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Maximizing Your Assessment by Combining Student Survey Results: EBI, NSSE, and CIRP. Jillian Kinzie, Ph.D. Associate Director, Center for Postsecondary Research and National Survey of Student Engagement (NSSE) Institute John Pryor, M.A. - PowerPoint PPT Presentation
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Maximizing Your Assessment by Combining
Student Survey Results: EBI, NSSE, and CIRP
Jillian Kinzie, Ph.D.Associate Director, Center for Postsecondary Research and National Survey of Student Engagement (NSSE) Institute
John Pryor, M.A.Director, Cooperative Institutional Research Program, Higher EducationResearch Institute
Darlena Jones, Ph.D.Director of Research and Development, Educational Benchmarking
Session Objectives Introduction Overview of CIRP, NSSE, and EBI Data Triangulation Using Studies to Measure…
Retention Integration to Campus First-Year Program Improvement Learning Outcomes
Using Multiple Data Sources Other Data Considerations Small Group Discussion
Introduction
What is CIRP?
CIRP: Cooperative Institutional Research Program
Introduction CIRP surveys have been
used for decades to understand and illustrate the impact of college.
Can use the surveys as cross-sectional surveys, but the key advantage of CIRP surveys is that they are longitudinal.
InputsCIRP Freshman Survey
(e.g., academic performancein high school, financial concerns
prior to college entry, expectations for college,
degree aspirations,self-concept in high school)
Environments YFCY/CSS
(e.g., place of residence during college, interactions
with peers and faculty, curricularand co-curricular experiences)
OutcomesYFCY/CSS
(e.g., satisfaction with college, retention, gains in college, post-
college plans)
Astin’s I – E – O Model
Higher Education Research Institute at UCLA
Cooperative Institutional Research Program
FreshmanSurvey YFCY CSS
Faculty Survey
Funded Research
• Ford Foundation• Templeton Foundation• National Institutes
of Health
Largest and longest-running national study of American college students…2008 is 43nd administration
Initiated in 1966 at the American Council on Education; Housed at HERI (UCLA) since 1973
CIRP Freshman Survey (TFS)CIRP Freshman Survey (TFS)
CIRP Freshman Survey (TFS)CIRP Freshman Survey (TFS)
Three types of input items:Pretests on possible outcomes measuresSelf-predictions about possible future
outcomesPersonal characteristics that might effect
the propensity to attain certain outcomes
1966 2007
206,865 respondents
251 Colleges and Universities
374,261 respondents
536Colleges
and Universities
Total over 42 years:13,408,942 students
1,708 colleges and universities
Your First College Year (YFCY)
Launched in 2000 208,157 students at 378
schools
Designed to assess academic and personal development over the first year of college
Developed in collaboration with the Policy Center on the First Year of College
Mission: Longitudinal assessment of student development and institutional/programmatic impact during the first year of college
Study Launch: Pilot Studies in Spring 2000 & 2001; National Assessment launched in Fall 2002
Data Collected: Since its inception, surveyed nearly 150,000 first-year students at nearly 250 institutions nationwide
Administration: Disseminated at end of the first year in an on-campus administration format; paper and/or web versions; overall response rates 35-82%.
Your First College Year Survey (YFCY)
Comprehensive in content to assess academic & social experiences as well as cognitive & affective development
Designed as a follow-up instrument: 40% of items are direct post-tests to questions on the
CIRP Freshman Survey
Survey Content Academic achievement & engagement Learning strategies and pedagogical practices Residential & employment experiences Interactions with family, peers, faculty & staff Patterns of behavior Student values and life goals Satisfaction, self-concept, & feelings of personal
success Plans for the next academic year
Space for 20 questions of local relevance
YFCY…
Standard Deliverables
Institutional Profile
Longitudinal Profile
Electronic Data File
Reports on Spreadsheet
Additional Data Services
Institutional Data in PowerPoint Executive Summary
Peer Group Reports
Data Merges
YFCY Deliverables and Data…
Using YFCY Data to Enhance Campus Assessment Efforts
Methodologies Descriptive analyses with
campus data Comparative analyses
Institutional subgroups Institutional vs. national data Aspirant group or consortium
Measures of association Factor analyses Trends analyses Multivariate analyses
Purposes Self-study reports & strategic
planning
Retention studies
Examining group differences among students
Programmatic assessment Measuring student
development & institutional impact
Feedback to campus constituents
Creation of a student information system
Who is NSSE?
