IUPUI Council on Retention and Graduation – October 13, 2005 National Survey of Student Engagement...

IUPUI Council on Retention and Graduation – October 13, 2005

National Survey of Student Engagement

Understanding IUPUI Students: National Survey of Student Engagement Results

Presented by: Michele J. Hansen, Ph.D., Director of UC Assessment



Presentation Overview

• Background and Purposes of NSSE • IUPUI Student Engagement • IUPUI Strengths • IUPUI Areas in Need of Improvement • Students’ Use of Time • Special Analysis: Student Engagement in

Seminars/Learning Communities • Discussion and Next Steps



What is NSSE?

• National survey that assesses the extent to which undergraduate students are involved in educational practices empirically linked to high levels of learning and development.

• Specifically designed to assess the extent to which students are engaged in empirically derived effective educational practices and what they gain from their college experiences.



What Does The College Student Report Cover?

Student Behaviors in CollegeStudent Behaviors in College

Institutional Actions And RequirementsInstitutional Actions And Requirements

Student Reactions to CollegeStudent Reactions to College

Student BackgroundInformation

Student BackgroundInformation

Student Learning & Development



NSSE Project Scope

• Almost 900 different colleges and universities

• 50 states, Puerto Rico, and Canada

• Data from more than 620,000 students

Year Colleges/

Universities

2000 276

2001 321

2002 366

2003 437

2004 473



Urban Peer Comparison Institutions

• University of Akron• University of Nebraska - Omaha• University of Wisconsin - Milwaukee• Wright State• University of Missouri - St. Louis• University of Massachusetts - Boston• University of Toledo



NSSE Administration

• Administrated to a random sample of 1,000 first-year and 1,000 senior students.

• IUPUI over-sampled several groups of first-year students including those involved in Learning Communities, first-time, full-time students and all those in campus housing.

• Where possible, each school's senior class was sampled in order to generate comparative analyses for these schools.



IUPUI NSSE Administration • A total of 1,683 first-year and 3,156 senior IUPUI

students were included in the initial sample. • Responses were received from 446 first-year

(27% response rate) and 1,017 seniors (32% response rate).

• Administered as a "mixed mode" survey including both a web and mail format for responding.

• Administered every other year (in spring)---alternates with CSSPS



NSSE 2004 Response Rates

• IUPUI response rate = 30%

• 40% overall for all NSSE 2004

institutions

• 40% for Paper mode institutions

• 41% for Web-only institutions

• Response rates ranged from 9% to 89%



2004 College Student Engagement

What percentage of our students participate in community service or

volunteer work?

First-Year

39%

Senior

43%




What percentage of IUPUI students did not spend any time during the week participating in co-curricular activities?

First-Year

70%

Senior

69%




What percentage of IUPUI students work for pay off campus more than 20 hours per week?

First-Year

32%

Senior

45%




What percentage of IUPUI students participated in a learning community or some other formal program where groups of students take two or more classes together?

First-Year 38%

Senior26%




What percentage of IUPUI students discussed ideas from readings or classes with faculty members outside of class (often or very often)?

First-Year 14%

Senior20%



What Really Matters in College Student 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 as involved.

Pascarella & Terenzini. (1991). How college affects students.



Effective 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

Chickering and Gamson. (1987). Seven principles of good practice in undergraduate education.



2004 Effective Educational Practice

What percentage of IUPUI students received prompt feedback from faculty on academic performance—written or oral (% often or very often)?

First-Year 51%

Senior59%



Distinctive Strengths for IUPUI Freshmen

• Prepared two or more drafts of a paper or assignment before turning it in

• Worked with other students on projects during class

• Participated in a community-based project as part of a regular course

• Used e-mail to communicate with an instructor

• Number of problem sets that take you more than an hour to complete

• Participate in a learning community or some other formal program where groups of students take two or more classes together



Distinctive Strengths for IUPUI Freshmen

• Spending significant amounts of time studying and on academic work

• Using computers in academic work• Using computing and information

technology• Writing clearly and effectively• Speaking clearly and effectively• Working effectively with others



IUPUI Freshmen Distinctively Low• Had serious conversations with students who

are very different from you in terms of their religious beliefs, political opinions, or personal values

• Number of written papers or reports of fewer than 5 pages [IUPUI students wrote fewer “short” papers]

• Exercised or participated in physical fitness activities

• Practicum, internship, field experience, co-op experience, or clinical assignment



IUPUI Freshmen Distinctively Low• Participating in co-curricular activities

(organizations, campus publications, student government, social fraternity or sorority, intercollegiate or intramural sports, etc.)

