1. Notes to Users of this NSSE PowerPoint Template  This sample presentation is designed to serve as a customizable template to present NSSE, BCSSE, and/or FSSE results on your campus. The presentation is divided into the following topical sections to help you quickly select the slides most appropriate for a particular audience:  An Introduction: NSSE & Student Engagement  NSSE 2008 & Selected [Institution] Results  BCSSE 2007 & BCSSE 2007-NSSE 2008 & Selected [Institution] Results  FSSE 2008 & Selected [Institution] Results  What is the NSSE Institute?  Using Your NSSE-BCSSE-FSSE Data?  Questions & Discussion  Contact Information  Replace the cover slide and the red text throughout this presentation with the name of your school and your own data.  Use slides from the “selected [Institution] results” sections for ideas on how to present your campus results.  View the notes section of each slide for additional information and relevant talking points (in the PowerPoint tool bar select “view” then “notes page”)

2. Insert Your Presentation Title Here Insert Presenter Name(s) Here Insert Presentation Date

3. Presentation Overview  An Introduction: NSSE & Student Engagement  NSSE 2008 & Selected [Institution] Results  BCSSE 2007 & BCSSE 2007-NSSE 2008 & Selected [Institution] Results  FSSE 2008 & Selected [Institution] Results  What is the NSSE Institute?  Using Your NSSE-BCSSE-FSSE Data?  Questions & Discussion  Contact Information

4. An Introduction: NSSE and the Concept of Student Engagement

5. What is Student Engagement?  What students do -- time and energy devoted to educationally purposeful activities  What institutions do -- using effective educational practices to induce students to do the right things  Educationally effective institutions channel student energy toward the right activities

6. Time on task (Tyler, 1930s) Quality of effort (Pace, 1960-70s) Student involvement (Astin, 1984) Social, academic integration (Tinto, 1987, 1993) Good practices in undergraduate education (Chickering & Gamson, 1987) College impact (Pascarella, 1985) Student engagement (Kuh, 1991, 2005) Foundations of Student Engagement

7. Seven Principles of Good Practice in Undergraduate Education (Chickering & Gamson, 1987; Pascarella & Terenzini, 2005) Student-faculty contact Active learning Prompt feedback Time on task High expectations Experiences with diversity Cooperation among students

8. How College Affects Students (Pascarella & Terenzini, 2005) Because individual effort and involvement are the critical determinants of impact, institutions should focus on the ways they can shape their academic, interpersonal, and extracurricular offerings to encourage student engagement. – p. 62

9. Student Success in College: Creating Conditions that Matter (Kuh, Kinzie, Schuh, Whitt, and Associates, 2005) Illustrates actual institutional policies, programs, and practices that promote student success.  Comprehensive report of in-depth study of successful educational practices across institutional types  Practical guidance on how to implement effective practice in a variety of contexts  Co-sponsored by leading higher education groups (CFAT, Pew Forum on Undergraduate Learning)

10. National Survey of Student Engagement (pronounced “nessie”) Community College Survey of Student Engagement (pronounced “cessie”) College student surveys that assess the extent to which students engage in educational practices associated with high levels of learning and development

11. NSSE Survey Content Student Behaviors in College Institutional Actions And Requirements Institutional Actions And Requirements Student Reactions to College Student Background Information Student Background Information Student Learning & Development

12. NSSE Indicators of Effective Educational Practice Level of Academic Challenge Active & Collaborative Learning Enriching Educational Experiences Student – Faculty Interaction Supportive Campus Environment

13. Why a National Survey?  Refocus conversations about undergraduate quality to what matters most  Enhance institutional improvement efforts  Foster comparative and consortium activity  Inform accountability efforts  Provide systematic national data on “good educational practices”

14. NSSE Project Scope  Approximately 1,300 different colleges and universities  50 states, Puerto Rico, and Canada  Data from more than 2,030,000 students  Institutions include Historically Black Colleges and Universities, Hispanic-Serving Institutions, Tribal Colleges, and single-gender colleges YearInstitutions 2001321 2002367 2003437 2004473 2005529 2006557 2007610 2008769

15. Survey Administration  Administered to random samples of first-year & senior students  Administration occurs in the spring academic term  Paper & Web-based survey  Flexible to accommodate consortium questions  Multiple follow-ups to increase response rates

16. How Valid is Self-Reported Data? Research Confirms Self-Reported Data Validity When Following Conditions Exist…  Requested information is known to respondents  Questions are clear and unambiguous  Respondents take questions seriously and thoughtfully  Answering does not threaten, embarrass, or violate privacy or compel a socially desirable response The NSSE survey instrument was designed to meet these conditions For more details, see: NSSE Psychometric Portfolio at http://nsse.iub.edu/html/NSSE_Psychometric_Portfolio.cfm http://nsse.iub.edu/html/NSSE_Psychometric_Portfolio.cfm

