The University of Texas-Pan American Susan Griffith, Ph.D. Executive Director National Survey of Student Engagement 2003 Results & Recommendations Presented.

Slides:



Advertisements
Similar presentations
2008 National Survey of Student Engagement – SUNY Oneonta Patty Francis Steve Perry Fall 2008.
Advertisements

Maximizing Your NSSE & CCSSE Results
Gary Whisenand Director, Institutional Research August 26, 2011.
Gallaudet Institutional Research Report: Annual Campus Climate Survey: 2010 Pat Hulsebosch: Executive Director – Office of Academic Quality Faculty Senate.
Prepared by: Fawn Skarsten Director Institutional Analysis.
National Survey of Student Engagement (NSSE) Comparisons of the survey results for UPRM Office of Institutional Research and Planning University of Puerto.
Using the 2005 National Survey of Student Engagement in Student Affairs Indiana State University.
You will be familiar with the five NSSE benchmarks and the survey items that make up each benchmark. You will be familiar with the comparison groups.
DATA UPDATES FACULTY PRESENTATION September 2009.
Indiana State University Assessment of General Education Objectives Using Indicators From National Survey of Student Engagement (NSSE)
Gallaudet University Results on National Survey of Student Engagement Office of Institutional Research August, 2007.
2012 National Survey of Student Engagement Jeremy D. Penn & John D. Hathcoat.
National Survey of Student Engagement Department of Institutional Research and Planning December 2006.
GGC and Student Engagement.  NSSE  Overall: 32%  First Year: 30%  Seniors: 33%  GGC  Overall: 28%  First Year: 26% (381)  Seniors: 38% (120)
Presentation to Student Affairs Directors November, 2010 Marcia Belcheir, Ph.D. Institutional Analysis, Assessment, & Reporting.
The College of Education We develop educational leaders who create tomorrow’s opportunities.
NSSE When?Spring, 2008 Who?Freshmen and Seniors random sample How?Electronic and Snail mail follow up Respondents?30% response rate 26% freshmen.
Mind the Gap: Overview of FSSE and BCSSE Jillian Kinzie NSSE.
1 Student Learning Assessment Assessment is an ongoing process aimed at understanding & improving student learning Formative Assessment – Ongoing feedback.
Benchmarking Effective Educational Practice Community Colleges of the State University of New York April, 2005.
National Survey of Student Engagement University of Minnesota, Morris NSSE 2002.
National Survey of Student Engagement University of Minnesota, Morris NSSE 2004.
National Research Agenda to Support Transformation National Learning Infrastructure Initiative Focus Session June, 2003 Copyright Jillian Kinzie, 2003.
BENCHMARKING EFFECTIVE EDUCATIONAL PRACTICE IN COMMUNITY COLLEGES What We’re Learning. What Lies Ahead.
Using the National Survey of Student Engagement to Enhance Student Academic Success: Best Practices on Canadian Campuses Debra Dawson Ryerson University.
Derek Herrmann & Ryan Smith University Assessment Services.
Results of AUC’s NSSE Administration in 2011 Office of Institutional Research February 9, 2012.
Community College Survey of Student Engagement CCSSE 2014.
NSSE – Results & Connections Institutional Research & Academic Resources California State Polytechnic University, Pomona October 2, 2013 – Academic Senate.
Selected Results of NSSE 2003: University of Kentucky December 3, 2003.
1 N ational S urvey & F aculty S urvey of S tudent E ngagement (NSSE) & (FSSE) 2006 Wayne State University.
1 NSSE Columbus State University Program Overview  What do you know about college student engagement?  Why is student engagement important?
Student Engagement at Towson: NSSE 2005 Telling and Selling the Story Kathryn Doherty, Ed.D. January 11, 2006.
An Introduction: NSSE and the Concept of Student Engagement.
Student Engagement at Northeastern Illinois Analysis and Use of the National Survey of Student Engagement (NSSE) 2009.
CCSSE 2013 Findings for Cuesta College San Luis Obispo County Community College District.
Note: CCSSE survey items included in benchmarks are listed at the end of this presentation 1. Active and Collaborative Learning Students learn more when.
Student Engagement: 2008 National Survey of Student Engagement (NSSE) Office of Institutional Research and Planning Presentation to Senate November 2008.
National Survey of Student Engagement, 2008 Results for UBC-Vancouver.
Gallaudet Institutional Research Report: National Survey of Student Engagement Pat Hulsebosch: Executive Director – Office of Academic Quality Faculty.
APSU 2009 National Survey of Student Engagement Patricia Mulkeen Office of Institutional Research and Effectiveness.
Primary Factors of Student Engagement at UTBTSC in 2002 Deborah Suzzane, Ph.D., Director Institutional Research & Planning.
1 Presentation of Results NSSE 2005 Florida Gulf Coast University Office of Planning and Institutional Performance.
ESU’s NSSE 2013 Overview Joann Stryker Office of Institutional Research and Assessment University Senate, March 2014.
National Survey of Student Engagement 2009 Missouri Valley College January 6, 2010.
National Survey of Student Engagement 2007 Results for Students in Graduate and Professional Studies.
NSSE 2005 CSUMB Report California State University at Monterey Bay Office of Institutional Effectiveness Office of Assessment and Research.
Engagement in Learning Marian A. Ford EDHE Class Agenda Engagement Theory Experimental Learning Theory Cognitive Apprenticeships/Internships Study.
Looking Inside The “Oakland Experience” Another way to look at NSSE Data April 20, 2009.
SASSE South African Survey of Student Engagement Studente Ontwikkeling en Sukses Student Development and Success UNIVERSITEIT VAN DIE VRYSTAAT UNIVERSITY.
Student Engagement as Policy Direction: Community College Survey of Student Engagement (CCSSE) Skagit Valley College Board of Trustees Policy GP-4 – Education.
Highlights of NSSE 2001: University of Kentucky December 10, 2001.
National Survey of Student Engagement (NSSE) Comparison on the survey results at UPRM with peers Office of Institutional Research and Planning University.
Jennifer Ballard George Kuh September 19, Overview  NSSE and the Concept of Student Engagement  Select Linfield results:  NSSE 2011  Brief explanation.
NSSE Working Student Study Assessment Day Presentation Office of Assessment Fitchburg State College.
1 NSSE Results Fort Lewis College (2010) Richard A. Miller Exec. Dir – OIRPA.
GGC and Student Engagement.  NSSE  Overall: 27% (down 5%)  First Year: 25% (down 5%)  Seniors: 28% (down 5%)  GGC  Overall: 35% (up 7%)  First.
The University of Texas-Pan American National Survey of Student Engagement 2005 Results & Recommendations Presented by: November, 2005 S. J. Sethi, Ph.D.
Office of Institutional Research and Effectiveness 1 The University of Texas-Pan American National Survey of Student Engagement 2003, 2004, 2005, 2006.
The University of Texas-Pan American National Survey of Student Engagement 2013 Presented by: November 2013 Office of Institutional Research & Effectiveness.
National Survey of Student Engagement Executive Snapshot 2007.
The University of Texas-Pan American National Survey of Student Engagement 2014 Presented by: October 2014 Office of Institutional Research & Effectiveness.
The University of Texas-Pan American
NSSE 2004 (National Survey of Student Engagement)
UTRGV 2016 National Survey of Student Engagement (NSSE)
The University of Texas-Pan American
UTRGV 2018 National Survey of Student Engagement (NSSE)
The University of Texas-Pan American
UTRGV 2017 National Survey of Student Engagement (NSSE)
GGC and Student Engagement
Presentation transcript:

