1. Using NSSE Results to Help Create a “Sophomore Experience” NSSE Users’ Conference October 19, 2006 Barbara Pennipede Assistant Vice President Planning, Assessment, Research & Academic Budgeting Adelia Williams, Ph.D Associate Dean Dyson College of Arts and Sciences Pace University

2. 2 Pace University: An Overview Large urban/suburban university Large urban/suburban university Size: 14,177 Students Size: 14,177 Students 10,000 FTE 10,000 FTE Major metro area: Major metro area: NYC 11.7 million NYC 11.7 million Carnegie Class: Carnegie Class: Doctoral Research University US News Ranking: US News Ranking: 3 rd Tier National Four Campuses and seven sites in NY metropolitan region Four Campuses and seven sites in NY metropolitan region Two-thirds undergraduate and one third graduate/ professional Two-thirds undergraduate and one third graduate/ professional Six Schools/College Six Schools/College Arts and Sciences Business Computer Science/ Information Systems Information SystemsEducationLawNursing

3. The Need Unlike Freshman Year, there were no initiatives or programs that addressed needs of sophomores. Unlike Freshman Year, there were no initiatives or programs that addressed needs of sophomores. While Freshman retention remained stable, Sophomore retention dropped by 9 percentage points each year. While Freshman retention remained stable, Sophomore retention dropped by 9 percentage points each year.

4. The Sophomore Experience Working Group A diverse group of University constituents Faculty Faculty Academic Administrators Academic Administrators University Administrators University Administrators Student Development Professionals Student Development Professionals Students Students

5. The Sophomore Experience Working Group Mission : to effectively package the sophomore year through coordinated curricular and co-curricular efforts, and Mission : to effectively package the sophomore year through coordinated curricular and co-curricular efforts, and build upon freshman year momentum from the sophomore to junior year. Improve retention and student success Improve retention and student success Enhance academics Enhance academics Provide student support and empowerment Provide student support and empowerment

6. NSSE Provides Clues Freshman NSSE results provide a context for understanding students’ experiences as they enter their sophomore year. Freshman NSSE results provide a context for understanding students’ experiences as they enter their sophomore year.

7. NSSE Clues Quality of Relationships with Faculty Quality of Relationships with Faculty Quality of Relationships with Other Students Quality of Relationships with Other Students Quality of Relationships with Administrative Personnel and Offices Quality of Relationships with Administrative Personnel and Offices Academic Challenge Academic Challenge Supportive Campus Environment Supportive Campus Environment Student Satisfaction Student Satisfaction

8. Connecting Research on Sophomores to Pace University NSSE Results The Sophomore Working Group read the monograph “Visible Solutions for Invisible Students: Helping Sophomores Succeed” The Sophomore Working Group read the monograph “Visible Solutions for Invisible Students: Helping Sophomores Succeed” edited by Laurie A. Schreiner and Jerry Pattengale. edited by Laurie A. Schreiner and Jerry Pattengale. Members learn about “Sophomore Slump.” Members learn about “Sophomore Slump.”

9. Factors Influencing Sophomore Slump Inadequate academic advising Inadequate academic advising Lack of integration between academic advising and career planning Lack of integration between academic advising and career planning Low levels of academic and social integration Low levels of academic and social integration Insufficient levels of interaction between faculty and students outside the classroom Insufficient levels of interaction between faculty and students outside the classroom

10. Factors Influencing Sophomore Slump Disillusionment with large first year general education classes Disillusionment with large first year general education classes Lack of sufficient classes in the major resulting in failure to begin intellectual engagement with major Lack of sufficient classes in the major resulting in failure to begin intellectual engagement with major Withdrawal of classic first year support initiatives Withdrawal of classic first year support initiatives

11. Further Investigation of NSSE Responses Sophomore Survey Sophomore Survey Sophomore Focus Groups Sophomore Focus Groups

12. Sophomore Survey Approachability of faculty Approachability of faculty Faculty interest in student Faculty interest in student Quality of teaching Quality of teaching Content of courses Content of courses Personal connections with students in major, and with Pace students in general Personal connections with students in major, and with Pace students in general Administrative practices: registration, billing, financial aid Administrative practices: registration, billing, financial aid Advising Advising Campus services Campus services Future Plans – persist at Pace or transfer Future Plans – persist at Pace or transfer

