Derek Herrmann & Ryan Smith University Assessment Services

Achievement ACCUMULATION OF LEARNING Outcomes: GRE, NCLEX, RD exam, etc. Learning CHANGE IN BEHAVIOR, THINKING, ETC. Outcomes: Advanced skills, critical thinking, etc. Engagement PROCESSES THAT SUPPORT LEARNING Processes: Time studying, tutoring, interaction with faculty, services, etc. Persistence CONSEQUENCES OF LEARNING Outputs: Graduation, retention, satisfaction, utilization, etc. Direct Indirect

 What is student engagement? ◦ Amount of time and effort put into academic and co- curricular activities ◦ Ways institution allocates resources and organizes opportunities for students to participate in activities linked to student learning From the National Survey of Student Engagement (NSSE) website,

 What is student engagement? ◦ Amount of time and effort put into academic and co- curricular activities ◦ Ways institution allocates resources and organizes opportunities for students to participate in activities linked to student learning  How can information on student engagement be used? ◦ Identify areas of excellence ◦ Identify opportunities for improvement ◦ Used in discussions related to teaching and learning From the National Survey of Student Engagement (NSSE) website,

 National Survey of Student Engagement – NSSE ◦ Spring 2010

 National Survey of Student Engagement – NSSE ◦ Spring 2010 ◦ Total  595 institutions  393,630 students

 National Survey of Student Engagement – NSSE ◦ Spring 2010 ◦ Total  595 institutions  393,630 students ◦ At Illinois State – 1,777 students participated (22%)  869 first-year students  908 senior students

 Faculty Survey of Student Engagement – FSSE ◦ Spring 2011

 Faculty Survey of Student Engagement – FSSE ◦ Spring 2011 ◦ Total  157 institutions  19,854 faculty members

 Faculty Survey of Student Engagement – FSSE ◦ Spring 2011 ◦ Total  157 institutions  19,854 faculty members ◦ At Illinois State – 314 faculty members participated (40%)  63 lower division  226 upper division  14 other  11 missing course level

Year Survey BCSSENSSE--BCSSENSSEFSSEBCSSENSSE Student Cohort 1 B4FYSR Student Cohort 2 B4FYSR Student Cohort 3 B4FY

Year Survey BCSSENSSE--BCSSENSSEFSSEBCSSENSSE Student Cohort 1 B4FYSR Student Cohort 2 B4FYSR Student Cohort 3 B4FY

Year Survey BCSSENSSE--BCSSENSSEFSSEBCSSENSSE Student Cohort 1 B4FYSR Student Cohort 2 B4FYSR Student Cohort 3 B4FY

Year Survey BCSSENSSE--BCSSENSSEFSSEBCSSENSSE Student Cohort 1 B4FYSR Student Cohort 2 B4FYSR Student Cohort 3 B4FY

ItemFacultyStudentDifference Work on a paper or project that requires integrating ideas or information from various sources 79%85%6% Tutor or teach other students 24%18%6% Discuss ideas from your readings or classes with others outside of class 43%60%17% Examine the strengths and weaknesses of their/your views on a topic or issue 68%48%20% Learn something that changes the way they/you understand an issue or concept 90%66%24% Percentages of ‘Important’ and ‘Very important’ Percentages of ‘Often’ and ‘Very often’

ItemFacultyStudentDifference Acquiring job or work-related knowledge and skills 77%73%4% Thinking critically and analytically91%85%6% Learning effectively on their/your own84%74%10% Developing a deepened sense of spirituality 8%22%14% Analyzing quantitative problems37%72%35% Using computing and information technology 35%78%43% Percentages of ‘Quite a bit’ and ‘Very much’

ItemFacultyStudentDifference Work with other students on projects during class 55%51%4% Participate in a community-based project as part of your/a course 18%14%4% Have serious conversations (in your course) with students of a different race or ethnicity than their/your own 24%46%22% Percentages of ‘Often’ and ‘Very often’

ItemFacultyStudentDifference Have class discussions or writing assignments that include diverse perspectives 38%60%22% Receive prompt written or oral feedback from you/faculty on their/your academic performance 89%66%23% Have serious conversations (in your course) with students who are very different from them/you in terms of their/your religious beliefs, political opinions, or personal values 23%52%29% Percentages of ‘Often’ and ‘Very often’

ItemFacultyStudentDifference Making judgments about the value of information, arguments, or methods, such as examining how others gathered and interpreted data and assessing the soundness of their conclusions 72%71%1% Applying theories or concepts to practical problems or in new situations 87%82%5% Synthesizing and organizing ideas, information, or experiences into new, more complex interpretations and relationships 79%85%6% Percentages of ‘Quite a bit’ and ‘Very much’

ItemFacultyStudentDifference Analyzing the basic elements of an idea, experience, or theory, such as examining a particular case or situation in depth and considering its components 87%80%7% Memorizing facts, ideas, or methods from your courses and readings so you can repeat them in pretty much the same form 25%71%46% Percentages of ‘Quite a bit’ and ‘Very much’

ItemFacultyStudentDifference Using computers in academic work91%90%1% Helping students/you cope with their/your non-academic responsibilities 30%33%3% Attending campus events and activities 65%68%3% Percentages of ‘Quite a bit’ and ‘Very much’

