National Survey of Student
Engagement (NSSE)
Highlights, 2006 - 2015
September 2015
•
•
•
•
•
2
Administered to freshmen and seniors every 3rd year
Conducted 2006, 2009, 2012, 2015
Response rates of 14 – 27%
500-700 U.S. institutions participate annually
85 items
Methodology
• Meaningful significant differences in response means
(effect size)
• Response means compared across a cohort (2006
first-year students and 2009 seniors)
• Peer institution comparisons for 2006 and 2009 firstyear cohorts, and 2009 and 2012 seniors
3
WCU cohort differences
• Seniors report significantly higher rate/level
– Putting together ideas or concepts from
different courses when completing assignments
or during class discussion
– Writing papers or reports of 20 pages or more
– Experiences at WCU contributed to acquiring
job or work-related knowledge or skills
4
WCU cohort differences
• Seniors report significantly lower rate/level
– Writing papers or reports of fewer than 5 pages
– Problem sets taking less than an hour to
complete
– Attendance of an art exhibit, play, dance, music,
theater, or other performance
– Experiences at WCU contributed to a deepened
sense of spirituality
5
Carnegie peer differences: Diversity
• WCU students report significantly higher
rate/level
– Diverse perspectives included in class discussions
or writing assignments (FY)
– Having serious conversations with students who
are very different in terms of religious beliefs,
political opinions, or personal values (FY)
– Attending an art exhibit, play, dance, music,
theater, or other performance (FY)
6
Carnegie peer differences: Engagement
• WCU students report significantly higher
rate/level
– Participating in community-based projects
– Community service or volunteer work
7
Carnegie peer differences: Mentoring
• WCU students report significantly higher
rate/level
– Working with faculty members on activities other
than coursework (FY)
– Quality of relationships with faculty members
(SR)
– Talking about career plans with a faculty member
or advisor
– Quality of academic advising
8
Carnegie peer differences: Equipping
• WCU students report significantly higher
rate/level
– Writing papers or reports of fewer than 5 pages
(FY)
– Experiences at the institution contributed to using
computing and information technology (SR)
– Experiences at the institution contributed to
acquiring job or work-related knowledge or skills
(SR)
9
Carnegie peer differences
• WCU students report significantly lower
rate/level
– Working for pay off campus (FY)
– Providing care for dependents living with you (FY)
10
No gain/trending down
• Made a class presentation (Seniors)
• Participated in a community-based project (Seniors)
• Received prompt feedback from faculty on academic
performance (Seniors)
• Helping you cope with non-academic responsibilities
• Speaking clearly and effectively (FY students)
• Participated in a learning community (FY students)
A peek @ NSSE 2015
• Survey instrument updated
– 23% new survey items
•
•
•
•
Quantitative reasoning
Supportive environment
Effective teaching practices
Learning strategies
– 27% items with major modification
– 22% survey items with no change
12
NSSE 2015 snapshot
13
Public Masters/L
85%
NSSE 20150%snapshot
25%
50%
75%
100%
Percentage Who Would "Definitely" or
"Probably" Attend This Institution Again
First-year
WCU
86%
Public Masters/L
82%
Senior
WCU
88%
Public Masters/L
80%
0%
14
25%
50%
75%
100%
NSSE 2015 snapshot
Senior
Highest Performing Relative to Public Masters/L
c
Item #
14c.
+15
14g.
Institution emphasis on helping you manage your non-academic responsibilities (…) c (SE)
+14
About how many courses have included a community-based project (service-learning)? e 12.
(HIP)
+14
Institution emphasis on using learning support services (…) (SE)
Quality of interactions with academic advisors d (QI)
13b.
+12
Worked with a faculty member on a research project (HIP)
11e.
+11
-30
Lowest Performing Relative to Public Masters/L
Participated in a study abroad program (HIP)
Reached conclusions based on your own analysis of numerical information (…) b (QR)
Spent more than 15 hours per week preparing for class
-20
-10
0
11d.
-0
6a.
