national survey of student engagement: pathways to collegiate success 2004 annual survey results

National Survey of National Survey of Student Engagement: Student Engagement: Pathways to Pathways to Collegiate SuccessCollegiate Success2004 Annual Survey Results2004 Annual Survey Results

The National Survey of Student The National Survey of Student Engagement (NSSE) documents Engagement (NSSE) documents

dimensions of quality in dimensions of quality in undergraduate education and undergraduate education and

provides information and assistance provides information and assistance to colleges, universities, and other to colleges, universities, and other organizations to improve student organizations to improve student

learning.learning.

It’s primary activity is annually It’s primary activity is annually surveying college students to assess surveying college students to assess

the extent to which they engage in the extent to which they engage in educational practices associated educational practices associated with high levels of learning and with high levels of learning and

development.development.

NSSE 2004NSSE 2004

Fifth conducted reportFifth conducted report 160,000 first-year and senior students 160,000 first-year and senior students

randomly sampled from 470 institutionsrandomly sampled from 470 institutions ObjectivesObjectives

Provide data to colleges and universities to Provide data to colleges and universities to use for improving undergraduate education, use for improving undergraduate education, inform state accountability and accreditation inform state accountability and accreditation efforts, and facilitate national and sector efforts, and facilitate national and sector bench-marking efforts, among othersbench-marking efforts, among others

NSSE 2004- FindingsNSSE 2004- Findings

Selected resultsSelected results Promising findingsPromising findings Disappointing findingsDisappointing findings Other key findingsOther key findings Faculty Survey of Student EngagementFaculty Survey of Student Engagement

Selected FindingsSelected Findings

When faculty members expect students When faculty members expect students to study more and arrange class toward to study more and arrange class toward this end, students do sothis end, students do so

Students at historically Black colleges are Students at historically Black colleges are more likely to participate in community more likely to participate in community service related to a course and report service related to a course and report gaining more in personal, social, and gaining more in personal, social, and ethical developmentethical development

Selected FindingsSelected Findings

Students who engage in “deep” learning Students who engage in “deep” learning activities report greater educational and activities report greater educational and personal gains from college, participate personal gains from college, participate in more enriching educational in more enriching educational experiences, perceive campus to be experiences, perceive campus to be supportive, and are more satisfied overall supportive, and are more satisfied overall with collegewith college

Promising FindingsPromising Findings

Since 2000, some aspects of the student Since 2000, some aspects of the student experience have improved. For example, experience have improved. For example, today more seniors:today more seniors:

Participate in service learning (+7%)Participate in service learning (+7%) Have serious conversations with students Have serious conversations with students

with different social, political, and with different social, political, and religious views (+10%)religious views (+10%)

Perceive their campus to be helpful, Perceive their campus to be helpful, considerate, and flexible (+15%)considerate, and flexible (+15%)


Some findings for all students:Some findings for all students: About 9 of 10 students rate their college About 9 of 10 students rate their college

experience as “good” or “excellent” and experience as “good” or “excellent” and 82% would “probably” or “definitely” 82% would “probably” or “definitely” attend the same school if they were attend the same school if they were starting school againstarting school again

Four-fifths of fraternity and sorority Four-fifths of fraternity and sorority members participate in a fundraising members participate in a fundraising event compared with only 43% of non-event compared with only 43% of non-Greek students Greek students


Three-fifths of seniors and 37% of first-Three-fifths of seniors and 37% of first-year students do community service or year students do community service or volunteer workvolunteer work

About half of non-denominational college About half of non-denominational college students say that their institution students say that their institution substantially (“very much” or “quite a bit”) substantially (“very much” or “quite a bit”) contributes to their development of a contributes to their development of a deepened sense of spirituality compared deepened sense of spirituality compared with only 19% of the students at public with only 19% of the students at public institutionsinstitutions

Disappointing FindingsDisappointing Findings

Only one-tenth of students rely on Only one-tenth of students rely on newspapers or magazines as their newspapers or magazines as their primary source of local, national, or primary source of local, national, or international news; more than half say international news; more than half say television is their primary sourcetelevision is their primary source

Two-fifths of first-year students and a Two-fifths of first-year students and a quarter of seniors “never” discuss ideas quarter of seniors “never” discuss ideas from their classes or readings with a from their classes or readings with a faculty member outside of classfaculty member outside of class

Disappointing FindingsDisappointing Findings

One-fifth of all students spend no time One-fifth of all students spend no time exercisingexercising

