NC State Office of Institutional Research & Planning September, 2014.

NC State

Office of Institutional Research & Planning

September, 2014

Presentation Overview

NSSE and the Concept of Student Engagement Research Design, NC State Comparison

Groups, and Response Rates NSSE 2014 & Selected NC State Results

(NC State first-year students vs seniors, and vs their respective peers at RU/VH institutions)

Overall Satisfaction Peer Comparisons: Summary Engagement Indicators: Detailed Results High Impact Practices

Using Our NSSE Data For More 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

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.

NSSE Survey Content

Engagement in meaningful academic experiences

Engagement in meaningful academic experiences

Engagement in High Impact Practices

Engagement in High Impact Practices

Student Reactions to College

Student Reactions to College

Student BackgroundInformation

Student BackgroundInformation

Student Learning & Development

NSSE Engagement Indicators

Student – Faculty

Interaction

Academic ChallengeAcademic Challenge

Experiences with FacultyExperiences with Faculty

Learning with PeersLearning with Peers

Campus EnvironmentCampus Environment

Meaningful AcademicEngagement Themes

Engagement Indicators

Research Design, NC State Comparison Groups, & Response Rates

NC State NSSESurvey Administration

Spring 2014 Census of first-year students &

graduating seniors Online Survey Email invitation and reminders

“from” the Chancellor Additional survey modules

Academic Advising Experiences with Writing

NC State NSSE Comparison Groups Carnegie Classification:

RU/VH (Research Univ [very high research activity])

43 institutions Participating Official

Peers Georgia Tech Iowa State Univ. Michigan State Univ. Univ. of Illinois Univ. of Maryland Univ. of Wisconsin Virginia Tech

Large, Public, Research Intensive Universities Michigan State Univ. Univ. at Buffalo, SUNY Univ. of Alabama Univ. of Cincinnati Univ. of Colorado-

Boulder Univ. of Colorado-Denver Univ. of South Florida Univ. of Utah Virginia Tech Washington State Univ.

10

Response Rates:NC State & Comparison Groups

NC State’s response rate for both first-year students and seniors was similar to that of our official peers, but slightly lower than those in other RU/VH and large, public, research institutions.

NC State Respondents by Gender & Race/Ethnicity/Nationality

First-Year Senior

% of Resps % of Pop % of Resps % of Pop

Gender

Female 56% 45% 51% 44%

Male 46% 55% 49% 56%

Race/Ethnicity/Nationality

African American/Black 6% 5% 5% 6%

Amer. Indian/Alaskan Native <1% <1% <1% <1%

Asian 5% 5% 5% 5%

White 73% 76% 77% 75%

Hispanic/Latino 4% 4% 5% 4%

Multiracial/Ethnic 4% 4% 3% 3%

Foreign/nonresident alien 5% 4% 1% 1%

Unknown 1% 2% 3% 5%

The race/ethnicity/nationality distribution of NC State’s NSSE respondents generally matches that of the student population overall. While females are over-represented among NC State respondents, NSSE results are weighted to accurately reflect the true proportion of males and females in the population.

Selected Results: Overall satisfaction Summary comparisons Engagement indicators: detailed results High impact practices

Overall Satisfaction

2%

2%

2%

3%

7%

10%

6%

10%

33%

45%

41%

40%

58%

43%

50%

47%

0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%

NCSU

Carnegie

NCSU

Carnegie

Se

nio

rsF

irst

-Yea

r

Poor Fair Good Excellent

NC State seniors were much more likely than first-year students to rate their educational experience as “excellent.” NC State first-year students, and especially seniors, were more likely than their RU/VH peers to rate their experience as “excellent.”

Overall Satisfaction

3%

4%

2%

3%

6%

11%

8%

10%

31%

37%

31%

40%

60%

48%

59%

47%

0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%

NCSU

Carnegie

NCSU

Carnegie

Sen

iors

Firs

t-Y

ear

Definitely no Probably no Probably yes Definitely yes

Nine-in-ten NC State first-year students and seniors said they would probably or definitely choose NC State again if they were starting over. Both groups were much more likely than their RU/VH peers to say they would definitely choose to do so.

