1. Your Institutional Report 2012 - Step by Step
9/6/2012
Student Learning at Gallaudet University
NSSE Results: Learning Strategies
A Workshop Presented to Faculty and Staff for Professional Development
Lindsay Buchko, Ph.D. & Leslie Rach, Ph.D.
Fall, 2018

2. Questions to consider when you’re reviewing your NSSE results….
What NSSE items are of interest to you and your department?
Given the Gallaudet mission, what results do you want to see on NSSE?
Given your observations and understanding of Gallaudet students, what results do you expect to see?
Do these results resonate with your view of Gallaudet? With other data?
How well do you do in comparison to peers?

3. NSSE Engagement Indicators Overview
The triangles show Engagement Indicators where our students’ average was significantly higher, and where our students’ average was significantly lower.
As you might guess, if the triangle points up, and is in blue, GU results were higher than peers’; if the triangle points down, and is in purple, GU results were significantly lower. The darker the triangle the more significant the difference. Where there is a line, GU’s results are on par with results of peer institutions.
WHAT DO YOU NOTICE?

4. NSSE Engagement Indicators: Peer Comparisons
First Year Students
Seniors
= Peers
Higher-Order Learning
Reflective & Integrative Learning
Quantitative Reasoning
Collaborative Learning
Student-Faculty Interaction
Effective Teaching Practices
Supportive Environment
Below Peers
Learning Strategies
Discussions with Diverse Others
Quality of Interactions
= Peers
Higher-Order Learning
Reflective & Integrative Learning
Quantitative Reasoning
Collaborative Learning
Student-Faculty Interaction
Effective Teaching Practices
Quality of Interactions
Below Peers
Learning Strategies
Discussions with Diverse Others
Supportive Environment
In 2017, out of 10 Engagement Indicators GU is on par with peers in six Engagement Indicators for both FYS and SRS. (Review the seven). GU is on par with peers for FYS for an additional EI, and on par with peers for Seniors for a different EI (see orange).
For two Engagement Indicators GU is below peers for by FYS and Seniors:
Learning Strategies and Discussions with Diverse Others.
For Quality of Interactions FYS are on par with peers, but Seniors are below peers.
For Supportive Environment Seniors are on par with peers, by FYS are below peers.
(see blue)

5. NSSE Engagement Indicator: Learning Strategies
We’re going to look more closely at four of the EI’s where GU is below peer institutions:
Learning Strategies, Discussions with Diverse Others, Quality of Interactions, and Supportive Environment.

6. NSSE Engagement Indicators Overview
Learning Strategies is one area within the theme of Academic Challenge. GU was significantly lower in Learning Strategies for both FYS and Seniors, though the difference was stronger (of higher significance statistically) than for Seniors. For SRS that was true in 2014 also.

7. NSSE Academic Challenge Learning Strategies – First Year Students
During the current school year, about how often have you done the following? (% responding Very Often or Often)
Data findings for first year students
Gallaudet lower for all items in 2017 compared to Carnegie
Gallaudet 2017 lower for all items compared to Gallaudet 2014
How and in what ways can Gallaudet improve first year students’ engagement in learning strategies?
The Learning Strategies Indicator is made up of three questions: (read above)

8. NSSE Academic Challenge Learning Strategies – First Year Students
This graph shows the percentage of students who responded OFTEN or VERY OFTEN.
The green is the GU % from 2014; the blue is the GU % from 2017 and the yellow PEER percentages
WHAT DO YOU NOTICE?
GU between 2014 and 2017 dropped for FYS. That’s also the area for 2017 in which there is the greatest difference from peers. Reviewed Notes After Class is also below peers, while Summarizing is close to peer institutions.
Faculty have been discussion how and in what ways can Gallaudet improve first year students’ engagement in learning strategies?
(% responding Very Often or Often)
Percent of students who responded OFTEN or VERY OFTEN

9. Academic Challenge: Learning Strategies
NSSE Academic Challenge Learning Strategies – Seniors
During the current school year, about how often have you done the following? (% responding Very Often or Often)
Data findings for seniors
Gallaudet lower for all items compared to Carnegie both years
Gallaudet 2017 lower for all items compared to Gallaudet 2014
How and in what ways can Gallaudet improve seniors’ engagement in learning strategies?
How and in what ways can Gallaudet improve seniors’ engagement in learning strategies?

10. Academic Challenge: Learning Strategies
NSSE Academic Challenge
Learning Strategies - Seniors
What do you notice?
For SRS all three types of Learning Strategies are well below peers. For SRS, however, “Reviewed notes after class” shows the greatest difference, followed by ”Summarized…”
Again, faculty, especially in the majors, are currently discussion how and in what ways can Gallaudet improve seniors’ engagement in learning strategies?
Percent of students who responded OFTEN or VERY OFTEN

11. Questions to consider….
Given the Gallaudet mission, what results do you want to see on NSSE?
Given your observations and understanding of Gallaudet students, what results do you expect to see?
How and in what ways can Gallaudet improve students’ learning strategies?
What strategies can Gallaudet implement to improve students’ learning strategies?

12. Continued Discussion….
Tuesday, August 21st at 9:00am to 10:30am Strategies for Key Indicators: Learning Strategies Room: MLCB 111

13. Metacognitive Strategies
Using Metacognition to Promote Learning
Discuss some of the “before, during, and after” strategies
Share one of your own specific to your class
Discuss (try to memorize for fun) some of the “assessment” strategies
Share one you tried that just DID NOT work

14. Learning Strategy Resources
“Ten Tips”
How We Learn by Benedict Carey
Chapter Notes for How We Learn

15. Unhelpful Advice for Students
Find a distraction free zone, and make it your study place.
Develop a consistent study schedule and stick to it.
Forgetting is “bad”.

16. Study Tips for Students (none requires MORE time, just smart time):
Create varied and strengthened neural pathways
Use distributed practice – can you think of ways to “distribute” practice?
Break up practice/study time into minute blocks
Test yourself on “storage” – each time you do, you strengthen pathway
Vary study intervals depending on how long you need the information
Sleep between study and exam; even a hour nap is good (REM sleep)