More than a quarter of all students have More than a quarter of all students have “never” attended an art exhibit, gallery, “never” attended an art exhibit, gallery, play, dance, or other theater performance play, dance, or other theater performance during the current school yearduring the current school year

Other Key FindingsOther Key Findings

Time on TaskTime on Task

Time preparing for class, co-curricular Time preparing for class, co-curricular activities, and on-campus work are all activities, and on-campus work are all positively related to educational and positively related to educational and spiritual growthspiritual growth

Only 11% of full-time students spend 25 Only 11% of full-time students spend 25 hours per week preparing for class (as hours per week preparing for class (as professors recommend). Two-fifths spend professors recommend). Two-fifths spend 10 hours or less on class preparation per 10 hours or less on class preparation per week.week.

Time on TaskTime on Task

More than half of part-time students work More than half of part-time students work off-campus 20+ hours per weekoff-campus 20+ hours per week

About 19% of seniors spend 11+ hours About 19% of seniors spend 11+ hours per week caring for dependentsper week caring for dependents

A quarter of students spend 16+ hours A quarter of students spend 16+ hours per week relaxing and socializing- 8% per week relaxing and socializing- 8% spend more than 25 hoursspend more than 25 hours

Time on Time on TaskTask

Living ArrangementsLiving Arrangements

Forty-five percent of students live in campus Forty-five percent of students live in campus housing (68% of first-years, 22% of seniors)housing (68% of first-years, 22% of seniors)

The remainder live within driving distance The remainder live within driving distance (41%), walking distance (13%), or in a fraternity (41%), walking distance (13%), or in a fraternity or sorority house (1%)or sorority house (1%)

Twelve percent of men and 10% of women are Twelve percent of men and 10% of women are members of a fraternity or a sororitymembers of a fraternity or a sorority

GradesGrades

About two-fifths of all students reported About two-fifths of all students reported that they earned mostly A gradesthat they earned mostly A grades

Another 41% reported grades of either a Another 41% reported grades of either a B or B+B or B+

Only 3% of students reported Cs or lowerOnly 3% of students reported Cs or lower

Parental EducationParental Education

Thirty-four percent of NSSE respondents Thirty-four percent of NSSE respondents are first-generation college studentsare first-generation college students

Thirty-seven percent have parents who Thirty-seven percent have parents who both graduated from collegeboth graduated from college

Twenty-two percent have master’s Twenty-two percent have master’s degreesdegrees

Seven percent have parents with doctoral Seven percent have parents with doctoral degreesdegrees

Multiple InstitutionsMultiple Institutions

Approximately 36% of students attended one Approximately 36% of students attended one or more “other institutions” in addition to the or more “other institutions” in addition to the one in which they are currently enrolledone in which they are currently enrolled

Of this group, 25% went to another four-year Of this group, 25% went to another four-year college, 36% to a community college, 7% to a college, 36% to a community college, 7% to a vocational school, 6% to another form of post-vocational school, 6% to another form of post-secondary education, and 25% went to a secondary education, and 25% went to a combination of thesecombination of these

•A “substantial amount” of engagement is defined to be at least 50% of all students reporting “often” or “very often”

College College ActivitiesActivities

•The least frequent activities are those where the percentage of students responding “never” exceeds 35%

College ActivitiesCollege Activities

Self-reported Educational and Personal Gains from College

Educational and Personal Educational and Personal GrowthGrowth

Enriching Educational Enriching Educational ExperiencesExperiences

On balance, African Americans, foreign On balance, African Americans, foreign nationals, fraternity or sorority members, and nationals, fraternity or sorority members, and varsity athletes are more likely to participate in varsity athletes are more likely to participate in one or more enriching activityone or more enriching activity

Older students, Asian/Pacific Islanders, Older students, Asian/Pacific Islanders, students of Hispanic origin, first-generation students of Hispanic origin, first-generation students, part-time students, transfers, and students, part-time students, transfers, and commuters are less likely than their commuters are less likely than their counterparts to participate in one or more of counterparts to participate in one or more of these activitiesthese activities

Enriching Educational Enriching Educational ExperiencesExperiences

Likelihood of Participating in Educationally Engaging Experiences

Art, Wellness, & Art, Wellness, & SpiritualitySpirituality

Fine and performance artsFine and performance arts Approximately 25% of students frequently Approximately 25% of students frequently

attend plays, art exhibits, gallery, dance, or attend plays, art exhibits, gallery, dance, or theater performance, and 25-30% of theater performance, and 25-30% of students never attend these eventsstudents never attend these events