Highest and Lowest Performing Items Relative to RU/VH Peers

NC State first-year students were much more likely than their RU/VH peers to give positive ratings to their interactions with student services staff, and to the institutions’ emphasis on their well-being, and much less likely than their RU/VH peers to have had a course that included a service-learning component.

First-year

Highest Performing Relative to CarnegieQuality of interactions w ith student services staff (…)d (QI)

Institution emphasis on providing support for your overall w ell-being...c (SE)

Talked about career plans w ith a faculty memberb (SF)

Institution emphasis on encouraging contact among students from different backgrounds...c (SE)

Review ed your notes after classb (LS)

Lowest Performing Relative to CarnegieSpent more than 10 hours per w eek on assigned readingf

Tried to better understand someone else's view s by imagining…his or her perspective b (RI)

Included diverse perspectives (…) in course discussions or assignmentsb (RI)

Examined the strengths and w eaknesses of your ow n view s on a topic or issueb (RI)

About how many courses have included a community-based project (service-learning)?e (HIP)

Percentage Point Difference w ith Carnegie

-4

-4

-5

-5

-8

16.

2e.

2c.

2d.

12.

+8

+8

+7

+7

+7

-30 -20 -10 0 10 20 30

13d.

14f.

3a.

14d.

9b.

Item #

Highest and Lowest Performing Items Relative to RU/VH Peers

NC State seniors were much more likely than their RU/VH peers to have had a capstone experience, to give positive ratings to their interactions with student services staff, and to have worked with other students on course projects. The only NSSE item on which they had notably less positive ratings than their RU/VH peers was on having had courses that included a service-learning component.

SeniorHighest Performing Relative to CarnegieCompleted a culminating senior experience (…) (HIP)

Quality of interactions with student services staff (…)d (QI)

Worked with other students on course projects or assignments b (CL)

Participated in an internship, co-op, field exp., student teach., clinical placemt. (HIP)

Quality of interactions with other administrative staff and offices (…)d (QI)

Lowest Performing Relative to CarnegieInstitution emphasis on using learning support services (…)c (SE)

Institution emphasis on helping you manage your non-academic responsibilities (…)c (SE)

Summarized what you learned in class or from course materials b (LS)

Reviewed your notes after classb (LS)

About how many courses have included a community-based project (service-learning)?e (HIP)

Percentage Point Difference with Carnegie

Item #

+0

-0

-0

-1

-4

14c.

14g.

9c.

9b.

12.

+12

+11

+11

+10

+9

-30 -20 -10 0 10 20 30

11f.

13d.

1h.

11a.

13e.

Engagement Indicators:NC State vs RU/VH PeersNC State seniors gave more positive ratings than their peers at other RU/VH

institutions on almost all the engagement indicators, while NC State first-year students gave more positive ratings than their peers on half of the indicators.

Theme Engagement Indicator

Higher-Order Learning

Reflective & Integrative Learning

Learning Strategies

Quantitative Reasoning

Collaborative Learning

Discussions with Diverse Others

Student-Faculty Interaction

Effective Teaching Practices

Quality of Interactions

Supportive Environment

Learning with Peers

Experiences with Faculty

Campus Environment

Your students compared with

Academic Challenge

△△△△

--

▽

△△

CarnegieFirst-year Senior

△--

--

--

△△△△

△--

--

△

Note: Results for each individual item included in an engagement indicator, with comparisons to each of our NSSE comparisons groups (official peers, Carnegie class, and large/public/research institutions), are provided in “NSSE14 Engagement Indicators (NC State).pdf”

Academic Challenge:Higher-Order Learning

Majorities of NC State first-year students and seniors indicated that their coursework in the current semester “very much” or “quite a bit” emphasized higher-order learning. NC State seniors, however, were notably more likely than first-year students to say their course work “very much” emphasized such experiences.

0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%

2%

3%

4%

3%

6%

8%

5%

5%

19%

16%

25%

17%

32%

25%

32%

25%

49%

40%

43%

41%

43%

39%

44%

40%

30%

41%

28%

39%

19%

27%

19%

30%

Higher-Order Learning (NCSU First-Year & Seniors)

Very Little Some Quite a Bit Very Much

Applying facts, theories, or methods to practical problems or new situations

FIRST YEAR

SENIORS

Analyzing an idea, experience, or line of reasoning in depth by examining its parts

FIRST YEAR

SENIORS

Evaluating a point of view, decision, or information source

FIRST YEAR

SENIORS

Forming a new idea or understanding from various pieces of information

FIRST YEAR

SENIORS


NC State first-year students were generally less likely than their peers at RU/VH institutions to say their course work emphasized higher-order learning.

