Post on 13-Jan-2016
NSSE 2005
CSUMB ReportCalifornia State University at Monterey Bay
Office of Institutional Effectiveness
Office of Assessment and Research
Presentation OutcomesPresentation Outcomes
Viewers will understand how select NSSE questionnaire items group into benchmarks, and
Will understand and appreciate how CSUMB students responded to select questionnaire items and how their responses compare to CSU students as well as students from other colleges and universities across the nation.
What Really Matters in College: Engagement
The research is unequivocal: students who are actively involved in both academic and out-of-class activities gain more from the college experience than those who are not so involved
Pascarella & Terenzini,Pascarella & Terenzini, How College Affects StudentsHow College Affects Students
What is NSSE?(pronounced “nessie”)
• Survey that assesses the extent to which first-year and senior students engage in educational practices associated with high levels of learning and development
Good Educational Practices
Student-faculty contact Active learning Prompt feedback Time on task High expectations Cooperation among
students Respect for diverse talents
and ways of learning “Seven principles of good practice in undergraduate education” (Chickering and Gamson, 1987)
CSUMB - 42%
828 Freshmen
966 Seniors
CSU - 33%
3,357 Freshmen
3,328 Seniors
National Sample – 37%
135,235 Freshmen
131,789 Seniors
NSSE 2005 Response Rates and NSSE 2005 Response Rates and Numbers of StudentsNumbers of Students
Carnegie Classification NSSE National
Doctoral/Research – Extensive 11% 11%
Doctoral/Research – Intensive 8% 8%
Master’s I & II 47% 43%
Baccalaureate – Liberal Arts 19% 16%
Baccalaureate – General 15% 23%
Sector
Public – 4 47% 38%
Private – 4 53% 62%
(Nine CSU Campuses participated in NSSE 2005: CSUMB - San Luis Obispo - Pomona – Fresno –
Sacramento - San Bernardino – San Marcos – Humboldt – San Jose)
NSSE 2005 Institutions (552)NSSE 2005 Institutions (552)
What Does The College Student Report Cover?
Student Behaviors in College
Institutional Actions & Requirements
Student Reactions to College
Student BackgroundInformation
Student Learning &
Development
Benchmarks of Effective Educational Practice
Level of Academic Challenge
Active & Collaborative
Learning
EnrichingEducational Experiences
SupportiveCampus
Environment
StudentFaculty Interaction
Level of Academic Challenge
The level of academic challenge at CSUMB compared to other universities participating in the 2005 NSSE is defined more by:
• The number and size of papers written• Analyzing and synthesizing ideas and information• Evaluating the arguments and conclusions of others and less by:• The number of books, text books, and class readers assigned to students• Time spent preparing for class• Institutional emphasis on spending significant time studying and on academic work.
1
2
3
4
5
6
7
8
Freshmen Seniors
Preparing for class (studying, reading, writing, rehearsing, and other activities related to your
academic program)
CSUMB
CSU
National
More than 30 hrs/wk
26-30 hrs/wk
21-25 hrs/wk
16-20 hrs/wk
11-15 hrs/wk
6-10 hrs/wk
1-5 hrs/wk
0 hrs/wk
1
2
3
4
Freshmen Seniors
Worked harder than you thought you could to meet an instructor's standards or expectations
CSUMB
CSU
National
Very Often
Never
1
2
3
4
5
Freshmen Seniors
Number of assigned textbooks, books, or book-length packs of course readings
CSUMB
CSU
National
More than 20
11 to 20
5 to 10
1 to 4
None
1
2
3
4
5
Freshmen Seniors
Number of written papers or reports of 20 pages or more
CSUMB
CSU
National
More than 20
11 to 20
5 to 10
1 to 4
None
1
2
3
4
5
Freshmen Seniors
Number of written papers or reports between 5 and 19 pages
CSUMB
CSU
National
More than 20
11 to 20
5 to 10
1 to 4
None
1
2
3
4
5
Freshmen Seniors
Number of written papers or reports of fewer than 5 pages
CSUMB
CSU
National
More than 20
11 to 20
5 to 10
1 to 4
None
1
2
3
4
Freshmen Seniors
Analyzing the basic elements of an idea, experience, or theory such as examining a
particular case or situation in depth and considering its components
CSUMB
CSU
National
Very Much
Very Little
1
2
3
4
Freshmen Seniors
Synthesizing and organizing ideas, information, or experiences into new, more complex
interpretations and relationships
CSUMB
CSU
National
Very Much
Very Little
1
2
3
4
Freshmen Seniors
Making judgements about the value of information, arguments, or methods, such as
examining how others gathered and interpreted data and assessing the soundness of their
conclusions
CSUMB
CSU
National
Very Much
Very Little
1
2
3
4
Freshmen Seniors
Applying theories or concepts to practical problems or in new situations
CSUMB
CSU
National
Very Much
Very Little
1
2
3
4
Freshmen Seniors
Campus Environment emphasizes spending significant amounts of time studying and on
academic work
CSUMB
CSU
National
Very Much
Very Little
Active and Collaborative Learning
Active and collaborative learning at CSUMB compared to other universities participating in the 2005 NSSE is defined by:
• Significantly higher levels of engagement across the seven survey items associated with active and collaborative learning.