17. NSSE 2008 & Selected [Institution] Results

18. NSSE 2008 Institutions by Carnegie Classification

19. NSSE 2008 Respondents by Race and Ethnicity NSSE 2008 Respondents NSSE 2008 Population National African American/Black 9%12% Amer. Indian/Alaskan Native 1% Asian/Asian Amer./Pacific Isl. 6%7% Caucasian/White 76%69%67% Hispanic 7%9%10% Other 2% - Multiracial/Ethnic <1% - International 5%2%3% Totals may not sum to 100% due to rounding. NSSE 2008 population data are provided by participating institutions. U.S. percentages are unweighted and based on data from the 2007 IPEDS Institutional Characteristics and Enrollment File. IPEDS and NSSE categories for race and ethnicity differ. Percentages exclude students whose ethnicity was unknown or not provided.

20. NSSE 2008 Survey Population and Respondents  More than 1.4 million students were invited to participate in NSSE 2008, with 478,079 responding  x [Institution] students were invited to participate, with x responding

21. NSSE 2008 Institution Response Rates  [Your institution’s] response rate = x% Average Institutional Response Rates  37% for all NSSE 2008 institutions  32% for Paper mode institutions  39% for Web-only institutions  35% for Web+ institutions

22. NSSE 2008 Results Sample Slides The following three slides are examples of how your institution might share selected NSSE results with various institutional constituencies. Expand this section to highlight those items of interest to your audience.

23. NSSE 2008 [Institution] Results  Thinking about your overall experience at this institution, how would you rate the quality of relationships with faculty and administrative personnel and offices?

24. NSSE 2006 & NSSE 2008 [Institution] Results  Thinking about your overall experience at this institution, to what extent does the college encourage contact between students from different economic, social, and racial or ethnic backgrounds?

25. Selected Peer Comparison with [Institution] Results  In thinking about your undergraduate program as a whole, including your major, have you done a culminating senior experience (e.g., senior comprehensive exam, capstone course, thesis or project)?

26. NSSE 2008 [Institution] Findings What percentage of our students (in comparison to selected peers) participate in community service or volunteer work? Class[Institution]Selected Peers First-YearMore than x% SeniorsMore than x%

27. NSSE 2008 [Institution] Findings What percentage of [Institution] students spent more than 5 hours per week participating in co- curricular activities? Class[Institution]Selected Peers First-YearMore than x% SeniorsMore than x%

28. BCSSE 2007 & BCSSE 2007-NSSE 2008 & Selected [Institution] Results

29. Beginning College Survey of Student Engagement (pronounced “bessie”) Designed as companion to the National Survey of Student Engagement (NSSE) and when paired with NSSE, BCSSE results provide an in-depth understanding of first-year students’ engagement on your campus

30. BCSSE Survey Content  High school academic and co-curricular engagement.  High school academic preparation (e.g., AP courses).  High school type, first-generation status, and other important characteristics.  Expectations to be engaged in academically meaningful activities during the first year.  Anticipated academic difficulty, academic perseverance, academic preparation, and other important attitudes regarding the first year experience.  Expected college grades and intention to graduate.

31. BCSSE 2007 Project Scope  In 2007, more than 67,000 entering first-years students from 126 institutions in the US and Canada responded to the survey.  Of those 126 institutions, 105 also administered NSSE in 2008.  68% of institutions used the paper administration; 32% chose the Web-based survey.

32. BCSSE Administration  Administered locally by the participating institutions  Institutions determine if BCSSE is administered to the entire population or a sample (e.g., random, targeted) of entering first-year students  Administration begins as early as May and run through late September  Paper or Web-based survey

33. Example Questions  During your last year of high school, about how often did you do each of the following? (Response range: 1-Never, 4-Very often)  Asked questions in class or contributed to class discussions  Came to class without completing readings or assignments  Prepared two or more drafts of a paper or assignment before turning it in  Discussed ideas from your readings or classes with others outside of class (students, family members, etc.)

34. Example Questions  How difficult do you expect the following to be in the coming year? (Response range: 1-Not at all difficult, 6-Very difficult)  Keeping up with school work  Managing your time  Paying college expenses  Getting help with school work  Making new friends

35. BCSSE 2007 [Institution] Results  During your last year of high school, about how many hours did you spend in a typical 7-day week doing each of the following?  Preparing for class (studying, doing homework, rehearsing, etc.)

