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Highlights of NSSE 2001: University of Kentucky December 10, 2001. Presentation Overview. Why is student engagement important? The National Survey of Student Engagement (NSSE) What do we know about the engagement of UK students? The five benchmarks of good practice - PowerPoint PPT Presentation
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Highlights of NSSE 2001:Highlights of NSSE 2001:University of KentuckyUniversity of Kentucky
December 10, 2001December 10, 2001
Presentation OverviewPresentation Overview
Why is student engagement important? Why is student engagement important? The National Survey of Student The National Survey of Student
Engagement (NSSE)Engagement (NSSE) What do we know about the What do we know about the
engagement of UK students?engagement of UK students? The five benchmarks of good practiceThe five benchmarks of good practice Other important findings Other important findings Ways to enhance student engagementWays to enhance student engagement Retention of UK students Retention of UK students
January 9, 2001January 9, 2001
"As an educator, it's an embarrassment that "As an educator, it's an embarrassment that we can tell people almost anything about we can tell people almost anything about education except how well students are education except how well students are learning."learning."
Patrick M. Callan, president of the National Patrick M. Callan, president of the National Center for Public Policy and Higher Center for Public Policy and Higher EducationEducation
What What ReallyReally Matters in Matters in College: EngagementCollege: Engagement
““The research is unequivocal: students The research is unequivocal: students who are actively involved in both who are actively involved in both academic and out-of-class activities academic and out-of-class activities gain more from the college experience gain more from the college experience than those who are not so involved.”than those who are not so involved.”
Ernest T. Pascarella & Patrick T. Ernest T. Pascarella & Patrick T. Terenzini, Terenzini, How College Affects StudentsHow College Affects Students
What is Student What is Student Engagement?Engagement?
Represents two important aspects of Represents two important aspects of collegiate quality:collegiate quality:– The amount of time and effort students put The amount of time and effort students put
into their studies and other meaningful into their studies and other meaningful academic activitiesacademic activities
– How the institution deploys resources and How the institution deploys resources and organizes its curriculum and other learning organizes its curriculum and other learning opportunitiesopportunities
Correlates with student learning and Correlates with student learning and retentionretention
What is the NSSE?What is the NSSE?(pronounced “nessie”)(pronounced “nessie”)
Refocuses conversations about quality in Refocuses conversations about quality in undergraduate educationundergraduate education
Assesses students engagement in Assesses students engagement in educational practices associated with high educational practices associated with high levels of learning and personal levels of learning and personal developmentdevelopment
Provide systematic national data on “good Provide systematic national data on “good educational practices” educational practices”
Enhances institutional improvement effortsEnhances institutional improvement efforts
NSSE Design ParametersNSSE Design Parameters
Relatively short survey administered to first-Relatively short survey administered to first-year and senior students at public and year and senior students at public and private 4-year institutionsprivate 4-year institutions
Items directly related to college outcomesItems directly related to college outcomes
– Student behaviorsStudent behaviors
– Institutional requirements and practicesInstitutional requirements and practices
– Student reactions to collegesStudent reactions to colleges Administered directly by credible third-party Administered directly by credible third-party
survey organizationsurvey organization
NSSE Respondent NSSE Respondent CharacteristicsCharacteristics
UKUK NSSE 2001NSSE 2001
Response rateResponse rate 40%40% 42%42%
ModeMode
PaperPaper
WebWeb78%78%
22%22%64%64%
36%36%
No. of StudentsNo. of Students 341341 71,42571,425
Sampling ErrorSampling Error
FreshmenFreshmen
SeniorsSeniors+/- 7.7%+/- 7.7%
+/- 7.1%+/- 7.1%+/- 0.4%+/- 0.4%
+/- 0.5%+/- 0.5%
How Engaged Are UK How Engaged Are UK Students?Students?
What percent of UK What percent of UK 1st-year students 1st-year students spent 10 hours or spent 10 hours or less per week less per week preparing for class?preparing for class?
More than halfMore than half
(54%)(54%)
What about UK What about UK seniors?seniors?
About six in tenAbout six in ten(60%)(60%)
How Engaged Are UK How Engaged Are UK Students?Students?
