Note to Presenters

This sample presentation is designed as a template to help LSSSE users present their LSSSE 2012 data to interested parties. This is only one way to present the data. Please adapt this sample presentation to best meet your goals and suit your audience.

These slides provide information about LSSSE (the survey, administration process, and project scope) and offer examples of how to present your LSSSE 2012 data.

Replace the cover slide and the red text throughout this presentation with the name of your law school and your own 2012 data.

Check the notes section of each slide for additional information (on PowerPoint toolbar, select “view,” then “notes page”).

“LSSSE” is pronounced “lessie.”

Sample Law School Results Name of Presenter(s)

Law School Survey of Student Engagement

Overview

• What is Student Engagement• Principles of Good Practice in Legal

Education• LSSSE• Law School Report 2012• Selected Findings• Using LSSSE Data• Discussion & Questions

How engaged are our students?

What percentage of Sample Law School students frequently (“often” or “very often”) engaged in the following activities?

Your Predictions

Survey Items % of “Often” or “Very Often”

Predicted Preferred Actuala. Asked questions in class or contributed to

class discussions

     

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

     

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

     

d. Included diverse perspectives (different races, religions, genders, sexual orientations, political beliefs, etc.) in class discussions or writing assignments

     

e. Come to class without completing readings or assignments

     

f. Worked with other students on projects during class

     

What is Student Engagement?

Law students: devote time and energy to educationally purposeful activities

Law schools: use effective educational practices to encourage law students to succeed academically and professionally

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Principles of Good Practice in Legal Education

Student-faculty contact Active learning Prompt feedback Time on task High expectations Respect for diverse learning styles Cooperation among students

49 J. Legal Educ. 371 (1999)

Patrick T. O’Day and George D. Kuh, Assessing What Matters in Law School: the Law School Survey of Student Engagement, 81 Ind. L. J. 401, 405 (2006)

LSSSE

Measures the extent to which law students devote time and energy to educationally sound activities and the policies and practices that law schools use to induce students to take part in such activities.

Co-Sponsored by:

Association of American Law Schools

&The Carnegie Foundation for the Advancement of Teaching

Advantages of a National Survey

Refocuses conversations about the quality of legal education

Enhances institutional improvement efforts

Fosters appropriate comparisons Facilitates transparency &

accountability through empirical results Provides systematic national data on

“good educational practices”

Law School Survey of Student Engagement

Law school actions & requirements

Reactions to law school

Student behaviors

Student backgroundinformation

Student Learning

& Professio

nal Developm

ent

How does LSSSE work?

All JD or LLB students surveyed

Students fill out survey online

Multiple follow-ups to increase response rates

Validity of Self-Reported Data

Criteria for valid responses:

1. Requested information is known to respondents

2. Questions are phrased clearly and unambiguously

3. Respondents take questions seriously and thoughtfully

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

The LSSSE survey was designed to meet all of

these conditions

Who participates in LSSSE?

Year Law Schools

Respondents

2004 42 13,197

2005 53 21,653

2006 64 24,858

2007 79 25,770

2008 85 26,795

2009 82 26,641

2010 77 24,714

2011 95 33,395

2012 81 25,901• Public and private law

schools• Full-time and part-time law

students

• @ 50% response rate every year

• 178 different law schools in the US and Canada

Who responded to LSSSE at Sample Law?

x% response (x students)

Respondents Population %1L x x x%2L x x x%3L x x x%4L x x x%

Part-time x x x%Full-time x x x%Women x x x%

Men x x x%

Race/Ethnicity of Sample Law Respondents

Respondents

Population

%

American Indian/Native American X X x%

Asian/Asian American/Pacific Islander

X X x%

Black/African American X X x%

White (not Hispanic) X X x%

Hispanic/Latino X X x%

Multiracial X X x%

What is in the Law School Report?

Overview

School Data File

Characteristics of Respondents

Comparisons by Selected peer schools Size Affiliation LSSSE 2012 cohort

Student comments

Codebook of survey items

Law School Report 2012:Comparison Groups

Selected Peer Group 5 or more schools

Size < 500, 500-900, or > 900

students

Affiliation Public, Private, or

Religious

All LSSSE 2012 Schools

LSSSE 2012: Selected Peer Schools

Peer school 1

Peer school 2

Peer school 3

Peer school 4

Peer school 5

(or more)

Note to Presenter

Of the following six slides (slides #20-25), select the two that apply to your school and delete others from the presentation.

