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Highlights From Selected NSSE Studies

Highlights From Selected NSSE Studies. Barbara Pennipede Joy Tatusko Office of Planning, Assessment and Institutional Research The Faculty Institute May 24, 2011. NSSE Lends Itself to a Variety of Studies. Specific or Targeted Populations Challenge to Achievement at Pace (CAP students)

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Highlights From Selected NSSE Studies

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  1. Highlights From Selected NSSE Studies Barbara Pennipede Joy Tatusko Office of Planning, Assessment and Institutional Research The Faculty Institute May 24, 2011

  2. NSSE Lends Itself to a Variety of Studies Specific or Targeted Populations Challenge to Achievement at Pace (CAP students) First Generation students Transfer Students Multi-year and Matched Studies Five Year Satisfaction Study First-year to Senior student on NSSE BCSSE Respondent and NSSE Respondent Plus Many More…

  3. Targeted Populations:First Generation Students • First NSSE Study on this population completed in 2007. • Analysis of responses 2003-2007 • Used most stringent definition of first generation: “neither parent had any exposure to any college coursework.” • Forty-one percent of mothers and 43% of fathers had no experience within the college setting

  4. Targeted Populations:First Generation Students • Twenty-nine percent of students were the first in their family to attend college • Seniors (33%) at Pace were significantly more likely than first-year students (27%) to be first generation students. • No differences with respect to age, ethnicity or gender • Equally distributed across all schools

  5. Targeted Populations:First Generation Students • Analysis of SAT indicate significantly lower scores suggesting that first generation students were entering the college setting with slightly poorer levels of academic readiness • Slightly more likely to be transfer students • Less likely to live on campus • More likely to be working for pay off campus • More likely to be contributing to the welfare of another dependent within the home setting

  6. Targeted Populations:Challenge to Achievement at Pace Students • Study of First-year responses 2007-2009 • 159 CAP students (14.4%); 949 non-CAP students (85.6%) • A benchmark study indicated that CAP responses rated Active and Collaborative Learning, Student Faculty Interaction, and Supportive Campus Environment higher than non-CAP students.

  7. Targeted Populations:Transfer Students • Examine differences between senior Native Students and Transfer Students in 2009 • Students responding to NSSE 2007-2009; 777 students; 481 native students (61.9%); 296 (38.1%) transfer students • Transfer students more likely to report writing papers of more than 20 pages and believing that the institution emphasizes spending significant amounts of time studying and on academic work

  8. Targeted Populations:Transfer Students • There was a significant difference between native and transfer students on the Student Faculty Interaction variable. • Native students were more likely to: - report talking with a faculty member or advisor about career plans - receiving prompt feedback - working with faculty members on activities other than coursework - working on a reserch project with a faculty member

  9. First-Year Hispanic Students More Positive Than Non-Hispanic First-Year Students • Educational and Personal Growth • Understanding people of other racial and ethnic backgrounds p<.01 • Solving complex real world problems p<.01 • Developing a personal code of values and ethics p<.01 • Acquiring a broad general education p<.05 • Thinking critically and analytically p<.05 • Analyzing quantitative problems p<.05

  10. First-Year Hispanic Students More Positive Than Non-Hispanic First-Year Students • Satisfaction • If you could start over again, would you go to the same institution you are now attending? p<.01 • Mean response 3.01= probably yes • Non-Hispanic Mean 2.80= probably no • How would you evaluate your entire educational experience at this institution? P<.05 • Mean response 3.01= good • Non-Hispanic Mean 2.85= fair

  11. Multi-Year StudiesFive Year Satisfaction Study • Five years of NSSE data 2002- 2006 • 1,078 first-year students; 1,030 seniors • Five year tend in most areas is one of improvement • In comparison with previous years, students in both 2005 and 2006 were more likely to report discussing grades with instructors, talking about career plans with instructors, working with faculty on activities other than coursework and having received prompt feedback from faculty on their academic performance

  12. Multi-Year StudiesFive Year Satisfaction Study • Students reporting with higher frequency that they ask questions in class, contribute to class discussions, work with other students on projects and participated in a community based project • For both first-year students and seniors, ratings of “quality of relationships with faculty members” have shown steady improvement, with seniors in 2005 displaying the peak quality rating with a mean of 5.6 on a 7.0 point scale.

  13. The Challenge of Improving Satisfaction • How would you evaluate your entire experience at this institution? • If you could start over again, would you go to the same institution you are now attending?

  14. Which engagement activities do you think were most closely associated with satisfied students?

  15. Top Ten Engagement Activities Strongly Correlated with Satisfied Students • Quality of Academic Advising • Provided support to succeed academically • Quality of relationships with faculty members • Coursework contributed to acquiring a broad general education • Quality of relationships with administrative offices

  16. Top Ten Engagement Activities Strongly Correlated with Satisfied Students Coursework contributed to: • Writing clearly and effectively • Speaking clearly and effectively • Thinking critically and analytically • Acquiring job or work-related skills • Solving complex real-world problems

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