NSSE at Gallaudet AY Report prepared by OAQ/Retention; JLD/LB/PH; 06/2015

Presentation Overview 1.NSSE and the Concept of Student Engagement 2.Selected NSSE Results for Gallaudet University 3.Questions & Discussion 4.Contact Information 2

NSSE and the Concept of Student Engagement 3

What is Student Engagement? What students do – Time and energy devoted to studies and other educationally purposeful activities What institutions do – Using resources and effective educational practices to induce students to do the right things Educationally effective institutions channel student energy toward the right activities 4

Seven Principles of Good Practice in Undergraduate Education Student-faculty contact Active learning Prompt feedback Time on task High expectations Experiences with diversity Cooperation among students Chickering, A. W. & Gamson, Z. F. (1987). Seven principles for good practice in undergraduate education. AAHE: Bulletin, 39 (7),

Other Supporting Literature After reviewing approximately 2,500 studies on college students from the 1990s, in addition to the more than 2,600 studies from 1970 to 1990, Ernest Pascarella and Patrick Terenzini concluded student engagement is a central component of student learning. Pascarella, E. & Terenzini, P (2005). How college affects students: A third decade of research. San Francisco: Jossey-Bass Publishers. Presents institutional policies, programs, and practices that promote student success. Provides practical guidance on implementation of effective institutional practice in a variety of contexts. Kuh, G. D., Kinzie, J., Schuh, J. H., Whitt, E.J., & Associates (2005). Student success in college: Creating conditions that matter. San Francisco: Jossey-Bass. 6

NSSE Background YearInstitutions  Launched with grant from The Pew Charitable Trusts in 1999, supported by institutional participation fees since  More than 1,500 baccalaureate- granting colleges and universities in the US and Canada have participated to date.  Institution types, sizes, and locations represented in NSSE are largely representative of U.S. baccalaureate institutions. 7

Goals of NSSE Project  Focus conversations on undergraduate quality  Enhance institutional practice and improvement initiatives  Foster comparative and consortium activity  Provide systematic national data on “good educational practices” 8

NSSE Updated in 2013! What we’ve learned… connect engagement data to indicators of success; student behaviors; institutional improvement is possible Updating NSSE… same focus; new & refined measures; updated terminology  Emerging areas of interest – HIPs, quantitative reasoning, effective teaching, deep approaches, topical modules Read the Change magazine article May/June

NSSE Survey Content Engagement in meaningful academic experiences Engagement in meaningful academic experiences Engagement in High-Impact Practices Student Reactions to College Student Reactions to College Student Background Information Student Background Information Student Learning & Development 10

NSSE Engagement Indicators Student – Faculty Interaction Academic Challenge Experiences with Faculty Learning with Peers Campus Environment Meaningful Academic Engagement Themes Engagement Indicators 11

Survey Administration  Census-administered first-year & seniors  Spring administration  Multiple follow-ups to increase response rates  Topical Modules provide option to delve deeper into the student experience  Consortium participation enables addition of custom questions 12

NSSE 2014 Institutions by Carnegie Classification *GU is Master’s S (Masters Smaller Programs); n=56 institutions 13

NSSE 2014 Respondents by Race, Ethnicity, and Nationality NSSE 2014 Respondents U.S. Bachelor’s- Granting Population African American/Black 10%13% American Indian/Alaskan Native 1% Asian 5%6% Native Hawaiian/other Pacific Islander <1% Caucasian/White 66%61% Hispanic/Latino 11%13% Multiracial/Ethnic 3% Foreign/nonresident alien 3%4% Notes: Totals may not sum to 100% due to rounding. NSSE 2014 population consists of first-year and senior undergraduates. Data were provided by participating institutions. U.S. percentages are unweighted and based on data from the fall 2012 IPEDS Institutional Characteristics and Enrollment data. Includes all class years. Institution-reported data. Excludes students whose race/ethnicity was unknown or not provided. 14

NSSE 2014 U.S. Institution Response Rates Gallaudet University’s response rate = 57% All NSSE 2014 institutions = 32% NSSE 2014 U.S. Average Institutional Response Rates by Enrollment: Undergraduate Enrollment Number of Institutions Avg. Institutional Response Rate 2,500 or fewer27139% 2,501 to 4, % 5,000 to 9, % 10,000 or more10422% All institutions62232% 15

NSSE 2014 Survey Population and Respondents  More than 1.8 million students were invited to participate in NSSE 2014, with 473,633 responding  402 Gallaudet University students were invited to participate, with 229 responding 16

A Commitment to Data Quality NSSE’s Psychometric Portfolio presents evidence of validity, reliability, and other indicators of data quality. It serves higher education leaders, researchers, and professionals who use NSSE. See the Psychometric Portfolio nsse.iub.edu/links/psychometric_portfolio 17