The University of Texas-Pan American Susan Griffith, Ph.D. Executive Director National Survey of Student Engagement 2003 Results & Recommendations Presented by: Office of Institutional Research & Effectiveness S. J. Sethi, Ph.D. Assistant Director &

Overview What is NSSE? Its Purpose and Uses What does Research Show? NSSE Survey Results for UTPA Recommendations

What is the National Survey of Student Engagement (NSSE)? (pronounced “nessie”)  National survey that assesses the extent to which first-year and senior students engage in educational practices associated with high levels of learning and development.  Supported by grants from Lumina Foundation for Education and the Center of Inquiry in the Liberal Arts at Wabash College.  Co-sponsored by The Carnegie Foundation for the Advancement of Teaching and The Pew Forum on Undergraduate Learning.

Purpose of NSSE  Measure how well we are doing.  Provide a new way to look at teaching & learning.  Determine if student behavior and institutional practices are headed in the right direction.  Assist in measuring the extent to which the university advances polices and practices that encourage student learning and development.

Uses of NSSE Data  Inform legislators & accreditation teams on what we do best to promote student development.  Look into processes on campus that might lead to increased student engagement.  Foster institutional improvement initiatives.  Promote effective educational practices.  Zero in on factors that contribute to positive experience for students.

What does Research Show? “Students who are actively involved in both academic and out-of-class activities gain more from the college experience than those not so involved.” Source: Pascarella and Terenzini, “How college affects students: Findings and insights from twenty years of research.”