1
2
3
4
Freshmen Seniors
Asked questions in class or contributed to class discussions
CSUMB
CSU
National
Very Often
Never
1
2
3
4
Freshmen Seniors
Made a class presentation
CSUMB
CSU
National
Very Often
None
1
2
3
4
Freshmen Seniors
Worked with other students on projects during class
CSUMB
CSU
National
Very Often
Never
1
2
3
4
Freshmen Seniors
Worked with classmates outside of class to prepare class assignments
CSUMB
CSU
National
Very Often
Never
1
2
3
4
Freshmen Seniors
Tutored or taught other students (paid or voluntary)
CSUMB
CSU
National
Very Often
Never
1
2
3
4
Freshmen Seniors
Participated in a community-based project (e.g. service learning) as part of a regular course
CSUMB
CSU
National
Very Often
Never
1
2
3
4
Freshmen Seniors
Discussed ideas from your readings or classes with others outside of class
(students, family members, co-workers, etc.)
CSUMB
CSU
National
Very Often
Never
Student Interactions with Faculty Members
While student interactions with faculty at CSUMB compared to other universities participating in the 2005 NSSE is strong, the strength of the interactions is driven more by: • Discussions regarding grades or assignments• Working with faculty on activities other than coursework• Receiving prompt feedback than by:• Talking with faculty about career plans• Out of class discussion with faculty regarding ideas from readings or classes• Working on research projects with faculty outside of course or program requirements
1
2
3
4
Freshmen Seniors
Discussed grades or assignments with an instructor
CSUMB
CSU
National
Very Often
Never
1
2
3
4
Freshmen Seniors
Talked about career plans with a faculty member or advisor
CSUMB
CSU
National
Very Often
Never
1
2
3
4
Freshmen Seniors
Discussed ideas from your readings or classes with faculty members outside of class
CSUMB
CSU
National
Very Often
Never
1
2
3
4
Freshmen Seniors
Worked with faculty members on activities other than coursework (committees, orientation,
student life activities, etc.)
CSUMB
CSU
National
Very Often
Never
1
2
3
4
Freshmen Seniors
Received prompt feedback from faculty on your academic performance (written or oral)
CSUMB
CSU
National
Very Often
Never
0
0.5
1
Freshmen Seniors
Work on a research project with a faculty member outside of course or program
requirements
CSUMB
CSU
National
Have done
Have not done, do not plan to do
or plan to do
Enriching Educational Experiences
Student perceptions of an enriching educational experience at CSUMB compared to other NSSE participants comes more in the form of:
• Having conversations with students of different religious, political, and or personal values/beliefs, as well as students of a different race or ethnicity• Institutional climate that encourages students to interact with students different from themselves• Taking a Foreign language and using electronic medium to discuss or complete assignments and less by:• Doing community/voluntary service (Freshmen)• Spending time participating in co-curricular activities and even less by:• Doing a practicum or internship• Studying abroad• Developing a self-designed major• A culminating senior experience
1
2
3
4
Freshmen Seniors
Had serious conversations with students who are very different from you in terms of their religious
beliefs, political opinions, or personal values
CSUMB
CSU
National
Very Often
Never
1
2
3
4
Freshmen Seniors
Had serious conversations with students of a different race or ethnicity than your own
CSUMB
CSU
National
Very Often
Never
1
2
3
4
Freshmen Seniors
Institution encourages contact among students from different economic, social and racial or
ethnic backgrounds
CSUMB
CSU
National
Very Much
Very Little
1
2
3
4
Freshmen Seniors
Used an electronic medium (listserv, chat group, Internet, instand messaging, etc.)