ItemFacultyStudentDifference Providing (students) the support they/you need to help them/you succeed academically 82%78%4% Providing (students) the support they/you need to thrive socially 39%47%8% Encouraging contact among students from different economic, social, and racial or ethnic backgrounds 44%55%11% Percentages of ‘Quite a bit’ and ‘Very much’

ItemFacultyStudentDifference Practicum, internship, field experience, co-op experience, or clinical assignment 86%87%1% Participate in a learning community or some other formal program where groups of students take two or more classes together 41%37%4% Independent study or self-designed major 31%18%13% Culminating senior experience79%48%31% Percentages of ‘Important’ and ‘Very important’ Percentages of ‘Done’ and ‘Plan to do’

 Summary ◦ Of the 32 items examined...  21 (66%) had less than a 15% difference between faculty members’ and students’ perceptions  11 (34%) had more than a 15% difference between faculty members’ and students’ perceptions

 Summary ◦ Of the 32 items examined...  21 (66%) had less than a 15% difference between faculty members’ and students’ perceptions  11 (34%) had more than a 15% difference between faculty members’ and students’ perceptions ◦ Of the 11 items that had more than a 15% difference…  Faculty members agreed more on 4 (36%) items  Students agreed more on 7 (64%) items

ItemDifference Examined the strengths and weaknesses of their/your views on a topic or issue (important v. often) 20% Received prompt written or oral feedback from faculty on your academic performance (often) 23% Learned something that changed the way you understand an issue or concept (important v. often) 24% Culminating senior experience (important v. done/plan to do) 31%

ItemDifference Examined the strengths and weaknesses of their/your views on a topic or issue (important v. often) 20% Received prompt written or oral feedback from faculty on your academic performance (often) 23% Learned something that changed the way you understand an issue or concept (important v. often) 24% Culminating senior experience (important v. done/plan to do) 31%

ItemDifference Examined the strengths and weaknesses of their/your views on a topic or issue (important v. often) 20% Received prompt written or oral feedback from faculty on your academic performance (often) 23% Learned something that changed the way you understand an issue or concept (important v. often) 24% Culminating senior experience (important v. done/plan to do) 31%

ItemDifference Discussed ideas from your readings or classes with others outside of class (important v. often) 17% Had serious conversations with students of a different race or ethnicity than your own (often) 22% Included diverse perspectives in class discussions or writing assignments (often) 22% Had serious conversations with students who are very different from you in terms of their religious beliefs, political opinions, or personal values (often) 29% Institutional contribution: Analyzing quantitative problems (amount) 35% Institutional contribution: Using computing and information technology (amount) 43% Coursework emphasized: Memorizing facts, ideas, or methods from your courses and readings so you can repeat them in pretty much the same form (amount) 46%

ItemDifference Discussed ideas from your readings or classes with others outside of class (important v. often) 17% Had serious conversations with students of a different race or ethnicity than your own (often) 22% Included diverse perspectives in class discussions or writing assignments (often) 22% Had serious conversations with students who are very different from you in terms of their religious beliefs, political opinions, or personal values (often) 29% Institutional contribution: Analyzing quantitative problems (amount) 35% Institutional contribution: Using computing and information technology (amount) 43% Coursework emphasized: Memorizing facts, ideas, or methods from your courses and readings so you can repeat them in pretty much the same form (amount) 46%

ItemDifference Discussed ideas from your readings or classes with others outside of class (important v. often) 17% Had serious conversations with students of a different race or ethnicity than your own (often) 22% Included diverse perspectives in class discussions or writing assignments (often) 22% Had serious conversations with students who are very different from you in terms of their religious beliefs, political opinions, or personal values (often) 29% Institutional contribution: Analyzing quantitative problems (amount) 35% Institutional contribution: Using computing and information technology (amount) 43% Coursework emphasized: Memorizing facts, ideas, or methods from your courses and readings so you can repeat them in pretty much the same form (amount) 46%

ItemDifference Discussed ideas from your readings or classes with others outside of class (important v. often) 17% Had serious conversations with students of a different race or ethnicity than your own (often) 22% Included diverse perspectives in class discussions or writing assignments (often) 22% Had serious conversations with students who are very different from you in terms of their religious beliefs, political opinions, or personal values (often) 29% Institutional contribution: Analyzing quantitative problems (amount) 35% Institutional contribution: Using computing and information technology (amount) 43% Coursework emphasized: Memorizing facts, ideas, or methods from your courses and readings so you can repeat them in pretty much the same form (amount) 46%

 Conclusions ◦ More similarities than differences in perceptions ◦ Students are engaged both in and out of the classroom ◦ Learning is occurring outside of the classroom

 Conclusions ◦ More similarities than differences in perceptions ◦ Students are engaged both in and out of the classroom ◦ Learning is occurring outside of the classroom  Implications ◦ Making expectations for students clear ◦ Asking how course material is being used ◦ Showing how course material can be used

 Limitations ◦ Different years of administration ◦ Different populations  Students – first-year and senior  Faculty – lower and upper division ◦ Different items and scales

 Limitations ◦ Different years of administration ◦ Different populations  Students – first-year and senior  Faculty – lower and upper division ◦ Different items and scales  Future directions ◦ Use comparisons for programming (e.g., CTLT) ◦ Continue to examine similarities/differences in perceptions

 Questions?  Comments?  Concerns?

 Mr. Derek Herrmann, UAS Coordinator ◦ ◦  Dr. Ryan Smith, UAS Director ◦ ◦ 