-0
15a.
-1
Discussions with… People of a race or ethnicity other than your own b (DD)
8a.
Spent more than 10 hours per week on assigned reading f
16.
10
20
30
-3
-5
Percentage Point Difference with Public Masters/L
15
NSSE 2015 snapshot
Academic Emphasis
How much did students say their institution
emphasizes spending significant time studying and on
academic work? Response options included "Very
much," "Quite a bit," "Some," and "Very little."
First-year
WCU
88%
Public Masters/L
83%
Senior
WCU
84%
Public Masters/L
81%
0%
25%
50%
75%
Percentage Responding
"Very much" or "Quite a bit"
16
100%
NSSE 2015 snapshot
• Engagement Indicators
Engagement Indicators
o
y
For
nt
as
h an
de .
as
h an
ude .
as
Theme
Academic
Challenge
Your students compared with
Public Masters/L
First-year
Senior
Engagement Indicator
Sets of items are grouped into
Indicator
Theme
tenEngagement
Engagement
Indicators,
organized
under four
broad
Higher-Order
Learning
themes. At right are summary
Reflective
& institution.
IntegrativeFor
Learning
results
for your
Academic
details, see your Engagement
Challenge
Learning Strategies
Indicators report.
Quantitative Reasoning
Key:
Learning
with Peers
Yo u r s t u d e n t s ’ a v e ra g e wa s
s ignific a ntly higheLearning
r (p < .05) with a n
Collaborative
e ffe c t s ize a t le a s t .3 in m a gnitude .
▲
Learning
Discussions
with Diverse Otherswith Peers
Yo u r s t u d e n t s ’ a v e ra g e wa s
△
Experiences
17
with Faculty
s ignific a ntly highe r (p < .05) with a n
e ffe c t s ize le s s tha n .3 in m a gnitude .
Student-Faculty Interaction
--
No s ignific a nt diffe re nc e .
Experiences
△Higher-Order-- Learning
△Reflective &△Integrative
-△Learning Strategies
△Quantitative△Reasoning
▲Collaborative-- Learning
△Discussions--with Diverse
▲Student-Faculty
△ Interact
NSSE 2015 snapshot
Engagement Indicators
Sets of items
are grouped into
• Engagement
Indicators
o
y
For
nt
as
h an
de .
as
h an
ude .
as
Theme
Academic
Challenge
Theme
Engagement Indicator
ten Engagement Indicators,
Your students compared with
organized under four broad
Public
Masters/L
Higher-Order
Learning
Engagement
Indicator
First-year
Senior
themes.
At right
are summary
results
for your institution.
Reflective -& Integrative
Academic
Higher-Order
Learning For
details, see your Engagement
Challenge
Learning Strategies
Indicators
Reflectivereport.
& Integrative Learning
Learning Strategies
Key:
▲
Yo u r s t u d e n t s ’ a v e ra g e wa s
Quantitative
Reasoning
s ignific a ntly highe
r (p < .05) with a n
Learning
with Peers
Yo u r s t u d e n t s ’ a v e ra g e wa s
Collaborative
Learning
s ignific a ntly highe r (p < .05) with a n
△
e ffe c t s ize le s s tha n .3 in m a gnitude .
Discussions with Diverse Others
-Experiences
18
with Faculty
e ffe c t s ize a t le a s t .3 in m a gnitude .
No s ignific a nt diffe re nc e .
Yo u r s t u d e n t s ’ aInteraction
v e ra g e wa s
Student-Faculty
▽
s ignific a ntly lo we r (p < .05) with a n
e ffe c t s ize le s s tha n .3 in m a gnitude .
Learning
with Peers
△
△
△
△Quantitative-- Reasoning
△Collaborative
△ Learning
▲Discussions--with Divers
-△Student-Faculty
Interac
▲Effective Teaching
△ Prac
Experiences
with Faculty
NSSE 2015 snapshot
Engagement Indicators
Sets of items
are grouped into
• Engagement
Indicators
o
y
For
nt
as
h an
de .
as
h an
ude .
as
Theme
Academic
Challenge
Theme
Engagement Indicator
ten Engagement Indicators,
Your students compared with
organized under four broad
Public
Masters/L
Higher-Order
Learning
Engagement
Indicator
First-year
Senior
themes.
