1. Jennifer Ballard George Kuh September 19, 2011

2. Overview  NSSE and the Concept of Student Engagement  Select Linfield results:  NSSE 2011  Brief explanation FSSE

3. Student Engagement and NSSE

4. Student Engagement What Really Matters in College: Student Engagement Because individual effort and involvement are the critical determinants of college impact, institutions should focus on the ways they can shape their academic, interpersonal, and extracurricular offerings to encourage student engagement. Pascarella & Terenzini, 2005, p. 602

5. Foundations of Student Engagement 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)

6. 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

7. 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), 3-7.

8. National Survey of Student Engagement Community College Survey of Student Engagement 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

9. NSSE Background YearInstitutions 2001321 2002367 2003437 2004473 2005529 2006557 2007610 2008769 2009640 2010595 2011751  Launched with grant from The Pew Charitable Trusts in 1999, supported by institutional participation fees since 2002.  Nearly 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.

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

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

12. Survey Administration  First-year & senior students in McM  Seniors in Portland (May grads)  Seniors in ADP  Conducted spring semester  Web-based  Multiple follow-ups

13. NSSE 2011 Institutions by Carnegie Classification

14. Selected Linfield Results

15. NSSE 2011 Response Rates Linfield response rates  McM, First year students, 45% Seniors, 44%  Ptd, 62% (seniors only)  DCE, 40% (seniors only) NSSE 2011 Response Rates  Overall, 33% (Paper, 30%; Web-only, 34%; Web+, 31%)

16. Hours spent preparing for class; Number of assigned textbooks/book-length readings; Number of papers or reports of 20 pages or more, between 5 and 19 pages, and fewer than 5 pages; Coursework emphasizes: analysis, synthesis, making of judgments, or applying theories; Working harder than you thought you could to meet an instructor's standards or expectations; Campus environment emphasizes: Spending significant amount of time on academics. 16

17. Asked questions in class or contributed to class discussions; Made a class presentation; Worked with other students on projects during class; Worked with classmates outside of class; Tutored or taught other students; Participated in a community-based project (e.g., service learning); Discussed ideas from your readings or classes with others outside of class 17

18. Discussed grades or assignments with an instructor; Talked about career plans with a faculty member or advisor; Discussed ideas from your readings or classes with faculty members outside of class; Worked with faculty members on activities other than coursework; Received prompt written or oral feedback from faculty on your academic performance; Worked on a research project with a faculty member outside of course or program requirements. 18

19. Hours spent participating in co-curricular activities; Practicum, internship, field experience, co-op experience, or clinical assignment; Community service or volunteer work; Foreign language coursework and study abroad; Independent study or self-designed major; Culminating senior experience; Serious conversations with students of different religious beliefs, political opinions, or personal values; Serious conversations with students of a different race or ethnicity than your own; Using electronic medium to discuss or complete an assignment; Campus environment encouraging contact among students from different economic, social, and racial or ethnic backgrounds; Participate in a learning community or some other formal program where groups of students take two or more classes together. 19

20. Campus environment provides the support you need to help you succeed academically; Campus environment helps you cope with your non-academic responsibilities; Campus environment provides the support you need to thrive socially; Quality of relationships with other students; Quality of relationships with faculty members; Quality of relationships with administrative personnel and offices. 20