NSSE: National Survey of Student Engagement
Launched in 2000, supported by institutional participation fees
Parent survey CSEQ (1979)
National design team created survey
Administered by Indiana University Center for Postsecondary Research
More than 1,300 different baccalaureate colleges/universities from 50 states, Puerto Rico, and Canada (CCSSE is for 2-year institutions)
Consortia can add up to 20 questions (e.g., women’s colleges, HBCUs, state systems)
Spring administration to first-year & senior students
Third party, standardized administration; average 40% response rate, random sample, and select comparison groups.
NSSE Stats…
Provide reliable indicators of “good educational practices”
Support institutional improvement and accountability efforts
Foster comparative & consortium activity
Refocus conversations about quality in undergraduate education
Direct measure of frequency of participation in educational practices associated with learning and development.
NSSE Purposes
College student survey that
assesses the extent to which students
engage in educational
practices associated with
high levels of learning and development
Survey Instrument
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
Two Components of Student Engagement
Comparative data (National, Carnegie Class, Select Comparison Groups, and/or Consortium)
Respondent Characteristics
Frequency Distributions
Mean Comparisons
Benchmark Comparisons
Multi-year Benchmark Comparisons
Pocket Guide Report (for prospective students)
Executive Snapshot Report
Data File [so you can link to other data!!]
NSSE Reports
Based on requests for related pre-college measures
Measures selected high school experiences and students interest in and expectations for participating in educationally purposeful activities during college
Designed to be combined with spring NSSE data for “pre- and post”- views of the first-year experience; Use to examine gap between expectations and engagement and study effect of students’ background on NSSE scores
Can also be used as stand alone assessment
Pilots in 2005, 2006; Officially launched in 2007
BCSSE – Beginning College Survey of Student Engagement
Merging NSSE data with school records
Descriptive displays of engagement patterns by any number of student characteristics
Prediction models for retention, degree attainment, grades, other outcomes
Tracking student engagement year to year
Comparisons against aspirational, regional, and mission-related institutions
Program assessment Accreditation reporting Consortium and
system data sharing Scholarly research
NSSE Possibilities
Who is EBI?
EBI: Educational Benchmarking, Inc.
Founded in 1994 by Joseph Pica, Ed.D and Glenn Detrick (retired in 2002)
Over 1500 Colleges and Universities (U.S.A. and 15 other countries like Australia, Mexico, Spain, and Egypt) have participated in EBI’s studies
Surveyed over 12 million people
Nearly 100 Assessments in 10 areas of higher education
Over 500 custom assessments for schools like MIT, Ohio State, UCLA, University of Georgia, and University of Florida
Produced over 17,000 customized reports
Creation of WESS
EBI Stats…
EBI’s Partners (alphabetical order)AACN (American Association of Collegiate Nursing)
ACUHO-I (The Association of College and University Housing Officers International)
ACUI (Association of College Unions International)
AFA (Association of Fraternity Advisors)
Ball State University –
MHLI (Military Housing and Lodging Institute)
OTC (Outside the Classroom)
Policy Center on the First Year of College
Mission: To assess the effectiveness of first-year courses / seminars.
Survey Development: Created in conjunction with the Policy Center for the First Year of College. Initial funding of project by the Pew Charitable Trusts. Currently funded by institution participation.
Study Stats: Pilot Study in Spring 2001; National Assessment launched in Fall 2001. 169 colleges and universities have submitted over 185,000 responses.
Why Participate: Provides institution information on course effectiveness. Provides instructors’ their class results for individual improvement.