• Relaxing and socializing (watching TV, partying, exercising, etc.) [IUPUI students socialize less]

• Working for pay off campus [IUPUI students work more hours]

• Attended an art exhibit, gallery, play, dance, or other theatre performance

• Voting in local, state, or national elections



Distinctive Strengths for IUPUI Seniors

• Prepared two or more drafts of a paper or assignment before turning it in

• Worked with other students on projects during class

• Used an electronic medium (list-serv, chat group, Internet, etc.) to discuss or complete an assignment

• Used e-mail to communicate with an instructor



Distinctive Strengths for IUPUI Seniors

• Participate in a learning community or some other formal program where groups of students take two or more classes together

• Number of problem sets that take you less than an hour to complete

• Using computing and information technology

• Using computers in academic work



IUPUI Seniors Better than Urban Peers and Doc-Intensive

• Worked on a paper or project that required integrating ideas or information from various sources

• Synthesizing and organizing ideas, information, or experiences into new, more complex interpretations and relationships

• Memorizing facts, ideas, or methods from your courses and readings so you can repeat them in pretty much the same form [IUPUI coursework emphasizes less memorization]

• Writing clearly and effectively



IUPUI Seniors Distinctively Low• Number of written papers or reports between 5

and 19 pages• Exercised or participated in physical fitness

activities• Practicum, internship, field experience, co-op

experience, or clinical assignment• Participating in co-curricular activities

(organizations, campus publications, student government, social fraternity or sorority, intercollegiate or intramural sports, etc.)



IUPUI Seniors Distinctively Low• Providing care for dependents living with you

(parents, children, spouse, etc.) [IUPUI students spend more time caring for dependents]

• Relaxing and socializing (watching TV, partying, exercising, etc.) [IUPUI students socialize less]

• Attending campus events and activities (special speakers, cultural performances, athletic events, etc.)

• Voting in local, state, or national elections



Average Hours Per Week Spent in Academic and Non-Academic Pursuits

Freshmen0 10 20 30 40 50

IUPUI

Other Urban

Preparing for Class Student Clubs & Activities Relaxing and Socializing

Working on Campus Working off Campus Caring for Dependents



2004 IUPUI Freshmen: Percent of Time Engaged in Academic and Non-Academic Activities

0% 20% 40% 60% 80% 100%

Campus/Vicinity Resident

African American

Overall

First-Generation

Commuter

Preparing for class (studying, reading, writing, rehearsing, and other activities related to your academicprogram)

Participating in co-curricular activities (organizations, campus publications, student government, etc.)

Working for pay on campus

Relaxing and socializing (watching TV, partying, exercising, etc.)

Commuting to class

Providing care for dependents living with you (parents, children, spouse, etc.)

Working for pay off campus



0% 20% 40% 60% 80% 100%


Hispanic

African American

Overall

First-Generation

Commuter

Preparing for class (studying, reading, writing, rehearsing, and other activities related to your academic program)




Commuting to class



2002 Freshmen: Percent of Time Engaged in Academic and Non-Academic Activities



0% 20% 40% 60% 80% 100%


Overall

Commuter

First-Generation

African American

Hispanic

Preparing for class (studying, reading, writing, rehearsing, and other activities related to your academic program)




Commuting to class



2002 Seniors: Percent of Time Engaged in Academic and Non-Academic Activities



NSSE 2004IUPUI Freshmen Results

• Thinking about your overall experience at this institution, how would you rate the quality of relationships with faculty and administrative personnel and offices?

0

5

10

15

20

25

30

35

Unhelpful 2 3 4 5 6 Helpful

%

Faculty

Admin Staff



NSSE 2004IUPUI Senior Results

• Thinking about your overall experience at this institution, how would you rate the quality of relationships with faculty and administrative personnel and offices?

0

5

10

15

20

25

30

35

Unhelpful 2 3 4 5 6 Helpful

%

Faculty

Admin Staff



IUPUI NSSE 2002 & NSSE 2004• Thinking about your overall experience at this

institution, to what extent does the college provide the support you need to succeed academically?

First-Year Academic Support

0

20

40

60

Very Little Some Quite a Bit Very Much

2002

2004

Senior Academic Support

0

20

40

60


%

2002

2004




institution, to what extent does the college encourage you to attend campus events and activities (speakers, performances, athletics, etc.)?

First-Year Co-Curricular

0

1020

30

40


2002

2004

Senior Co-Curricular

0

20

40

60


20022004




institution, to what extent does the college encourage contact between students from different economic, social, and racial or ethnic backgrounds?

First Year Interaction

0

1020

30

40


2002

2004

Senior Interaction

0

20

40

60


2002

2004



Differences in Student and Faculty Perceptions

Percent reporting Often or Very OftenSeniors Faculty

Prepared 2 or more drafts of a paper before turning it in

55% 32%

Came to class unprepared 19% 51%

Discussed ideas from classes with faculty outside class

44% 24%

Received prompt feedback from faculty on your performance

91% 62%



Comparison of IUPUI Results with NSSE Sample

• To what extent has your experience at this institution contributed toward your knowledge, skills, and personal development in acquiring a broad education (% very much)?

05

10152025303540

Very Much

%

Freshmen 2002

Freshmen 2004

NSSE Sample



Comparison of IUPUI Results with NSSE Sample

• To what extent has your experience at this institution contributed toward your knowledge, skills, and personal development in acquiring a broad education (% very much)?

