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Two Sides of the Same Coin: Student and Faculty Perceptions of Student Engagement at ISU. Derek Herrmann & Ryan Smith University Assessment Services. Background. Dimensions of Learning & Assessment. Direct Indirect. Background. What is student engagement?
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Two Sides of the Same Coin: Student and Faculty Perceptions of Student Engagement at ISU Derek Herrmann & Ryan Smith University Assessment Services
Dimensions of Learning & Assessment Direct Indirect
Background • What is student engagement? • Amount of time and effort put into academic and co-curricular activities • Ways institution allocates resources and organizes opportunities for students to participate in activities linked to student learning From the National Survey of Student Engagement (NSSE) website, http://nsse.iub.edu/
Background • What is student engagement? • Amount of time and effort put into academic and co-curricular activities • Ways institution allocates resources and organizes opportunities for students to participate in activities linked to student learning • How can information on student engagement be used? • Identify areas of excellence • Identify opportunities for improvement • Used in discussions related to teaching and learning From the National Survey of Student Engagement (NSSE) website, http://nsse.iub.edu/
Background • National Survey of Student Engagement – NSSE • Spring 2010
Background • National Survey of Student Engagement – NSSE • Spring 2010 • Total • 595 institutions • 393,630 students
Background • National Survey of Student Engagement – NSSE • Spring 2010 • Total • 595 institutions • 393,630 students • At Illinois State – 1,777 students participated (22%) • 869 first-year students • 908 senior students
Background • Faculty Survey of Student Engagement – FSSE • Spring 2011
Background • Faculty Survey of Student Engagement – FSSE • Spring 2011 • Total • 157 institutions • 19,854 faculty members
Background • Faculty Survey of Student Engagement – FSSE • Spring 2011 • Total • 157 institutions • 19,854 faculty members • At Illinois State – 314 faculty members participated (40%) • 63 lower division • 226 upper division • 14 other • 11 missing course level
Importance of student activities Percentages of ‘Important’ and ‘Very important’ Percentages of ‘Often’ and ‘Very often’
Structured to learn and develop Percentages of ‘Quite a bit’ and ‘Very much’ Percentages of ‘Quite a bit’ and ‘Very much’
Frequency of course activities Percentages of ‘Often’ and ‘Very often’ Percentages of ‘Often’ and ‘Very often’
Frequency of course activities (cont’d) Percentages of ‘Often’ and ‘Very often’ Percentages of ‘Often’ and ‘Very often’
Emphasis of mental activities Percentages of ‘Quite a bit’ and ‘Very much’ Percentages of ‘Quite a bit’ and ‘Very much’
Emphasis of mental activities (cont’d) Percentages of ‘Quite a bit’ and ‘Very much’ Percentages of ‘Quite a bit’ and ‘Very much’
Institutional emphasis Percentages of ‘Quite a bit’ and ‘Very much’ Percentages of ‘Quite a bit’ and ‘Very much’
Institutional emphasis (cont’d) Percentages of ‘Quite a bit’ and ‘Very much’ Percentages of ‘Quite a bit’ and ‘Very much’
Out-of-class experiences Percentages of ‘Important’ and ‘Very important’ Percentages of ‘Done’ and ‘Plan to do’
Discussion • Summary • Of the 32 items examined... • 21 (66%) had less than a 15% difference between faculty members’ and students’ perceptions • 11 (34%) had more than a 15% difference between faculty members’ and students’ perceptions
Discussion • Summary • Of the 32 items examined... • 21 (66%) had less than a 15% difference between faculty members’ and students’ perceptions • 11 (34%) had more than a 15% difference between faculty members’ and students’ perceptions • Of the 11 items that had more than a 15% difference… • Faculty members agreed more on 4 (36%) items • Students agreed more on 7 (64%) items
Discussion • Conclusions • More similarities than differences in perceptions • Students are engaged both in and out of the classroom • Learning is occurring outside of the classroom
Discussion • Conclusions • More similarities than differences in perceptions • Students are engaged both in and out of the classroom • Learning is occurring outside of the classroom • Implications • Making expectations for students clear • Asking how course material is being used • Showing how course material can be used
Discussion • Limitations • Different years of administration • Different populations • Students – first-year and senior • Faculty – lower and upper division • Different items and scales
Discussion • Limitations • Different years of administration • Different populations • Students – first-year and senior • Faculty – lower and upper division • Different items and scales • Future directions • Use comparisons for programming (e.g., CTLT) • Continue to examine similarities/differences in perceptions
Questions? • Comments? • Concerns?
Want more information? • Mr. Derek Herrmann, UAS Coordinator • djherrm@ilstu.edu • 309.438.7325 • Dr. Ryan Smith, UAS Director • rlsmith@ilstu.edu • 309.438.2135 • http://assessment.illinoisstate.edu/