to discuss or complete an assignment
CSUMB
CSU
National
Very Often
Never
0
0.5
1
Freshmen Seniors
Have done a practicum, internship, field experience, co-op experience
or clinical assignment
CSUMB
CSU
National
Have done
Have not done, do not plan to do
or plan to do
0
0.5
1
Freshmen Seniors
Have done community service or volunteer work
CSUMB
CSU
National
Have done
Have not done, do not plan to do
or plan to do
0
0.5
1
Freshmen Seniors
Have taken foreign language coursework
CSUMB
CSU
National
Have done
Have not done, do not plan to do
or plan to do
0
0.5
1
Freshmen Seniors
Have studied abroad
CSUMB
CSU
National
Have done
Have not done, do not plan to do
or plan to do
0
0.5
1
Freshmen Seniors
Have done an independent study or self-designed major
CSUMB
CSU
National
Have done
Have not done, do not plan to do
or plan to do
0
0.5
1
Freshmen Seniors
Culminating senior experience (capstone course, thesis, project,
comprehensive exam, etc.)
CSUMB
CSU
National
Have done
Have not done, do not plan to do
or plan to do
1
2
3
4
5
6
7
8
Freshmen Seniors
Time spent participating in co-curricular activities (organizations, campus publications, student
government, social fraternity or sorority, intercollegiate or intramural sports, etc.)
CSUMB
CSU
National
More than 30 hrs/wk
26 to 30 hrs/wk
21 to 25 hrs/wk
16 to 20 hrs/wk
11 to 15 hrs/wk
6 to 10 hrs/wk
1 to 5 hrs/wk
0 hrs/wk
Supportive Campus Environment
Student perceptions of CSUMB as having a supportive campus environment compared to students from other universities participating in the NSSE is mixed in terms of:
• Helping students succeed academically, thrive socially, and cope with non-academic responsibilities neutral in terms of:• Student relationships with other students and poor in terms of:• Student relationships with administrative personnel and offices
1
2
3
4
Freshmen Seniors
Campus environment provides the support you need to help you succeed academically
CSUMB
CSU
National
Very Much
Very Little
1
2
3
4
Freshmen Seniors
Campus environment provides help in coping with your non-academic responsibilities
(work, family, etc.)
CSUMB
CSU
National
Very Much
Very Little
1
2
3
4
Freshmen Seniors
Campus environment provides the support you need to thrive socially
CSUMB
CSU
National
Very Much
Very Little
1
2
3
4
5
6
7
Freshmen Seniors
Relationships with other students
CSUMB
CSU
National
Friendly,Supportive
Unfriendly, Unsupportive
1
2
3
4
5
6
7
Freshmen Seniors
Relationships with Faculty Members
CSUMB
CSU
National
Friendly, Supportive
Unfriendly, Unsupportive
1
2
3
4
5
6
7
Freshmen Seniors
Relationships with administrative personnel and offices
CSUMB
CSU
National
Friendly, Supportive
Unfriendly, Unsupportive
Summary of Benchmark ResultsSummary of Benchmark Results
0%
20%
40%
60%
80%
100%
AcademicChallenge
Active &Collaborative
Learning
Student FacultyInteraction
EnrichingEducationalExperience
SupprotiveCampus
Environment
Under Perform
Out Perform
Equally Perform
1
2
3
4
Freshmen Seniors
Academic Advising
CSUMB
CSU
National
Excellent
Poor
1
2
3
4
Freshmen Seniors
Student satisfaction: How would you evaluate your entire educational experience at this
institution?
CSUMB
CSU
National
Excellent
Poor
1
2
3
4
Freshmen Seniors
Student satisfaction: If you could start over again, would you go to the same institution you
are now attending?
CSUMB
CSU
National
Definitely Yes
Definitely No
Summary of Advising and Summary of Advising and Student Satisfaction ResultsStudent Satisfaction Results
0%
20%
40%
60%
80%
100%
Academic Advising Educational Experience Would Attend CSUMBAgain
Under Perform
Out Perform
Equally Perform
Other FindingsOther Findings
Use of TechnologyVoting in local, state, or national
electionsSolving complex real-world problemsDeveloping a personal code of
values and ethicsContributing to the welfare of your
community
Benchmark ConclusionsBenchmark Conclusions
Active and collaborative learning excellentStudent faculty interaction strongAcademic challenge good
(Time spent preparing for class, number of textbooks and readings assigned, and
institutional emphasis on time spent on studying and academic work)
Enriching Educational Experiences good(Student experience outside the classroom needs enrichment – co-curricular participation below average.)
Supportive campus environment mediocre(Relationship with administrative staff and offices could be better.)
Other ConclusionsOther Conclusions
Learning outcomes look goodAcademic advising borderlineStudent satisfaction well below
average
Questions and Discussion