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Student Engagement at Northeastern Illinois
Analysis and Use of the National Survey of Student Engagement
(NSSE)2009
Background Administered by Indiana University Began in 2000; NEIU has always
participated In 2009, 640 institutions participated Only survey freshmen and seniors Measures extent to which students
engage in effective educational practices
Measuring Student Engagement
Benchmarks of Effective Educational Practices Level of Academic Challenge (LAC) Active and Collaborative Learning (ACL) Student-Faculty Interaction (SFI) Enriching Educational Experiences
(EEE) Supportive Campus Environment (SCE)
Why is Student EngagementImportant?
Student Engagement inEffective Educational Practices
Learning Personal
Development Student Satisfaction Persistence Graduation
Why is Student EngagementImportant?
Factors positively associated with student success
Student – Student Interaction Student – Faculty Interaction Hours Studying Discussing diversity issues with other
students Tutoring other students Socializing with diverse students Institutional emphasis on diversity
Why is Student EngagementImportant?
Conditions associates with for Student Success
Frequent contact with students, faculty, and staff “Time on Task” spent in educationally purposeful
activities Learning experiences that are shared and
discussed with other students and connected with other points of learning on the campus
Membership and integration into the university community
Urban Peer Set
• New Jersey City University-NJ
• Purdue University-Calumet Campus-IN
• California State University-Dominguez Hills-CA
• Chicago State University-IL
• Auburn University-Montgomery-AL
• California State University-Stanislaus-CA
• CUNY Lehman College-NY
• The University of Texas-Pan American-TX
• The University of Texas at Brownsville-TX
• Texas A & M University Corpus Christi
• Indiana University-Northwest-IN
Level of Academic Challenge
Preparing for class: Studying, reading, writing, lab work Number of assigned textbooks/books/book-length packs Number of written papers or reports Coursework emphasizes: Analysis of basic elements of an idea Coursework emphasizes: Synthesis and organizing of ideas Coursework emphasizes: Making of judgments Coursework emphasizes: Applying theories to practical problems Working hard to meet an instructor’s standards or expectations Spending significant amount of time studying
55 5353 57
15
25
35
45
55
65
75
85
1st Year Seniors
NEIU Selected Peers
Level of Academic Challenge:
Item Analysis
1st Yr Senior
NEIU Peers NEIU Peers
Number of written papers or reports < 5 pages 65% 54% 54% 53%
Coursework emphasizes: Making of judgments 76% 71% 63% 75%
Coursework emphasizes: Applying theories 79% 71% 69% 81%
Working hard to meet an instructor’s expectations 52% 63% 59% 70%
Spending significant amounts of time studying 82% 77% 62% 72%
Active and Collaborative Learning
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 to prepare class assignments Tutored or taught other students (paid or voluntary) Participated in a community-based project as part of a course Discussed ideas from classes outside of class
45 4343
54
15
25
35
45
55
65
75
85
1st Year Seniors
NEIU Selected Peers
Active and Collaborative Learning: Item Analysis
1st Yr Senior
NEIU Peers NEIU Peers
Made a class presentation 45% 36% 57% 68%
Worked with classmates outside of class to prepare assignments
37% 45% 31% 62%
Tutored or taught other students (paid or voluntary) 17% 15% 12% 23%
Participated in a community-based project as part of a course
18% 12% 5% 22%
Discussed ideas from classes outside of class 61% 59% 52% 69%
Student-Faculty Interaction
Discussed grades or assignments with an instructor Talked about career plans with a faculty member Discussed ideas from classes with faculty outside of class Worked with faculty on activities other than coursework Received prompt feedback from faculty Worked on research project with faculty without being required
363335
42
15
25
35
45
55
65
75
85
1st Year Seniors
NEIU Selected Peers
Student-Faculty Interaction: Item Analysis
1st Yr Senior
NEIU Peers NEIU Peers
Discussed grades or assignments with an instructor 50% 52% 49% 62%
Talked about career plans with a faculty member 31% 35% 26% 46%
Discussed ideas from classes with faculty outside of class 25% 25% 19% 31%
Received prompt feedback from faculty 62% 52% 61% 63%
Worked on research project with faculty w/out being required 47% 41% 19% 35%
Worked with faculty on activities other than coursework 24% 18% 9% 22%
Enriching Educational Experiences
• Co-curricular activities• Practicum/Internship / Field Experience• Community service / Volunteer• Foreign language courses / Study abroad• Independent study or self-designed major• Culminating senior experience• Conversations with students of differing religion, politics, and values• Conversations with student of differing racial/ethnic backgrounds• Using electronic medium to discuss or complete assignments• Campus environment encouraging contact with diverse student body• Learning community or program where groups of students take multiple classes together
25 25
3530
15
25
35
45
55
65
75
85
1st Year Seniors
NEIU Selected Peers
Enriching Educational Experiences: Item Analysis
1st Yr Senior
NEIU Peers NEIU Peers
Co-curricular activities 24% 35% 25% 41%
Community service / Volunteer 69% 78% 56% 75%
Foreign language courses 74% 62% 33% 50%
Conversations with student of differing racial/ethnic 53% 44% 63% 49%
Using electronic medium to discuss or complete assignments
52% 52% 53% 65%
Learning community 52% 51% 29% 43%
Supportive Campus Environment
Campus environment provides the support you need to succeed academically
Campus environment helps you cope with non-academic responsibilities Campus environment provides social support Quality of relationships with other students Quality of relationships with faculty members Quality of relationships with administrative personnel and offices
5463
6861
15
25
35
45
55
65
75
85
1st Year Seniors
NEIU Selected Peers
Supportive Campus Environment: Item Analysis
1st Yr Senior
NEIU Peers NEIU Peers
Provides the support you need to succeed academically 85% 75% 62% 72%
Provides support you need to strive socially 61% 51% 27% 41%
Helps cope with non-academic responsibilities 50% 45% 21% 35%
Summary Results: Benchmarks
Freshmen are slowing improving over time (see posters)
Seniors are not improving (see posters)
No significant differences in 2009 between our freshmen and those of our peers on each benchmark
In 2009 our seniors are significantly lower than those of our peers on all benchmarks
Summary Results: Item Analysis for Freshmen
Strengths for freshmen are in collaborative learning, student-faculty interaction, and supportive campus environment Making a class presentation Receiving prompt feedback from
faculty Receiving support needed to succeed
academically and thrive socially
Summary Results: Item Analysis for Freshmen
Weaknesses for freshman are in academic challenge, collaborative learning, and enriching educational experiences Less hard work to meet instructor’s
expectations Less working with students outside of class
to prepare assignments Less co-curricular activities Less community service/volunteer work
Summary Results: Item Analysis for Seniors
Weaknesses for seniors span all benchmarks Less coursework emphasis on applying theories Less participation in community project as part
of course Less work with faculty on activities other than
coursework Less community service/volunteer work Less help coping with non-academic
responsibilities
How Do We Use NSSE?