Who Participated Nationally More than 730 different colleges/universities since states, DC & Puerto Rico 375 institutions in 44 consortia Data from more than 397,000 students YearColleges/ Universities

4 Year Response Rates UTPA 34%29%35%30% Master’s Institutions 42%43%39%42%

NSSE Survey Results for UTPA 5 Areas of Effective Educational Practice Level of Academic Challenge Active and Collaborative Learning Student-Faculty Interactions Enriching Educational Experiences Supportive Campus Environment

Level of Academic Challenge Challenging, intellectual and creative work is central to student learning and collegiate quality. Colleges and universities promote high levels of student achievement by emphasizing the importance of academic effort and setting high expectations for student performance.

Class preparation. Coursework emphasis on analysis, synthesis, making judgments, application of theories or concepts. Level of work necessary to meet instructor’s expectations. Campus emphasis on study time and academic work. Number of assigned textbooks, etc. Number of written papers of 20+ pages; 5-19 pages, 1-5 pages. Academic Challenge Cluster Questions Include:

Level of Academic Challenge: Score Comparisons UTPAUT-SystemMaster’sNationalUTPAUT-SystemMaster’sNational

Level of Academic Challenge: Score Comparisons Freshmen Seniors

Students learn more when they are intensely involved in their education and asked to think about what they are learning in different settings. Collaborating with others in solving problems or mastering difficult material prepares students for the messy, unscripted problems they will encounter daily during and after college. Active and Collaborative Learning

Class participation Class presentations Working with other students on projects Tutoring/teaching other students Participation in community-based project as part of course Discussion of ideas from readings/courses outside of class Active and Collaborative Learning Cluster Questions Include:

Active and Collaborative Learning: Score Comparisons UTPAUT-SystemMaster’sNational UTPAUT-SystemMaster’sNational

Active and Collaborative Learning: Score Comparisons Freshmen Seniors

Student-Faculty Interactions Students learn firsthand how experts think about and solve practical problems by interacting with faculty members inside and outside the classroom. As a result, their teachers become role models, mentors, and guides for continuous, life-long learning.

Student-Faculty Interaction Cluster Includes Questions on: Discussing grades/assignments with instructor Discussing career plans with faculty member/advisor Discussing class work with faculty outside of class Working with faculty on university activities other than coursework Receiving prompt feedback from faculty on academic performance Working with faculty on research project outside of course requirements

Student-Faculty Interaction: Score Comparisons UTPAUT-SystemMaster’sNationalUTPAUT-SystemMaster’sNational

Student-Faculty Interaction: Score Comparisons Freshmen Seniors

Enriching Educational Experiences Complementary learning opportunities augment academic programs. Diversity experiences teach students valuable things about themselves and others. Technology facilitates collaboration between peers and instructors. Internships, community service, and senior capstone courses provide opportunities to integrate and apply knowledge.

Enriching Educational Experiences Cluster Includes Questions on: Co-curricular activities Practicum, internship, clinical assignment, etc. Community service, volunteer Foreign language, study abroad Independent study, self-designed major Culminating senior experience Conversations with students of different beliefs, ethnicity Use of electronic technology to discuss/complete assignments Campus environment that encourages contact among students of different backgrounds.

Enriching Educational Experiences: Score Comparisons UTPAUT-SystemMaster’sNational UTPAUT-SystemMaster’sNational

Enriching Educational Experiences: Score Comparisons Freshmen Seniors

Supportive Campus Environment Students perform better and are more satisfied at colleges that are committed to their success as well as the working and social relations among different groups on campus.

Supportive Campus Environment Cluster Includes Questions on: Campus support for: –academic success –coping with non-academic responsibilities –thriving socially Quality of relationships with other students, faculty members, administrative personnel/offices

Supportive Campus Environment : Score Comparisons UTPAUT-SystemMaster’sNationalUTPAUT-SystemMaster’sNational

Supportive Campus Environment: Score Comparisons Freshmen Seniors

Recommendations Focus on Freshmen In these areas:  Academic challenge  Active & collaborative learning  Student-Faculty interactions  Enriching experiences

Recommendations NSSE findings should be considered in: Strategic planning at the university, college and program levels. Identifying strengths and areas of improvement regarding student engagement at the program level. Identifying short and long term modifications that would enhance student engagement. Rewarding teachers that engage students more fully. Modifying course requirements and/or course delivery to respond to concerns identified in the NSSE results.

Questions & Discussion Contact Information: Dr. Susan Griffith: Dr. S. J. Sethi: Phone: