NSSE 2005
FSSE 2005
Office of Institutional Research
Office of University Planning
Survey Series 2006
OUTLINE
vNSSE 2005 vResults vBenchmark Report vFSSE 2005 vResults vComparisons to NSSE 2005 vConcluding thoughts to ponder vQuestions are welcome
What is NSSE?
vNational Survey of Student Engagement
vBegan in 2000
vPurpose: “To assess the extent to which
students engage in educationally
effective activities; premise is student
participation at reasonable levels is a
proxy for collegiate quality”
vCo­sponsored by the Carnegie
Foundation for the Advancement of
Teaching
vUNCW began participating in 2001
What NSSE is NOT:
vA substitute for measuring learning
outcomes
vA DEFINITIVE answer to “what our
students do or think about what
they do?”
vSomething to be ignored as results
can give us some INDICATION what
to study next or where challenge
areas could be hiding
NSSE BIG
1.
2.
3.
4.
5.
Level of Academic Challenge
Active and Collaborative Learning
Student­Faculty Interaction
Enriching Education Experiences
Supportive Campus Environment
Statistical briefs
vResponse rate overall was 31%.
v5 points higher than last year
vGreatest point increase seen in
freshmen rate (35% vs. 28% in 2004).
vError rate has decreased each successive
year
vNSSE results in terms of response rates
and error rates are continuing to
improve as more students choose to
participate
Who responded?
v3 out of 4 were female
vAround 10% were minority
v63% state grades have been a B+ or
better
v96% ‘agree’ with hard work and practice
a person can develop their academic
ability
v80% ‘agree’ no concept is beyond a
student if they put forth the effort
How do we
communicate the results?
Graphics & Navigation
vDirection of arrow indicates whether
UNCW’s mean is significantly above or
below the comparison group
vColor/gradient of arrow indicates
‘strength’ of significance and effect
size.
vSignificance levels: Light color­ .05,
medium color­ .01, dark color .001
vBlank cell = no significant difference
indicated
UNCW 2005 Peer Listing
California Polytechnic State University­ San Luis Obispo
College of Charleston
College of New Jersey
Humboldt State University
James Madison University
Indicates
NSSE 2005
participation
Murray State University
Rowan University
Sonoma State University
Towson University
Truman State University
University of Northern Iowa
University of Texas at Dallas
University of Wisconsin­ Eau Claire
Western Washington University
First-Year Students
Peers
Master’s
Nat’l
W↑
H↑
W↑
H↑
H↑
Seniors
STUDENT-FACULTY
INTERACTION
Peers
Master’s
Nat’l
Discussed grades or assignments.
H↑
M↑
M↑
Discussed ideas outside of class.
H↑
H↑
H↑
Talked about career plans.
H↑
H↑
H↑
Received prompt feedback.
H↑
H↑
H↑
Worked on non-course activities.
M↑
M↑
W↑
Worked on a research project.
M↑
First­Year Students
Peers Master’s Nat’l H ↑ H ↑ H ↑ W ↑ Support to thrive socially. Peers Master’s Nat’l W↑
M ↑ M ↑ W↑
W ↑ Support to succeed academically. W ↑ H↑
SUPPORTIVE CAMPUS
ENVIRONMENT Seniors
W ↑ Non-academic support. M↑
Relationships with students. Relationships with faculty. M↑
Relationships with administrators. M↑
First­Year Students
Peers H ↓ ACTIVE AND
COLLABORATIVE LEARNING Seniors
Master’s Nat’l Peers M ↓ M ↓ Asked questions in class. H↑
H ↓ H ↓ Made a class presentation. M↑
Master’s Nat’l W ↑ Worked on projects during class. H↓
M ↓ H ↓ Worked with classmates outside class Tutored other students. M ↓ W ↓ M↑
M↑
M ↑ W↑
W ↑ M ↑ Participated in a community-based project. Discussed ideas from class with others.
M ↑ First­Year Students
Peers Master’s Nat’l W ↓ LEVEL OF ACADEMIC
CHALLENGE Seniors
Peers Master’s Nat’l M↑
W ↑ W ↑ Number of assigned readings. Number of papers of 20 pages or more.
M↓
H ↓ Number of papers between 5 and 19 pages. Number of papers of fewer than 5 pages.
Analyzing basic elements of an idea.
Synthesizing and organizing ideas.
Making judgments about information,
Applying theories to practical problems. Worked harder to meet an instructor’s expectations. W↑
H ↓ Time preparing for class. M↓
M ↓ W ↓ UNCW emphasizes time studying. M↓
M ↓ W↑
H ↓ M ↓ W ↓ Same College?
