Sample Presentation Of NSSE 2005

1. Sample Presentation Of NSSE 2005 Sample College/University Names of Presenter(s)

2. PowerPoint Presentation Notes to NSSE 2005 Users • This sample presentation is designed to help NSSE users present NSSE 2005 data to different groups • These slides provide information about NSSE (The College Student Report instrument, survey administration, and the project scope) and offer examples of how to present your NSSE 2005 data • You should replace thecover slideand thered textthroughout this presentation with the name of your school and your own 2005 data. Please adapt any slide to meet your goals and the interests of your audience • View thenotes sectionof each slide for additional information (in the PowerPoint tool bar select “view” then “notes page”)

3. Program Overview • What do you know about college student engagement? • Why is student engagement important? • What is NSSE? • NSSE 2005 • Sample College/Universitydata • Using NSSE data • Questions and discussion

4. What Do We Know aboutCollege Student Engagement? What percentage of our students participate in community service or volunteer work? First-Year Senior More thanx% More thanx%

5. What Do We Know aboutCollege Student Engagement? What percentage ofSample U.students spent more than 5 hours per week participating in co-curricular activities? First-Year Senior More thanx% More thanx%

6. What Really Matters in College Student Engagement The research is unequivocal- Impact of college is largely determined by individual effort. Students are not passive recipients of institutional efforts to “educate” or “change” them. Important to focus on ways in which an institution can shape its academic, interpersonal, and extracurricular offerings to encourage student engagement. Pascarella & Terenzini. (2005). How college affects students: A third decade of research

7. What is NSSE?(pronounced “nessie”) • Evaluates the extent to which first-year and senior students engage in educational practices associated with high levels of learning and development • Supported by grants from Lumina Foundation for Education and the Center of Inquiry in the Liberal Arts at Wabash College • Co-sponsored by The Carnegie Foundation for the Advancement of Teaching and the Pew Forum on Undergraduate Learning

8. Why A National Survey? • Refocus conversations about undergraduate quality to what matters most • Enhance institutional improvement efforts • Foster comparative and consortium activity • Inform accountability • Provide systematic national data on “good educational practices”

9. Effective 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 Chickering and Gamson. (1987). Seven principles of good practice in undergraduate education.

10. NSSE Project Scope • Almost 1000 different colleges and universities • 50 states, Puerto Rico, and Canada • Data from more than 880,000students • Institutions include Historically Black Colleges and Universities, Hispanic Serving Institutions, Tribal Colleges, and all female and all male colleges

11. Use and Validity of Self-Reports Validity of Self-Reporting Improves When… • Requested information is known to respondents • Questions are clear and unambiguous • Respondents take questions seriously and thoughtfully • Answering does not threaten, embarrass, or violate privacy or compel a socially desirable response National assessment expertsdesigned the NSSE survey, The College Student Report, to meet these conditions

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

13. Survey Administration • Administered to random sample of first-year & senior students • Paper & Web-based survey • Flexible to accommodate consortium questions • Multiple follow-ups to increase response rates

14. NSSE Institute for Effective Educational Practice • Campus Audits: Comprehensive or targeted campus audits to identify institutional strengths and challenges • Workshops: Institution based, regional, and consortium workshops to assist with improvement initiatives • On-going Research and Evaluation: Focused research and evaluation of initiatives and specific campus evaluation needs

15. Current NSSE Institute Projects • Project Deep: Documenting effective educational practice at 20 colleges and universities with higher than predicted graduation rates and NSSE benchmarks. Disseminates institutional success stories about policies and practices that more fully engage students in productive learning activities. • Project BEAMS: The Building of Engagement and Attainment of Minority Students (BEAMS) Project is a five-year initiative to assist Historically Black, Hispanic-serving, and Tribal colleges and universities to use student engagement data for institutional improvement. • Beginning College Survey of Student Engagement: This pilot study will measure entering first-year students’ expectations for college (with a focus on participating in educationally purposeful activities) and selected high school experiences. Over 50 institutions are participating in this pilot study.

16. Project DEEP Focus • Project DEEP was sponsored by the American Association for Higher Education (AAHE) and the Center of Inquiry in the Liberal Arts at Wabash College. • This two-year project has a rich catalogue of best practices that are adaptable to a variety of institutions. Institutions can benefit from these success stories as they consider how to turn their NSSE results into action plans for promoting student success.

17. Building Engagement and Attainment of Minority Students (BEAMS) • 5-year project serving up to 150 four-year colleges and university that are members of the Alliance for Equity in Higher Education. • Institutions analyze the scope and character of student engagement data and implement an action plan to improve engagement, learning, and persistence. • BEAMS is supported by The Lumina Foundation for Education, the American Association for Higher Education (AAHE) and the Alliance for Equity in Education.

