Results of the 2003 NSSE and FSSE: Implications for Student Affairs Bowling Green State University

Highlights Why is Engagement Important? Why is Engagement Important? What is the National Survey of Student Engagement? What is the National Survey of Student Engagement? NSSE 2003 NSSE 2003 FSSE 2003 FSSE 2003 Using NSSE and FSSE Data Using NSSE and FSSE Data

San Francisco Chronicle "As an educator, it's an embarrassment that we can tell people almost anything about education except how well students are learning." –Patrick M. Callan, president of the National Center for Public Policy and Higher Education (January 2001)

What Really Matters in College: Engagement “The research is unequivocal: students who are actively involved in both academic and out-of-class activities gain more from the college experience than those who are not so involved.” Ernest T. Pascarella & Patrick T. Terenzini, How College Affects Students

Good Educational Practices “Seven principles of good practice in undergraduate education” (Chickering and Gamson, 1987) Student-faculty contact Student-faculty contact Cooperation among students Cooperation among students Active learning Active learning Prompt feedback Prompt feedback Time on task Time on task High expectations High expectations Respect for diverse talents and ways of learning Respect for diverse talents and ways of learning

Looking Behind Student Outcomes What do we know about students who enter our institution? What do we know about students who enter our institution? How are various student experiences (e.g., course-taking patterns, leadership roles) related to outcomes? How are various student experiences (e.g., course-taking patterns, leadership roles) related to outcomes? What is the student’s contribution to learning? What is the student’s contribution to learning? What do students learn over time in a program of study? How do out-of-class experiences contribute to learning? What are students able to do with what they know? What judgments can students make about their learning? From Hutchings (1989)

What is the NSSE? (pronounced “nessie”)  College student survey that assesses the extent to which students engage in educational practices associated with high levels of learning and development  NSSE is supported by a grant from The Pew Charitable Trusts  Co-sponsored by The Carnegie Foundation for the Advancement of Teaching and The Pew Forum on Undergraduate Learning

Why Another National Survey? Refocus conversations about quality in undergraduate education Refocus conversations about quality in undergraduate education Enhance institutional improvement efforts Enhance institutional improvement efforts Foster comparative & consortial activity Foster comparative & consortial activity Inform accountability Inform accountability Provide systematic national data on “good educational practices” Provide systematic national data on “good educational practices”

NSSE Design Parameters Relatively short survey Relatively short survey Items directly related to college outcomes Items directly related to college outcomes Administered to first-year and senior students at public and private 4-yr institutions Administered to first-year and senior students at public and private 4-yr institutions Administered directly by credible third-party survey organization Administered directly by credible third-party survey organization

NSSE Project Scope Highly representative by region, Carnegie classification, public-private, urban-rural Highly representative by region, Carnegie classification, public-private, urban-rural 50 states, DC & Puerto Rico 50 states, DC & Puerto Rico 127 institutions in 14 self-selected consortia 127 institutions in 14 self-selected consortia Data from more than 348,000 students Data from more than 348,000 students SurveyTotal InstitutionsWeb-Only NSSE NSSE NSSE

Use and Validity of Self-Reports Accuracy depends on:  Ability of respondents to provide accurate information  Willingness of respondents to provide accurate information People generally respond accurately when questions:  Are about past behavior  Do not explore sensitive, potentially embarrassing areas

Self-Reports are Valid When: Requested information is known to the respondents Requested information is known to the respondents Questions are phrased clearly and unambiguously Questions are phrased clearly and unambiguously Respondents take the questions seriously and thoughtfully Respondents take the questions seriously and thoughtfully Answering does not threaten, embarrass, or violate privacy or compel a socially desirable response Answering does not threaten, embarrass, or violate privacy or compel a socially desirable response The NSSE survey, The College Student Report, was designed by national assessment experts to meet all these conditions

What Does The College Student Report Cover? Student Behaviors in College Institutional Actions & Requirements Student Reactions to College Student Background Information Student Learning & Development

Survey Administration Administered to random sample of first- year & senior students Administered to random sample of first- year & senior students Standard paper survey or Web-based version Standard paper survey or Web-based version Flexible in design to accommodate consortium questions Flexible in design to accommodate consortium questions Multiple follow-ups to increase response rates Multiple follow-ups to increase response rates

BGSU’s response rate = 41% BGSU’s response rate = 41% 42% overall for all NSSE 2003 institutions 42% overall for all NSSE 2003 institutions Females (71% respondents vs. 56% population), seniors (50% respondents vs. 43% population), and students in Musical Arts (4% respondents vs. 2% population) were over-represented. Females (71% respondents vs. 56% population), seniors (50% respondents vs. 43% population), and students in Musical Arts (4% respondents vs. 2% population) were over-represented. NSSE 2003 Response Rates

Analyses Frequencies and cross-tabulations Frequencies and cross-tabulations Comparisons between first year students vs. seniors, by gender, by race, by college, by full-time vs. part-time Comparisons between first year students vs. seniors, by gender, by race, by college, by full-time vs. part-time Comparisons with peer universities: George Mason University Illinois State University Indiana State University Miami University of Ohio Northern Arizona University University of Missouri-Kansas City Comparisons with peer universities: George Mason University Illinois State University Indiana State University Miami University of Ohio Northern Arizona University University of Missouri-Kansas City

Selected Results What percent of BGSU’s 1st-year students spent more than 26 hours per week preparing for class? Only 7% What about our seniors? 12%

Selected Results What percent of BGSU’s 1st-year students spent more than 26 hours per week relaxing and socializing? 14% What about our seniors? 11%

Selected Results What percent of BGSU’s 1st-year students spent 0 hours per week participating in co- curricular activities? 38% What about our seniors? 32%