Carnegie

NCSU

Carnegie

NCSU

Carnegie

NCSU

Carnegie

NCSU

0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%

3%

2%

4%

4%

6%

6%

6%

5%

21%

19%

24%

25%

29%

32%

29%

32%

44%

49%

43%

43%

42%

43%

41%

44%

32%

30%

30%

28%

24%

19%

25%

19%

Higher-Order Learning (Carnegie vs. NCSU First-Year)







NC State seniors were slightly more likely than their peers at RU/VH institutions to say their course work emphasized “applying facts, theories, or methods to practical problems or new situations,” and analyzing an idea, experience, or line of reasoning in depth by examining its parts.”

0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%

3%

3%

4%

3%

8%

8%

6%

5%

18%

16%

21%

17%

28%

25%

25%

25%

42%

40%

40%

41%

37%

39%

40%

40%

37%

41%

35%

39%

27%

27%

29%

30%

Higher-Order Learning (Carnegie vs. NCSU Seniors)



Carnegie

NCSU


Carnegie

NCSU


Carnegie

NCSU


Carnegie

NCSU

Academic Challenge: Reflective & Integrative LearningThe extent of engagement in reflective and integrative learning varied widely depending on the

specific strategy asked about. NC State seniors were much more likely than first-year students to say they “often” or “very often” engaged in or had experiences with reflective and integrative learning. Differences were especially large for “combined ideas from different courses when completing assignments.”

0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%

5%

1%

8%

6%

11%

14%

5%

4%

3%

3%

3%

2%

1%

1%

42%

23%

45%

30%

46%

36%

39%

33%

37%

27%

35%

29%

24%

13%

36%

41%

34%

36%

31%

27%

40%

41%

38%

42%

44%

43%

45%

44%

17%

31%

13%

28%

11%

22%

15%

23%

21%

28%

18%

26%

30%

42%

Reflective & Integrative Learning (NCSU First Year & Seniors)

Never Sometimes Often Very often

Combined ideas from different courses when completing assignments

FIRST YEAR

SENIORS

Connected your learning to societal problems or issues

FIRST YEAR

SENIORS

Included diverse perspectives (political, religious, racial/ ethnic, gender, etc.) in course discussions or assignments

FIRST YEAR

SENIORS

Examined the strengths and weaknesses of your own views on a topic or issue

FIRST YEAR

SENIORS

Tried to better understand someone else's views by imagining how an issue looks from his or her perspective

FIRST YEAR

SENIORS

Learned something that changed the way you understand an issue or concept

FIRST YEAR

SENIORS

Connected ideas from your courses to your prior experiences and knowledge

FIRST YEAR

SENIORS

Academic Challenge: Reflective & Integrative LearningNC State first-year students were slightly less likely than their RU/VH peers

to engage in or have experiences with reflective and integrative learning. First-year students were least likely to have “included diverse perspectives…in course discussions or assignments.”

0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%

6%

5%

9%

8%

12%

11%

6%

5%

4%

3%

3%

3%

2%

1%

39%

42%

40%

45%

42%

46%

34%

39%

32%

37%

33%

35%

22%

24%

39%

36%

34%

34%

32%

31%

41%

40%

41%

38%

42%

44%

45%

45%

19%

17%

16%

13%

15%

11%

19%

15%

22%

21%

22%

18%

31%

30%

Reflective & Integrative Learning (Carnegie vs. NCSU First Year)



Carnegie

NCSU


Carnegie

NCSU


Carnegie

NCSU


Carnegie

NCSU


Carnegie

NCSU


Carnegie

NCSU


Carnegie

NCSU

Academic Challenge: Reflective & Integrative LearningNC State seniors were generally similar to their RU/VH peers in the extent to

which they engaged in or had experiences with reflective and integrative learning.

