National Survey of Student Engagement University of Minnesota, Morris NSSE 2002

Program Overview Why is Engagement Important, and What is NSSE? University of Minnesota, Morris Data Using NSSE Data Questions and Discussion

What Really Matters in College: Engagement The research is unequivocal: students who are actively involved in both academic and out-of-class activities gain more from the college experience than those who are not so involved Pascarella & Terenzini, How College Affects Students

Good Educational Practices Student-faculty contact Active learning Prompt feedback Time on task High expectations Cooperation among students Respect for diverse talents and ways of learning “Seven principles of good practice in undergraduate education” (Chickering and Gamson, 1987)

What is NSSE? (pronounced “nessie”) Survey that assesses the extent to which first-year and senior students engage in educational practices associated with high levels of learning and development Supported by grants from Lumina Foundation for Education and The Pew Charitable Trusts Co-sponsored by The Carnegie Foundation for the Advancement of Teaching and The Pew Forum on Undergraduate Learning

Survey Administration Administered to random sample of first-year & senior students Paper & Web-based survey Flexible to accommodate consortium questions Multiple follow-ups to increase response rates

NSSE 2002 Institutional Report Institutional student data Means summary report Frequency distribution report 1st year vs. seniors Comparative data for same Carnegie type, consortium, and national National benchmark data

UMM’s response rate = 40% (Nat’l response rate = 42%) 66% were female; 34% were male 56% were freshmen; 44% were seniors 59% lived on campus; 41% lived off campus 14% were students of color NSSE 2002 Response Rates

Benchmark Introduction The National Survey of Student Engagement (NSSE) annually assesses the extent to which undergraduate students are involved in educational practices empirically linked to high levels of learning and development. National Benchmarks of Effective Educational Practice NSSE created the National Benchmarks of Effective Educational Practice representing clusters of items on the survey (expressed in 100-point scales): –Level of academic challenge –Active and collaborative learning –Student-faculty interactions –Enriching educational experiences –Supportive campus environment

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 the importance of academic effort and setting high expectations for student performance Level of Academic Challenge Items: Preparing for class (studying, reading, writing, rehearsing, etc. related to academic program) Number of assigned textbooks, books, or book-length packs of course readings Number of written papers or reports of 20 pages or more; number of written papers or reports of between 5 and 19 pages; and 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 of ideas, information, or experiences into new, more complex interpretations and relationships 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 Working harder than you thought you could to meet an instructor’s standards or expectations Campus environment emphasizing time studying and on academic work Benchmark Scores

Active and Collaborative Learning Students learn more when they are intensely involved in their education and asked to think about what they are learning in different settings. Collaborating with others in solving problems or mastering difficult material prepares students for the messy, unscripted problems they will encounter daily during and after college. Active and Collaborative Learning Items: Asked questions in class or contributed to class discussions Made 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.) Benchmark Scores

Student-Faculty Interactions Students learn firsthand 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. Student-Faculty Interactions Items: Discussed grades or assignments with an instructor Talked about career plans with a faculty member or adviser 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) Worked or planned to work with a faculty member on a research project outside of course or program requirements Benchmark Scores

Enriching Educational Experiences Complementary learning opportunities in and out of classroom augment academic programs. Diversity experiences teach students valuable things about themselves and others. Technology facilitates collaboration between peers and instructors. Internships, community service, and senior capstone courses provide opportunities to integrate and apply knowledge. Enriching Educational Experiences Items: Participating in co-curricular activities (organizations, publications, student government, sports, etc.) Practicum, internship, field experience, co- op experience, or clinical assignment Community service or volunteer work Foreign language coursework and study abroad Independent study or self-designed major Culminating senior experience (comprehensive exam, capstone course, thesis, project, etc.) Serious conversations with students of different religious beliefs, political opinions, or personal values Serious conversations with students of a different race or ethnicity Using electronic technology to discuss or complete an assignment Campus environment encouraging contact among students from different economic, social, and racial or ethnic backgrounds Benchmark Scores

Supportive Campus Environment Students perform better and are more satisfied at colleges that are committed to their success as well as the working and social relations among different groups on campus. Supportive Campus Environment Items: 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 Benchmark Scores

Percent of students who said they spent more than 20 hours per week studying, writing, rehearsing, etc. Academic Challenge: Hours Spent Studying

Percent of students who said they spent 15 or fewer hours per week studying, writing, rehearsing, etc. Academic Challenge: Hours Spent Studying

Percent of students who said, during the current academic year, they have written at least 5 papers or reports of 5-19 pages. Academic Challenge: Written at least 5 Papers

Percent of students who said coursework emphasizes synthesizing and organizing ideas, information, or experiences. Academic Challenge: Emphasis on Synthesizing Ideas

