BEAMS – Using NSSE Data: Understanding the Benchmark Reports

Conference Call Agenda Presenter: Ms. Susan D. Johnson, Project Associate NSSE Understanding the Institutional and Benchmark Reports Identifying strengths and weaknesses based on the NSSE data received Using raw data to run additional analyses Determining what data are actionable Understanding the Institutional and Benchmark Reports Identifying strengths and weaknesses based on the NSSE data received Using raw data to run additional analyses Determining what data are actionable

National Benchmarks of Effective Educational Practice Engagement Active & CollaborativeLearning Enriching Educational Experiences SupportiveCampusEnvironment Student – Faculty Interactions Level of Academic Challenge

Active & Collaborative Learning: Scale measures the degree to which students report active involvement in classes and collaboration in and outside of class environments. Participated in a community-based project as part of a regular course Worked with other students on projects during class Tutored or taught other students Worked with classmates outside of class to prepare class assignments Participated in a community-based project as part of a regular course Worked with other students on projects during class Tutored or taught other students Worked with classmates outside of class to prepare class assignments Sample Questions

Student-Faculty Interaction: Scale measures the frequency and type of faculty interactions students report. Discussed grades or assignments with an instructor Talked about career plans with a faculty member or advisor Worked with a faculty member on activities other than coursework (committees, orientation, student- life activities) Worked with a faculty member on a research project outside of course or program requirements Discussed grades or assignments with an instructor Talked about career plans with a faculty member or advisor Worked with a faculty member on activities other than coursework (committees, orientation, student- life activities) Worked with a faculty member on a research project outside of course or program requirements Sample Questions

Student Satisfaction: Scale that ascertains students’ satisfaction with their institution. An evaluation of the student’s entire educational experience at this institution If starting over would the student attend the same institution An evaluation of the student’s entire educational experience at this institution If starting over would the student attend the same institution Sample Questions

Time Usage and Demands: Scale considers how students’ reported spending their time that may detract from their ability for academic and co-curricular engagement. Working for pay on campus Working for pay off campus Commuting to class Relaxing and socializing (watching TV, partying, etc.) Providing care for dependents living with you (parents, children, spouse, etc.) Working for pay on campus Working for pay off campus Commuting to class Relaxing and socializing (watching TV, partying, etc.) Providing care for dependents living with you (parents, children, spouse, etc.) Sample Questions

Piecing the Puzzle “Without persuasive evidence of the patterns of student engagement, administrators and faculty remain blind to important aspects of the undergraduate experience.” – Lee S. Shulman, President, The Carnegie Foundation for the Advancement of Teaching

BEAMS Project Meeting January 27, Hargrove How do you select peer institutions? Are these institutions you consistently compare yourself to in other assessment efforts? Is participation in volunteer work and community-based projects for seniors a focus for the campus? How can NJCU encourage seniors to continue to be involved in this type of work once they are out in their respective careers? Is there a culminating experience for seniors? Are exit interviews conducted with seniors on a campus-wide or departmental level? What is the level of faculty involvement with career services? How can NJCU increase the opportunities for students to work with faculty on research projects outside of coursework? (This may be beneficial in helping students that go on to graduate work) Are there services or programs that can free up time for students who commute and/or care for dependents? Who are the dependents students are caring for? Are there analyses you can run for particular cohorts of students that can further inform potential action plans? How do you select peer institutions? Are these institutions you consistently compare yourself to in other assessment efforts? Is participation in volunteer work and community-based projects for seniors a focus for the campus? How can NJCU encourage seniors to continue to be involved in this type of work once they are out in their respective careers? Is there a culminating experience for seniors? Are exit interviews conducted with seniors on a campus-wide or departmental level? What is the level of faculty involvement with career services? How can NJCU increase the opportunities for students to work with faculty on research projects outside of coursework? (This may be beneficial in helping students that go on to graduate work) Are there services or programs that can free up time for students who commute and/or care for dependents? Who are the dependents students are caring for? Are there analyses you can run for particular cohorts of students that can further inform potential action plans?