0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%

3%

1%

7%

6%

15%

14%

6%

4%

4%

3%

2%

2%

1%

1%

25%

23%

32%

30%

36%

36%

32%

33%

29%

27%

29%

29%

16%

13%

40%

41%

35%

36%

29%

27%

39%

41%

40%

42%

42%

43%

43%

44%

33%

31%

25%

28%

20%

22%

23%

23%

26%

28%

26%

26%

40%

42%

Reflective & Integrative Learning (Carnegie vs. NCSU Seniors)



Carnegie

NCSU


Carnegie

NCSU


Carnegie

NCSU


Carnegie

NCSU


Carnegie

NCSU


Carnegie

NCSU


Carnegie

NCSU

Academic Challenge:Learning Strategies

NC State seniors and first-year students were notably more likely to say they “identified key information from reading assignments” than to have used other learning strategies. Seniors were more likely than first-year students to say they “very often” “identified key information from reading assignments,” but were slightly less likely than first-year students to say the “often” or “very often” “reviewed [their] notes after class.”

Identified key information from reading assignments

FIRST YEAR

SENIORS

Reviewed your notes after class

FIRST YEAR

SENIORS

Summarized what you learned in class or from course materials

FIRST YEAR

SENIORS

0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%

1%

1%

2%

8%

7%

6%

18%

16%

29%

34%

30%

33%

46%

42%

37%

30%

37%

34%

34%

41%

32%

28%

27%

26%

Learning Strategies (NCSU First Year & Seniors)



NC State first-year students were slightly more likely than their RU/VH peers to use various learning strategies, most notably “reviewed [your] notes after class.”


Carnegie

NCSU


Carnegie

NCSU


Carnegie

NCSU

0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%

2%

1%

5%

2%

7%

7%

20%

18%

32%

29%

33%

30%

43%

46%

33%

37%

35%

37%

35%

34%

29%

32%

25%

27%

Learning Strategies (Carnegie vs. NCSU First Year)



There were no notable differences between NC State seniors and their RU/VH peers in the extent to which they use various learning strategies.

0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%

2%

1%

9%

8%

8%

6%

17%

16%

33%

34%

31%

33%

39%

42%

30%

30%

33%

34%

41%

41%

29%

28%

27%

26%

Learning Strategies (Carnegie vs. NCSU Seniors)



Carnegie

NCSU


Carnegie

NCSU


Carnegie

NCSU

Academic Challenge:Quantitative Reasoning

About 10% or more of NC State seniors and first-year students said they “never” engage in various types of quantitative reasoning asked about. Seniors were twice as likely as first-year students to say they “very often” “used numerical information to examine a real-world problem or issue” and to have “evaluated what others have concluded from numerical information.”

0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%

8%

9%

17%

14%

13%

11%

37%

30%

44%

34%

45%

37%

37%

31%

29%

31%

32%

31%

18%

30%

10%

21%

10%

21%

Quantitative Reasoning (NCSU First Year vs. Seniors)


Reached conclusions based on your own analysis of numerical information (numbers, graphs, statistics, etc.)

FIRST YEAR

SENIORS

Used numerical information to examine a real-world problem or issue (unemployment, climate change, public health, etc.)

FIRST YEAR

SENIORS

Evaluated what others have concluded from numerical information

FIRST YEAR

SENIORS


There were no differences between NC State first-year students and their RU/VH peers in the extent to which they engaged in quantitative reasoning. More than half of the first-year students said they “never” or only “sometimes” “used numerical information to examine a real-world problem or issue” or “evaluated what others have concluded from numerical information.”

0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%

11%

8%

21%

17%

18%

13%

34%

37%

40%

44%

42%

45%

36%

37%

27%

29%

29%

32%

19%

18%

12%

10%

11%

10%

Quantitative Reasoning (Carnegie vs. NCSU First Year)



Carnegie

NCSU


Carnegie

NCSU


Carnegie

NCSU


NC State seniors were slightly more likely than their RU/VH peers to “often” or “very often” use various types of quantitative reasoning.