What percent of UKWhat percent of UK 1st-year students 1st-year students have have nevernever talked talked to faculty about to faculty about readings outside of readings outside of class?class?
One-halfOne-half (50%)(50%)
What about our What about our seniors?seniors?
Over one-thirdOver one-third(35%)(35%)
How Engaged Are UK How Engaged Are UK Students?Students?
What percentage of UK What percentage of UK seniors did community seniors did community service or volunteer service or volunteer work?work?
About 6 in 10About 6 in 10(60%)(60%)
‘‘Often’ or ‘very often’ used an Often’ or ‘very often’ used an electronic medium to complete electronic medium to complete assignments?assignments?
More thanMore thantwo-thirdstwo-thirds
(about 70%)(about 70%)
Had a culminating senior Had a culminating senior experience, such as a experience, such as a capstone course or thesis?capstone course or thesis?
Less than halfLess than half(40%)(40%)
Five Benchmarks of Effective Five Benchmarks of Effective Educational PracticeEducational Practice
Clusters of related activities, Clusters of related activities, institutional actions, attitudes, and institutional actions, attitudes, and perceptionsperceptions
Comparisons with the:Comparisons with the:– KY ConsortiumKY Consortium
– doctoral research extensive doctoral research extensive institutionsinstitutions
– national samplenational sample
I. Level of Academic I. Level of Academic ChallengeChallenge
Items on this benchmark include:Items on this benchmark include: Level of preparation for classLevel of preparation for class Number of assigned booksNumber of assigned books Number of written papers of Number of written papers of
varying lengthvarying length Types of cognitive demands Types of cognitive demands
emphasized by courseworkemphasized by coursework
Level of Academic Challenge
51.6 53.149.3
53.451.454.652.9
56.6
25
35
45
55
65
First-Year SeniorUniversity of Kentucky Kentucky Universities Doc/Res Extensive National Sample
Observations about the Observations about the Academic Challenge Academic Challenge
BenchmarkBenchmark UK 1st-year students scored higher than UK 1st-year students scored higher than the KY consortium and Doctoral/Research the KY consortium and Doctoral/Research institutions (between the 50institutions (between the 50thth and 60 and 60thth percentiles)percentiles)
UK seniors scored slightly below these UK seniors scored slightly below these groups (between 20groups (between 20thth and 30 and 30thth percentiles) percentiles)
Our freshmen spend less time preparing Our freshmen spend less time preparing for class than their national counterpartsfor class than their national counterparts
UK freshmen write significantly more UK freshmen write significantly more short and mid-length papers than their KY short and mid-length papers than their KY peerspeers
II. Active and II. Active and Collaborative LearningCollaborative Learning
Items on this benchmark include:Items on this benchmark include: Contributions to class discussionsContributions to class discussions Class presentationsClass presentations Work with other students on Work with other students on
projectsprojects Frequency of discussions about Frequency of discussions about
readings outside of classreadings outside of class
Active and Collaborative Learning
35.6
44.8
38.3
48.0
37.5
45.840.9
49.7
25
35
45
55
65
First-Year SeniorUniversity of Kentucky Kentucky Universities
Doc/Res Extensive National Sample
Observations about the Active Observations about the Active and Collaborative Learning and Collaborative Learning
BenchmarkBenchmark UK freshmen and seniors scored below the UK freshmen and seniors scored below the
KY consortium and doctoral/research ext. KY consortium and doctoral/research ext. institutionsinstitutions
Freshmen scored at the 20Freshmen scored at the 20thth percentile and percentile and seniors scores between the 30seniors scores between the 30thth and 40 and 40thth percentilespercentiles
Our freshmen made fewer class Our freshmen made fewer class presentations than other KY studentspresentations than other KY students
UK seniors were less likely than other KY UK seniors were less likely than other KY students to discuss ideas from readings students to discuss ideas from readings outside of classoutside of class
III. Student Interaction with III. Student Interaction with Faculty MembersFaculty Members
Items on this benchmark include:Items on this benchmark include: Frequency of discussions with Frequency of discussions with
faculty on:faculty on:– gradesgrades– assignmentsassignments– career plans career plans – readingsreadings
Promptness of feedbackPromptness of feedback Participation in research projectsParticipation in research projects
Interaction with Faculty Members
33.639.1