13. Sophomore Focus Groups Quality of life issues Quality of life issues Academic challenge Academic challenge Quality of teaching Quality of teaching Relationships with faculty Relationships with faculty Interactions with administrative personnel and offices Interactions with administrative personnel and offices

14. What we learned from the Survey Faculty played a critical role in how students assessed their experiences and academic achievements Faculty played a critical role in how students assessed their experiences and academic achievements Student relationships played a critical role in students deciding to stay at Pace Student relationships played a critical role in students deciding to stay at Pace Bureaucratic procedures were a source of great frustration Bureaucratic procedures were a source of great frustration Students valued opportunities provided by diversity Students valued opportunities provided by diversity Students valued opportunities for internships and study abroad Students valued opportunities for internships and study abroad

15. What we learned from the Focus Groups Students generally pleased with quality of faculty Students generally pleased with quality of faculty Diversity a key reason in choosing Pace Diversity a key reason in choosing Pace Students’ social networks strongly influence decision to remain at Pace Students’ social networks strongly influence decision to remain at Pace Students interested in career enhancement Students interested in career enhancement Students want to feel more pride in their school Students want to feel more pride in their school

16. What we Learned Students desire better balance between freedom and safety Students desire better balance between freedom and safety Students want better use of Pace locations Students want better use of Pace locations Students want space for “accidental social interaction Students want space for “accidental social interaction Students unhappy with registration and billing offices Students unhappy with registration and billing offices

17. Results of Work Thus Far Creation and piloting of the “Pace Plan” Creation and piloting of the “Pace Plan” Development of a Career Exploration Course Development of a Career Exploration Course Sophomore Kick-off Day Sophomore Kick-off Day Transfer, Exploring and Commuter Student Outreach Transfer, Exploring and Commuter Student Outreach Restructuring of registration, bursar and financial aid offices Restructuring of registration, bursar and financial aid offices

18. Results of Work Thus Far Sophomore Advising Sophomore Advising Lambda Sigma Honor Society Lambda Sigma Honor Society Mentoring Mentoring E-Portfolio E-Portfolio Academic Enrichment Academic Enrichment Registration E-Blast Registration E-Blast Four Year Plan Four Year Plan

19. E-Source “NSSE and the Pace University Sophomore-Experience Survey, E-Source for College Transitions, National Resource Center on the First Year Experience and College Transitions, University of South Carolina, Vol. 4. No. 1., September 2006: 1-3. “NSSE and the Pace University Sophomore-Experience Survey, E-Source for College Transitions, National Resource Center on the First Year Experience and College Transitions, University of South Carolina, Vol. 4. No. 1., September 2006: 1-3. http://appserv.pace.edu/emplibrary/esource_sept06.pdf http://appserv.pace.edu/emplibrary/esource_sept06.pdf

20. Other Ways NSSE Results are Used at Pace Six Year Trend Analysis and Student Satisfaction Study will be basis for Faculty Newsletter incorporating Best Practices Six Year Trend Analysis and Student Satisfaction Study will be basis for Faculty Newsletter incorporating Best Practices Strategic Plan Indicators Strategic Plan Indicators Incorporated in accreditation/re-accreditation Self-Studies, e.g. NCATE, AACSB, ABET, 2008 Middle States visit Incorporated in accreditation/re-accreditation Self-Studies, e.g. NCATE, AACSB, ABET, 2008 Middle States visit Student Satisfaction Study Student Satisfaction Study Faculty Development/Colloquia Faculty Development/Colloquia Local administration for schools/college samples Local administration for schools/college samples Several items are used for assessment purposes by specific offices, e.g. Technology, Multicultural Affairs Several items are used for assessment purposes by specific offices, e.g. Technology, Multicultural Affairs Specific studies performed for various offices, e.g. Enrollment Management Specific studies performed for various offices, e.g. Enrollment Management

21. 2008 NSSE USERS WORKSHOP We look forward to seeing you at the Spring 2008 NSSE Users’ Workshop Hosted by Hosted by Pace University New York