21. 21 Benchmark Comparisons: Portland Campus

22. 22 Benchmark Comparisons: Adult Degree Program

23. 23 McMinnville Campus, Portland Campus, Adult Degree Program

24. Comparison of Distance Education and Campus-Based Learners

27. Benchmarks Over Time: LAC (McM) First Years Seniors 27

28. Benchmarks Over Time: ACL (McM) First Years Seniors 28

29. Benchmarks Over Time: SFI (McM) First Years Seniors 29

30. Benchmarks Over Time: EEE (McM) First Years Seniors 30

31. Benchmarks Over Time: SCE (McM) First Years Seniors 31

32. Comparison to Highly Engaging Institutions: McM Linfield (McM) compared with Linfield (McM) NSSE 2011 Top 50% NSSE 2011 Top 10% Mean a Sig b Effect size c Mean a Sig b Effect size c First-Year LAC56.7.00 60.6***-.32 ACL46.0 48.0 -.12 52.1***-.34 SFI37.0 39.4*-.12 43.7***-.31 EEE29.9 30.5 -.05 33.7***-.28 SCE67.2 67.4 -.01 71.2***-.22 Senior LAC58.9 60.5 -.11 64.1***-.39 ACL55.1 56.2 -.07 60.1***-.29 SFI49.7 49.3.02 56.0***-.28 EEE52.9 46.7***.35 55.3 -.15 SCE64.4 64.9 -.02 68.7**-.23 On the up side: The average Linfield senior is about as engaged in enriching experiences as the average senior at institutions in NSSE’s top 10%. Other experiences consistent with students at the top 50% of institutions, but not with the top 10%. Surprise: The average first year student’s experience of student-faculty interaction appears to be below the average student’s experience in the top 50%. Other experiences not very different than the top 50%, but all are below the top 10%. 32

33. Comparison to Highly Engaging Institutions: Ptd, ADP Good news: The average Portland Campus senior is about as engaged in active and collaborative learning and reports a supportive campus environment similar to the average senior at institutions in NSSE’s top 10%. The average ADP senior is about as engaged in academic challenge and reports a supportive campus environment similar to the average senior at NSSE’s top 10%. 33 Linfield (Ptd) NSSE 2011 Top 50% NSSE 2011 Top 10% Mean a Sig b Effect size c Mean a Sig b Effect size c Senior LAC59.9 60.5 -.04 64.1**-.32 ACL61.7 56.2**.32 60.1.09 SFI41.1 49.3**-.38 56.0***-.66 EEE43.8 46.7 -.16 55.3***-.70 SCE65.9 64.9.06 68.7 -.15 Senior LAC60.7 60.5.02 64.1 -.26 ACL42.9 56.2***-.78 60.1***-.97 SFI33.4 49.3***-.73 56.0*** EEE30.3 46.7***-.92 55.3***-1.50 SCE64.0 64.9 -.05 68.7 -.26 Linfield (ADP)

34. NSSE 2011(McM) – SFI Seniors

35. NSSE 2011(McM) – SFI First Years

36. NSSE 2011(McM) –SFI Research Project

37. NSSE 2011(McM) Had serious conversations with students who are very different from you in terms of their religious beliefs, political opinions, or personal values?

38. NSSE 2011(McM) Had serious conversations with students of a different race or ethnicity than your own?

39. High Impact Practices

40. NSSE 2011(McM)

41. NSSE 2011(Ptd)

42. NSSE 2011(ADP)

43. How Do Students Spend Their Time?

44. NSSE 2011 ClassLinfieldCarnegie Peers First-Year54%53% Senior McM (98% FT) 49%52% Senior Ptd (100% FT) 30%47% Senior ADP (81% PT) 34%41% What percentage of students spent more than 15 hours per week preparing for class?

45. NSSE 2011 ClassLinfieldCarnegie Peers First-Year42%35% Senior McM (98% FT) 74%52% Senior Ptd (100% FT) 44%48% Senior ADP (81% PT) 0%28% What percentage of students worked for pay ON campus?

46. NSSE 2011 ClassLinfieldCarnegie Peers First-Year15% Senior McM (98% FT) 32%29% Senior Ptd (100% FT) 62%40% Senior ADP (81% PT) 81% (69% 30+ hours) 58% What percentage of students worked for pay OFF campus?

47. NSSE 2011 ClassLinfieldCarnegie Peers First-Year54%46% Senior McM51%49% Senior Ptd20%38% What percentage of students spent more than 5 hours per week participating in co-curricular activities?

48. Coming this spring to Linfield: FSSE (Faculty Survey of Student Engagement – “fessie”)

49. Course Emphasis FACULTY report very much or quite a bit of emphasis on memorizing STUDENTS report very much or quite a bit of emphasis on memorizing 30% / 23% 30% / 23% Lower Division Upper Division 67% / 60% 67% / 60% 1 st yr. Students Seniors

50. Prompt Feedback FACULTY gave prompt feedback often or very often STUDENTS received prompt feedback often or very often 88% / 90% 88% / 90% Lower Division Upper Division 53% / 63% 53% / 63% 1 st yr. Students Seniors

51. Questions & Discussion