0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%

12%

9%

19%

14%

16%

11%

31%

30%

36%

34%

36%

37%

33%

31%

27%

31%

30%

31%

24%

30%

18%

21%

17%

21%

Quantitative Reasoning (Carnegie vs. NCSU Seniors)



Carnegie

NCSU


Carnegie

NCSU


Carnegie

NCSU

Learning with Peers: Collaborative Learning

Overall, about one-in-five NC State seniors and first-year students said they “very often” engage in various collaborative learning strategies, with a notable exception being that over 40% of seniors said they have “worked with other students on course projects or assignments.” First-year students were more likely than seniors to have “asked another student to help [them] understand course material.”

0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%

5%

10%

2%

3%

11%

15%

4%

4%

35%

39%

35%

30%

34%

34%

43%

20%

38%

33%

42%

43%

35%

30%

38%

35%

22%

18%

21%

24%

20%

22%

15%

41%

Learning Strategies (NCSU First Year vs. Seniors)


Asked another student to help you understand course material

FIRST YEAR

SENIORS

Explained course material to one or more students

FIRST YEAR

SENIORS

Prepared for exams by discussing or working through course material with other students

FIRST YEAR

SENIORS

Worked with other students on course projects or assignments

FIRST YEAR

SENIORS


NC State first-year students are similar to their RU/VH peers in the extent to which they engage in collaborative learning, with the exception of being that NC State students were slightly more likely than their RU/V peers to have “asked another student to help you understand course material.”

0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%

7%

5%

3%

2%

11%

11%

7%

4%

38%

35%

26%

35%

35%

34%

40%

43%

35%

38%

40%

42%

31%

35%

34%

38%

20%

22%

21%

21%

22%

20%

18%

15%

Collaborative Learning (Carnegie vs. NCSU First Year)



Carnegie

NCSU


Carnegie

NCSU


Carnegie

NCSU


Carnegie

NCSU


NC State seniors were more likely than their RU/VH peers to “often” or “very often” engage in collaborative learning. Differences were especially large for “worked with other students on course projects or assignments”.

0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%

12%

10%

4%

3%

15%

15%

6%

4%

44%

39%

35%

30%

36%

34%

29%

20%

29%

33%

38%

43%

28%

30%

34%

35%

16%

18%

22%

24%

21%

22%

31%

41%

Collaborative Learning (Carnegie vs. NCSU Seniors)



Carnegie

NCSU


Carnegie

NCSU


Carnegie

NCSU


Carnegie

NCSU

Learning with Peers: Discussions with Diverse OthersMajorities of NC State seniors and first-year students said they have

discussions with others who are different from themselves, although seniors were slightly more likely than first-year students to say they do so “very often.”

0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%

3%

3%

3%

3%

2%

3%

3%

2%

22%

18%

21%

17%

26%

20%

21%

18%

31%

30%

38%

35%

33%

32%

35%

32%

43%

50%

38%

45%

39%

46%

41%

48%

Discussions with Diverse Others (NCSU First Year vs. Seniors)


People of a race or ethnicity other than your own

FIRST YEAR

SENIORS

People from an economic background other than your own

FIRST YEAR

SENIORS

People with religious beliefs other than your own

FIRST YEAR

SENIORS

People with political views other than your own

FIRST YEAR

SENIORS

Learning with Peers: Discussions with Diverse OthersOther than NC State first-year students being slightly less likely to “very

often” have discussions with “people with religious beliefs other than [their] own,” there were no notable differences between them and their RU/VH peer in the frequency with which they have discussions with those who are different from themselves.

0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%

4%

3%

3%

3%

4%

2%

5%

3%

22%

22%

22%

21%

22%

26%

23%

21%

30%

31%

34%

38%

31%

33%

32%

35%

44%

43%

41%

38%

43%

39%

41%

41%

Discussions wtih Diverse Others (Carnegie vs. NCSU First Year)



Carnegie

NCSU


Carnegie

NCSU


Carnegie

NCSU


Carnegie

NCSU

Learning with Peers: Discussions with Diverse OthersNC State seniors were more likely than their RU/VH peers to have

discussions with diverse others. More than three-quarters said they had discussions “often” or “very often” with people of “a race or ethnicity other than [their] own”, “from an economic background other than [their] own, “with religious beliefs other than [their] own”, and “with political views other than [their] own”.

.