Selected NSSE Results for Gallaudet University 18

NSSE 2014 Gallaudet University: Response Rates 19

NSSE 2014 Gallaudet University: Representativeness 20

NSSE 2014 Results for GU: Overall Engagement Indicator Results Overall results compared to Mid East Private for each Engagement Indicator. ▲ Gallaudet University students’ average was significantly higher (p <.05) with an effect size at least.3 in magnitude. △ Gallaudet University students’ average was significantly higher (p <.05) with an effect size less than.3 in magnitude. -- No significant difference. ▽ Gallaudet University students’ average was significantly lower (p <.05) with an effect size less than.3 in magnitude. ▼ Gallaudet University students’ average was significantly lower (p <.05) with an effect size at least.3 in magnitude. 21

NSSE 2014 Results for GU: Academic Challenge (First Year Students) Engagement Indicator: Quantitative Reasoning Significantly Higher Than Peers (First Year Students) 22

NSSE 2014 Results for GU: Academic Challenge (Seniors) Engagement Indicator: Learning Strategies Significantly Lower Than Peers (Seniors) 23

NSSE 2014 Results for GU: Learning with Peers (First Year Students) Engagement Indicator: Discussions with Diverse Others Significantly Lower than Peers (First-Year Students) 24

NSSE 2014 Results for GU: Learning with Peers (Seniors) Engagement Indicator: Discussions with Diverse Others Significantly Lower Than Peers (Seniors) 25

NSSE 2014 Results for GU: Experiences with Faculty (First Year Students) Engagement Indicator: Student-Faculty Interaction Significantly Higher than Peers (First-Year Students) 26

NSSE 2014 Results for GU: Campus Environment (Seniors) Engagement Indicator: Quality of Interaction Significantly Lower Than Peers (Seniors) 27

NSSE 2014 Results for GU: Highest Performing Item Comparison, First Year Highest performing items compared to First Year Students in Mid East Private Institutions. 28

NSSE 2014 Results for GU: Lowest Performing Item Comparison, First Year Lowest performing items compared to First Year Students in Mid East Private Institutions. 29

NSSE 2014 Results for GU: Highest Performing Item Comparison, Seniors Highest performing items compared to Seniors at Mid East Private Institutions. 30

NSSE 2014 Results for GU: Lowest Performing Item Comparison, Seniors Lowest performing items compared to Seniors at Mid East Private Institutions. 31

NSSE 2014 Results for GU: High Impact Practices High-Impact Practices: Due to their positive associations with student learning and retention, special undergraduate opportunities are designated "high- impact.” 32

NSSE 2014 Results for GU: Class Preparation Time, Comparisons with Mid East Private How do students spend their time?  Percentage spending more than 10 hours per week preparing for class ClassGallaudetMid East Private First-Year***38%62% Senior**52%61% ***significantly lower than peers (p <.05) with an effect size at least.3 in magnitude **significantly lower than peers (p <.05) with an effect size less than.3 in magnitude 33

NSSE 2014 Results for GU: Time Preparing for Class, First Year & Seniors Time Spent Preparing for Class This figure reports the average weekly class preparation time for Gallaudet first-year and senior students compared to students in the Mid East Private comparison group. First Year Senior 34

NSSE 2014 Results for GU: Hours Reading/Pages Writing, First Year & Seniors Reading and Writing These figures summarize the number of hours Gallaudet students spent reading for their courses and the average number of pages of assigned writing compared to students in Mid East Private. Each is an estimate calculated from two or more separate survey questions. First Year Senior 35

NSSE 2014 Results for GU: Course Challenge Challenging Students to Do Their Best Work To what extent did students' courses challenge them to do their best work? Response options ranged from 1 = "Not at all” to 7 = "Very much.” First Year Senior 36

NSSE 2014 Results for GU: Emphasis on Studying/Academic Work Academic Emphasis How much did students say their institution emphasizes spending significant time studying and on academic work? Response options included "Very much," "Quite a bit," "Some," and "Very little.” First Year Senior 37

NSSE 2014 Results for GU: Perceived Gains in Outcomes, Seniors 38 Perceived Gains: how much students’ experience at GU contributed to their knowledge, skills, and personal development.

NSSE 2014 Results for GU: Satisfaction, Overall Experience Satisfaction with Gallaudet U Students rated their overall experience at Gallaudet 39

NSSE 2014 Results for GU: Satisfaction, Attend GU Again Satisfaction with Gallaudet U Students rated whether or not they would choose Gallaudet again. 40

Using NSSE Results to Inform Action 41

NSSE 2014: Results to Action Areas being Addressed Providing Faculty Development Opportunities on how to provide academic challenge while also supporting the student Improving the use and delivery of learning support services (Tutoring, ASL/ENGLISH/MATH Centers) (GSP B 1.6) Expanding Diversity learning opportunities around economic, religious, and political differences (GSP B. 4.5) Improving the student experience with faculty in the major and with major advising experiences. (GSP B.2.1 and B.4.4) 42

Questions & Discussion 43

. Contact Information Gallaudet University NSSE Contact: Patricia Hulsebosch Associate Provost of Planning, Assessment, and Institutional Research Center for Postsecondary Research Indiana University School of Education 1900 East Tenth Street, Suite 419 Bloomington, IN Phone: Fax: Web: nsse.iub.edu 44