Percent of students who said coursework emphasizes making judgments about the value of information, arguments, or methods. Academic Challenge: Emphasis on Making Judgments

Percent of students who said coursework emphasizes applying theories or concepts to practical problems or in new situations. Academic Challenge: Emphasis on Applying Theories

Percent of students who said they often worked harder than they thought they could to meet an instructor’s standards. Academic Challenge: Worked Hard

Percent of students who said the campus emphasizes studying and academic work. Academic Challenge: Emphasis on Study/Academic Work

Percent of students who said their experience at this institution contributed to writing clearly and effectively. Academic Challenge: Writing Clearly and Effectively

Percent of students who said their experience at this institution contributed to speaking clearly and effectively. Academic Challenge: Speaking Clearly and Effectively

Percent of students who said their experience at this institution contributed to thinking critically and analytically. Academic Challenge: Thinking Critically and Analytically

Percent of students who said they were challenged by their examinations to do their best work. Peer Group Comparisons: Challenging Examinations

Percent of students who said they have often or very often made a class presentation. Active and Collaborative Learning: Class Presentations

Percent of students who have often worked with other students on projects during class. Active and Collaborative Learning: Collaborated During Class

Percent of students who have often worked with classmates outside of class to prepare assignments. Active and Collaborative Learning: Collaborated to Prepare Assignments

Percent of students who have often tutored or taught other students (paid or voluntary). Active and Collaborative Learning: Tutored Other Students

Percent of students who have participated in a community-based project as part of a regular course. Active and Collaborative Learning: Community-Based Project in Class

Percent of students who often discussed ideas from their readings or classes with faculty members outside of class. Student-Faculty Interactions: Out-of-Class Discussions with Faculty

Percent of students who said they often received prompt feedback from faculty on their academic performance (written or oral). Student-Faculty Interactions: Received Prompt Feedback

Percent of students who worked or plan to work on a research project with a faculty member outside of course or program. Student-Faculty Interactions: Research with Faculty Member

Percent of students who often worked with faculty members on activities other than coursework (committees, orientation, student life activities, etc.). Student-Faculty Interactions: Activities Other than Coursework

Percent of students who said they participated in co-curricular activities (organizations, campus publications, student government, etc.) at least 6 hours per week. Enriching Educational Experiences: Participating in Co-Curricular Activities

Percent of students who said they planned to or have done a practicum, internship, field experience, co-op experience, or clinical assignment. Enriching Educational Experiences: Practicum, Internship, Field Experience

Percent of students who said they plan to or have studied abroad. Enriching Educational Experiences: Study Abroad

Percent of students who said they planned to or have done a culminating senior experience (comprehensive exam, capstone course, thesis, project, etc. Enriching Educational Experiences: Culminating Senior Experience

Percent of students who said they often used an electronic medium (list-serv, chat group, Internet, etc.) to discuss or complete an assignment. Enriching Educational Experiences: Using Electronic Media

Percent of students who said the college encouraged contact between students from different economic, social, and racial or ethnic backgrounds. Enriching Educational Experiences: Contact with Different Ethnic Backgrounds

Percent of students who said the campus environment emphasized providing the support needed to help them succeed academically. Supportive Campus Environment: Campus Provides Academic Support

Percent of students who said the campus environment emphasized helping them cope with non-academic responsibilities (work, family, etc.). Supportive Campus Environment: Coping with Non-Academic Responsibilities

Percent of students who said the campus environment emphasized providing the support they need to thrive socially. Supportive Campus Environment: Providing Support to Thrive Socially

Percent of students who said they had high quality relationships with other students. Supportive Campus Environment: Quality of Relationships with Students

Percent of students who said they had high quality relationships with faculty members. Supportive Campus Environment: Quality of Relationships with Faculty

Percent of students who said they had high quality relationships with administration and offices. Supportive Campus Environment: Quality of Relationships with Administration

Percent of students who evaluated their entire educational experience as excellent. Peer Group Comparisons: Evaluation of Entire Experience

Percent of students who said acquiring a broad general education is moderately or very important. COPLAC Consortium

Percent of students who said acquiring job or work related knowledge and skills is moderately or very important. COPLAC Consortium

Percent of students who said writing clearly and effectively is moderately or very important. COPLAC Consortium

Percent of students who said thinking critically and analytically is moderately or very important. COPLAC Consortium

Percent of students who said analyzing quantitative problems is moderately or very important. COPLAC Consortium

Percent of students who said understanding people of other racial and ethnic backgrounds is moderately or very important. COPLAC Consortium

Percent of students who said working effectively with others is moderately or very important. COPLAC Consortium

Percent of students who said that during this academic year they have greatly or very greatly experienced a sense of community at this college. COPLAC Consortium

Percent of students who said that during this academic year they were involved, very or extremely involved in extracurricular student activities. COPLAC Consortium