EBI First-Year Initiative (FYI)
Relevant Assessments…
f
Mission: To assist college and universities in assessing resident satisfaction of residence hall functions and the effectiveness of residence hall life.
Survey Development: Created in conjunction with ACUHO-I. Housing professionals collaborated with EBI to design survey questions.
Study Stats: National Assessment began Spring 1998. Since then, 567 colleges and universities worldwide have submitted over 2.6 million responses.
Why Participate: Provides evidence of student satisfaction of their on-campus living experience and student learning outcomes linked to CAS Standards.
Relevant Assessments…
ACUHO-I/EBI Resident Assessment
Mission: An early warning indicator of retention and student success
Survey Development: Created in conjunction with Ball State University. Sherry Woosley from BSU collaborated with EBI to design survey questions.
Study Stats: Study piloted in 2006 – full national study in 2007. Over 40 institutions are utilizing MAP-Works in 2008
Why Participate: Provides reporting directly to each first-year student regarding their behaviors benchmarked against their first-year cohort. Provides information directly to advisors, hall directors, and FYE instructors regarding their students so early intervention can occur.
MAP-Works
Relevant Assessments…
Mission: Assist campus professionals in the self-study of their first-year program in support of the Foundations of Excellence
Survey Development: Created in conjunction with the Policy Center on the First Year of College. Randy Swing, John Gardner, and Betsy Barefoot collaborated with EBI to design survey questions.
Study Stats: Studies piloted Summer 2005. National Assessment launched Fall 2005. Since 2005, 67 schools have participated in the 4 year study and 39 schools have participated in the 2 year study.
FoE/EBI Foundation of Excellence Student and Faculty/Staff Assessments
Relevant Assessments…
General Features… Professional Survey Development: EBI’s survey development
team working in partnership with professional organizations
Data Collection: Paper surveys (where available) or online
WESS: State-of-the art data collection, reporting, and distribution system. Programmed and maintained by EBI software engineers. View Reports Online: Provides visualizations of results and ability to
download responses and/or calculated data for higher-level analysis
Share Reports Online: Ability to allow access to online reporting to others
Written Analysis: Analysis notebooks with full detailed descriptive analysis (factor and question means, frequency distributions, etc.) Analysis also available online in PDF format.
Assessment Features…
Assessment Features…Comparisons… Inter-Institutional Comparisons: Provide comparative
information for high level decision-making and resource allocation
Intra-Institutional Comparisons: The ability to code units (areas/hall/floors, chapters, or course sections) for internal comparison to support internal improvement
Longitudinal Comparisons: Provide trend data to assess the impact of initiatives
Customization… Statistical Analysis: Provides statistical testing and information
for resource allocation
Institutional Specific Questions: Institutions may add up to 10 questions (5 can be open-ended if using our online surveying system, WESS)
Data Triangulation
What Is Data Triangulation? Application and combination of several data points or
sources to overcome weaknesses of single-measure studies
Why Use Data Triangulation? Increase confidence in findings through convergence
of different perspectives The point at which perspectives converge is seen to
represent reality Builds a rich data resource
Astin’s I-E-O Model
InputsCIRP Freshman, BCSSE,
MAP-Works(e.g., academic performance
in high school, financial concernsprior to college entry,
expectations for college, degree aspirations,
self-concept in high school)
OutcomesYFCY, CSS,EBI, NSSE
(e.g., post-college aspirations, satisfaction with college,
academic and social adjustment, degree completion
rates)
Environments CSS, YFCY, EBI, NSSE
(e.g., place of residence, interactions with peers and faculty,
engagement, programmatic features, curricular & co-curricular experiences)
Similarities and Differences
Comparing these instruments, we’ll be answering the questions...
What are the unique features of these instruments? What are the similarities between these instruments? What are the differences between these instruments? How do these instruments complement each other?