0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%

4%

3%

4%

3%

5%

3%

5%

2%

22%

18%

21%

17%

21%

20%

22%

18%

28%

30%

32%

35%

30%

32%

31%

32%

46%

50%

43%

45%

44%

46%

42%

48%

Discussions wtih Diverse Others (Carnegie vs. NCSU Seniors)



Carnegie

NCSU


Carnegie

NCSU


Carnegie

NCSU


Carnegie

NCSU

Experiences with Faculty: Student-Faculty Interaction

0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%

17%

17%

48%

41%

30%

41%

23%

23%

46%

38%

34%

29%

46%

29%

49%

46%

26%

26%

13%

15%

17%

15%

21%

19%

11%

20%

5%

15%

7%

15%

7%

13%

Student-Faculty Interaction (NCSU First Year vs. Seniors)


Talked about career plans with a faculty member

FIRST YEAR

SENIORS

Worked w/faculty on activities other than coursework (committees, student groups, etc.)

FIRST YEAR

SENIORS

Discussed course topics, ideas, or concepts with a faculty member outside of class

FIRST YEAR

SENIORS

Discussed your academic performance with a faculty member

FIRST YEAR

SENIORS

Sizeable numbers of NC State seniors and first-year students indicated they had “never” interacted with faculty in various ways outside of the classroom. Seniors, however, were much more likely than first-year students to say they had interacted with faculty “often” or “very often.” Differences were especially large for “worked w/faculty on activities other than coursework (committees, student groups, etc.).”


NC State first-year students were slightly more likely than their RU/VH peers have “talked about career plans with a faculty member,” and to have “discussed your academic performance with a faculty member.”

0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%

23%

17%

53%

48%

33%

30%

28%

23%

47%

46%

30%

34%

44%

46%

48%

49%

20%

26%

12%

13%

17%

17%

17%

21%

9%

11%

6%

5%

6%

7%

7%

7%

Student- Faculty Interaction (Carnegie vs. NCSU First Year)



Carnegie

NCSU


Carnegie

NCSU


Carnegie

NCSU


Carnegie

NCSU


Similar to first-year students, NC State seniors were slightly more likely than their RU/VH peers to have “often” or “very often” “talked about career plans with a faculty member,” and to have “discussed your academic performance with a faculty member.” They were also more likely to have “worked with faculty on activities other than coursework.”

0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%

19%

17%

45%

41%

26%

41%

27%

23%

42%

38%

29%

29%

43%

29%

46%

46%

23%

26%

15%

15%

20%

15%

18%

19%

15%

20%

11%

15%

11%

15%

9%

13%

Student- Faculty Interaction (Carnegie vs. NCSU Seniors)



Carnegie

NCSU


Carnegie

NCSU


Carnegie

NCSU


Carnegie

NCSU

Campus Environment: Quality of Interactions

StudentsFIRST YEAR

SENIORS

Academic advisorsFIRST YEAR

SENIORS

FacultyFIRST YEAR

SENIORS

Student services staff (career services, student activities, housing, etc.)

FIRST YEAR

SENIORS

Other administrative staff and offices (registrar, financial aid, etc.)

FIRST YEAR

SENIORS

0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%

1%

1%

2%

6%

1%

2%

3%

3%

3%

4%

1%

1%

5%

7%

3%

1%

4%

3%

5%

5%

3%

4%

6%

8%

6%

4%

8%

7%

9%

10%

6%

8%

15%

13%

14%

10%

15%

13%

17%

16%

21%

22%

19%

14%

27%

23%

21%

24%

26%

20%

34%

33%

23%

21%

30%

35%

28%

26%

25%

26%

34%

31%

30%

30%

19%

26%

22%

24%

16%

18%

Quality of Interaction (NCSU First Year vs. Seniors)

1: Poor 2 3 4 5 6 7: Excellent

In general, about one-fourth or more of NC State seniors and first-year students rate the quality of their interactions with various other people on campus as “excellent.” Seniors were much more likely than first-year students to say they had high quality interactions with “faculty,” and slightly less likely than first-year students to say they had high quality interactions with other “students.”