Selected Results What percent of BGSU’s 1st-year students often had serious conversations with students of another race/ethnicity? 41% What about our seniors? 42%

Selected Results What percent of BGSU’s 1st-year students often had serious conversations with students of different beliefs or values? 51% What about our seniors? 52%

Selected Results What percent of BGSU’s 1st-year students plan to do community service or volunteer work? 77% What percent of BGSU seniors actually report doing it? 67%

Selected Results What percent of BGSU’s 1st-year students report participating in a learning community? 35% What about our seniors? What about our seniors? 27%

Selected Results

Group Differences Students of color were more likely to report Students of color were more likely to report –having serious conversations with students of a different race or ethnicity than their own –doing community service or volunteer work –that the academic advising they received was good or excellent –making progress in understanding people of other racial backgrounds –that BGSU emphasizes encouraging contact among students from different economic, social, and ethnic backgrounds

Group Differences Females were more likely to report making progress in Females were more likely to report making progress in –acquiring a broad general education –working effectively with others –learning effectively on their own –understanding themselves –developing a personal code of values and ethics –contributing to the welfare of their community

Group Differences Females perceived BGSU as having more emphasis on spending significant amounts of time studying and attending campus events. Females perceived BGSU as having more emphasis on spending significant amounts of time studying and attending campus events.

NSSE 2003 Promising Findings (Compared to Peers) BGSU’s first year students were more likely to work on a paper or project that required integrating ideas or information from various sources, prepare two or more drafts of a paper or assignment before tuning it in, and discuss grades or assignments with an instructor. BGSU’s first year students were more likely to work on a paper or project that required integrating ideas or information from various sources, prepare two or more drafts of a paper or assignment before tuning it in, and discuss grades or assignments with an instructor. BGSU seniors were more likely to work with other students on projects during class; to complete a practicum, internship, field experience, co-op experience, or clinical assignment; to agree that BGSU encouraged them to attend campus events and activities; and to state that their college experience contributed quite a bit or very much to acquiring job or work-related knowledge and skills. BGSU seniors were more likely to work with other students on projects during class; to complete a practicum, internship, field experience, co-op experience, or clinical assignment; to agree that BGSU encouraged them to attend campus events and activities; and to state that their college experience contributed quite a bit or very much to acquiring job or work-related knowledge and skills.

NSSE 2003 Disappointing Findings (Compared to Peers) BGSU students were less likely to take foreign language coursework, to study abroad, and to complete culminating senior experiences. BGSU students were less likely to take foreign language coursework, to study abroad, and to complete culminating senior experiences. BGSU first year students made fewer class presentations and read fewer unassigned books a year than did first year students in the peer universities. They were also less likely than their counterparts to report that BGSU emphasized analysis skills quite a bit or very much. BGSU first year students made fewer class presentations and read fewer unassigned books a year than did first year students in the peer universities. They were also less likely than their counterparts to report that BGSU emphasized analysis skills quite a bit or very much. BGSU seniors were less likely to use an electronic medium (list-serv, chat group, Internet, etc.) to discuss or complete an assignment than were the seniors in peer universities. They were also less likely than their counterparts to report that their university encouraged them to contact students with different backgrounds from their own. BGSU seniors were less likely to use an electronic medium (list-serv, chat group, Internet, etc.) to discuss or complete an assignment than were the seniors in peer universities. They were also less likely than their counterparts to report that their university encouraged them to contact students with different backgrounds from their own.

Faculty Survey of Student Engagement (FSSE) National pilot test in 2003 National pilot test in 2003 Focuses on: (1) Faculty perceptions of how often their students engage in different activities; (2) The importance that faculty place on various areas of learning and development; (3) The nature and frequency of faculty-student interactions; and (4) How faculty members organize class time and related activities Focuses on: (1) Faculty perceptions of how often their students engage in different activities; (2) The importance that faculty place on various areas of learning and development; (3) The nature and frequency of faculty-student interactions; and (4) How faculty members organize class time and related activities

FSSE Methodology BGSU faculty who subscribed to the faculty listproc were asked to respond to the survey online last spring. A total of 270 of the surveys were completed. The response rate is about 25%, which is lower than the estimated average institution response rate of 43%. BGSU faculty who subscribed to the faculty listproc were asked to respond to the survey online last spring. A total of 270 of the surveys were completed. The response rate is about 25%, which is lower than the estimated average institution response rate of 43%.

FSSE Methodology Responses were compared Responses were compared –Between faculty teaching lower-division and upper-division courses –With responses from faculty at two peer universities (George Mason University and Northern Arizona University) –With first year and senior student responses to the NSSE

Selected Results

Using NSSE Data Discover current levels of engagement (institution, major field, year in school) Determine if current levels are satisfactory (criterion reference, normative or peer comparison) Target areas for improvement Modify programs and policies accordingly Teach students what is required to “succeed” Monitor student and institutional performance Areas of EffectiveEducationalPractice Areas for InstitutionalImprovement

InstitutionalImprovement 1 st Year & Senior Experience GeneralAssessment StudentAffairs LearningCommunities FacultyDevelopmt InstitutionalResearch Enrollment Managemt Managemt PeerComparison AcademicAdvising AcademicAffairs

Campus Uses (Internal) Gauge status on campus priorities Assess student growth (first to senior years) Assess campus progress over time Encourage dialogue about good practice Link with other data to test hypotheses, evaluate programs Improve curricula, instruction, services

How Do I Find Out More? NSSE Website Office of Institutional Research

How Do I Find Out More? The Academic Assessment Office at Southwest Texas University has provided a web site with an annotated bibliography relates peer reviewed research studies to each of the NSSE items. The Academic Assessment Office at Southwest Texas University has provided a web site with an annotated bibliography relates peer reviewed research studies to each of the NSSE items.