UNCW Senior Responses Responses
55% 60% 50% 42% 45% 40% 39% 40% 30% 30% 20% 11% 10% 4% 13% 12% 5% 4% 0% Definitely no Probably no UNCW Probably yes National Master's Definitely yes Peers
NSSE 2005 BENCHMARK
REPORT
What does the benchmark
report contain?
vCompares UNCW scores to schools in
our Carnegie classification and
national norms
vIndex represents the degree to which
UNCW students do more or less than
expected in terms of their
engagement in the five areas
vAdjustments are made for type of
students and institutional
characteristics
First Year
Peers
Master’s
Seniors
Nat’l
NSSE 2005
Benchmarks
Level of Academic Challenge
Active and Collaborative
Learning
Student­Faculty Interaction
Enriching Educational
Experiences
Supportive Campus
Environment
Peers
Master’s
Nat’l
NSSE BENCHMARKS:
Supportive Campus Environment Trend Trend
70 67.8 66.4 FIRST YEAR
65 62.8 62.9 60.2 60.1 60 55 2001 2004 2005 70 SENIORS
65 60 62.4 59.6 59.7 60.6 57.5 56.8 55 2001 2004 2005 NSSE BENCHMARKS:
Active and Collaborative Learning Trend Trend
55 50 45 FIRST YEAR
40 40.9 40.5 42.3 37.5 42.4 39.3 35 2001 2004 54.6 55 50 2005 50.0 49.7 51.0 51.4 51.4 SENIORS
45 40 35 2001 2004 2005 NSSE BENCHMARKS:
Academic Challenge Trend Trend
60 FIRST YEAR
55 53.6 52.9 51.2 50 52.6 50.1 49.4 45 2001 60 SENIORS
55.6 56.6 2004 57.6 55.5 2005 56.4 56.5 55 50 45 2001 2004 2005 NSSE Summary for UNCW 2005
v Areas of greatest strength
vStudent­Faculty Interaction
vSupportive Campus Environment
vActive and Collaborative Learning (Seniors)
v Areas of greatest gains (from First­Year to Senior)
vActive and Collaborative Learning
v Areas for further investigation
vLevel of Academic Challenge (First­Year
Students)
vActive and Collaborative Learning (First­Year
Students)
SECTION II
FSSE 2005
What is FSSE?
• Faculty Survey of Student Engagement
• Began in 2001
• UNCW participated in 2004 and 2005
and will participate in 2006
• Purpose of FSSE: “To measure faculty
expectations of student engagement in
educational practices that are
empirically linked with high levels of
learning and development”
FSSE uses
• “FSSE can be used to identify areas of
institutional strength as well as
aspects of the undergraduate
experience that may warrant
attention.”
• “The information is intended to be a
catalyst for productive discussions
related to teaching, learning, and the
quality of students’ educational
experiences.”
Statistical briefs
vSecond time participating in FSSE v55% participation rate vFaculty respondent characteristics vAround 3 out of 4 have earned their doctoral degree vA little over half were male vAlmost 8 out of 10 were full­time vOver 6 out of 10 were 45 years old or older vOver 10% were minority
Faculty Rank and Teaching Experience Experience
13% 5% 22% Almost 3 out of 4 faculty
surveyed hold rank of
Assistant Professor or higher. higher.
10% 25% 25% Professor Associate Professor Assistant Professor Instructor Lecturer Other Over half the faculty surveyed
have taught 10 years or more.
15% 46% 22% 17% 4 or less 5­9 10­14 15 or more Number of students in the course? course?
35% 33% Majority size
of the course
ranges from
20­
49
20­49
students.
30% 24% % Responded 25% 20% 15% 15% 15% 9% 10% 5% 4% 0% 9 or less 10­19 20­29 30­49 # of Students 50­99 100 or more Faculty: How important is it to you that
undergraduates at UNCW do the following? following?
practicum/internship/field experience study a foreign language culminating senior experience independent study community service/volunteer work 1) Field experience
2) Foreign language
3) Senior experience
work on a research project with you outside program requirements study abroad participate in a learning community self­designed major 0% 10% 20% 30% 40% 50% 60% Percent important or very important
70% 80% 90% Institutional Emphasis Emphasis
100% Students and Faculty: To what extent does
UNCW emphasize each of the following?
90% 80% 70% 60% 50% 40% 30% 20% 10% 0% Contact am ong stude nts of different back grounds LD Faculty Significant tim e studying First­Year Providing support to s uccee d academ ically UD Faculty Seniors Providing support to thrive socially First­Year Peers Helping cope w ith non­ acade m ic res ponsibilities Senior Peers Institutional Emphasis Emphasis
100% Students and Faculty: To what extent does
UNCW emphasize each of the following?