Frequency of attendance was positively Frequency of attendance was positively correlated with the student’s perceived correlated with the student’s perceived emphasis of these events on campus, and emphasis of these events on campus, and negatively correlated with the number of negatively correlated with the number of hours students worked off-campus, provided hours students worked off-campus, provided for dependents, and commuted to classfor dependents, and commuted to class


Fine and performance

arts

•Percentage of students who attended a fine or performing arts event during their school year


Exercise and physical fitnessExercise and physical fitness Over fifty percent of students frequently Over fifty percent of students frequently

exercised or performed physical fitness, exercised or performed physical fitness, though about 20% of students never though about 20% of students never engaged in these activities throughout the engaged in these activities throughout the school yearschool year

Activity varied by the kind of institution, with Activity varied by the kind of institution, with two-thirds of students participating in two-thirds of students participating in exercise at liberal arts schools, and half exercise at liberal arts schools, and half participating at doctoral institutionsparticipating at doctoral institutions


Exercise and physical fitness

•Percent of students who exercised during their previous school year

Spiritual Activity and Spiritual Activity and Spiritual DevelopmentSpiritual Development

One-third of students frequently engaged One-third of students frequently engaged in activities to enhance spirituality, though in activities to enhance spirituality, though 42% never participated in these activities42% never participated in these activities

Students at denominational institutions Students at denominational institutions were more likely to engage in spiritual were more likely to engage in spiritual activities (~42%) than those at non-activities (~42%) than those at non-denominational institutions (~26%), denominational institutions (~26%), though about one-fourth of students at though about one-fourth of students at denominational institutions responded that denominational institutions responded that they “never” attended these activitiesthey “never” attended these activities

Spiritual Activity and Spiritual Activity and Spiritual DevelopmentSpiritual Development

About one-third of students reported that About one-third of students reported that their experience in college contributed their experience in college contributed “quite a bit” or “very much” to their “quite a bit” or “very much” to their spiritualityspirituality

Attending a denominational institution or Attending a denominational institution or participating in spiritual activities participating in spiritual activities increased this effectincreased this effect

Spirituality and Spiritual Spirituality and Spiritual DevelopmentDevelopment

Civic EngagementCivic Engagement

Approximately 113,000 students from Approximately 113,000 students from 449 institutions also answered questions 449 institutions also answered questions regarding their involvement in politics and regarding their involvement in politics and community issuescommunity issues

54% of males and 46% of females stated 54% of males and 46% of females stated that they at least “sometimes” expressed that they at least “sometimes” expressed their opinions about political issues in a their opinions about political issues in a public forumpublic forum


93% of students used one or more media 93% of students used one or more media source to stay informed about political or source to stay informed about political or community issuescommunity issues

Newspapers and magazines are the Newspapers and magazines are the primary source of national and primary source of national and international news for only 10% of international news for only 10% of studentsstudents

More than one-fourth of students More than one-fourth of students participated in a rally, vigil, or protestparticipated in a rally, vigil, or protest


22% of first-year students and 30% of seniors 22% of first-year students and 30% of seniors led meetings or activities for groups or led meetings or activities for groups or organizationsorganizations

Students at liberal arts colleges were more Students at liberal arts colleges were more likely to participate in these activities than likely to participate in these activities than those at other schoolsthose at other schools

Students who reported higher levels of civic Students who reported higher levels of civic engagement, also reported that their college engagement, also reported that their college experience contributed more to their experience contributed more to their knowledge about voting in local, state, or knowledge about voting in local, state, or national elections and contributing to the national elections and contributing to the welfare of their communitywelfare of their community


American Democracy Project (ADP)American Democracy Project (ADP) The ADP was developed by the American The ADP was developed by the American

Association of State Colleges and Association of State Colleges and Universities (AASCU) and the Universities (AASCU) and the New York New York Times Times to learn more about increasing civic to learn more about increasing civic engagement by studentsengagement by students

Approximately 12,000 students at 32 Approximately 12,000 students at 32 AASCU schools responded to an additional AASCU schools responded to an additional 18 civic engagement questions18 civic engagement questions


The vast majority considered the The vast majority considered the environment, health care, and human environment, health care, and human rights to be at least “somewhat” importantrights to be at least “somewhat” important

Women students considered religion, Women students considered religion, healthcare, safety/security, and civil healthcare, safety/security, and civil rights to be more important than men dorights to be more important than men do


About 25% of first-year students and About 25% of first-year students and 37% of seniors have voted in an election 37% of seniors have voted in an election either on- or off-campuseither on- or off-campus

