1. NSSE Data Conversations
Academic Challenge
NSSE Data Conversations

2. Agenda Introduction to NSSE YSU Mission Statement Overview Data
Higher-Order Learning Data
Reflective & Integrative Learning Data
Learning Strategies Data
Quantitative Reasoning Data
Discussion & Recommendations

3. NSSE Student engagement First-Year and Senior students (Spring 2016)
26% overall response rate
Benchmarked against “True Peers”
YSU NSSE Overview Webinar:

4. YSU’s PEER Comparison Group
Carnegie Classification
Pell Recipient %
Part-Time Enrollment %
Instructional Expenditures per FTE
Undergraduate Enrollment
ACT Scores of Incoming Students
Living On-campus %
First Generation %
Total Enrollment
Spent Budget on Research %
Austin Peay State University
California State University, Fresno
California State University-Chico
Cleveland State University
Eastern Michigan University
Indiana University-Purdue University Fort Wayne
Jacksonville State University
Kean University
Lamar University
McNeese State University
Middle Tennessee State University
Northeastern State University
Northern Kentucky University
Sam Houston State University
Southeastern Louisiana University
Southern Oregon University
Texas A&M University – Commerce
Texas A&M University – Corpus Christi
The University of Texas at Tyler
University of Akron
University of Central Oklahoma
University of Memphis
University of Michigan-Flint

5. YSU Mission Statement “creative, integrated approach to education”
“leads in the discovery, dissemination, and application of knowledge”
“diverse educational experiences”
“integrates teaching and learning, scholarship, and civic engagement”
“advances the intellectual and cultural life of the city, region, and world.”

6. Average Hours Per Week Spent…

7. First-Year YSU Students
How much does your institution emphasize spending significant amounts of time on studying and academic work?
First-Year YSU Students
Senior YSU Students

8. Academic Challenge First-Year Students Senior Students YSU Peers
Higher-Order Learning
36.8
37.6
Reflective and Integrative Learning
33.4*
34.6
Learning Strategies
38.5
38.7
Quantitative Reasoning
27.0
27.4
Senior Students
YSU
Peers
Higher-Order Learning
40.2
Reflective and Integrative Learning
38.2
37.9
Learning Strategies
38.0*
40.4
Quantitative Reasoning
28.9
29.6
*Statistically significant difference between means point scale

9. Multi-Year Analysis Academic Challenge First-Year Senior 2013 2016
Higher-Order Learning
38.6 i
36.8
40.5
40.2
Reflective & Integrative Learning
34.9
33.4
37.5 h
38.2
Learning Strategies
38.5
40.4
38.0
Quantitative Reasoning
27.0 -
28.0
28.9

10. Multi-Year Analysis Academic Challenge First-Year Senior 2013 2016
Higher-Order Learning
38.6 i
36.8
40.5
40.2
Reflective & Integrative Learning
34.9
33.4
27.5 h
38.2
Learning Strategies
38.5
40.4
38.0
Quantitative Reasoning
27.0 -
28.0
28.9
2.0 decrease in First-Year Students
2.4 decrease in Senior Students
Engagement Indicator Components:
Identified key information from reading assignments
Reviewed your notes after class
Summarized what you learned in class or from course materials

11. Higher Order Learning (First-Year)
YSU
Peer
% responding “Quite a Bit” or “Very much”
APPLYING facts, theories, or methods to practical problems or new situations
69%
68%
ANALYZING an idea, experience, or line of reasoning in depth by examining its parts
66%
67%
EVALUATING a point of view, decision, or information source
63%*
FORMING a new idea or understanding from various pieces of information
65%
1 = Very Little, 2 = Some, 3 = Quite a Bit, 4 = Very Much
* Statistically significant difference in mean score

12. Higher Order Learning (Seniors)
YSU
Peer
% responding “Quite a Bit” or “Very much”
APPLYING facts, theories, or methods to practical problems or new situations
82%*
77%
ANALYZING an idea, experience, or line of reasoning in depth by examining its parts
75%
EVALUATING a point of view, decision, or information source
65%*
71%
FORMING a new idea or understanding from various pieces of information
70%
1 = Very Little, 2 = Some, 3 = Quite a Bit, 4 = Very Much
* Statistically significant difference in mean score

