NSSE at GallaudetAY 2014-2015

Report prepared by OAQ/Retention; JLD/LB/PH; 06/2015

Presentation Overview

1. NSSE and the Concept of Student Engagement

2. Selected NSSE Results for Gallaudet University

3. Questions & Discussion4. Contact Information

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NSSE and the Concept of

Student Engagement

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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

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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

studentsChickering, A. W. & Gamson, Z. F. (1987). Seven principles for good practice in undergraduate education. AAHE: Bulletin, 39 (7), 3-7.

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Other Supporting Literature

After reviewing approximately 2,500 studies on college students from the 1990s, in addition to the more than 2,600 studies from 1970 to 1990, Ernest Pascarella and Patrick Terenzini concluded student engagement is a central component of student learning.Pascarella, E. & Terenzini, P (2005). How college affects students: A third decade of research. San Francisco: Jossey-Bass Publishers.

Presents institutional policies, programs, and practices that promote student success. Provides practical guidance on implementation of effective institutional practice in a variety of contexts.Kuh, G. D., Kinzie, J., Schuh, J. H., Whitt, E.J., & Associates (2005). Student success in college: Creating conditions that matter. San Francisco: Jossey-Bass.

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NSSE Background

Year Institutions

2001 321

2002 367

2003 437

2004 473

2005 529

2006 557

2007 610

2008 769

2009 640

2010 595

2011 751

2012 577

2013 621

2014 713

Launched with grant from The Pew Charitable Trusts in 1999, supported by institutional participation fees since 2002.

More than 1,500 baccalaureate-granting colleges and universities in the US and Canada have participated to date.

Institution types, sizes, and locations represented in NSSE are largely representative of U.S. baccalaureate institutions.

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Goals of NSSE Project

Focus conversations on undergraduate quality

Enhance institutional practice and improvement initiatives

Foster comparative and consortium activity

Provide systematic national data on “good educational practices”

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NSSE Updated in 2013!

What we’ve learned… connect engagement data to indicators of success; student behaviors; institutional improvement is possible

Updating NSSE… same focus; new & refined measures; updated terminology Emerging areas of interest – HIPs,

quantitative reasoning, effective teaching, deep approaches, topical modules

Read the Change magazine article May/June 2013

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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

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NSSE Engagement Indicators

Student – Faculty

Interaction

Academic Challenge

Experiences with Faculty

Learning with Peers

Campus Environment

Meaningful Academic Engagement Themes Engagement Indicators

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Survey Administration

Census-administered first-year & seniors

Spring administration

Multiple follow-ups to increase response rates

Topical Modules provide option to delve deeper into the student experience

Consortium participation enables addition of custom questions

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NSSE 2014 Institutionsby Carnegie Classification

*GU is Master’s S (Masters Smaller Programs); n=56 institutions

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NSSE 2014 Respondents by Race, Ethnicity, and Nationality

NSSE 2014 Respondents

U.S. Bachelor’s-Granting Population

African American/Black 10% 13%

American Indian/Alaskan Native 1% 1%

Asian 5% 6%

Native Hawaiian/other Pacific Islander <1% <1%

Caucasian/White 66% 61%

Hispanic/Latino 11% 13%

Multiracial/Ethnic 3% 3%

Foreign/nonresident alien 3% 4%

Notes: Totals may not sum to 100% due to rounding. NSSE 2014 population consists of first-year and senior undergraduates. Data were provided by participating institutions. U.S. percentages are unweighted and based on data from the fall 2012 IPEDS Institutional Characteristics and Enrollment data. Includes all class years. Institution-reported data. Excludes students whose race/ethnicity was unknown or not provided.

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NSSE 2014 U.S. Institution Response Rates

Gallaudet University’s response rate = 57% All NSSE 2014 institutions = 32%

NSSE 2014 U.S. Average Institutional Response Rates by Enrollment:

Undergraduate Enrollment

Number of Institutions

Avg. Institutional Response Rate

2,500 or fewer 271 39%

2,501 to 4,999 136 30%

5,000 to 9,999 111 24%

10,000 or more 104 22%

All institutions 622 32%

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NSSE 2014 Survey Population and Respondents

More than 1.8 million students were invited to participate in NSSE 2014, with 473,633 responding

402 Gallaudet University students were invited to participate, with 229 responding

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A Commitment to Data Quality

NSSE’s Psychometric Portfolio presents evidence of validity, reliability, and other indicators of data quality. It serves higher education leaders, researchers, and professionals who use NSSE.

See the Psychometric Portfolio nsse.iub.edu/links/psychometric_portfolio

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Selected NSSE Results for Gallaudet University

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NSSE 2014 Gallaudet University:Response Rates

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NSSE 2014 Gallaudet University:Representativeness

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NSSE 2014 Results for GU: Overall Engagement Indicator Results

Overall results compared to Mid East Private for each Engagement Indicator.

▲Gallaudet University students’ average was significantly higher (p < .05) with an effect size at least .3 in magnitude.

△Gallaudet University students’ average was significantly higher (p < .05) with an effect size less than .3 in magnitude.

