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
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





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: nsse@indiana.edu
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.
.