36. BCSSE 2007 [Institution] Results  During the coming school year, how difficult do you expect the following to be?  Learning course material

37. BCSSE 2007-NSSE 2008 [Institution] Results  How often did you do or expect to do each of the following?  Ask questions in class or contributed to class discussions.

38. BCSSE 2007-NSSE 2008 [Institution] Results  NSSE Student-Faculty Interaction (SFI) by BCSSE Scale Academic Preparation NSSE Student-Faculty Interaction BCSSE Academic Preparation

39. FSSE 2008 & Selected [Institution] Results

40. Faculty Survey of Student Engagement (pronounced “fessie”) College faculty survey that measures faculty members’ expectations of students engagement in educational practices that are empirically linked with high level of learning and development

41. FSSE Survey Content  Faculty perceptions of how often their students engage in different activities  The importance faculty place on various areas of learning and development  The nature and frequency of interactions faculty have with students  How faculty members organize class time

42. FSSE 2008 Project Scope  In 2008, more than 23,000 faculty members from 160 institutions responded to the survey.  71% of institutions used the course-based instrument; 29% used the typical student instrument.  The 2008 average institutional response rate was 49%.

43. FSSE Administration  Third-party administration  IU Center for Survey Research  Institutions choose faculty to be surveyed  Faculty responses are kept anonymous  Faculty surveyed in the spring  Administered online as a Web-only survey  Survey options  Course-based questions  Typical student questions

44. Survey Option: Course-based  Each faculty member responds to questions about student engagement based on a course taught during the current academic year  Questions have appeared on previous administrations of FSSE  Key Question: Please respond to the following questions based on one particular undergraduate course section you are teaching or have taught this academic year  Lower division (mostly first-year students and sophomores)  Upper division (mostly juniors and seniors)

45.  About what percent of students in your selected course section do the following? (None, 1-24%, 25-49%, 50-74%, 75% or higher)  Frequently ask questions in class or contribute to class discussions  Frequently come to class without completing readings or assignments Survey Option: Course-based Sample Question & Items

46. Survey Option: Typical Student  Each faculty member responds to questions about student engagement based on the typical first-year student or senior taught during the current academic year  Key Question: During the current academic year, have you had more first-year students or seniors in your classes?

47. Survey Option: Typical Student Example Question & Items  About how often has the typical [first-year student, senior student] done each of the following? (Never, Sometimes, Often, Very often)  Asked questions in class or contributed to class discussions  Come to class without completing readings or assignments  Received prompt written or oral feedback from faculty on his or her academic performance  Had serious conversations with students of a different race or ethnicity than his or her own

48. Time Spent Preparing for Class Each Week by Discipline

49. FSSE 2008 [Institution] Results What percentage of [Institution] students spent more than 6 hours per week preparing for each of their classes?  One-third (34%) of faculty expect students to spend greater than 6 hours preparing for each class in a week  Less than one-tenth (9%) actually think that students spend this amount of time  While slightly over one-tenth (12%) of students actually spend this amount of time First-YearSenior More than x%

50. Time Spent by Full-time Faculty on Professional Activities by Discipline Source: National percentages are based on 2004 National Study of Postsecondary Faculty. Notes: National percentages are based on faculty at U.S. public and private four-year institutions.

51. What is the NSSE Institute?

52. NSSE Institute for Effective Educational Practice  The Institute works with institutions and other organizations to collect and disseminate research on promising practices and to assist schools in using data for institutional improvement and student success initiatives.  The NSSE Institute Web site is a helpful portal to information on using NSSE data, reports, updates and other resources: www.nsse.iub.edu/institute/ Institute Resources Include:  Accreditation Toolkits  Examples of Using NSSE Data  Facilitator’s Guide to Using NSSE Data  Guide to Contextualizing Data  Pocket Guide to Choosing a College  Free Webinars  NSSE Users Workshops

53. NSSE Institute Projects & Activities  Campus Audits: Comprehensive or targeted campus audits to identify institutional strengths and challenges  Workshops: Institution-based, regional, and consortium workshops to assist with improvement initiatives  On-going Research and Evaluation: Focused inquiry related to improvement initiatives and specific campus evaluation needs  User Resources: Develops resources and tools that enable institutions to more effectively use assessment results in practice (e.g. Accreditation Toolkits, Pocket Guides, Facilitator ’ s Guide to Using NSSE Data)

54. Pocket Guide to Choosing a College  FOR STUDENTS AND FAMILIES: NSSE’s A Pocket Guide to Choosing a College helps students ask questions during a campus visit that help them know how they might learn and develop at a given institution.  FOR NSSE INSTITUTIONS: A new data report in 2007, the Pocket Guide Report, “What Students Are Saying…” provides NSSE schools with a consistent template for sharing results with admission officers, orientation staff, prospective students and their families, and for presenting student engagement results on institutional Web sites.