Next, how these instruments address… Retention Integration Learning Outcomes First Year Program Improvement
Retention
NSSE and Retention…
Links between NSSE & Retention Goals:
NSSE is a stimulus for reflection on what the institution does well & areas for improvement
Focuses attention on ultimate goal of persistence – improved educational experiences (not just retention)
Identifies what distinguishes the institution, where
Student experience matches espoused mission
Student experience falls short NSSE results can be connected to institutional data to
build persistence models
NSSE items and Tinto’s Model of Student Persistence
Students engagement in effective educational practices as indication of level of academic & social integration (1a-v; 6a-f; 9a-g etc.)
Institutional environment items indicate the level of commitment to student success (10a-g)
Student intentions to engage in educational activities before graduating (7a-h)
NSSE and Retention…
Retention Indicators Monitor satisfaction Examine intent to engage in enriching educational
experiences Identify problematic student behaviors (e.g., % preparing
for class; % preparing 2 or more drafts; frequency of contact with faculty outside of class)
Retention Studies Study relationship between engagement and first-year
retention Compare persisters vs. non-persisters Study program impact (e.g., first-year learning
communities; course-based service experience)
NSSE and Retention…
Retention to Second Year by Engagement
79%84% 85%
82% 82%84%88%
86% 87% 85%
91% 91% 91%88% 89%
93%95%
92%89%
92%92%
84%
91% 93% 93%
0%
10%
20%
30%
40%
50%
60%
70%
80%
90%
100%
Very Low 79% 84% 85% 82% 82%
Low 84% 88% 86% 87% 85%
Average 91% 91% 91% 88% 89%
High 93% 95% 92% 89% 92%
Very High 92% 84% 91% 93% 93%
Level of Academic Challenge
Academic and Collaborative
Learning
Student Interaction w ith Faculty
Enriching Educational Experiences
Supportive Campus Environment
NSSE and Retention at one institution…
CIRP Freshman Survey asks students to predict the likelihood that they will transfer, stop-out, or leave
YFCY asks if they have transferred from a different institution; CIRP TFS pre-test data will be merged with the YFCY responses even if the pre-test was administered at a different institution
YFCY asks students to share their plans for their sophomore year, i.e., intent to re-enroll
Data can be merged with information from the registrar to compare predicted vs. actual retention rates
CIRP and Retention…
One of the biggest problems with studying retention is that it is inextricably linked with who you admit (pre-college characteristics and performance)
Longitudinal assessment (e.g. CIRP Freshman Survey and YFCY) allows institutions to control potentially-biasing background characteristics when assessing first-to-second year retention rates
“Many of the so-called highly productive institutions turn out to be underproductive when the caliber of their entering students is taken into account.” Alexander Astin, 2003
CIRP and Retention…
Ex. What entering characteristics positively predict first-to-second year enrollment? Emotional health is a positive predictor, but recent cohorts of students are exhibiting more stress & greater levels of depression
Ex. How do service-learning, first-year seminars, and learning communities affect the decision to re-enroll? Service learning is a positive predictor on its own; First-year seminars and learning communities are effective when taken in combination
Consideration of “inputs” and “environments” in retention analyses identifies populations of at-risk students and programs/experiences that facilitate or inhibit persistence
CIRP and Retention…
Who is responsible for student success on your campus? Enrollment Management/
Retention? Student Affairs? Academic Affairs?
What information do you know about this first-year student?
Student ID: YD252952HS GPA: 3.93SAT Verbal: 29Location: In stateGender: FemaleRace: African AmericanAge: 18Major: Undecided
Do you really know them?
Enrollment Management/R
etentionStudent Affairs
Academic Affairs
EBI and Retention…
Paradigm Shift What would happen
if… ALL faculty/staff were
responsible for student success?
YOU knew student was struggling?
Could you do something about it before it was too late?
