Notes to Users This sample presentation is designed to serve as a customizable template to present NSSE, BCSSE, 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: NSSE and the Concept of Student Engagement NSSE 2013 & Selected [Institution] Results BCSSE 2012, BCSSE 2012-NSSE 2013, and Selected [Institution] Results FSSE 2013 & 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 or relevant talking points (in the PowerPoint tool bar select “view” then “notes page”) Insert Presenter Name(s) Here Insert Presentation Date Presentation Overview NSSE and the Concept of Student Engagement NSSE 2013 & Selected [Institution] Results BCSSE 2012, BCSSE 2012-NSSE 2013, and Selected [Institution] Results FSSE 2013 & Selected [Institution] Results User Resources Using Your NSSE-BCSSE-FSSE Data Questions & Discussion Contact Information NSSE and the Concept of Student Engagement 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 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. Other Supporting Literature After reviewing approximately 2,500 studies on college students from the 1990s, in addition to the more than 2,600 studies from 1970 to 1990, Ernest Pascarella and Patrick Terenzini concluded student engagement is a central component of student learning. Pascarella, E. & Terenzini, P (2005). How college affects students: A third decade of research. San Francisco: Jossey-Bass Publishers. Presents institutional policies, programs, and practices that promote student success. Provides practical guidance on implementation of effective institutional practice in a variety of contexts. Kuh, G. D., Kinzie, J., Schuh, J. H., Whitt, E.J., & Associates (2005). Student success in college: Creating conditions that matter. San Francisco: Jossey-Bass. NSSE Background Launched with grant from The Pew Charitable Trusts in 1999, supported by institutional participation fees since 2002. Year Institutions 2001 321 2002 367 2003 437 2004 473 More than 1,500 baccalaureategranting colleges and universities in the US and Canada have participated to date. 2005 529 2006 557 2007 610 2008 769 2009 640 Institution types, sizes, and locations represented in NSSE are largely representative of U.S. baccalaureate institutions. 2010 595 2011 751 2012 577 2013 621 Goals of NSSE Project Focus conversations on undergraduate quality Enhance institutional practice and improvement initiatives Foster comparative and consortium activity Provide systematic national data on “good educational practices” NSSE Updated in 2013! What we’ve learned… connect engagement data to indicators of success; student behaviors; institutional improvement is possible Updating NSSE… same focus; new & refined measures; updated terminology Emerging areas of interest – HIPs, quantitative reasoning, effective teaching, deep approaches, Read the Change magazine topical modules article May/June 2013 NSSE Survey Content Engagement in meaningful academic experiences Engagement in High Impact Practices Student Reactions to College Student Background Information Student Learning & Development NSSE Engagement Indicators Meaningful Academic Engagement Themes Engagement Indicators Academic Challenge Learning with Peers Experiences with Faculty Student – Faculty Interaction Campus Environment Survey Administration Census-administered or randomly sampled firstyear & senior students Spring administration Multiple follow-ups to increase response rates Additional Modules provide option to delve deeper into the student experience Consortium participation enables addition of custom questions A Commitment to Data Quality NSSE’s Psychometric Portfolio presents evidence of validity, reliability, and other indicators of data quality. It serves higher education leaders, researchers, and professionals who use NSSE. See the Psychometric Portfolio nsse.iub.edu/links/psychometric_portfolio NSSE 2013 & Selected [Institution] Results NSSE 2013 Institutions by Carnegie Classification 40% 30% 30% 25% 23% 19% 20% 15%16% 10%11% 9% 10% 6% 4% 8% 7% 6% 5% 5% 0% RU/VH RU/H DRU Master’s L Master’s M Master’s S Bac/A&S Bac/Diverse Carnegie Classification NSSE Schools All 4-year Schools NSSE 2012 Respondents by Race, Ethnicity, and Nationality 10% U.S. Bachelor’sGranting Population 13% Amer. Indian/Alaskan Native 1% 1% Asian 3% 6% Native Hawaiian/other PI <1% <1% Caucasian/White 70% 62% Hispanic/Latino 10% 12% Multiracial/Ethnic 2% 2% Foreign/nonresident alien 3% 3% NSSE 2013 Respondents African American/Black Totals may not sum to 100% due to rounding. U.S. percentages are unweighted and based on data from the 2011 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. NSSE 2013 Survey Population and Respondents More than 1.5 