90% 80% 70% 60% 50% 40% 30% 20% 10% 0% Contact am ong stude nts of different back grounds Significant tim e studying Providing support to s uccee d academ ically LD Faculty Providing support to thrive socially UD Faculty Helping cope w ith non­ acade m ic res ponsibilities Institutional Emphasis Emphasis
100% Students and Faculty: To what extent does
UNCW emphasize each of the following?
90% 80% 70% 60% 50% 40% 30% 20% 10% 0% Contact am ong stude nts of different back grounds Significant tim e studying Providing support to s uccee d academ ically First­Year Providing support to thrive socially First­Year Peers Helping cope w ith non­ acade m ic res ponsibilities Institutional Emphasis Emphasis
100% Students and Faculty: To what extent does
UNCW emphasize each of the following?
90% 80% 70% 60% 50% 40% 30% 20% 10% 0% Contact am ong stude nts of different back grounds Significant tim e studying Providing support to s uccee d academ ically Seniors Providing support to thrive socially Senior Peers Helping cope w ith non­ acade m ic res ponsibilities Institutional Emphasis Emphasis
100% Students and Faculty: To what extent does
UNCW emphasize each of the following?
90% 80% 70% 60% 50% 40% 30% First­year students perceive a greater
emphasis on contact among diverse students
and on time studying than do faculty.
20% 10% 0% Contact am ong stude nts of different back grounds Significant tim e studying Providing support to s uccee d academ ically LD Faculty Providing support to thrive socially First­Year Helping cope w ith non­ acade m ic res ponsibilities Institutional Emphasis Emphasis
100% Students and Faculty: To what extent does
UNCW emphasize each of the following?
90% 80% 70% 60% 50% 40% 30% Seniors perceive a greater
emphasis on time studying
than do faculty.
20% 10% 0% Contact am ong stude nts of different back grounds Significant tim e studying Providing support to s uccee d academ ically UD Faculty Seniors Providing support to thrive socially Helping cope w ith non­ acade m ic res ponsibilities ADDITIONAL NSSE CLUSTERS
1.
2.
3.
4.
Integrative Learning
Higher Order Thinking
Gains in General Education
Diversity*
First­Year Students
Peers W ↓ Master’s Nat’l M ↓ M ↓ M ↓ M ↓ INTEGRATIVE
LEARNING Seniors
Peers Master’s Nat’l Integrated ideas from
various sources. W↑
M ↑ M ↑ Put together ideas from
different courses. M↑
M ↑ M ↑ Discussed ideas with
faculty outside class. H↑
H ↑ H ↑ Discussed ideas with
others outside class W↑
Integrative Learning Learning
100% 90% 80% 70% 60% 50% 40% 30% 20% 10% Students: …how often have
you done each of the
following?
Faculty: …how important is
it that your students do the
following?
0% Integrated ideas or info from various Put together ideas/concepts from sources different courses LD Faculty Firs t­Year UD Faculty Seniors Discussed ideas with others outside class First­Year Peers Senior Peers Integrative Learning Learning
As one would hope, there is a significant
gain in integrative learning activities from
first­year students to seniors.
100% 90% 80% 70% 60% 50% 40% 30% 20% 10% Students: …how often have
you done each of the
following?
Faculty: …how important is
it that your students do the
following?
0% Integrated ideas or info from various sources Put together ideas/concepts from Discussed ideas with others outside different courses class First­Year Seniors First­Year Students
Peers Master’s Nat’l Seniors HIGHER ORDER THINKING Analyzing ideas. Synthesizing and organizing ideas.
Judging the value of information.
Applying theories to practical problems.
Memorizing facts, ideas or methods...
Peers Master’s Nat’l Seniors’ trend:
Making judgments about the
value of information 90% UNCW responses over time seem to trend upward
indicating consistent progress in this area.
68% 70% 79% 73% 72% 71% 72% 64% 50% 30% 2001 UNCW Seniors 2004 National Master's 2005 Peers
Higher Order Thinking Thinking
100% 90% 80% 70% 60% 50% Students: …how
much has your
coursework
emphasized the
following mental
activities?
40% 30% 20% 10% Faculty: …how much
emphasis do you
place on engaging
students in each of
these mental
activities?
0% Memorizing facts LD Faculty Analyzing basic elements of ideas First­Year Synthesizing and organizing ideas UD Faculty Seniors Making judgments about the value of information First­Year Peers Applying theories or concepts to practical problems Senior Peers Higher Order Thinking Thinking
100% 90% 80% 70% 60% 50% First­year students perceive greater
emphasis on memorization and less on
Students:synthesis
…how much
Faculty: than
…howdomuch
and organization
faculty.
has your coursework
emphasis do you place
emphasized the
on engaging students in
following mental
each of these mental
activities?
activities?
