2012 national survey of student engagement jeremy d. penn & john d. hathcoat
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2012 National Survey of Student Engagement Jeremy D. Penn & John D. Hathcoat. Opening Discussion. What mattered MOST to your success in college as an undergraduate? What should all OSU students do or experience before they graduate?. Overview. Purpose and methodology - PowerPoint PPT PresentationTRANSCRIPT
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2012 National Survey of Student Engagement
Jeremy D. Penn & John D. Hathcoat
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University Assessment and Testing
Opening Discussion
• What mattered MOST to your success in college as an undergraduate?
• What should all OSU students do or experience before they graduate?
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University Assessment and Testing
Overview
1. Purpose and methodology2. Demographic characteristics3. Benchmark comparisons4. Comparisons across time5. Expectation gap (BCSSE & NSSE)
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College Experience
Student Precollege Characteristics and Experiences
Organizational Context
Peer Environment
Student learning and persistence
Structures policies & practices
Faculty culture
Individual Student Experiences
Classroom Experiences
Out-of-Class Experiences
Curricular Experiences
Influences on Student Learning and PersistenceFrom Reason, Terenzini, and Domingo (2006, p. 154).
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University Assessment and Testing
Summary
Purpose – national survey aiming to assess the academic engagement of first-year students and seniors.
Methodology – web surveys were administered during Spring 2012 by NSSE Institute.
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University Assessment and Testing
Response Rate
2002 2005 2009 20120
10
20
30
40
50
60
70
80
FreshmenSeniors
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University Assessment and Testing
Sample Demographics
WhiteBlac
kNati
ve
Hispan
icAsia
nMale
s
Female
s
Full-T
ime
0102030405060708090
100
First Year SampleFirst Year PopulationSenior SampleSenior Population
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University Assessment and Testing
Benchmark ComparisonsAspirational InstitutionsLess CompetitiveSimilar
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University Assessment and Testing
Comparison Group Demographics
Response Rate
Full Time Female Younger than 24
Resides on Campus
0102030405060708090
100
OSUAspirationalLess CompPeer
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University Assessment and Testing
Benchmark Results
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University Assessment and Testing
Level of Academic Challenge
Items – paper more than 20 pages, number of assigned books/readings; emphasis of applying theories to new situations.
Freshmen – significantly lower than aspirational (d = -.20).
Seniors – significantly lower than all other groups (d = -.16, -.20, and -.18)
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University Assessment and Testing
LAC Across Time
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University Assessment and Testing
Active and Collaborative Learning
Items – class presentation, worked with others, ask questions, class discussion, sought tutoring, taught others.
Freshmen – lower than aspirational (d = -.14)
Senior – not different from all other groups
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University Assessment and Testing
ACL Across Time
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University Assessment and Testing
Student Faculty Interaction
Items – project with faculty, faculty feedback, discuss assignments/grades.
Freshmen – higher than peers (d = .14).
Senior – lower than aspirational (d = -.07).
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University Assessment and Testing
SFI Across Time
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University Assessment and Testing
Enriching Educational Experiences
Items – hours in co-curricular activities, community service, culminating senior experience, serious conversations with students of different race/ethnicity
Freshmen – lower than aspirational (d = -.22) and peers (d = -.15).
Seniors – lower than aspirational (d = -.24), higher than less comp (d = .21) and not different from peers.
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University Assessment and Testing
EEE Across Time
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University Assessment and Testing
Supportive Campus Environment
Items – campus provides support to succeed academically, quality of relationships with students, administration, etc.
Freshmen – higher than aspirational (d = .13), less comp (d = .17) and peers (d = .15).
Seniors – higher than peer (d = .08)
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University Assessment and Testing
SCE Across Time
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University Assessment and Testing
Benchmark Summary Discussion
• Level of academic challenge continues to be a concern (also a concern in 2009, 2005, and 2002)
• Supportive campus environment is improved over 2009 results
• What do the results so far suggest about students’ experiences at OSU?
• What changes might be made at OSU in response to these results?
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University Assessment and Testing
Expectation Gap
2011 BCCSE – survey of beginning college students to provide information on how incoming freshmen expected to engage at OSU.
Cross-sectional comparisons between BCSSE and NSSE allows us to infer gaps between “expected” and “actual” engagement.
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University Assessment and Testing
Use of Time
020406080
Actual in High SchoolExpected in CollegeActual in College
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University Assessment and Testing
Classwork
020406080
Actual in High SchoolExpected in CollegeActual in College
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University Assessment and Testing
Diversity
020406080
Actual in High SchoolExpected in CollegeActual in College
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University Assessment and Testing
Grades
Grades of A or A- Grades of B or B- Grades of B- or lower
0
10
20
30
40
50
60
70
80
Actual in High SchoolExpected in CollegeActual in College
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University Assessment and Testing
How are some campuses responding?
• Undergraduate research• Learning communities• Service learning• Writing-intensive courses• Capstone experiences• Common intellectual
experiences (a “core”)• Collaborative
assignments and projects• Diversity / global learning
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University Assessment and Testing
High impact practices should not be just for honors students
“historically underserved students tend to benefit more from engaging in educational purposeful activities [such as high impact practices] than majority students” (p. 17)
-Recommends participation in at least two high-impact activities for all students
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University Assessment and Testing
Discussion
• What is the next step for improving engagement at OSU?
• What can / will you do in your role at OSU to improve student engagement?