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Gallaudet Institutional Research Report:

National Survey of Student Engagement

Pat Hulsebosch: Executive Director – Office of Academic Quality

Faculty Senate December 13, 2010

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National Survey of Student Engagement

NSSE

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National Survey of Student Engagement (NSSE)

• Since inception more than 1,400 BA granting colleges and universities have used

• NSSE 2010– 589 institutions– Average response rate: 37%

• Practices associated with “deep learning”– Student behaviors and institutional practices

• Student reported impact• Items; Five subscales (“NSSE benchmarks”)

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Why Schools Use NSSE

• To participate in a national effort to improve undergraduate quality

• To use a research-based, psychometrically sound tool• To compare performance against peer institutions• To examine patterns of strengths and weaknesses

within Gallaudet, across time, and across different student groups

• To guide and monitor institutional improvement• To incorporate student engagement results in self-

studies, accreditation, and accountability

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• USA Today Website is providing NSSE benchmark information on universities (voluntary)

• http://www.usatoday.com/news/education/nsse.htm

NSSE Data for Prospective Students and the Public

NSSE Analysis: Subscales

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National Survey of Student Engagement

BENCHMARKS (Subscales)Level of Academic ChallengeActive and Collaborative

LearningStudent-Faculty Interaction

Enriching Educational Experiences

Supportive Campus Environment

EXAMPLE NSSE ITEMS • Number of papers written• Made a class presentation• Discussed assignments with

instructor• Discussed career plans with a

faculty member /advisor• Talking with students of a

different race or ethnicity• Quality of relationships with

administrative personnel and offices

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• SUBSCALES (%) – Comparisons to NSSE average

• See Executive Summary, page 4

– Comparisons to designated peers• East-coast universities, Carnegie class, Private universities

– Comparisons to “highly engaged” IHE’s (Top 50%, Top 10%)

– Comparisons to our past % (2004, 2005 - 2007)

Reviewing and Reporting NSSE Data

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NSSE Findings: SubscalesGallaudet First Year Students

1. Level of academic challenge– Lower than peers, but not significantly *

2. Active and collaborative learning – Significantly higher than average

3. Student-faculty interaction– Significantly higher than average

4. Enriching educational experience– Lower than peers, but not significantly lower than average *

5. Supportive campus environment– Lower than peers, but not significantly lower than average

ALL subscales have INCREASED for first year students since the last GU NSSE Survey in 2008

* In 2008 these were significantly lower than peers

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NSSE Subscales: First Year Students (FY)

2006 2008 2010Level of Academic Challenge

49.3 51.8 55.6

Active and Collaborative Learning

41.5 46.8 49.6

Student Faculty Interaction

35.6 40.9 42.9

Enriching Educational Experiences

25.5 24.1 27.3

SupportiveCampusEnvironment

58.4 60.7 60.9

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NSSE Subscales: Seniors (S)2006 2008 2010

Level of Academic Challenge

56.2 56.5 56.4

Active and Collaborative Learning

52.0 52.4 52.7

Student Faculty Interaction

45.0 43.3 46.4

Enriching Educational Experiences

47.4 50.4 48.1

SupportiveCampusEnvironment

61.9 59.8 58.8

NSSE Analysis: Individual Items

Comparisons to Peer Universities

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NSSE findings: Individual ItemsEducational and Personal Growth

• Understanding yourself– Significantly higher than peers

• Understanding people of other racial and ethnic backgrounds– Significantly higher than peers

• Solving complex real-world problems– Significantly higher than peers

• Developing a personal code of values and ethics– Significantly higher than peers

• Developing a deepened sense of spirituality– Significantly higher than peers

Notable NSSE Items: Curricular Expectations and Experiences

Significantly Higher Than Peer Universities

• Discussed ideas from readings or classes with faculty members outside of class (S)

• Memorized (S) • Asked Q’s or contributed to discussion (F)• Made a class presentation (F)• Worked with classmates outside of class to prepare class assignments (F)• [GU] encourages contact among students from different …backgrounds

(S) • Came to class w/o having completed readings or assignments (S)• Number of books read on your own (F) • Number of written papers of 20 pages or more (F, S)• Number of problem sets that take you more than an hour to complete (S) • Number of problem sets that take you less than an hour to complete (S)

Notable NSSE Items: Curricular Expectations and Experiences

Significantly Lower Than Peer Universities

• Extent to which your exams have challenged you (F, S)• Worked on a paper or project that required integrating ideas or

information from various sources (F, S)• Worked with students on projects during class (S)• Put together ideas or concepts from different courses (S)• Had serious conversations with students of a different race or ethnicity

than your own (F, S) • Had serious conversations with students of a different religious,

political or person values (F) • Memorized .. (F)• Analyzed (S) • Applied (S)

Notable NSSE Items: High Impact Practices

Significantly Higher Than Peer IHE’s

• Tutored or taught (F, S) • Community or volunteer work (F) • Participated in a community-based

project as part of a course (F, S)• Participate in a learning community

(2+ classes together) (S) • Study abroad (F)• Independent study or self designed

major (F) • Culminating senior experience

(done or planned) (F)

Significantly Lower Than Peer IHE’s

• Practicum, internship ,field experience.. (S)

• Culminating senior experience (done or planned) (S)

• Community or volunteer work (F)

Notable NSSE Items: Student-Faculty Interactions

Significantly Higher Than Peer Universities• Discussed grades or

assignment with instructor (F)

• Talked about career plans with a faculty member or advisor (F)

• Worked with faculty members on activities other than coursework (F)

Significantly Lower Than Peer Universities

• Received prompt written or oral feedback from faculty on your academic performance (S)

• Quality of relationships with faculty members (F, S)

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Notable NSSE Items: OutcomesContribution of GU experience

to the following areas

Significantly Higher Than Peers

• Understanding yourself (F, S)• Understanding people of other racial and ethnic

backgrounds (F, S)• Solving complex real-work problems (F) • Developing a personal code of values and ethics (F, S) • Developing a deepened sense of spirituality (F, S)

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Notable NSSE Items: Outcomes Contribution of GU experience

to the following areas

Significantly Lower Than Peers• Broad general education (F, S) • Writing clearly and effectively (S)• Speaking clearly and effectively (S) • Thinking critically and analytically (S)

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Notable NSSE Items:Institutional Environment

To what extent does your institution emphasize:

Significantly Lower Than Peers• Spending significant amounts of time studying

or doing academic work (F, S)• Providing the support you need to succeed

academically (F, S)

Quality of academic advising (F, S)

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Notable NSSE Items Significantly Lower Than Peers

How would you evaluate your entire educational experience at this institution? (F, S)

If you could start over, would you go to the same institution you are now attending? (F, S)

Discussion