0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%

1%

1%

4%

2%

2%

1%

4%

3%

6%

3%

2%

1%

6%

5%

4%

3%

5%

4%

7%

5%

4%

3%

9%

6%

7%

6%

8%

8%

10%

9%

9%

6%

15%

15%

16%

14%

16%

15%

18%

17%

23%

21%

22%

19%

27%

27%

25%

21%

24%

26%

32%

34%

22%

23%

28%

30%

25%

28%

22%

25%

29%

34%

23%

30%

16%

19%

17%

22%

14%

16%

Student- Faculty Interaction (Carnegie vs. NCSU First Year)


StudentsCarnegie

NCSU

Academic advisorsCarnegie

NCSU

FacultyCarnegie

NCSU


Carnegie

NCSU


Carnegie

NCSU


NC State first-year students were notably more likely than their RU/VH peers to report high quality interactions with all groups asked about.


StudentsCarnegie

NCSU

Academic advisorsCarnegie

NCSU

FacultyCarnegie

NCSU


Carnegie

NCSU


Carnegie

NCSU

0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%

1%

1%

6%

6%

2%

2%

5%

3%

6%

4%

2%

1%

7%

7%

3%

1%

6%

3%

7%

5%

4%

4%

9%

8%

5%

4%

9%

7%

10%

10%

9%

8%

14%

13%

12%

10%

17%

13%

18%

16%

22%

22%

19%

14%

26%

23%

24%

24%

23%

20%

32%

33%

21%

21%

31%

35%

22%

26%

21%

26%

31%

31%

24%

30%

22%

26%

17%

24%

14%

18%

Student- Faculty Interaction (Carnegie vs. NCSU Seniors)


NC State seniors were notably more likely than their RU/VH peers to report high quality interactions with “faculty,” “student services staff,” and “other administrative staff.”

Campus Environment: Supportive Environment

Providing support to help students succeed academically

FIRST YEAR

SENIORS

Using learning support services (tutoring services, writing center, etc.)

FIRST YEAR

SENIORS

Encouraging contact among students from diff. backgrounds (soc., racial/eth., relig., etc.)

FIRST YEAR

SENIORS

Providing opportunities to be involved socially

FIRST YEAR

SENIORS

Providing support for your overall well-being (recreation, health care, counseling, etc.)

FIRST YEAR

SENIORS

Helping you manage your non-academic responsibilities (work, family, etc.)

FIRST YEAR

SENIORS

Attending campus activities and events (performing arts, athletic events, etc.)

FIRST YEAR

SENIORS

Attending events that address important social, economic, or political issues

FIRST YEAR

SENIORS

0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%

3%

4%

3%

8%

8%

13%

2%

5%

2%

7%

16%

33%

3%

6%

10%

13%

14%

22%

13%

28%

25%

29%

15%

18%

14%

16%

40%

37%

21%

26%

34%

39%

41%

42%

38%

37%

37%

32%

43%

44%

39%

40%

30%

18%

41%

40%

36%

31%

42%

32%

46%

27%

30%

25%

39%

34%

45%

37%

14%

12%

34%

28%

20%

17%

Supportive Environment (NCSU First Year vs. Seniors)


With few exceptions, majorities of NC State seniors and first-year students see the campus as providing a supportive environment. First-year students, however, were consistently more likely than seniors to say NC State “very much” emphasized various aspects of a supportive environment.

0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%

3%

3%

5%

3%

11%

8%

4%

2%

5%

2%

20%

16%

5%

3%

12%

10%

19%

14%

18%

13%

30%

25%

20%

15%

19%

14%

38%

40%

22%

21%

35%

34%

42%

41%

39%

38%

34%

37%

40%

43%

40%

39%

28%

30%

40%

41%

35%

36%

35%

42%

39%

46%

25%

30%

36%

39%

36%

45%

14%

14%

33%

34%

19%

20%

Supportive Environment (Carnegie vs. NCSU First Year)



NC State first year students were more likely than their RU/VH peers to say their institution “very much” emphasized multiple aspects of a supportive environment.


Carnegie

NCSU


Carnegie

NCSU


Carnegie

NCSU


Carnegie

NCSU


Carnegie

NCSU

Helping you manage your non-academic responsibilities (work, family, etc.)

Carnegie

NCSU

Attending campus activities and events (performing arts, athletic events, etc.)

