1. NSSE 2005 CSUMB Report California State University at Monterey Bay Office of Institutional Effectiveness Office of Assessment and Research

2. Presentation Outcomes Viewers will understand how select NSSE questionnaire items group into benchmarks, and Will understand and appreciate how CSUMB students responded to select questionnaire items and how their responses compare to CSU students as well as students from other colleges and universities across the nation.

3. 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

4. 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

5. 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)

6. CSUMB - 42% 828 Freshmen 966 Seniors CSU - 33% 3,357 Freshmen 3,328 Seniors National Sample – 37% 135,235 Freshmen 131,789 Seniors NSSE 2005 Response Rates and Numbers of Students

7. Carnegie ClassificationNSSENational Doctoral/Research – Extensive11%11% Doctoral/Research – Intensive 8% 8% Master’s I & II47%43% Baccalaureate – Liberal Arts19%16% Baccalaureate – General15%23% Sector Public – 447%38% Private – 453%62% (Nine CSU Campuses participated in NSSE 2005: CSUMB - San Luis Obispo - Pomona – Fresno – Sacramento - San Bernardino – San Marcos – Humboldt – San Jose) NSSE 2005 Institutions (552)

8. What Does The College Student Report Cover? Student Behaviors in College Institutional Actions & Requirements Student Reactions to College Student Background Information Student Learning & Development

9. Benchmarks of Effective Educational Practice Level of Academic Challenge Active & Collaborative Learning Enriching Educational Experiences Supportive Campus Environment Student Faculty Interaction

10. Level of Academic Challenge

11. The level of academic challenge at CSUMB compared to other universities participating in the 2005 NSSE is defined more by: The number and size of papers written Analyzing and synthesizing ideas and information Evaluating the arguments and conclusions of others and less by: The number of books, text books, and class readers assigned to students Time spent preparing for class Institutional emphasis on spending significant time studying and on academic work.

12. More than 30 hrs/wk 26-30 hrs/wk 21-25 hrs/wk 16-20 hrs/wk 11-15 hrs/wk 6-10 hrs/wk 1-5 hrs/wk 0 hrs/wk

13. Very Often Never

14. More than 20 11 to 20 5 to 10 1 to 4 None

15. More than 20 11 to 20 5 to 10 1 to 4 None

16. More than 20 11 to 20 5 to 10 1 to 4 None

17. More than 20 11 to 20 5 to 10 1 to 4 None

18. Very Much Very Little

19. Very Much Very Little

20. Very Much Very Little

21. Very Much Very Little

22. Very Much Very Little

23. Active and Collaborative Learning

24. Active and collaborative learning at CSUMB compared to other universities participating in the 2005 NSSE is defined by: Significantly higher levels of engagement across the seven survey items associated with active and collaborative learning.

25. Very Often Never

26. Very Often None

27. Very Often Never

28. Very Often Never

29. Very Often Never

30. Very Often Never

31. Very Often Never

32. Student Interactions with Faculty Members

33. While student interactions with faculty at CSUMB compared to other universities participating in the 2005 NSSE is strong, the strength of the interactions is driven more by: Discussions regarding grades or assignments Working with faculty on activities other than coursework Receiving prompt feedback than by: Talking with faculty about career plans Out of class discussion with faculty regarding ideas from readings or classes Working on research projects with faculty outside of course or program requirements

34. Very Often Never

35. Very Often Never

36. Very Often Never

37. Very Often Never

38. Very Often Never

39. Have done Have not done, do not plan to do or plan to do

40. Enriching Educational Experiences

41. Student perceptions of an enriching educational experience at CSUMB compared to other NSSE participants comes more in the form of: Having conversations with students of different religious, political, and or personal values/beliefs, as well as students of a different race or ethnicity Institutional climate that encourages students to interact with students different from themselves Taking a Foreign language and using electronic medium to discuss or complete assignments and less by: Doing community/voluntary service (Freshmen) Spending time participating in co-curricular activities and even less by: Doing a practicum or internship Studying abroad Developing a self-designed major A culminating senior experience

42. Very Often Never

43. Very Often Never

44. Very Much Very Little

45. Very Often Never

46. Have done Have not done, do not plan to do or plan to do

47. Have done Have not done, do not plan to do or plan to do

48. Have done Have not done, do not plan to do or plan to do

49. Have done Have not done, do not plan to do or plan to do

50. Have done Have not done, do not plan to do or plan to do

51. Have done Have not done, do not plan to do or plan to do

52. More than 30 hrs/wk 26 to 30 hrs/wk 21 to 25 hrs/wk 16 to 20 hrs/wk 11 to 15 hrs/wk 6 to 10 hrs/wk 1 to 5 hrs/wk 0 hrs/wk

53. Supportive Campus Environment

54. Student perceptions of CSUMB as having a supportive campus environment compared to students from other universities participating in the NSSE is mixed in terms of: Helping students succeed academically, thrive socially, and cope with non-academic responsibilities neutral in terms of: Student relationships with other students and poor in terms of: Student relationships with administrative personnel and offices

55. Very Much Very Little

56. Very Much Very Little

57. Very Much Very Little

58. Friendly, Supportive Unfriendly, Unsupportive

59. Friendly, Supportive Unfriendly, Unsupportive

60. Friendly, Supportive Unfriendly, Unsupportive

61. Summary of Benchmark Results

62. Excellent Poor

63. Excellent Poor

64. Definitely Yes Definitely No

65. Summary of Advising and Student Satisfaction Results

66. Other Findings Use of Technology Voting in local, state, or national elections Solving complex real-world problems Developing a personal code of values and ethics Contributing to the welfare of your community

67. Benchmark Conclusions Active and collaborative learning excellent Student faculty interaction strong Academic challenge good (Time spent preparing for class, number of textbooks and readings assigned, and institutional emphasis on time spent on studying and academic work) Enriching Educational Experiences good (Student experience outside the classroom needs enrichment – co-curricular participation below average.) Supportive campus environment mediocre (Relationship with administrative staff and offices could be better.)

68. Other Conclusions Learning outcomes look good Academic advising borderline Student satisfaction well below average

69. Questions and Discussion