Percent of on-campus students who said that they stayed on campus for weekends during the semester. COPLAC Consortium

Percent of on-campus students who said that they stayed on campus for 8 or fewer weekends during the semester. COPLAC Consortium

Percent of students who said that they own a computer. COPLAC Consortium

Percent of students who said that they plan to transfer prior to completing their undergraduate education. COPLAC Consortium

Using NSSE Data Discover current levels of engagement (institution, major field, year in school) Determine if current levels are satisfactory (criterion reference, normative or peer comparison) Target areas for improvement Modify programs and policies accordingly Teach students what is required to “succeed” Monitor student & institutional performance Areas of Effective Educational Practice Areas for Institutional Improvement

Above Areas Above the Norm-Freshmen Talked about career plans with a faculty member or adviser College experience has contributed to voting in local, state, or national elections Understanding people of other racial and ethnic backgrounds To what extent does the campus encourage contact among students from different economic, social, and racial or ethnic backgrounds UMM freshmen scored significantly above the COPLAC Consortium on the following items: These were the only items in which UMM freshmen scored significantly above the COPLAC norm.

Above Areas Above the Norm-Seniors Worked with classmates outside of class to prepare class assignments Tutored or taught other students Worked with a faculty member on activities other than coursework (committees, etc.) Study abroad Understanding people of other ethnic and racial backgrounds Solving complex, real-world problems To what extent does the campus encourage contact among students from different economic, social, and racial or ethnic backgrounds Attending campus events and activities UMM seniors scored significantly above the COPLAC Consortium on the following items: These were the only items in which UMM seniors scored significantly above the COPLAC norm.

Below Areas Below the Norm-Freshmen Made a class presentation Used an electronic medium to discuss or complete an assignment UMM freshmen scored significantly below the COPLAC Consortium on the following items: These were the only items in which UMM freshmen scored significantly below the COPLAC norm.

Below Areas Below the Norm-Seniors Worked for pay off campus UMM seniors scored significantly below the COPLAC Consortium on the following items: This was the only item on which UMM seniors scored significantly below the COPLAC norm.

Above Areas Above the Norm-Freshmen College experience has contributed to voting in local, state, or national elections To what extent does the campus encourage contact among students from different economic, social, and racial or ethnic backgrounds UMM freshmen scored significantly above the Carnegie Classification “BA-Liberal Arts” on the following items: These were the only items in which UMM freshmen scored significantly above the BA-Liberal Arts norm.

Above Areas Above the Norm-Seniors Worked with classmates outside of class to prepare class assignments College experience has contributed to voting in local, state, or national elections To what extent does the campus encourage contact among students from different economic, social, and racial or ethnic backgrounds UMM seniors scored significantly above the Carnegie Classification “BA-Liberal Arts” on the following items: These were the only items in which UMM seniors scored significantly above the BA-Liberal Arts norm.

Below Areas Below the Norm-Freshmen Contributed to class discussion Made a class presentation Worked on a paper or project that required integrating ideas or information from various sources Used an electronic medium to discuss or complete an assignment Discussed grades or an assignment with an instructor Received prompt feedback from faculty on your academic performance Had serious conversations with a student of a different race or ethnicity To what extent has your coursework emphasized--analyzing basic elements of an idea or theory in depth Synthesizing and organizing ideas into more complex interpretations or relationships Written a number of papers between 5 and 19 pages To what extent has your college experience contributed to--writing clearly and effectively UMM freshmen scored significantly below the Carnegie Classification “BA-Liberal Arts” on the following items: These were the only items in which UMM seniors scored significantly below the BA-Liberal Arts norm.

Below Areas Below the Norm-Seniors Written a number of papers or reports of between 5 and 19 pages and of 20 pages or more To what extent has your college experience contributed to-- writing clearly and effectively UMM seniors scored significantly below the Carnegie Classification “BA-Liberal Arts” on the following items: These were the only items on which UMM seniors scored significantly below the BA-Liberal Arts norm.

InstitutionalImprovement 1 st Year & Senior Experience GeneralAssessment StudentAffairs LearningCommunities FacultyDevelopmt InstitutionalResearch Enrollment Managemt Managemt PeerComparison AcademicAdvising AcademicAffairs

Campus Uses (Internal) Gauge status of campus priorities Assess student growth (first to 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

PublicAccountability ProspectiveStudents Accred.Bodies PerformanceIndicators Alumni FundRaising Focus on “RightThings” ParentsMedia GoverningBoards StatePolicyMakers

Campus Uses (External) Assess status vis-à-vis peers, competitors Identify, develop, market distinctive competences Encourage collaboration in consortia (e.g., state-wide NSSE conference) Provide evidence of accountability for good processes (while awaiting improvement in outcomes)

Questions and Discussion