LSSSE 2012: Fewer than 500 Students

Drake University Law School University of California at Irvine School of Law

Earle Mack School of Law, Drexel University University of Cincinnati College of Law

Lincoln Memorial University Duncan School of Law University of Kentucky College of Law

Ohio Northern University, Pettit College of Law University of Louisville, Louis D. Brandeis School of Law

Quinnipiac University School of Law University of Maine School of Law

Regent University School of Law University of Missouri-Kansas City School of Law

Samford University, Cumberland School of Law University of Nebraska College of Law

Southern Illinois University School of Law University of Nevada, Las Vegas, William S. Boyd School of Law

The University of Tennessee College of Law University of Richmond School of Law

The University of Toledo College of Law University of St. Thomas School of Law

University of Arkansas at Little Rock, William H. Bowen School of Law Washington and Lee University School of Law

University of Arkansas School of Law Willamette University College of Law

LSSSE 2012: 500 to 900 Students

Atlanta's John Marshall Law School SUNY Buffalo Law School

Capital University Law School Syracuse University College of Law

Case Western Reserve University School of Law Texas Southern University, Thurgood Marshall School of Law

Charleston School of Law Texas Tech University School of Law

Cleveland State University, Cleveland-Marshall College of Law The Catholic University of America - Columbus School of Law

Emory University School of Law The Ohio State University Michael E. Moritz College of Law

Georgia State University College of Law The University of Iowa College of Law

Golden Gate University School of Law University of Alberta - Faculty of Law

Indiana University Maurer School of Law University of British Columbia Faculty of Law

Louisiana State University Paul M. Hebert Law Center University of Detroit Mercy School of Law

Loyola University School of Law, Chicago University of Mississippi School of Law

Northeastern University School of Law University of South Carolina School of Law

Oklahoma City University School of Law University of Washington School of Law

Phoenix School of Law University of Wisconsin Law School

Sandra Day O'Connor College of Law at Arizona State University Valparaiso University Law School

St. Mary's University of San Antonio School of Law Whittier Law School

St. Thomas University School of Law

LSSSE 2012: More than 900 Students

American University Washington College of Law Southwestern Law School

Charlotte School of Law St. John’s University School of Law

Florida Coastal School of Law The George Washington University Law School

Fordham University School of Law The John Marshall Law School

Indiana University Robert H. McKinney School of Law The University of Texas School of Law

Loyola Law School Thomas Jefferson School of Law

New York Law School University of California at Los Angeles School of Law

Nova Southeastern University Shepard Broad Law Center University of California Hastings College of the Law

Saint Louis University School of Law University of Denver Sturm College of Law

Santa Clara University School of Law University of Florida, Levin College of Law

Seattle University School of Law University of Maryland Francis King Carey School of Law

Seton Hall University School of Law Widener University School of Law

LSSSE 2012: Public Law Schools

Cleveland State University, Cleveland-Marshall College of Law University of British Columbia Faculty of Law

Georgia State University College of Law University of California at Irvine School of Law

Indiana University Maurer School of Law University of California at Los Angeles School of Law

Indiana University Robert H. McKinney School of Law University of California Hastings College of the Law

Louisiana State University Paul M. Hebert Law Center University of Cincinnati College of Law

Sandra Day O'Connor College of Law at Arizona State University University of Florida, Levin College of Law

Southern Illinois University School of Law University of Kentucky College of Law

SUNY Buffalo Law School University of Louisville, Louis D. Brandeis School of Law

Texas Southern University, Thurgood Marshall School of Law University of Maine School of Law

Texas Tech University School of Law University of Maryland Francis King Carey School of Law

The Ohio State University Michael E. Moritz College of Law University of Mississippi School of Law

The University of Iowa College of Law University of Missouri-Kansas City School of Law

The University of Tennessee College of Law University of Nebraska College of Law

The University of Texas School of Law University of Nevada, Las Vegas, William S. Boyd School of Law

The University of Toledo College of Law University of South Carolina School of Law

University of Alberta - Faculty of Law University of Washington School of Law

University of Arkansas at Little Rock, William H. Bowen School of Law University of Wisconsin Law School

