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Basic Reports and Data Dissemination Strategies

Basic Reports and Data Dissemination Strategies. Regional Users’ Workshop October 6-7, 2005. Overview. The NSSE Reports Means and Frequencies Benchmarks A deeper understanding Ways to break down the data How NSSE can help Special Analysis Peer Groups

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Basic Reports and Data Dissemination Strategies

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  1. Basic Reports and Data Dissemination Strategies Regional Users’ Workshop October 6-7, 2005

  2. Overview • The NSSE Reports • Means and Frequencies • Benchmarks • A deeper understanding • Ways to break down the data • How NSSE can help • Special Analysis • Peer Groups • Data Dissemination – What and when to disclose to whom

  3. Institutional Report (Aug) Respondent Characteristics Means Frequencies Annual Report (Oct) Benchmarks Benchmark Recalculations NSSE Reports

  4. NSSE Reports: RCT • A quick snapshot of your institution • Confirming if sample is representative • Response Rate and Sample Error

  5. NSSE Reports: Means

  6. NSSE Reports: Freqs

  7. Benchmarks • Benchmarks of Effective Educational Practice • Level of Academic Challenge • Active and Collaborative Learning • Student Faculty Interaction • Enriching Educational Experiences • Supportive Campus Environment • Compares to other institutions

  8. Benchmark Recalculations • Changes made to the 2004 Benchmarks • Allows for comparisons across time • Some caveats • SFI • EEE

  9. Reading you Data • First steps -- Before the survey • Trial run; Have admin take the survey as if they were students • Involves other people and gets buy-in • Think about what you do well and what you need to work on • What questions do you want answered and can NSSE answer them?

  10. Ask general questions first What confirms what you suspected? What surprises you? How accurate was you sample NSSE? Go back to you mock trials How accurate were folks? Where were they wrong? Look at trends as well as individual items Group similar items Look at significance and effect size Think about who your comparison groups are Special Analysis? Go back to data set – there is more variance within institutions than between Highly engaged vs low engaged Do different types of students answer in different ways? Class Gender Race Reading your Data

  11. A Deeper Look • Accreditation Toolkits • Tracking NSSE Items to Standards • Can do the same thing for mission statements

  12. A Deeper Look • Use the mission statement to create your own benchmarks • Helps with buy-in as well: can’t say its not important if it’s in the mission

  13. Comparisons by Demographics Minority Students Adult/Transfer Students Athletes Greek Students By College or Department Comparisons by Behaviors Community Service Study Abroad High Faculty Interaction Oversampling? Comparisons over time Program implementation First year students  Seniors Create your own benchmark scales Technology Spirituality/Ethics Satisfaction Diversity Other Surveys FSSE: Faculty/Student Comps BCSSE: Incoming Traits Outside Surveys: YFYC, HERI Internal Data: Retention, GPA A Deeper Look

  14. Inter-institution Comps Selected Peers vs. Consortium vs. Special Analysis Selecting a peer group By mission By size By department By Race By Locale Current or Aspirant Peers Selected Peers Before Administration No Additional Questions Institutional Level Consortium Before Administration Additional Questions Institutional Level Special Analysis Post-hoc No Additional Questions Institutional or Sub-group(s) Level A Deeper Look

  15. Sample Reports

  16. Sample Reports Student Faculty Interaction by Major and Dept.

  17. Sample Reports

  18. Sample Reports

  19. Sample Reports

  20. Sample Reports

  21. Provide Teasers Faculty Come to class unprepared Two or more drafts Received prompt feedback Hours preparing for class Student Affairs/Student Government Hours in co-curricular Providing support socially Had serious conversations with those different from you Study Abroad Office FY: Plan to study abroad SN: Did Study Abroad First Year Exp. Satisfaction of participants vs. not Residence Life Engagement on-campus vs. off-campus Teaching and Learning Memorizing vs. Applying Class Presentations Contributed to Learning on your own Data Dissemination

  22. Some Decisions • How publicly to share • On Campus • Off Campus • Website • US News

  23. Some Decisions • What are you going to do about it? • What’s you Mission? • Involving students • Accreditation • College or Department level vs. Institutional Level • Annual Planning or Goal Setting • Timeline-When to do NSSE again?

  24. Thank you • What experiences have you had on your campuses? • Questions? • Share your stories with NSSE!

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