Only about 10% had contacted public Only about 10% had contacted public officials about an issue; and less than officials about an issue; and less than 10% had organized a petition, 10% had organized a petition, volunteered for a political campaign, or volunteered for a political campaign, or ran for an elected positionran for an elected position

Civic Civic EngagemenEngagementt

•Percent of students responding tocivic engagement experimentalitems

Civic Civic EngagementEngagement

Deep LearningDeep Learning

Students are capable of more than Students are capable of more than traditional pedagogical methods can taptraditional pedagogical methods can tap

Deep learning allows for a more Deep learning allows for a more complete learning experiencecomplete learning experience

Three types of deep learningThree types of deep learning Higher-order learningHigher-order learning Integrative learningIntegrative learning Reflective learningReflective learning

Deep Learning- examplesDeep Learning- examples

Deep LearningDeep Learning Students who scored higher on deep learning:Students who scored higher on deep learning:

Gained more in general education, practical Gained more in general education, practical knowledge and skills, and personal/social knowledge and skills, and personal/social developmentdevelopment

Participated more often in enriching educational Participated more often in enriching educational activitiesactivities

Perceived their campus as more supportive of their Perceived their campus as more supportive of their academic and social needsacademic and social needs

Were more satisfied with their overall educational Were more satisfied with their overall educational experienceexperience

Seniors, full-time students, those at liberal arts Seniors, full-time students, those at liberal arts colleges, as well as those majoring in arts, colleges, as well as those majoring in arts, humanities, and social scienceshumanities, and social sciences

Students scoring higher on deep learning also made Students scoring higher on deep learning also made better use of their time, with more time spent on better use of their time, with more time spent on schoolwork, at jobs, participating in co-curricular schoolwork, at jobs, participating in co-curricular activities and less time socializingactivities and less time socializing

Deep LearningDeep LearningTime Spent per Week in Selected Activities by Deep Learning Quartile

Faculty Survey of Faculty Survey of Student EngagementStudent Engagement


Designed to complement the NSSE, the Designed to complement the NSSE, the Faculty Survey of Student Engagement Faculty Survey of Student Engagement (FSSE) measures faculty priorities and (FSSE) measures faculty priorities and expectations of studentsexpectations of students

As it turns out, faculty and students As it turns out, faculty and students disagree on several issues regarding disagree on several issues regarding their classroom experiences their classroom experiences


Class preparationClass preparation Students spend about half as much time Students spend about half as much time

studying as instructors expect (3 hours per studying as instructors expect (3 hours per class per week, vs. the 6 hours expected)class per week, vs. the 6 hours expected)

Faculty in physical sciences, engineering, Faculty in physical sciences, engineering, biological sciences expect more time per biological sciences expect more time per class, and students actually do spend more class, and students actually do spend more time on those coursestime on those courses


How faculty spend class timeHow faculty spend class time Sciences and engineering report more time Sciences and engineering report more time

(59%) lecturing, while education faculty (59%) lecturing, while education faculty spend the least time lecturing (25%)spend the least time lecturing (25%)

There is little difference in time spent There is little difference in time spent lecturing based on course level overall, lecturing based on course level overall, though in the social sciences, more time is though in the social sciences, more time is spent lecturing in lower level courses (53%) spent lecturing in lower level courses (53%) than higher level courses (44%)than higher level courses (44%)

Education faculty devote more time to small Education faculty devote more time to small groups than other disciplinesgroups than other disciplines

Biological/life sciences faculty spend about Biological/life sciences faculty spend about one-fourth of class time to experiential one-fourth of class time to experiential activities, which include labs and field workactivities, which include labs and field work



Full-time versus part-time facultyFull-time versus part-time faculty Part-time faculty expect students to study Part-time faculty expect students to study

about one hour less than full-time faculty, about one hour less than full-time faculty, five hours vs. six hours, respectivelyfive hours vs. six hours, respectively

Part-time faculty expect that students spend Part-time faculty expect that students spend less than 3 hours studying for their courses, less than 3 hours studying for their courses, while full-time faculty expect their students to while full-time faculty expect their students to spend 3.5 hours per week on their classesspend 3.5 hours per week on their classes

Full-time faculty spend less time on small Full-time faculty spend less time on small group activities and more time lecturing than group activities and more time lecturing than part-time facultypart-time faculty

national survey of student engagement: pathways to collegiate success 2004 annual survey results

Documents

selected findings students

year students

senior students

college slide

surveying college students

class slide

non greek students

ethical development