1 / 7

NSSE 2013 Results

NSSE 2013 Results. Report to Faculty Senate February 19, 2014. NSSE Background. Historical Participation: 2000-2006 2008 2010 2013: New questions and configuration Plan to continue on 3-year cycle Administered during the Spring via web Only First-years and Seniors .

denzel
Download Presentation

NSSE 2013 Results

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

  1. NSSE 2013 Results Report to Faculty Senate February 19, 2014

  2. NSSE Background • Historical Participation: • 2000-2006 • 2008 • 2010 • 2013: New questions and configuration • Plan to continue on 3-year cycle • Administered during the Spring via web • Only First-years and Seniors

  3. Administration Summary *Number of respondents divided by total number of Drake students in the respective class

  4. Comparison Groups • Drake Peers 2013: • Butler University • Elon University • Loyola University New Orleans • Mercer University • Saint Mary’s College of California • Seattle University • Valparaiso University • Carnegie Class: Master’s Universities--Private, not-for-profit only • NSSE 2013: All NSSE participating institutions

  5. Strategic Plan- Goal I • Reshape Drake University’s exceptional living, working and learning environment to embrace the challenges and opportunities of the diverse and global 21st Century.

  6. Engagement Indicators

  7. Reflective & Integrative Learning • Both Drake first-year students and Drake seniors responded with a lower percentage to: • Combined ideas from different courses when completing assignments • Included diverse perspectives (political, religious, racial/ethnic, gender, etc.) in course discussions or assignments • Examined the strengths and weaknesses of your own views on a topic or issue • Tried to better understand someone else's views by imagining how an issue looks from his or her perspective • Learned something that changed the way you understand an issue or concept • Supports the findings from the Critical Thinking and Information Literacy AOI review

More Related