Enrollment Management /
Retention
Residence Hall Staff
Academic Advisor
First-Year Seminar Instructor
Academic Department
Heads
Financial Aid
Minority Student Affairs
I’m really homesick
I don’t think I can afford college My roommate
and I argue all the time
Student AffairsAcademic
Affairs
I’m thinking about
transferring
I’m struggling in my math
class
EBI and Retention…
•Expectations
•Behaviors
MAP-Works Process
•Social Norming
•Expectations
•CampusResources
•Student Summary
•Scan Students
•Student Profile•Institution
Profile•Campus
Resources
Integration to Campus
What is the level of student engagement on your campus?
NSSE data demonstrates what students do and what students believe the institution emphasizes
Results can be used to shape new student behavior
Criterion reference benchmarking to compare against predetermined value (e.g., 20% FY students worked with peers on assignments outside of class – should this be higher??)
NSSE and Engagement…
Astin’s Involvement Theory
The amount of student learning and development associated with any educational program is directly proportional to the quantity and quality of student involvement in that program
The effectiveness of any educational policy or practice is directly related to the capacity of that policy or practice to increase student involvement
CIRP and Student Involvement
CIRP and Academic InvolvementCIRP
TFS
CIRP
YFCY
Studied > 6 hours/week 49% 68%
Look up scientific research articles and resources 23% 29%
Revise your papers to improve your writing 54% 53%
Seek feedback on your academic work 49% 42%
Ask questions in class 59% 34%
Been bored in class 38% 37%
Asked professor (teacher) for advice after class 28% 15%
“A” average 38% 21%
CIRP and Co-Curricular Involvement
CIRP
TFS
CIRP
YFCYPerformed volunteer work 89% 63%
Attended religious services 79% 53%
Socialized with Friends >6 hrs/week 70% 79%
Student Clubs or Groups > 3 hrs/week 40% 31%
Online Social Network Sites > 3 hours/week 43% 56%
EBI and Interaction…
First-Year Initiative Assessment Course Improved Connections with Faculty
Course Improved Connections with Peers
Sense of Belonging and Acceptance
AFA/EBI Fraternity/Sorority Assessment “Fraternity/Sorority Enhanced Interpersonal Relationship Skills”
Top predictor of Overall Program Effectiveness
EBI and Interaction…
FoE/EBI Foundations of Excellence Student Assessment
Top two predictors of Overall Evaluation of Program: Overall Evaluation: Transition Support All Students: Campus Environment
ACUHO-I/EBI Resident Assessment “Interaction with Others in the Hall” is a top predictor
of Overall Evaluation of Program for 90% of schools
EBI and Interaction…
MAP-Works – all about Interaction… Levels of Personal One-on-One Interaction
Student to Faculty/Staff (like FYE Instructor / Advisor / Hall Director) Faculty/Staff interactions with other Faculty/Staff Upper Administration interaction with Faculty/Staff Upper Administration interaction with Student
Aggregate Study of Student Interaction The factor, “Social Integration” is top predictor of a successful social
transition to college
First-Year Program Improvement
Identify strengths and areas for growth Ex. FY students frequently engage in active learning
(+); but are involved in enriching educational experiences at low levels (-)
Assess effectiveness of FY interventions Ex. Low student faculty interaction scores at small
college prompts institution to establish mentoring program, and involve students in undergraduate research; 2 years later NSSE results rise on this benchmark
NSSE and FYP Improvement…
NSSE and FYP Improvement…
Sewanee: University of the South: Concern about FY students’ low active and collaborative learning results led Sewanee faculty to rejuvenate first-year seminar course, increase active pedagogies & collaborate with student affairs to create rich co-curricular elements.
Worcester Polytechnic Institute: NSSE results showed FY students less engaged than seniors. Created new FY interdisciplinary, inquiry-based seminars; better integration of disciplines; engaging introductory courses. Associate Dean appointed to Office for the First Year. Assessment plan for the FY in development with NSSE indicators as key component.
UW Green Bay: Used NSSE items in Freshman Seminar Pilot Study to test impact of revised seminar.