million students were invited to participate in NSSE 2013, with 364,193 responding x [Institution] students were invited to participate, with x responding NSSE 2013 U.S. Institution Response Rates [Your institution’s] response rate = x% NSSE 2013 U.S. Institutional Response Rates All NSSE 2013 institutions = 30% Undergraduate Enrollment Number of Institutions Avg. Institutional Response Rate 2,500 or fewer 255 37% 2,501 to 4,999 113 28% 5,000 to 9,999 96 22% 10,000 or more 104 21% All institutions 568 30% NSSE 2013 Results Sample Slides The following five slides are examples of how your institution might share selected NSSE results with various institutional constituencies. Expand this section to highlight items of interest to your audience. NSSE 2013 [Institution] Results Overall results compared to peer group for each Engagement Indicator. NSSE 2013 [Institution] Results Highest and lowest performing items compared to peer group. NSSE 2013 [Institution] Results Highest and lowest performing items compared to peer group. NSSE 2013 [Institution] Results Engagement Indicator: Quality of Interactions Indicate the quality of your interactions with the following people at your institution. Faculty 40% 30% 27% 23% Academic Advsiors 29% 24% 18% 20% 12% 7% 10% 2% 2% 22% 13% 12% 6% 2% 0% Poor 2 3 4 5 6 Excellent NSSE 2103 [Institution] Results Engagement Indicator: Discussions with Diverse Others During the current school year, about how often have you had discussions with people from the following groups? 50% People of a race or ethnicity other than your own People with religious beliefs other than than your own 40% 33% 31% 27% 30% 30% 26% 22% 20% 17% 14% 10% 0% Very Little Some Quite a Bit Very Much Selected Peer Comparison with [Institution] Results High‐Impact Practices Which of the following have you done or do you plan to do before you graduate? Learning community FY Selected Peers 70% 50% 61% 56% 60% 44% 39% 40% 30% 20% 10% 0% No Yes Selected Peer Comparison with [Institution] Results Engagement Indicators: Learning Strategies and Collaborative Learning First Year Student scores compared to Selected Peers FY 50 40 39.9 Selected Peers 37.5 31.2 33.1 30 20 10 0 Learning Strategies Collaborative Learning Selected Peer Comparison with [Institution] Results High‐Impact Practices Which of the following have you done or do you plan to do before you graduate? Complete a culminating senior experience (capstone course, senior thesis or project, comprehensive exam, portfolio, etc)? Seniors Selected Peers 80% 75% 70% 60% 40% 30% 25% 20% 0% No Yes Selected Peer Comparison with [Institution] Results Engagement Indicators: Higher Order Thinking and Student-Faculty Interaction 50 Seniors 41.9 Selected Peers 44.1 40 30 23.1 24.2 20 10 0 Higher order thinking Student-Faculty Interactions NSSE 2013 [Institution] Findings What percentage of our students (in comparison to selected peers) spent 11 or more hours per week preparing for class? Class [Institution] Selected Peers First-Year More than x% More than x% Senior More than x% More than x% NSSE 2013 [Institution] Findings What percentage of [Institution] students spent more than 5 hours per week participating in cocurricular activities? Class [Institution] Selected Peers First-Year More than x% More than x% Senior More than x% More than x% BCSSE 2012, BCSSE 2012-NSSE 2013, & Selected [Institution] Results BCSSE Purpose BCSSE measures entering first-year students’ pre-college academic and co-curricular experiences as well as their expectations and attitudes for participating in educationally purposeful activities during the first college year. BCSSE Survey Content There are 3 sections to the BCSSE survey High school experiences Expectations and beliefs regarding the first-year of college Background characteristics Administration Modes Paper, Web, or Mixed Modes Paper group administration • Orientation, Welcome Week, etc. Web group administration • While students are in computer lab, etc. Web e-mail administration • Web link emailed to students Survey Content High School Experiences Survey Content First-Year Expectations Survey Content Many of these questions are designed to be matched with NSSE data. BCSSE NSSE Survey Content BCSSE NSSE BCSSE Scales High School Academic Engagement Engagement in educationally relevant behaviors during the last year of high school. Expected Academic Engagement Expected engagement in educationally relevant behaviors during the first year of college. Expected Academic Perseverance Student certainty that they will persist in the face of academic adversity. Expected Academic Difficulty Expected academic difficulty during the first year of college. Perceived Academic Preparation Student perception of their academic preparation. Importance of Campus Environment Student-rated importance that the institution provides a challenging and supportive environment. BCSSE Reports Four reports were provided: BCSSE Report (Summer/Fall 2012) BCSSE Advising Report (Summer/Fall 2012) Grand Frequencies and Means (Fall 2012) • Overall • Institution types BCSSE/NSSE Combined Report (Summer 2013) BCSSE 2012 [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.) 