LSSSE 2012: Private Law Schools

American University Washington College of Law Phoenix School of Law

Atlanta's John Marshall Law School Quinnipiac University School of Law

Case Western Reserve University School of Law Southwestern Law School

Charleston School of Law Syracuse University College of Law

Charlotte School of Law The George Washington University Law School

Drake University Law School The John Marshall Law School

Earle Mack School of Law, Drexel University Thomas Jefferson School of Law

Emory University School of Law University of Denver Sturm College of Law

Florida Coastal School of Law University of Richmond School of Law

Golden Gate University School of Law Washington and Lee University School of Law

Lincoln Memorial University Duncan School of Law Whittier Law School

New York Law School Widener University School of Law

Northeastern University School of Law Willamette University College of Law

Nova Southeastern University Shepard Broad Law Center

LSSSE 2012: Private Religiously-Affiliated Law Schools

Capital University Law School Seattle University School of Law

Fordham University School of Law Seton Hall University School of Law

Loyola Law School St. John's University School of Law

Loyola University School of Law, Chicago St. Mary’s University of San Antonio School of Law

Ohio Northern University, Pettit College of Law St. Thomas University School of Law

Oklahoma City University School of Law The Catholic University of America - Columbus School of Law

Regent University School of Law University of Detroit Mercy School of Law

Saint Louis University School of Law University of St. Thomas School of Law

Samford University, Cumberland School of Law Valparaiso University School of Law

Santa Clara University School of Law

How should we interpret student engagement data within the context

of our law school mission?

• Comparative

• Internal criteria-driven

• Mission-driven

• Cross-validation

Interpreting LSSSE data

What percent of Sample Law students frequently came to class without having completed readings or assignments?

x %

Select Findings: Prepare for Class

1L2L3L4L

x %

x %

x %

1L 2L 3L0

5

10

15

20

Sample Law[Your school size][Your school affiliation]LSSSE 2012

Select Findings: Hrs/wk spent preparing for class

What percent of Sample Law students frequently worked for pay in law-related jobs or legal settings?

x %

Select Findings: Work for pay in legal settings

1L2L3L4L

x %

x %

x %

Worked with faculty on activities other than course

work 1L 2L 3L 4L

Part-time students x % x % x % x %

Full-time students x % x % x % x %* % of students who responded “very often” or “often”

Select Findings: Work with faculty outside of class

What percent of Sample Law students are satisfied with their career counseling experiences?

x %

Select Findings: Career Counseling

1L2L3L4L

x %

x %

x %

* % of students who are “satisfied” or “very satisfied”

Received prompt feedback from faculty on your academic performance

1L 2L 3L 4L

Sample Law 2.8 3.9 2.5 3.25

Selected Peers 3.2 3.1 2.8 3.75

1 = Never2 = Sometimes3 = Often4 = Very Often

Select Findings: Faculty Feedback

What percentage of Sample Law students frequently discuss ideas from readings or class with faculty members outside of class?

x %

Select Findings: Discuss Ideas with Faculty

1L2L3L4L

x %

x %

x %

* % of students who do so “often” or “very often”

Select Findings: Discuss readings with faculty

Discussed Ideas from Readings with Faculty Outside of Class

1L 2L 3L 4L

Sample Law 4.00 4.00 4.00 4.00

[Your school size] 3.00 3.00 3.00 3.00

[School affiliation] 2.00 2.00 2.00 2.00

LSSSE 2012 2.06 2.03 2.02 1.94

LSSSE 2012: Promising findings

X% of our students are “very satisfied” with their career counseling experience

X% of our students reported that Sample Law contributes “very much’” to gains in critical and analytical thinking

Almost x% of 3Ls frequently came to class unprepared

Only x% of students said they would “probably” or “definitely” choose the same law school again.

1L 2L 3L 4L

Class preparation Same school

%LSSSE 2012: Disappointing findings

What are our current engagement levels?

Are our current levels satisfactory?

What are areas for improvement?

Modify programs and policies accordingly

Teach students what is required to get the most out of law school

Monitor student & institutional performance

Areas of Effective

EducationalPractice

Areas for Improvement

Using LSSSE data

Self-study in accreditation

Information for faculty about your students’ experiences

Self-evaluation and planning

Comparison with peer law schools

Resource allocation

Track experiences of target student populations

Longitudinal studies

How schools use LSSSE data

www.lssse.iub.edu

Discussion & questions