13. Reflective & Integrative Learning (First-Year)
During the current school year, about how often have you done the following?
% of Students responding “Very Often” or “Often”
YSU First-Year
Peer First-Year
Combined ideas from different courses when completing assignments
52%
Connected your learning to societal problems or issues
44%*
49%
Included diverse perspectives (political, religious, racial/ethnic, gender, etc.) in course discussions or assignments
42%*
Examined the strengths and weaknesses of your own views on a topic or issue
58%
62%
Tried to better understand someone else’s views by imagining how an issue looks from his or her perspective
64%
67%
Learning something that changed the way you understand an issue or concept
61%
Connected ideas from your courses to your prior experiences and knowledge
73%
* Statistically significant difference in mean score

14. Reflective & Integrative Learning (First-Year)
During the current school year, about how often have you done the following?
% of Students responding “Very Often” or “Often”
YSU First-Year
Peer First-Year
Combined ideas from different courses when completing assignments
52%
Connected your learning to societal problems or issues
44%*
49%
Included diverse perspectives (political, religious, racial/ethnic, gender, etc.) in course discussions or assignments
42%*
Examined the strengths and weaknesses of your own views on a topic or issue
58%
62%
Tried to better understand someone else’s views by imagining how an issue looks from his or her perspective
64%
67%
Learning something that changed the way you understand an issue or concept
61%
Connected ideas from your courses to your prior experiences and knowledge
73%
* Statistically significant difference in mean score

15. Reflective & Integrative Learning (Seniors)
During the current school year, about how often have you done the following?
% of Students responding “Very Often” or “Often”
YSU Seniors
Peer Seniors
Combined ideas from different courses when completing assignments
68%
69%
Connected your learning to societal problems or issues
60%
62%
Included diverse perspectives (political, religious, racial/ethnic, gender, etc.) in course discussions or assignments
50%
52%
Examined the strengths and weaknesses of your own views on a topic or issue
66%
64%
Tried to better understand someone else’s views by imagining how an issue looks from his or her perspective
73%
70%
Learning something that changed the way you understand an issue or concept
Connected ideas from your courses to your prior experiences and knowledge
83%
82%

16. Learning Strategies (First-Year)
During the current school year, about how often have you done the following?
YSU
Peer
% responding “Quite a Bit” or “Very much”
IDENTIFIED key information from reading assignments
74%
76%
REVIEWED your notes after class
69%
67%
SUMMARIZED what you learned in class or from course materials
62%
1 = Very Little, 2 = Some, 3 = Quite a Bit, 4 = Very Much

17. Learning Strategies (Senior)
During the current school year, about how often have you done the following?
YSU
Peer
% responding “Quite a Bit” or “Very much”
IDENTIFIED key information from reading assignments
74%*
81%
REVIEWED your notes after class
64%*
68%
SUMMARIZED what you learned in class or from course materials
62%*
67%
1 = Very Little, 2 = Some, 3 = Quite a Bit, 4 = Very Much
* Statistically significant difference in mean score

18. Quantitative Reasoning (First-Year)
During the current school year, about how often have you done the following?
YSU
Peer
% responding “Quite a Bit” or “Very much”
Reached CONCLUSIONS based on your own analysis of numerical information
52%
Used numerical information to examine a REAL-WORLD problem
39%
38%
EVALUATED what others have concluded from numerical information
37%
1 = Very Little, 2 = Some, 3 = Quite a Bit, 4 = Very Much

19. Quantitative Reasoning (Seniors)
During the current school year, about how often have you done the following?
YSU
Peer
% responding “Quite a Bit” or “Very much”
Reached CONCLUSIONS based on your own analysis of numerical information
53%
55%
Used numerical information to examine a REAL-WORLD problem
41%
45%
EVALUATED what others have concluded from numerical information
43%
1 = Very Little, 2 = Some, 3 = Quite a Bit, 4 = Very Much

20. Discussions & Recommendations
Three of the four academic challenge engagement indicators decreased for First-Year students from 2013 to What do you think has caused the decrease?
Learning Strategies for seniors and Reflective & Integrative Learning for first-year students are low points compared to peer institutions – what recommendations do you have for improvement?
What else can YSU do to support growth in these 4 engagement indicators?