60% Male Female 48% 46% 40% 30% 25% 19% 20% 16% 7% 1% 0% 8% 0% 0 Hours 1-10 11-20 21-30 More than 30 BCSSE 2012 [Institution] Results During the coming school year, how difficult do you expect the following to be? Learning course material 50% First generation Not first generation 40% 28% 30% 19% 20% 10% 18% 18% 23% 21% 15% 7% 16% 15% 14% 6% 0% Not at all difficult 2 3 4 5 Very difficult BCSSE 2012-NSSE 2013 [Institution] Results How often did you do or expect to do each of the following? Ask questions in class or contributed to class discussions. Never/Sometimes 22% High School 78% 15% Expected First year First Year Often/Very often 85% 38% 0% 20% 62% 40% 60% 80% 100% FSSE 2013 & Selected [Institution] Results Faculty Survey of Student Engagement (FSSE is pronounced “fessie”) College faculty survey that measures faculty members’ perceptions and expectations of students engagement in educational practices that are empirically linked with high level of learning and development 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 their time FSSE 2013 Project Scope In 2013, more than 18,000 faculty members from 146 institutions responded to the survey. In 2013, 43% of the faculty contacted responded to the survey. Response rates at individual institutions ranged from 11% to 88%. The average institutional response rate was 49%. FSSE Administration Third-party administration in the springInstitutions choose faculty to be surveyed Faculty responses are kept anonymous Administered online as a Web-only survey The 2013 FSSE administration was the first year that institutions were able to add topical modules and consortium items to the end of the core FSSE instrument. Average Weekly Hours Spent on Professorial Activities by Discipline Teaching Activities Area of Academic Appointment Advising Students Research, Creative, or Scholarly Activities Service Activities [Institution] FSSE13 [Institution] FSSE13 [Institution] FSSE13 [Institution] FSSE13 Arts & Humanities 22.0 4.3 9.5 7.4 Biological Sciences, Agriculture, & Natural Resources 22.2 5.4 10.5 7.3 Physical Sciences, Mathematics, & Computer Science 22.3 4.1 8.6 6.6 20.2 19.8 4.9 4.8 9.4 8.6 7.6 7.6 20.8 5.0 7.7 8.0 19.7 19.3 19.9 16.5 17.3 20.5 5.8 5.7 5.2 5.2 5.6 4.9 7.5 12.6 6.8 7.3 7.5 8.7 8.6 8.6 7.8 6.6 7.8 7.6 Social Sciences Business Communications, Media, & Public Relations Education Engineering Health Professions Social Service Professions Other disciplines Total Faculty Values and Student Participation in High-Impact Practices Faculty % Very Important or Important High-Impact Practice [Institution] FSSE First-Year Student % Participation [Institution] NSSE Senior Student % Participation [Institution] NSSE Internship 83.6% 8.1% 47.6% Learning Community 47.6% 15.0% 23.7% Study Abroad 37.4% 3.3% 12.7% Research with Faculty 57.0% 5.3% 22.7% Culminating Senior Experience 85.2% 2.8% 44.5% Service-Learning 60.2% 51.9% 60.3% Faculty responses are to how important it is to them that undergraduates at their institution do the following before they graduate. Student responses are to whether or not they have participated in the listed activities. Student responses to Service-Learning indicate that at least some of their courses included a Service-Learning experience. Student percentages are weighted by gender, enrollment, and institution size. User Resources: Overview of NSSE Institute Activities User Resources and the NSSE Institute for Effective Educational Practice The Institute develops user resources, collects and disseminates research on promising practices and assists schools in using data for institutional improvement and student success initiatives. Resources: NSSE Users Workshops nsse.iub.edu/institute System and Consortium Workshops Free Webinars Accreditation Toolkits Guides to Data Use: Moving from Data to Action and Using NSSE to Assess and Improve Undergraduate Education: Lessons from the Field NSSE Degree Qualifications Profile Toolkit Pocket Guide to Choosing a College Voluntary System of Accountability (VSA) A 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 data report, NSSE 2013 Answers from Students, 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. * Also available in Spanish Using Your NSSE-BCSSE-FSSE Data Using NSSE-BCSSE-FSSE Data Areas of Effective Educational Practice Areas for Institutional Improvement Discovering and sharing ways student engagement results are being used is one of NSSE’s most important activities. NSSE results are being used across all types of institutions. 