-- No significant difference.

▽Gallaudet University students’ average was significantly lower (p < .05) with an effect size less than .3 in magnitude.

▼Gallaudet University students’ average was significantly lower (p < .05) with an effect size at least .3 in magnitude.

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NSSE 2014 Results for GU: Academic Challenge (First Year Students)

Engagement Indicator:

Quantitative Reasoning

Significantly Higher Than Peers (First Year Students)

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NSSE 2014 Results for GU:Academic Challenge (Seniors)

Engagement Indicator:

Learning Strategies

Significantly Lower Than Peers (Seniors)

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NSSE 2014 Results for GU:Learning with Peers (First Year Students)

Engagement Indicator:

Discussions with Diverse Others

Significantly Lower than Peers (First-Year Students)

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NSSE 2014 Results for GU:Learning with Peers (Seniors)

Engagement Indicator:

Discussions with Diverse Others

Significantly Lower Than Peers (Seniors)

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NSSE 2014 Results for GU:Experiences with Faculty (First Year Students)

Engagement Indicator:

Student-Faculty Interaction

Significantly Higher than Peers (First-Year Students)

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NSSE 2014 Results for GU:Campus Environment (Seniors)

Engagement Indicator:

Quality of Interaction

Significantly Lower Than Peers (Seniors)

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NSSE 2014 Results for GU:Highest Performing Item Comparison, First Year

Highest performing items compared to First Year Students in Mid East Private Institutions.

                                                                                       

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NSSE 2014 Results for GU:Lowest Performing Item Comparison, First Year

Lowest performing items compared to First Year Students in Mid East Private Institutions.

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NSSE 2014 Results for GU: Highest Performing Item Comparison, Seniors

Highest performing items compared to Seniors at Mid East Private Institutions.

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NSSE 2014 Results for GU: Lowest Performing Item Comparison, Seniors

Lowest performing items compared to Seniors at Mid East Private Institutions.

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NSSE 2014 Results for GU:High Impact Practices

High-Impact Practices: Due to their positive associations with student learning and retention, special undergraduate opportunities are designated "high-impact.”

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NSSE 2014 Results for GU:Class Preparation Time, Comparisons with Mid East Private

How do students spend their time? Percentage spending more than 10 hours per week

preparing for class

Class Gallaudet Mid East Private

First-Year ***38% 62%

Senior **52% 61%

***significantly lower than peers (p < .05) with an effect size at least .3 in magnitude**significantly lower than peers (p < .05) with an effect size less than .3 in magnitude

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NSSE 2014 Results for GU:Time Preparing for Class, First Year & Seniors

Time Spent Preparing for Class This figure reports the average weekly class preparation time

for Gallaudet first-year and senior students compared to students in the Mid East Private comparison group.

First Year

Senior

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NSSE 2014 Results for GU: Hours Reading/Pages Writing, First Year & Seniors

Reading and Writing

These figures summarize the number of hours Gallaudet students spent reading for their courses and the average number of pages of assigned writing compared to students in Mid East Private. Each is an estimate

calculated from two or more separate survey questions.

First Year

Senior

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NSSE 2014 Results for GU:Course Challenge

Challenging Students to Do Their Best Work

To what extent did students' courses challenge them to do their best work? Response options ranged from 1 = "Not at all” to 7 = "Very much.”

First Year Senior

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NSSE 2014 Results for GU:Emphasis on Studying/Academic Work

Academic Emphasis

How much did students say their institution emphasizes spending significant time studying and on academic work? Response options included "Very much," "Quite a bit," "Some," and "Very little.”

First Year

Senior

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NSSE 2014 Results for GU:Perceived Gains in Outcomes, Seniors

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Perceived Gains: how much students’ experience at GU contributed to their knowledge, skills, and personal development.

NSSE 2014 Results for GU:Satisfaction, Overall Experience

Satisfaction with Gallaudet U          

Students rated their overall experience at Gallaudet

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NSSE 2014 Results for GU:Satisfaction, Attend GU Again

Satisfaction with Gallaudet U          

Students rated whether or not they would choose Gallaudet again.

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Using NSSE Results to

Inform Action

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NSSE 2014: Results to Action

Areas being Addressed

• Providing Faculty Development Opportunities on how to provide academic challenge while also supporting the student

• Improving the use and delivery of learning support services (Tutoring, ASL/ENGLISH/MATH Centers) (GSP B 1.6)

• Expanding Diversity learning opportunities around economic, religious, and political differences (GSP B. 4.5)

• Improving the student experience with faculty in the major and with major advising experiences. (GSP B.2.1 and B.4.4)

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Questions & Discussion

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Contact Information

Gallaudet University

NSSE Contact:

Patricia Hulsebosch

Associate Provost of Planning, Assessment, and Institutional Research patricia.hulsebosch@gallaudet.edu

Center for Postsecondary Research

Indiana University School of Education

1900 East Tenth Street, Suite 419

Bloomington, IN 47406-7512

Phone: 812-856-5824

Fax: 812-856-5150Email: nsse@indiana.edu

Web: nsse.iub.edu

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