Several common first-year programs are included on the survey First-year seminars Service learning Student-centered pedagogies Special Interest Housing Tutoring Remedial education Diversity/multicultural experiences Student-faculty research partnerships
Measures satisfaction with numerous campus services and facilities
CIRP and FYP Improvement…
Using YFCY Data to Improve Programs Identify patterns of participation in specific programs
Measure levels of satisfaction with services/programs
Conduct sub-group analyses of involvement in programs to examine differential involvement
Ex. First-year seminars and involvement with faculty
Identify the impact of programs and services on key outcomes of the first year individually and in combination
CIRP and FYP Improvement…
EBI and FYP Improvement…
First-Year Initiative Assessment - Mission of study is the improvement of the first-year course/seminar. Pertinent factors include “Course Improved…”
Study Strategies Academic and Cognitive Skills Critical Thinking Connections with Faculty Connections with Peers Out-of-Class Engagement Knowledge of Campus Policies Knowledge of Academic Services Managing Time and Priorities Knowledge of Wellness
EBI and FYP Improvement…
ACUHO-I/EBI Resident Assessment
AFA/EBI Fraternity/Sorority Assessment
ACUI/EBI College Union Assessment and Student Activities Assessment
All studies contain class standing as a categorical question. Institutions can filter results to first-year students to understand the impact of their programs
All assessments’ mission is program improvement by understanding students’ perceptions of their program
EBI and FYP Improvement…
Foundations of Excellence Student and Faculty/Staff Assessments
Both studies measure the institutions’ delivery of the first year of college from the first-year students’ perceptions and the faculty/staff’s perceptions
Assessments are integrated into a full self-study of the institution’s first year of college overseen by the Policy Center.
EBI and FYP Improvement…
MAP-Works! Study measures first-year students’ expectations of their first-
year and their perceptions of their environment during that initial transition
Online reports are sent to each student and their advisor, hall director, and/or first-year course instructor. Students’ reports focus on the top areas of transition (i.e. study time, self-
management, making friends, residence hall transition, etc.) Faculty/staff’s reports focus on areas of risk self-reported by student (i.e.
no support system, few expected study hours, expected graduation, etc.) Institution’s reports focus on areas of low performance by large
segments of population to support improvement of first-year programs.
Learning Outcomes
Self-Reported Outcomes…
Can be trusted so long as…
Questions are clear, with singular meanings and interpretations.
The information requested is known to respondents.
Respondents believe the questions merit a thoughtful response.
Response options are complete and appropriate.
Questions avoid risk to the respondent, and do not encourage the respondent to respond in socially desirable ways.
Provides student learning process and outcomes
indicators To what extent are FY students developing
their writing skills? % FY writing papers > 5 pgs. % FY students who prepare 2 or more drafts % FY reporting substantial gains in writing
effectively % FY worked on paper requiring integrating ideas,
sources
NSSE and Learning Outcomes…
NSSE & Educational and Personal Gains (% “very much” or “quite a bit”)
Self-Reported Educational and Personal Gains from College
First-YearStudents
Seniors
Thinking critically and analytically 81% 87%
Acquiring a broad general education 82% 86%
Working effectively with others 66% 78%
Writing clearly and effectively 72% 77%
Learning effectively on your own 70% 77%
Using computing and information technology 65% 76%
Acquiring job or work-related knowledge and skills 57% 72%
Speaking clearly and effectively 60% 72%
Understanding yourself 60% 66%
Analyzing quantitative problems 55% 65%
Solving complex real-world problems 49% 58%
Understanding people of other racial/ethnic backgrounds 50% 52%
Voting in local, state, or national elections 24% 23%
NSSE and Learning Outcomes…
Using TFS & YFCY: Academic & Cognitive Indicators Grade point average
Goes down by ½ point during first year Longitudinal change in self-ratings of skills
Writing ability (+8%) Mathematical ability (-3%) Academic ability (-5%)
