Two Sides of the Same Coin: Student and Faculty Perceptions of Student Engagement at ISU

1. Two Sides of the Same Coin: Student and Faculty Perceptions of Student Engagement at ISU Derek Herrmann & Ryan Smith University Assessment Services

2. Background

3. Dimensions of Learning & Assessment Direct Indirect

4. 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/

5. 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/

6. Background • National Survey of Student Engagement – NSSE • Spring 2010

7. Background • National Survey of Student Engagement – NSSE • Spring 2010 • Total • 595 institutions • 393,630 students

8. 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

9. Background • Faculty Survey of Student Engagement – FSSE • Spring 2011

10. Background • Faculty Survey of Student Engagement – FSSE • Spring 2011 • Total • 157 institutions • 19,854 faculty members

11. 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

12. Background

13. Background

14. Background

15. Background

16. Findings

17. Importance of student activities Percentages of ‘Important’ and ‘Very important’ Percentages of ‘Often’ and ‘Very often’

18. Structured to learn and develop Percentages of ‘Quite a bit’ and ‘Very much’ Percentages of ‘Quite a bit’ and ‘Very much’

19. Frequency of course activities Percentages of ‘Often’ and ‘Very often’ Percentages of ‘Often’ and ‘Very often’

20. Frequency of course activities (cont’d) Percentages of ‘Often’ and ‘Very often’ Percentages of ‘Often’ and ‘Very often’

21. Emphasis of mental activities Percentages of ‘Quite a bit’ and ‘Very much’ Percentages of ‘Quite a bit’ and ‘Very much’

22. Emphasis of mental activities (cont’d) Percentages of ‘Quite a bit’ and ‘Very much’ Percentages of ‘Quite a bit’ and ‘Very much’

23. Institutional emphasis Percentages of ‘Quite a bit’ and ‘Very much’ Percentages of ‘Quite a bit’ and ‘Very much’

24. Institutional emphasis (cont’d) Percentages of ‘Quite a bit’ and ‘Very much’ Percentages of ‘Quite a bit’ and ‘Very much’

25. Out-of-class experiences Percentages of ‘Important’ and ‘Very important’ Percentages of ‘Done’ and ‘Plan to do’

26. Discussion

27. 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

28. 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

29. Largest Differences – Faculty

30. Largest Differences – Faculty

31. Largest Differences – Faculty

32. Largest Differences – Students

33. Largest Differences – Students

34. Largest Differences – Students

35. Largest Differences – Students

36. 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

37. 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

38. Discussion • Limitations • Different years of administration • Different populations • Students – first-year and senior • Faculty – lower and upper division • Different items and scales

39. 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

40. Questions? • Comments? • Concerns?

41. 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/