34.5
40.6
31.6
38.435.1
42.9
25
35
45
55
65
First-Year SeniorUniversity of Kentucky Kentucky Universities
Doc/Res Extensive National Sample
Observations about the Faculty Observations about the Faculty Interaction BenchmarkInteraction Benchmark
UK freshmen and seniors scored UK freshmen and seniors scored slightly below students from the KY slightly below students from the KY consortiumconsortium
Our freshmen and seniors scored Our freshmen and seniors scored above students from other above students from other doctoral/research ext. institutionsdoctoral/research ext. institutions
Freshmen scored at the 70Freshmen scored at the 70thth percentile and seniors scores percentile and seniors scores between the 60between the 60thth and 70 and 70thth percentilespercentiles
IV. Enriching Educational IV. Enriching Educational ExperiencesExperiences
Items on this benchmark include:Items on this benchmark include: Participation in co-curricular Participation in co-curricular
activitiesactivities Involvement in community serviceInvolvement in community service Participation in internships and co-Participation in internships and co-
opsops Enrollment in capstone coursesEnrollment in capstone courses Study abroadStudy abroad
Enriching Educational Experiences
50.4
42.5
52.3
45.2
55.3
45.9
55.4
47.6
25
35
45
55
65
First-Year SeniorUniversity of Kentucky Kentucky Universities
Doc/Res Extensive National Sample
Observations about the Enriching Observations about the Enriching Educational Experiences BenchmarkEducational Experiences Benchmark Our students scored well below their peers Our students scored well below their peers
from the KY consortium and research from the KY consortium and research universitiesuniversities
Freshmen scored between the 10Freshmen scored between the 10thth and 20 and 20thth percentiles and seniors scored at the 20percentiles and seniors scored at the 20thth percentilepercentile
UK freshmen and seniors reported their UK freshmen and seniors reported their school placed less emphasis on contact school placed less emphasis on contact among students from different backgrounds among students from different backgrounds than other research universitiesthan other research universities
Our students were less likely than those Our students were less likely than those from research institutions to converse with from research institutions to converse with students of other racesstudents of other races
V. Supportive Campus V. Supportive Campus EnvironmentEnvironment
Items on this benchmark include:Items on this benchmark include: Perceived support to succeed Perceived support to succeed
academicallyacademically Perceived support to thrive sociallyPerceived support to thrive socially Perceived quality of relationships Perceived quality of relationships
with:with:– Other studentsOther students– FacultyFaculty– AdministratorsAdministrators
Supportive Campus Environment
53.348.3
57.353.3
56.151.2
60.256.8
25
35
45
55
65
First-Year SeniorUniversity of Kentucky Kentucky Universities
Doc/Res Extensive National Sample
Observations about the Supportive Observations about the Supportive Campus Environment BenchmarkCampus Environment Benchmark
Our students scored well below their Our students scored well below their peers from the KY consortium and peers from the KY consortium and research universitiesresearch universities
Freshmen and seniors scored between Freshmen and seniors scored between the 20the 20thth and 30 and 30thth percentiles percentiles
Compared to the national sample, our Compared to the national sample, our students reported relatively less support students reported relatively less support to help them . . .to help them . . .– Succeed academicallySucceed academically– Thrive sociallyThrive socially– Cope with non-academic responsibilities at Cope with non-academic responsibilities at
homehome
Other Important FindingsOther Important Findings
First-year students’ self-reported First-year students’ self-reported hours spent preparing for classhours spent preparing for class
Ratings of satisfaction with the Ratings of satisfaction with the University of KentuckyUniversity of Kentucky
Self- Reported Hours Per Week
Freshmen Spend Preparing for Class
54.3%
5.9%
42.0%
13.0%
0%
20%
40%
60%
'10 or Fewer' 'More than 25'
University of Kentucky Doc/Res Extensive
Quality of Advising
Percent Answering 'Good or Excellent'77%
63%
71%
64%66%
57%
72%67%
50%
60%
70%
80%
First-Year SeniorUniversity of Kentucky Kentucky Universities
Doc/Res Extensive National Sample
Satisfaction with One's Entire
Educational Experience
3.062.97
3.06 3.113.16 3.153.19 3.24
2.42.62.83.03.23.4
First-Year Senior
University of Kentucky Kentucky Universities
Doc/Res Extensive National Sample
Reasons to be pleased . . .Reasons to be pleased . . .