Self-perceived changes General knowledge (21% report much stronger) Critical thinking skills (19% report much stronger) Analytical/problem-solving skills (17% report much stronger
CIRP and Learning Outcomes…
Using TFS YFCY: Other Indicators Identity development
+4% in personal rating of self-understanding Interpersonal skills
+13% report their ability to work as part of a team Civic engagement
+8% in goal to keep up to date with political affairs Awareness and acceptance of diversity and
multiculturalism +3 in goal to improve understanding of other
countries/cultures
CIRP and Learning Outcomes…
EBI and Learning Outcomes… Academic Assessments are linked to professional learning
outcomes standards… Undergraduate Business Exit Assessment (AACSB Standards) Nursing Exit Assessment (AACN Standards) Teacher Exit Assessment (NCATE Standards) Engineering Exit Assessment (ABET Standards)
Student Affairs studies are linked to professional learning outcomes standards, for instance…
ACUHO-I/EBI Resident Assessment (ACUHO-I, CAS, and NASPA/ACPA Learning Reconsidered)
AFA/EBI Fraternity/Sorority Assessment (AFA, CAS, NASPA/ACPA Learning and Leadership Reconsidered)
ACUI/EBI College Union Assessment (ACUI and CAS Standards) ACUI/EBI Student Activities Assessment (Learning Reconsidered,
Leadership Reconsidered, CAS Standards)
Using Multiple Data Sources
In-house surveys National surveys (a growing list)
CIRP TFS/ YFCY / CSS
NSSE CSEQ / CSXQ EBI Benchmarking surveys Noel Levitz Student Satisfaction Inventory ETS Major Field Tests ACT Collegiate Assessment of Academic
Proficiency Institutional data: GPA, financial aid,
transcripts, retention, certification tests, etc.
Linking Data…
Washington State University study: What is the relationship between residence hall environment and student engagement? Is there a difference by gender? (Robert Tattershall, Director, Housing and Conference Services, Washington State University)
Used EBI data to characterize those residence hall floors with high and low interaction
Identified correlations between NSSE’s engagement measures and the residence hall interaction levels
Found gender differences
NSSE, EBI, and Engagement…
Disaggregated NSSE results from seniors by those who started at the institution as first-year students and those who entered as transfer students
Better understand the transfer student experience. Combines with CIRP to develop a fuller portrait of the
transfer student experience.
NSSE, CIRP, and Retention…
Elon University High institutional ethos of assessment Building a student database Value-added assessment methodology guides studies
Both CIRP/YFCY and NSSE… Lead to additional research Are utilized for longitudinal study & benchmarking Provide valuable measures of cognitive skills Assess student interaction with faculty Help to understand overall educational experience
CIRP, NSSE, and FYP Improvement at Elon…
Key uses of YFCY Time allocation Benchmark for issues of campus community Cognitive and skill changes Measuring use and satisfaction with campus programs and
services Facilities evaluation (classrooms, labs, library) Social activities and behaviors
Primarily used by Student Life &, more recently, General Education Office
CIRP, NSSE, and FYP Improvement at Elon…
Key uses of NSSE Activities inside the classroom (e.g., speaking up,
presentations, working with students) Activities outside the classroom (e.g., plays, museums,
events) Evaluation of various functions (e.g., administrators,
academic advising) Academic rigor
Primarily used by Student Life & Academic Affairs
CIRP, NSSE, and FYP Improvement at Elon…
Some Examples… Administer all surveys to all students and merge them together
with campus data to create an extensive student information system
NSSE every 3 years, alternate CIRP, EBI institutional surveys Administer NSSE and EBI two years in a row to establish
baseline data and assess needs for first-year learning communities
Administer NSSE to a random sample of first-year students and YFCY to those remaining
Administer CIRP TFS and YFCY and/or BCSSE and NSSE for program participation patterns and outcomes; supplement more detailed programmatic information from EBI
Survey Administration Cycles…
Q & A
Cooperative Institutional Research Program (CIRP)Higher Education Research Institute at UCLA www.heri.ucla.edu
National Survey of Student Engagement (NSSE)Center for Postsecondary Research, Indiana Universitywww.nsse.iub.edu
Educational Benchmarking (EBI)EBI Service Center, Springfield, MOwww.webebi.com
Contact Us…