Peter Ewell George Kuh Kay McClenney Carol Twigg

1. Assessing Student Engagement: NSSE and CCSSE • Peter Ewell • George Kuh • Kay McClenney • Carol Twigg • National Center for Academic Transformation 2nd Annual Conference

2. Course Redesign in a National Context: Two Points The National Imperative to Increase Educational Attainment Among Young Adults to Maintain Global Competitiveness The Need for Evidence-Based Continuous Improvement in Teaching and Learning

3. Policy Challenges for the U.S. Global Competitiveness in Degree Attainment

4. 45 to 54 Differences in College Attainment (Associate and Higher) Between Young and Older Adults – The U.S. and OECD Countries, 2004 60 25 to 34 50 40 30 20 10 0 Italy Spain Japan Korea Poland Ireland Greece Iceland France Austria Finland Mexico Turkey Canada Norway Sweden Belgium Portugal Germany Hungary Australia Denmark Switzerland Netherlands Luxembourg New Zealand United States Czech Republic Slovak Republic United Kingdom Source: Organisation of Economic Cooperation and Development, Education at a Glance 2006

5. Policy Challenges for the U.S. Global Competitiveness in Degree Attainment The New Majority and Demographic Gaps

6. White African-American Hispanic/Latino Native American/AK Native Asian/Pacific Islander Males Males Males Males Males Females Females Females Females Females Educational Attainment of Young Workforce (Age 25-34) Indexed to Most Educated Country, 2005 Bachelor's Degree or Higher All College Degrees (Associate or Higher) Norway Canada U.S. Index = 86% U.S. Index = 77% Source: U.S. Census Bureau’s 2005 American Community Survey; OECD

7. Policy Challenges for the U.S. Global Competitiveness in Degree Attainment The New Majority and Demographic Gaps Questionable Levels of Graduate Achievement

9. Policy Challenges for the U.S. Global Competition in Degree Attainment The New Majority and Demographic Gaps Questionable Levels of Graduate Achievement In an Environment of Increasing Fiscal Strain

10. Policy Challenges for the U.S. Global Competitiveness in Degree Attainment The New Majority and Demographic Gaps Questionable Levels of Graduate Achievement In an Environment of Increasing Fiscal Strain  We Need Higher Levels of Collegiate Achievement at a Price that the Country Can Afford

11. What Really Matters in College: Student Engagement Because individual effort and involvement are the critical determinants of college impact, institutions should focus on the ways they can shape their academic, interpersonal, and extracurricular offerings to encourage student engagement. Pascarella & Terenzini, 2005, p. 602

12. Good Practices in Undergraduate Education(Chickering & Gamson, 1987; Pascarella & Terenzini, 2005) • Student-faculty contact • Active learning • Prompt feedback • Time on task • High expectations • Respect for diverse learning styles • Cooperation among students

13. National Survey of Student Engagement(pronounced “nessie”)Community College Survey of Student Engagement(pronounced “cessie”) College student surveys that assess the extent to which students engage in educational practices associated with high levels of learning and development

14. NSSE Survey Student Behaviors Student Learning & Development Institutional Actions & Requirements Reactions to People & Environment Student Background Information

16. Effective Educational Practices Level of Academic Challenge Active & Collaborative Learning Student- Faculty Interaction Supportive Campus Environment Enriching Educational Experiences

17. Course Challenge Writing Higher-Order Thinking Skills Integrative Learning Active Learning Collaborative Learning Course Interaction Out-of-Class Interaction Information Technology Diversity Experience Support for Student Success Interpersonal Environment NSSE Scalets and Modules

18. Grades, persistence, student satisfaction, and engagement go hand in hand

19. Behold the conditional, compensatory effects of engagement

23. Faculty Survey of Student Engagement(pronounced “fessie”) FSSE measures faculty expectations and activities related to student engagement in effective educational practices

24. Prompt Feedback Lower Division Upper Division FACULTY gave prompt feedback often or very often 88%/90% 1st yr. Students Seniors STUDENTS received prompt feedback often or very often 53%/63%

25. AVG STUDENT Acad emic Act ive - Diversity Stu dent - AVG FACULTY c hall enge c ollab e xperiences f ac ulty A c ad emic chall enge ü ü ü emph asis Act ive - collab ü ü ü ü practices Emph asis on diversity ü ü ü experiences Emph asis on h igher ü ü ü order thinking Imp ortance enriching ü ü ü ed uc e xp eriences Faculty Priorities and Student Engagement

26. What is CLASSE? Classroom Survey of Student Engagement  A two-part survey instrument that enables one to compare what engagement practices faculty particularly value and perceive important in a designated class with how frequently students report these practices occurring in the class.

27. Quadrant Analysis Very Important or Important to Faculty Very Important or Important to Faculty Below Average Student Frequency Above Average Student Frequency ? Opportunities for Improvement Importance(Faculty Ratings) Somewhat Important or Not Important to Faculty Somewhat Important or Not Important to Faculty Below Average Student Frequency Above Average Student Frequency ? Frequency(Student Ratings)

28. Engineering Course Quadrant Analysis Importance (Faculty Ratings) Frequency (Student Ratings)

29. For Information about CLASSE Bob Smallwood, Ph.D. Assistant to the Provost for Assessment University of Alabama 125 Russell Hall Box 870363 Tuscaloosa, Al 35487 (205) 348 6984 Bob.smallwood@ua.edu

30. Student Engagement and Student Success: WHAT WE’RE LEARNING Redesign Alliance, 2008

31. WHAT WE'RE LEARNING #1 Engagement matters …for community college students in particular …and it matters even more for some groupsof students Redesign Alliance

32. WHAT WE’RE LEARNING #2 Intentionality matters… In community colleges especially, engagement is unlikely to happen by accident. It has to happen by design. Redesign Alliance

33. WHAT WE'RE LEARNING #3 We must engage students early and often. New from CCSSE: …the Surveyof Entering Student Engagement (SENSE) Redesign Alliance

34. WHAT WE'RE LEARNING In focus groups with students, what do they typically report as the most important factor in keeping them in school, persisting toward their goals? #4 Relationships matter “The compensatory effect” i.e., where there are differences in engagement between “high-risk” groups and their comparison groups (academically under-prepared students, students of color, first generation students, nontraditional college age students) --- the high-risk students are more engaged. Redesign Alliance

35. WHAT WE'RE LEARNING #5 Effective Developmental Education Matters Hugely • Data points • Academic policy and support services • How we teach “The compensatory effect” i.e., where there are differences in engagement between “high-risk” groups and their comparison groups (academically under-prepared students, students of color, first generation students, nontraditional college age students) --- the high-risk students are more engaged. Redesign Alliance

36. WHAT WE'RE LEARNING # 6 Focused, sustained efforts, targeted to significant numbers of students, can produce real improvements in student engagement, learning, persistence, and academic attainment. “The compensatory effect” i.e., where there are differences in engagement between “high-risk” groups and their comparison groups (academically under-prepared students, students of color, first generation students, nontraditional college age students) --- the high-risk students are more engaged. Redesign Alliance

37. WHAT WE'RE LEARNING Student Engagement By Design • Kingsborough Community College • Valencia Community College • Tallahassee Community College/ Surry Community College • All Florida Community Colleges “The compensatory effect” i.e., where there are differences in engagement between “high-risk” groups and their comparison groups (academically under-prepared students, students of color, first generation students, nontraditional college age students) --- the high-risk students are more engaged. Redesign Alliance