40% 30% 20% 10% 0% Mem orizing facts Analyzing bas ic elem ents of ideas Synthes izing and organizing ideas LD Faculty Mak ing judgm ents about the value of inform ation First­Year Applying theories or concepts to practical proble m s Higher Order Thinking Thinking
100% 90% 80% 70% 60% Seniors also perceive greater emphasis
on memorization than do faculty.
50% 40% Students: …how much
has your coursework
emphasized the
following mental
activities?
30% 20% 10% Faculty: …how much
emphasis do you place
on engaging students in
each of these mental
activities?
0% Mem orizing facts Analyzing bas ic elem ents of ideas Synthes izing and organizing ideas UD Faculty Mak ing judgm ents about the value of inform ation Seniors Applying theories or concepts to practical proble m s First­Year Students
Peers Master’s Nat’l Seniors
GAINS IN GENERAL
EDUCATION Writing clearly and
effectively. M↓
Speaking clearly and
effectively. Thinking critically and
analytically.
Acquiring a broad
general education.
Peers Master’s Nat’l Gains in General Education Education
100% 90% 80% 70% 60% 50% 40% 30% 20% 10% Students: …UNCW
contributed to your
learning in these areas.
Faculty: …students
learn and develop in
these areas.
0% Writing cle arly and e ffe ctiv e ly LD Faculty Spe aking cle arly and effe ctiv e ly First­Year UD Faculty Thinking critically and analytically Seniors Acquiring a broad ge ne ral e ducation First­Year Peers Senior Peers Gains in General Education Education
100% 90% 80% 70% 60% First­year students perceive
their gain in writing skills are
greater than faculty do.
50% 40% 30% 20% Students: …UNCW
contributed to your
learning in these areas.
Faculty: …students
learn and develop in
these areas.
10% 0% Writing cle arly and e ffe ctiv e ly Spe aking cle arly and e ffe ctiv e ly LD Faculty Thinking critically and analytically First­Year Acquiring a broad ge ne ral e ducation Gains in General Education Education
100% 90% 80% 70% 60% 50% 40% 30% 20% Seniors perceive their gains in speaking
skills (and in general education) are
greater than faculty
do. …students
Students: …UNCW
Faculty:
contributed to your
learn and develop in
learning in these areas.
these areas.
10% 0% Writing cle arly and e ffe ctiv e ly Spe aking cle arly and e ffe ctiv e ly UD Faculty Thinking critically and analytically Seniors Acquiring a broad ge ne ral e ducation To what extent do you structure your
selected course so that students learn and develop
in these areas? areas?
thinking critically and analytically learning effectively on their own acquiring job or work­related knowledge and skills understanding themselves writing clearly and effectively solving complex real­world problems acquiring a broad general education working effectively with others speaking clearly and effectively developing a personal code of values and ethics understanding people of other racial and ethnic 1) Thinking critically
2) Learning effectively
3) Acquiring skills
using computing and information technology analyzing quantitative problems developing a deepened sense of spirituality 0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100% Percent quite a bit or very much
Link to Strategic Plan
vGoal 1: “Create the most powerful learning
experience possible for our students.”
v Level of Academic Challenge
v Active and Collaborative Learning
v Enriching Educational Experiences
vObjective 2: “Improve the range and quality
of student­faculty interactions.”
v Student­Faculty Interaction
vGoal 3, Objective 7: “…curriculum that is
educationally compelling…diverse ideas,
beliefs…”
v Diversity
Link to Strategic Plan cont.
vMission…UNCW “seeks to stimulate
critical thinking and thoughtful
expression…”
vGains in General Education
vHigher Order Thinking
vIntegrative Learning
vVision…UNCW will “value individual
growth and development.”
vSupportive Campus Environment
NSSE Summary for UNCW 2005
v Areas of greatest strength
vStudent­Faculty Interaction
vSupportive Campus Environment
vActive and Collaborative Learning (Seniors)
vIntegrative Learning (Seniors)
v Areas of greatest gains (from First­Year to Senior)
vActive and Collaborative Learning
vGains in General Education
v Areas for further investigation
vLevel of Academic Challenge (First­Year
Students)
vActive and Collaborative Learning (First­Year
Students)
Conclusions
vFor both first­year and seniors,
UNCW students indicate their
connection to faculty and to the
campus is strong.
vSeniors are in general academically
engaged at a high level.
vFirst­year students do not seem to
be as academically engaged as
seniors are.
Discussion