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. 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 Enrollment Management Institutional Research Learning Communities Institutional Improvement Academic Affairs Learning Assessment Student Affairs Peer Comparison 1ST Year and Senior Experience Academic Advising Faculty Development 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) Governing Boards Parents Media Accrediting Bodies Public Accountability Focus on Right Things Fund Raising Prospective Students Alumni Performance Indicators State Policy Makers Supporting NSSE Use in Accreditation NSSE Accreditation Toolkits – resource tailored to regional and program accreditors Maps NSSE items to accreditation standards /criteria to support data use in accreditation Example of Data Use: Increasing Academic Challenge FAYETTEVILLE STATE UNIVERSITY Finding: Student reported levels of writing and time spent preparing for class were lower than institution desired. Action: Began providing NSSE data disaggregated by major to department chairs so that areas of potential improvement could be identified in various fields of study. The institution also increased its investment in learning communities and development of capstone courses to strengthen writing across the curriculum and levels of class preparation. Example of Data Use: Enriching the First Year Experience WASHINGTON STATE UNIVERSITY Finding: NSSE results indicated the campus was not meeting student expectations for collaborative learning, student-faculty interaction, and learning in community. Action: Freshman Focus learning communities were created to provide all incoming freshmen the opportunity to engage in an extensive living-learning community system. Example of Data Use: 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. Example of Data Use: Enriching Educational Experiences JACKSONVILLE STATE UNIVERSITY Finding: Student reported engagement in service-learning and other enriching experiences was not as high as institution desired. Action: A new Office of Leadership and Service was created to coordinate service learning opportunities, promote service learning, and provide support to faculty interested in developing service learning courses. Example of Data Use: Supportive Environment and Retention SOUTHERN CONNECTICUT STATE UNIVERSITY Finding: BCSSE and NSSE data from multiple years showed that nonreturning students had different levels of relationships with faculty, peers, and administrative personnel than returning students. Action: NSSE results on supportive environment and quality of interactions related to persistence helped focused institutional action on increasing support for learning and promoting quality interactions to aid retention efforts. Example of Data Use: Faculty and Staff Development ILLINOIS STATE UNIVERSITY Finding: Needed to increase campus dialogue relevant to student learning among students, faculty, and student affairs personnel alike. Action: A four-part series, focusing on manageable methods to improve the quality of student writing, was developed for faculty based on the data from the FSSE and NSSE surveys. Example of Data Use: Foster Collaboration and Focus TEXAS CHRISTIAN UNIVERSITY Finding: Initially saw lower NSSE and FSSE scores than desired on various engagement activities. Action: Increased institutional attention and energy surrounding student engagement. Worked to increase collaborative initiatives between Academic and Student Affairs to enhance student engagement in and out of the classroom. Additional Data Use Examples and Resources Moving from Data to Action and Using NSSE to Assess and Improve Undergraduate Education: Lessons from the Field, Volumes 1 & 2 Searchable Database for Examples of NSSE, FSSE, & BCSSE Data Use Making NSSE Results Public Guidelines for Display of NSSE Results Questions & Discussion Contact Information [Institution] NSSE Contact: [Contact name] [contact email address] Indiana University Center for Postsecondary Research 1900 East Tenth Street, Suite 419 Bloomington, IN 47406-7512 Phone: 812-856-5824 Fax: 812-856-5150 E-mail: [email protected] Web: nsse.iub.edu . Institutional Photo Credits Thank you to NSSE participating schools for the use of their institutional photos in the development of this PowerPoint template. We encourage you to insert your own campus photos for use in presentations. .