0

10

20

30

40

50

60

Very Much

%

Seniors 2002

Seniors 2004

NSSE Sample



NSSE 2004 Disappointing Finding

• 17% of first-year students reported that they did not complete any papers between 5 and 19 pages.

• 13% of seniors students reported that they did not complete any papers between 5 and 19 pages.

0%

20%

40%

60%

80%

100%

First-YearStudent

Senior



Overall Perceptions of IUPUI• 81% of first-year students

reported that if they could start over again would go to same institution now attending.

• 76% of seniors reported that if they could start over again would go to same institution now attending.

0%

20%

40%

60%

80%

100%

First-YearStudent

Senior



First-Year Student Engagement Index

Benchmark Actual Predicted ResidualStandardized

Residual

Level of Academic Challenge 51.7 51.0 0.6 0.2Active and Collaborative Learning 40.1 35.9 4.2 1.2Student-Faculty Interaction 30.0 26.8 3.2 1.0Enriching Educational Experiences 23.9 23.1 0.8 0.3Supportive Campus Environment 56.4 55.9 0.5 0.1



Senior Student Engagement Index

Benchmark Actual Predicted 2 ResidualStandardized

Residual 3

Level of Academic Challenge 55.6 55.3 0.3 0.1Active and Collaborative Learning 46.2 45.1 1.1 0.4Student-Faculty Interaction 34.9 33.7 1.2 0.3Enriching Educational Experiences 33.0 31.1 2.0 0.5Supportive Campus Environment 54.6 51.5 3.1 0.8



First-Year Seminar Impact on Engagement

NSSE Item

Seminar Participant

Mean

Non-Participant

Mean

Made a class presentation** 2.29 2.06

Included diverse perspectives in class discussion or writing assignments* 2.73 2.93

Worked with classmates outside of class to prepare class assignments** 2.27 2.01

Participated in a community-based project as part of a class*** 1.8 1.29

Attended an art exhibit, gallery, play, dance, or theatre performance** 1.63 1.42

Participated in community service or volunteer work*** 3.15 2.82

Quality of relationships with administrative personnel and offices* 5 4.67

Hours per week spent participating in co-curricular activities** 1.62 1.36

Quality of academic advising you have received* 2.9 2.71

NSSE Benchmark 3- Supportive Campus Environment* 3.81 3.64

NSSE Benchmark 4- Active & Collaborative Learning** 3.81 3.64

Seminar Objective 2- Supportive Learning Experience *** 2.96 2.76

0 1 2 3 4 5 6

Participant

Non-Participant

Note- Larger mean values indicate greater levels of student engagement

* marginally significant, p<.10

**significant, p<.05*** higly significant, p<.01



Engagement and Themed Learning Communities

Worked on a paper or project that required integrating ideas or information from various sources

N Mean Std.

Deviation

TLC Participants

27 3.30 .724

Non-Participants

248 3.02 .795


National Survey of Student Engagement Engagement and Themed Learning

Communities

Worked with classmates OUTSIDE OF CLASS to prepare class assignments

N Mean Std.

Deviation

TLC Participants

27 2.59 .888

Non-Participants

247 2.23 .786



Using NSSE Data• Discover current levels of engagement

(institution, major field, year in school)

• Determine if current levels are satisfactory (criterion reference, normative, or peer comparison)

• Target areas for improvement

• Modify programs and policies accordingly

• Teach students what is required to succeed

• Monitor student & institutional performance

Areas of Effective

EducationalPractice

Areas for Institutional Improvement



Internal Campus Uses

Institutional Improvement

PeerComparison

StudentAffairs

AcademicAdvising

Faculty Development

AcademicAffairs

1st Year & Senior

Experience

LearningCommunities

InstitutionalResearch

Enrollment Management

LearningAssessment



External Campus Uses

Public Accountability

ProspectiveStudents

Alumni

State Policy Makers

AccreditingBodies

FundRaising

PerformanceIndicators

Focus onRight Things

Media

GoverningBoards

Parents



www.iub.edu/~nsse



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http://uc.iupui.edu/staff/research.asp

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(IMIR)

Research & Assessment

University College includes numerous support programs, grant initiatives, and academic courses.

In order to facilitate on-going communication with the campus community and outside

constituencies concerning the effectiveness of all programs in contributing to student success,

University College developed a comprehensive assessment plan, which includes qualitat ive and

quantitative methodologies for evaluating particular program components/operations. The three-

phase approach model incorporated by University College includes an assessment of needs,

processes, and outcomes.

Virtually all of University College's programs, including orientation, advising, student mentoring,

learning communities, academic support for gateway courses, summer bridge, and honors are

completed in cooperation with other undergraduate schools and units. Assessment results are

used to continuously improve programs and to ensure unit mission alignment.

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Use and Validity of Self-ReportsValidity of Self-Reporting Improves

When…

• Requested information is known to respondents

• Questions are clear and unambiguous

• Respondents take questions seriously and thoughtfully

• Answering does not threaten, embarrass, or violate privacy or compel a socially desirable response

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