Guide Planning Develop goals in a strategic plan Develop outcomes in an annual work
plan Evaluate progress
Measure progress in strategic goals Measure progress in annual work plan Are we meeting goals for
baccalaureate degree?
Indiana University-EastRichmond, IN IU East identified the Enriching
Educational Experiences benchmark as a priority. The category surveys diversity experiences,
internships, community service, and senior capstone courses.
IU East is committed to broadening student experiences both within and outside of the classroom.
Centre CollegeDanville, KY
“We have determined that we may need to strengthen our offering of active and collaborative learning, and have elected to make this a part of our strategic planning process…our students tell us this, and we have elected to take a hard look at how we are doing in this highly effective approach to teaching.”
Grand View UniversityDes Moines, IAHere are some examples of activities we’ve
undertaken to improve student engagement:
Provided resources and training for faculty members to incorporate more active and collaborative learning strategies into the classroom.
Provided additional gathering places for students to study together, meet with faculty members in more casual settings, and converse with friends.
Established a funding program to encourage faculty members to engage with their students outside the classroom
Baccalaureate Goal 1:Intellectual and Practical Skills
1st Yr Senior
NEIU Peers NEIU Peers
Writing clearly and effectively 89% 77% 68% 80%
Speaking clearly and effectively 85% 73% 72% 77%
Thinking critically and analytically 89% 83% 80% 88%
Working effectively with others 79% 77% 77% 82%
Inquiry, analysis and evaluationCritical and creative thinkingWritten and oral communication proficiencyOriginal design and artistic performanceQuantitative literacyInformation literacy and research methodsTechnological competenceTeamwork and problem solving
DRAFT
DRAFT
Baccalaureate Goal 2:Immersion in Disciplines/Fields of Study
1st Yr Senior
NEIU Peers NEIU Peers
Worked on a paper or project that required integrating ideas or information from various sources
74% 79% 79% 87%
Put together ideas or concepts from different courses when completing assignments or during class discussions
65% 54% 57% 68%
Coursework emphasizes synthesizing and organizing ideas, information, or experiences
69% 69% 71% 76%
Solving complex real-world problems 76% 62% 59% 64%
Knowledge of human cultures and the physical and natural world Mastery of different modes of knowing and integrative learning
in a student’s major, with a broad awareness of other areas of study
Ability to synthesize general and specialized studies both within and across disciplines
Use of classroom knowledge to identify and engage big questions , as well as the practical issues of everyday life
DRAFT
DRAFT
Baccalaureate Goal 3:Learning within the Resources of Community and Diversity at NEIU
1st Yr Senior
NEIU Peers NEIU Peers
Practicum, internship, field experience, or co-op experience 74% 74% 69% 75%
Learning community where groups of students take two or more classes together
52% 51% 29% 43%
Worked on a research project with a faculty w/out being required 47% 41% 19% 35%
Participated in a community-based project as part of a regular course
18% 12% 5% 22%
Tried to better understand someone else’s views by imagining how an issue looks to them
55% 61% 53% 63%
Integration of knowledge through internships, volunteerism, service learning, student teaching, applied research and writing, creative work and performance, etc.
Engagement at the personal and community level Application of local and global civic knowledge Appreciation of the complexities of individual identities Intercultural knowledge and competence
DRAFT
DRAFT
Measuring Institutional Change
Measure: Supportive Campus Environment (G1/G4)General Definition: Cultivating a positive working and social environment.
Frame of Reference: Urban peers had mean of 63; top 10% of NSSE09 had mean of 69
55
62 61 62
68
20
40
60
80
100
2005 2006 2007 2008 2009
Benchmark: 70
College of Business and Management Oversampled seniors Increased sample size allowed for
comparison to NEIU and peers Used data in retreat Will use data as baseline to
measure change Helped prepare for accreditation Will oversample again in 2012
Wrap Up Our participation in NSSE is for the
students NSSE allows us to use student voices to
guide improvements With it we can:
Measure factors that contribute to student success,
Look at processes that might lead to increased student engagement, thereby,
Promote effective educational practices
Response Rate (2003-2009)
Senior 128 125 98 111 82 87 117
1st Year 103 77 52 76 53 48 46
41%
32%
24%26%
24%
14%
37%33%
24% 25%30%
20% 17% 15%
0%
20%
40%
60%
2003 2004 2005 2006 2007 2008 2009
Senior 1st Year
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