At right
are summary
results
for your institution.
Reflective -& Integrative
Academic
Higher-Order
Learning For
details, see your Engagement
Challenge
Learning Strategies
Indicators
Reflectivereport.
& Integrative Learning
Learning Strategies
Key:
▲
Yo u r s t u d e n t s ’ a v e ra g e wa s
Quantitative
Reasoning
s ignific a ntly highe
r (p < .05) with a n
Learning
with Peers
Yo u r s t u d e n t s ’ a v e ra g e wa s
Collaborative
Learning
s ignific a ntly highe r (p < .05) with a n
△
e ffe c t s ize le s s tha n .3 in m a gnitude .
Discussions with Diverse Others
-Experiences
19
with Faculty
e ffe c t s ize a t le a s t .3 in m a gnitude .
No s ignific a nt diffe re nc e .
Yo u r s t u d e n t s ’ aInteraction
v e ra g e wa s
Student-Faculty
▽
s ignific a ntly lo we r (p < .05) with a n
e ffe c t s ize le s s tha n .3 in m a gnitude .
Learning
with Peers
△
△
△
△Quantitative-- Reasoning
△Collaborative
△ Learning
▲Discussions--with Divers
-△Student-Faculty
Interac
▲Effective Teaching
△ Prac
Experiences
with Faculty
NSSE 2015 snapshot
Engagement Indicators
Sets of items
are grouped into
• Engagement
Indicators
o
y
For
nt
as
h an
de .
as
h an
ude .
as
Theme
Academic
Challenge
Theme
Engagement Indicator
ten Engagement Indicators,
Your students compared with
organized under four broad
Public
Masters/L
Higher-Order
Learning
Engagement
Indicator
First-year
Senior
themes.
At right
are summary
results
for your institution.
Reflective -& Integrative
Academic
Higher-Order
Learning For
details, see your Engagement
Challenge
Learning Strategies
Indicators
Reflectivereport.
& Integrative Learning
Learning Strategies
Key:
▲
Yo u r s t u d e n t s ’ a v e ra g e wa s
Quantitative
Reasoning
s ignific a ntly highe
r (p < .05) with a n
Learning
with Peers
Yo u r s t u d e n t s ’ a v e ra g e wa s
Collaborative
Learning
s ignific a ntly highe r (p < .05) with a n
△
e ffe c t s ize le s s tha n .3 in m a gnitude .
Discussions with Diverse Others
-Experiences
20
with Faculty
e ffe c t s ize a t le a s t .3 in m a gnitude .
No s ignific a nt diffe re nc e .
Yo u r s t u d e n t s ’ aInteraction
v e ra g e wa s
Student-Faculty
▽
s ignific a ntly lo we r (p < .05) with a n
e ffe c t s ize le s s tha n .3 in m a gnitude .
Learning
with Peers
△
△
△
△Quantitative-- Reasoning
△Collaborative
△ Learning
▲Discussions--with Divers
-△Student-Faculty
Interac
▲Effective Teaching
△ Prac
Experiences
with Faculty
NSSE 2015 snapshot
• High Impact Practices
High-Impact Practices
Due to their positive
associations with student
learning and retention, special
undergraduate opportunities are
designated "high-impact." For
more details and statistical
comparisons, see your HighImpact Practices report.
First-year
Learning Community, ServiceLearning, and Research
w/Faculty
WCU
22%
Public Masters/L
12%
Senior
Learning Community, ServiceLearning, Research w/Faculty,
Internship, Study Abroad,
and Culminating Senior
Experience
0%
WCU
Public Masters/L
56%
47%
25%
70%
60%
Participated in two or more HIPs
21
50%
75%
100%
19%
25%
Participated in one HIP