Carnegie

NCSU


Carnegie

NCSU


0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%

5%

4%

9%

8%

17%

13%

7%

5%

8%

7%

34%

33%

9%

6%

16%

13%

25%

22%

27%

28%

33%

29%

24%

18%

24%

16%

37%

37%

26%

26%

37%

39%

43%

42%

38%

37%

29%

32%

39%

44%

38%

40%

20%

18%

37%

40%

31%

31%

27%

32%

26%

27%

20%

25%

30%

34%

30%

37%

10%

12%

28%

28%

16%

17%

Supportive Environment (Carnegie vs. NCSU First Year)



Carnegie

NCSU


Carnegie

NCSU


Carnegie

NCSU


Carnegie

NCSU


Carnegie

NCSUHelping you manage your non-academic responsibilities (work, family, etc.)

Carnegie

NCSUAttending campus activities and events (performing arts, athletic events, etc.)

Carnegie

NCSU


Carnegie

NCSU

NC State seniors were more likely than their RU/VH peers to say their institution “very much” emphasized multiple aspects of a supportive environment.

High Impact Practices

24%

37%

5%

19%

45%

6%

0%5%

10%15%20%25%30%35%40%45%50%

Learning Community Service Learning Rrsch w/ Fac

NCSU Carnegie

NC State first-year students were more likely than their RU/VH peers to say they have participated in a learning community, but less likely to have taken a course with a service learning component.


48%

46%

41%

41%

11%

13%

0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%

NCSU

Carnegie

None One Two

NC State first-year students participated in about the same number of different types of high impact learning experiences as did their RU/VH peers.


29%

48%

35%

65%

22%

55%

26%

52%

29%

55%

18%

43%

0%

10%

20%

30%

40%

50%

60%

70%

LearningCommunity

Service Learning Rrsch w/ Fac Internship/FieldExp.

Study Abroad Capstone

NCSU Carnegie

NC State seniors were more likely than their RU/VH peers to have participated in a range of high impact learning experiences, most notably in internships or having a capstone course.


9%

14%

17%

22%

74%

64%

0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%

NCSU

Carnegie

None One Two or more

Three-fourths of seniors had participated in two or more different types of high impact experiences during their time at NC State; less than one-in-ten indicated having had no such experience.

Using Our NSSE Data

Using NSSE Data

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.

Areas of Effective

EducationalPractice

Areas for InstitutionalImprovement

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

InstitutionalImprovement

LearningCommunitie

s1ST Year

and Senior

ExperienceAcademicAffairs

LearningAssessment

FacultyDevelopment

AcademicAdvising

PeerComparison

StudentAffairs

InstitutionalResearch

EnrollmentManagement

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)

PublicAccountability

FundRaising

GoverningBoards

ProspectiveStudents

Alumni

StatePolicy

MakersPerformanceIndicators

Focus on Right Things

AccreditingBodies

Media

Parents

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 and High Impact Practices

JACKSONVILLE STATE UNIVERSITY

Finding: Student reported engagement in service-learning and other high-impact practices were 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 non-returning 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.

For more information…

Reports Onlinehttp://oirp.ncsu.edu/srvy/stdnt/nsse/2014

Detailed data and documentation are available online, including:

Supporting Documents NSSE project overview NC State comparison groups Survey instruments Demographic profile of

respondents

Data Reports NC State results compared to

each of our three comparison groups Engagement Indicators Frequencies and means Graphical displays

NC State results compared with top 50% and top 10% of all participating institutions

NC State results to “high impact” questions, by student characteristics

63

http://oirp.ncsu.edu/srvy/stdnt/nsse/2014

http://oirp.ncsu.edu/srvy/stdnt/nsse/2014

Indiana University Center for Postsecondary Research

1900 East Tenth Street, Suite 419Bloomington, IN 47406-7512

Phone: 812-856-5824Fax: 812-856-5150

E-mail: [email protected] Web: nsse.iub.edu

NC State Contact:Nancy Whelchel, Ph.D.Associate Director for Survey ResearchOffice of Institutional Planning and AnalysisPhone: 919-515-4184E-mail: [email protected]: http://oirp.ncsu.edu/srvy/stdnt/nsse

.

Contact Information

mailto:[email protected]

NC State Office of Institutional Research & Planning September, 2014.

Documents

Transcript of NC State Office of Institutional Research & Planning September, 2014.