55. Using Your NSSE-BCSSE-FSSE Data

56. Using NSSE-BCSSE-FSSE Data  NSSE results are being used across all sectors and types of institutions.  Discovering and sharing ways student engagement results are being used is one of NSSE’s most important activities.  The following slides illustrate how NSSE data can inform educational policy and practice and provide examples of how specific institutions have used their NSSE results in productive ways. Areas of Effective Educational Practice Areas for Institutional Improvement

57. Internal Campus Uses  Gauge status of campus priorities  Examine changes in student engagement between first and 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 Institutional Improvement Learning Communities 1 ST Year and Senior Experience Academic Affairs Learning Assessment Faculty Development Academic Advising Peer Comparison Student Affairs Institutional Research Enrollment Management

58. External Campus Uses  Assess status vis-à-vis peers, competitors  Identify, develop, market distinctive competencies  Encourage collaboration in consortia (e.g., statewide NSSE conference)  Provide evidence of accountability for good processes (while awaiting improvement in outcomes) Public Accountability Fund Raising Governing Boards Prospective Students Alumni State Policy Makers Performance Indicators Focus on Right Things Accrediting Bodies Media Parents

59. Level of Academic Challenge UNIVERISTY OF MICHIGAN  Finding: An item of discussion at a meeting of the Provost’s Faculty Advisory Committee raised the question of students’ writing abilities and how much writing students have to do as U of M undergraduates.  Action: NSSE and FSSE results pertaining to academic challenge, i.e. those that focus on the amount of effort involved in class preparation and how much the environment emphasizes studying and academic work, were prepared and shared with faculty.

60. Active and Collaborative Learning WASHINGTON STATE UNIVERSITY  Finding: Results indicated the campus was not meeting student expectations for collaborative learning, student-faculty interaction, and enriching educational experiences.  Action: Freshman Focus learning communities were created to provide all incoming freshmen the opportunity to engage in an extensive living-learning community system.

61. Student – Faculty Interaction CALIFORNIA STATE UNIVERSITY - FRESNO  Finding: NSSE results showed that student-faculty interaction was lower than expected.  Action: Student success task force identified ways to improve student success. Participated in Building Engagement and Attainment for Minority Students (BEAMS) program to develop Mentoring Institute. Now 200+ faculty members, staff and student mentors have been trained.

62. Enriching Educational Experiences SIMONS ROCK COLLEGE OF BARD  Finding: NSSE results for out-of- class engagement were not as strong as results on pure academic measures.  Action: Student affairs staff members used NSSE results to guide discussions and develop new student activities and community engagement efforts. Have added a new professional position in Student Activities.

63. Supportive Campus Environment TOWSON UNIVERSITY  Finding: Wished to examine and enhance experience of female students.  Action: Women’s Center staff developed a narrative about the collegiate experience of women on their campus, strengthened programs that offer leadership opportunities and self- empowerment content and process.

64. Sharing NSSE Results Campus Wide CLAYTON STATE UNIVERSITY: Discusses NSSE results at faculty counsel, presidential retreats, student success forums, and in various standing committees.  UNIVERSITY OF COLORADO AT COLORADO SPRINGS: Institutional Research Office publishes a series of one- to two- page research briefs on their NSSE Web site, for faculty and staff members to access. Each brief is dedicated to a specific aspect of NSSE, such as “Diversity” or the “Academic Experience.”

65. Improving Civic Engagement JAMES MADISON UNIVERSITY  Finding: First-year student involvement in service- learning programs was lower than desired.  Action: Increased the number and quality of class presentations about service- learning; increased the number of contacts with new faculty members regarding the importance of emphasizing service-learning.

66. Improving General Education WORCESTER POLYTECHNIC UNIVERSITY  Finding: General education courses provide foundation essential to numerous learning outcomes. A faculty-appointed committee defined 5 objectives to enhance core education.  Action: Have begun developing a new first-year general education curriculum featuring interdisciplinary, inquiry-based seminars, better integration of the disciplines, and broader, more engaging introductions to major areas of study.

67. Questions & Discussion

68. Contact Information NSSE Web site www.nsse.iub.edu National Survey of Student Engagement Center for Postsecondary Research Indiana University Bloomington Phone: 812.856.5824 E-mail: nsse@indiana.edu [Institution] Contact with NSSE: [Contact name] [contact email@your.institution.edu].