Our first-year students . . . Our first-year students . . . – appear to be challenged academicallyappear to be challenged academically
– give high ratings to the quality of advisinggive high ratings to the quality of advising
Our freshmen and seniors . . . Our freshmen and seniors . . . – are more likely than their KY peers to use are more likely than their KY peers to use
electronic media to complete an assignment electronic media to complete an assignment and to communicate with their instructors and to communicate with their instructors
– report greater interaction with faculty than report greater interaction with faculty than students from other research institutionsstudents from other research institutions
Things to think about . . .Things to think about . . .
Encourage students to: Encourage students to:
– collaborate with peers collaborate with peers
– make more presentationsmake more presentations
– engage in more discussions outside of class engage in more discussions outside of class
– take more capstone coursestake more capstone courses
– study abroadstudy abroad
Emphasize the importance of diversity Emphasize the importance of diversity
Things to think about . . .Things to think about . . .
Provide needed academic and social Provide needed academic and social support support
Find out why the gap in UK’s level of Find out why the gap in UK’s level of engagement is greater for our seniors engagement is greater for our seniors than our first-year studentsthan our first-year students
Raise expectations regarding the Raise expectations regarding the amount of time students should devote amount of time students should devote to their studiesto their studies
First-Year Retention RatesFirst-Year Retention Rates
60
65
70
75
80
85
1991 1993 1995 1997 1999 CPE
2002
Attrition Cohort 2000Attrition Cohort 2000
Enrolled at LCCEnrolled at LCC 10%10%
SuspensionSuspension 24%24%
Academic PerilAcademic Peril 44%44%
< 20 ACT< 20 ACT 12%12%
< 2.5 HS GPA< 2.5 HS GPA 6% 6%
Retention Rates for Retention Rates for Students on ProbationStudents on Probation
40
45
50
55
60
65
70
ALL Male Female AA W
Retention Rates for Freshmen with Retention Rates for Freshmen with Selected Course GradesSelected Course Grades
2030405060708090
ENG 101 CHE 105 MAT 109
A B C D E W
Action Plan for Action Plan for Implementing Swift ReportImplementing Swift ReportFreshman Seminars Freshman Seminars
Writing-Oral Writing-Oral Communications Course Communications Course
Student Resource Center Student Resource Center
Living / Learning Living / Learning Communities Communities
Departmental Teaching Departmental Teaching AwardsAwards
Peer MentorsPeer Mentors
Teaching Assistants Teaching Assistants
Junior/ Senior Experience Junior/ Senior Experience
Technology Technology
Undergraduate ResearchUndergraduate Research
Institutional Research Institutional Research Capacity Capacity
Class Availability Class Availability
Faculty Resources and the Faculty Resources and the Best StudentsBest Students
Classroom and Laboratory Classroom and Laboratory RenovationsRenovations
Classroom Space and Efficient Classroom Space and Efficient SchedulingScheduling
Simplify & Improve USPSimplify & Improve USPChallenging CoursesChallenging CoursesHonors Program DevelopmentHonors Program DevelopmentEnhance Intellectual and Enhance Intellectual and
Cultural DiversityCultural Diversity
Retention Initiatives 2001Retention Initiatives 2001 Increase sections of UK-101 from 43 to 45Increase sections of UK-101 from 43 to 45 Establish Senate Committee on AdvisingEstablish Senate Committee on Advising Expand Academic Recovery Expand Academic Recovery Enhance Undergraduate Research Enhance Undergraduate Research
ProgramProgram Launch Instructional Innovation ProgramLaunch Instructional Innovation Program Coordinate tutoring services Coordinate tutoring services Enrollment Management GroupEnrollment Management Group Project ElevationProject Elevation
Questions and DiscussionQuestions and Discussion
How Do I Find Out More?How Do I Find Out More?
NSSE WebsiteNSSE Website www.indiana.edu/~nssewww.indiana.edu/~nsse
Roger SugarmanRoger Sugarman
rpsuga0@email.uky.edu
www.uky.edu/LexCampus/www.uky.edu/LexCampus/
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