACL Across Time
University Assessment and Testing Student Faculty Interaction Items – project with faculty, faculty feedback, discuss assignments/grades. Freshmen – higher than peers (d =.14). Senior – lower than aspirational (d = -.07).
University Assessment and Testing SFI Across Time
University Assessment and Testing Enriching Educational Experiences Items – hours in co-curricular activities, community service, culminating senior experience, serious conversations with students of different race/ethnicity Freshmen – lower than aspirational (d = -.22) and peers (d = -.15). Seniors – lower than aspirational (d = -.24), higher than less comp (d =.21) and not different from peers.
University Assessment and Testing EEE Across Time
University Assessment and Testing Supportive Campus Environment Items – campus provides support to succeed academically, quality of relationships with students, administration, etc. Freshmen – higher than aspirational (d =.13), less comp (d =.17) and peers (d =.15). Seniors – higher than peer (d =.08)
University Assessment and Testing SCE Across Time
University Assessment and Testing Benchmark Summary Discussion Level of academic challenge continues to be a concern (also a concern in 2009, 2005, and 2002) Supportive campus environment is improved over 2009 results What do the results so far suggest about students’ experiences at OSU? What changes might be made at OSU in response to these results?
University Assessment and Testing Expectation Gap 2011 BCCSE – survey of beginning college students to provide information on how incoming freshmen expected to engage at OSU. Cross-sectional comparisons between BCSSE and NSSE allows us to infer gaps between “expected” and “actual” engagement.
University Assessment and Testing How are some campuses responding? Undergraduate research Learning communities Service learning Writing-intensive courses Capstone experiences Common intellectual experiences (a “core”) Collaborative assignments and projects Diversity / global learning
University Assessment and Testing High impact practices should not be just for honors students “historically underserved students tend to benefit more from engaging in educational purposeful activities [such as high impact practices] than majority students” (p. 17) -Recommends participation in at least two high-impact activities for all students