Classroom, Campus, and Community Engagement of First-Year Students at Illinois State University

1. Classroom, Campus, and Community Engagement of First-Year Students at Illinois State University Derek Herrmann Coordinator, University Assessment Services

2. Surveys of Student Engagement • Beginning College Survey of Student Engagement – BCSSE

3. Surveys of Student Engagement • Beginning College Survey of Student Engagement – BCSSE • National Survey of Student Engagement – NSSE

4. Surveys of Student Engagement • Beginning College Survey of Student Engagement – BCSSE • National Survey of Student Engagement – NSSE BCSSE06; NSSE07; BCSSE09; NSSE10; BCSSE12; NSSE13

5. Surveys of Student Engagement • Beginning College Survey of Student Engagement – BCSSE • National Survey of Student Engagement – NSSE BCSSE06; NSSE07; BCSSE09; NSSE10; BCSSE12; NSSE13

6. Surveys of Student Engagement • Beginning College Survey of Student Engagement – BCSSE • National Survey of Student Engagement – NSSE • Faculty Survey of Student Engagement – FSSE

7. BCSSE Summer 2009

8. BCSSE Demographics • Total • 129 institutions • 73,274 students • Illinois State – 1,589 students participated • Table 3

9. BCSSE Scales (Table 1) (Range 0 -10)

10. BCSSE Campus Engagement Median = 11-15 hours

11. BCSSE Campus Engagement • High school activities

12. BCSSE Community Engagement • Religious youth groups – 32% • Community service or volunteer work – 77%

13. BCSSE Importance

14. NSSE Spring 2010

15. NSSE Demographics • Total • 595 institutions • 393,630 students • Illinois State – 1,777 students participated • 869 first-year students • 908 senior students • Table 3

16. NSSE Benchmarks (Table 2) (Range 0 -100)

17. NSSE Benchmarks (Table 2) (Range 0 -100)

18. NSSE Campus Engagement Median = 1-5 hours

19. NSSE Community Engagement • Participated in a community-based project as part of a regular course • Community service or volunteer work

20. NSSE Community Engagement • Participated in a community-based project as part of a regular course • Community service or volunteer work

21. NSSE Institutional Emphasis

22. NSSE Institutional Contribution Median = Quite a bit

23. NSSE Institutional Contribution Median = Some

24. NSSE Institutional Contribution Median = Some

25. BCSSE09–NSSE10 Longitudinal Results

26. BCSSE – NSSE • 325 students completed both • ‘High School Academic Engagement’ and ‘Expected Academic Engagement’ strongest predictors of actual engagement during first-year

27. BCSSE – NSSE Medians HS LY = Often E FY = Often A FY = Sometimes

28. BCSSE – NSSE

29. BCSSE – NSSE

30. BCSSE – NSSE

31. Conclusions Food for Thought

32. Conclusions • From cross-sectional results • Participation in co-curricular activities decreases between high school (11-15 hours/week) and college (1-5 hours/week)

33. Conclusions • From cross-sectional results • Participation in co-curricular activities decreases between high school (11-15 hours/week) and college (1-5 hours/week) • Interactions with students from diverse backgrounds • Important that ISU provides opportunities • ISU emphasizes these interactions • ISU contributes to these interactions

34. Conclusions • From cross-sectional results • Participation in co-curricular activities decreases between high school (11-15 hours/week) and college (1-5 hours/week) • Interactions with students from diverse backgrounds • Important that ISU provides opportunities • ISU emphasizes these interactions • ISU contributes to these interactions • ISU contributes Some to voting in elections and contributing to the welfare of the community

35. Conclusions • From longitudinal results • Asking questions/contributing to discussions • Often during last year of high school • Expected to Often during first-year • Sometimes did during first-year

36. Conclusions • From longitudinal results • Asking questions/contributing to discussions • Often during last year of high school • Expected to Often during first-year • Sometimes did during first-year • Expected to and actually did receive prompt feedback Often during first-year

37. Conclusions • From longitudinal results • Serious conversations with students of a different race or ethnicity • Sometimes during last year of high school • Expected to Often during first-year • Sometimes did during first-year

38. Conclusions • From longitudinal results • Serious conversations with students of a different race or ethnicity • Sometimes during last year of high school • Expected to Often during first-year • Sometimes did during first-year • Serious conversations with students of a different religious beliefs, political opinions, or personal values • Sometimes during last year of high school • Expected to Often during first-year • Somewhat Often did during first-year

39. Food for thought • How can ISU contribute more to first-year students’ knowledge, skills, and personal development in… • voting in local, state, or national elections? • contributing to the welfare of their community?

40. Food for thought • How can ISU contribute more to first-year students’ knowledge, skills, and personal development in… • voting in local, state, or national elections? • contributing to the welfare of their community? • Why are first-year students asking questions/contributing to class discussions less often than in high school and their expectations?

41. Food for thought • How can ISU contribute more to first-year students’ knowledge, skills, and personal development in… • voting in local, state, or national elections? • contributing to the welfare of their community? • Why are first-year students asking questions/contributing to class discussions less often than in high school and their expectations? • How can ISU more strongly encourage interactions among individuals of diverse backgrounds?

42. Questions? • Comments? • Concerns?

43. Want more information??? Derek Herrmann • Uptown Crossing 212G • 309.438.7325 • djherrm@ilstu.edu • Uptown Crossing 212 • 309.438.2135 • assessment@ilstu.edu http://assessment.illinoisstate.edu/