18. Faculty Survey of Student Engagement (FSSE) 2005 • To date more than 54,000 faculty members at 314 four-year institutions The FSSE parallels NSSE's survey of undergraduate students focusing on: • Faculty perceptions of how often their students engage in different activities • The importance faculty place on various areas of learning and development • The nature and frequency of interactions faculty have with students • How faculty members organize class time. • Results intended as catalyst for discussions about quality of students' educational experience

19. How Does FSSE Inform What We Know about Student Engagement? What percentage ofSample Universitystudents spent more than 26 hours per week preparing for class? First-Year Senior More thanx% More thanx%

20. How Does FSSE Inform What We Know about Student Engagement? • One-third (33%) of faculty expect students to spend greater than 25 hours preparing for class • Less than one-tenth (8%)actually think that students spend this amount of time • While slightly over one-tenth (11%) of students actually spend this amount of time

21. How Does FSSE Inform What We Know about Student Engagement?

22. NSSE 2005 Institutional Report • Overview • Respondent Characteristics • Means Comparison Report • Frequency Distributions • Codebook • Using NSSE Data • Accreditation Toolkit • Faculty Survey of Student Engagement (FSSE) • NSSE Institute • Additional Information • Institutional Data

23. NSSE 2005 Institutionsby Carnegie Classification

24. NSSE 2005 RespondentsRace and Ethnicity Percentage of Respondents

25. NSSE 2005 Response Rates • Your institution’sresponse rate = x% • 39%overall for all NSSE 2005 institutions • 35%for Paper mode institutions • 42%for Web-only institutions • 39%for Web+ institutions • Response rates ranged from9%to 89%

26. NSSE 2005Your Institution’sResults • Thinking about your overall experience at this institution, how would you rate the quality of relationships with faculty and administrative personnel and offices?

27. NSSE 2004 & NSSE 2005Your Institution’sResults • Thinking about your overall experience at this institution, to what extent does the college encourage contact between students from different economic, social, and racial or ethnic backgrounds?

28. Carnegie Group ComparisonwithYour Institution’sResults • In thinking about your undergraduate program as a whole, including your major, have you done a culminating senior experience (e.g., senior comprehensive exam, capstone course, thesis or project)?

29. NSSE 2005 Promising Findings • Although most students (x%) would attendYour Institutionif they could start over again, onlyx-thirdsof students (x%) say they had a good or excellent educational experience

30. NSSE 2005 Disappointing Findings • Almost x-fifth’s (x%) of first-year students “never’ made a class presentation • Almostx-fifths(x%) of all students say our institution emphasizes spending significant amounts of time on studying and academic work

31. Using NSSE Data • Discover current levels of engagement (institution, major field, year in school) • Determine if current levels are satisfactory (criterion reference, normative, or peer comparison) • Target areas for improvement • Modify programs and policies accordingly • Teach students what is required to succeed • Monitor student & institutional performance Areas of Effective Educational Practice Areas for Institutional Improvement

32. Internal Campus Uses • Gauge status of campus priorities • Examine changes in student engagement between first and senior years • Assess campus progressover time • Encourage dialogue aboutgood practice • Link with other data to test hypotheses, evaluateprograms • Improve curricula, instruction, services LearningCommunities 1ST Year and Senior Experience EnrollmentManagement InstitutionalResearch AcademicAffair Institutional Improvement LearningAssessment StudentAffair FacultyDevelopment PeerComparison AcademicAdvising

33. External Campus Uses • Assess status vis-à-vis peers, competitors • Identify, develop, market distinctive competencies • Encourage collaboration in consortia (e.g., state-wide NSSE conference) • Provide evidence of accountability for good processes (while awaiting improvement in outcomes) GoverningBoards FundRaising Parents ProspectiveStudents Media PublicAccountability AccreditingBodies Alumni StatePolicyMakers Focus on Right Things PerformanceIndicators

34. Example of Use at Small College • Finding: Lack of interaction between faculty and first-year students • Action: Faculty-student mentoring program established for first-year students

35. Example of Use at Small College • Finding: Lower than expected engagement of first-year students • Action: Developed a first-year learning community program

36. Using NSSE – Liberal Arts College • Decision – Goodness of fit • Preparation – Faculty take survey to increase buy-in • Analysis by Office of Educational Research and Evaluation • Framing inquiry about student engagement-- research and evaluation committee

37. Using NSSE – Master’s Institution • Participation in 2006 for use in accreditation self-study • Alumni reports (magazine, reunion) • Development Office • More extensive peer analysis particularly in the student affairs area • Strategy – Connect to strategic objectives, promote strengths, target areas for improvement

38. Example of Use atLarge University • Finding: Student participation in enriching educational experiences below expectations • Action: Adjustments made to course curricula and faculty teaching practices

39. Example of Use atLarge University • Finding: Number of classroom writing assignments below expectations • Action: Recommended an increase in writing assignments across the curriculum

40. Using NSSE – Research Institution • Local news piece on institutional results • First reports to the Provost and Deans’ Council • Presentation to Board of Trustees • Benchmarking for accreditation • Special institutional campaign and use at University conference • Student Affairs program review

41. Using NSSE – Doctoral University • Use with board, faculty groups, and student groups • New student orientation • Alumni sponsored send-off party for new freshmen • Publications and communications • Retention planning and student satisfaction • Benchmarking and national comparisons

42. How Do I Find Out More? Your Institution’s Representative E-mail@your.institution.edu NSSE Website www.nsse.iub.edu .