national survey of student engagement university of minnesota, morris nsse 2002
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National Survey of
Student Engagement
University of Minnesota, Morris
NSSE 2002
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Program OverviewProgram Overview
Why is Engagement Important, and What is NSSE?
University of Minnesota, Morris Data
Using NSSE DataQuestions and Discussion
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What Really Matters in College: Engagement
The research is unequivocal: students who are actively involved in both academic and out-of-class activities gain more from the college experience than those who are not so involved
Pascarella & Terenzini,Pascarella & Terenzini, How College Affects StudentsHow College Affects Students
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Good Educational Practices
Student-faculty contact Active learning Prompt feedback Time on task High expectations Cooperation among
students Respect for diverse talents
and ways of learning “Seven principles of good practice in undergraduate education” (Chickering and Gamson, 1987)
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What is NSSE?(pronounced “nessie”)
• Survey that assesses the extent to which first-year and senior students engage in educational practices associated with high levels of learning and development
• Supported by grants from Lumina Foundation for Education and The Pew Charitable Trusts
• Co-sponsored by The Carnegie Foundation for the Advancement of Teaching and The Pew Forum on Undergraduate Learning
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Survey Administration
Administered to random sample of first-year & senior students
Paper & Web-based survey
Flexible to accommodate consortium questions
Multiple follow-ups to increase response rates
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NSSE 2002 Institutional ReportNSSE 2002 Institutional Report
Institutional student data
Means summary report
Frequency distribution report
1st year vs. seniors
Comparative data for same Carnegie type, consortium, and national
National benchmark data
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UMM’s response rate = 40% (Nat’l response rate = 42%)
66% were female; 34% were male 56% were freshmen; 44% were seniors
59% lived on campus; 41% lived off campus
14% were students of color
NSSE 2002 Response RatesNSSE 2002 Response Rates
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Benchmark IntroductionBenchmark Introduction
The National Survey of Student Engagement (NSSE) annually assesses the extent to which undergraduate students are involved in educational practices empirically linked to high levels of learning and development.
NSSE created the National Benchmarks of Effective National Benchmarks of Effective Educational PracticeEducational Practice representing clusters of items on the survey (expressed in 100-point scales):– Level of academic challenge– Active and collaborative learning– Student-faculty interactions– Enriching educational experiences– Supportive campus environment
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Level of Academic Challenge
Challenging intellectual and creative work is central to student learning and collegiate quality. Colleges and universities promote high levels of student achievement by emphasizing the importance of academic effort and setting high expectations for student performance
Level of Academic Challenge Items:
Preparing for class (studying, reading, writing, rehearsing, etc. related to academic program)
Number of assigned textbooks, books, or book-length packs of course readings
Number of written papers or reports of 20 pages or more; number of written papers or reports of between 5 and 19 pages; and number of written papers or reports of fewer than 5 pages
Coursework emphasizing analysis of the basic elements of an idea, experience or theory
Coursework emphasizing synthesis and organizing of ideas, information, or experiences into new, more complex interpretations and relationships
Coursework emphasizing the making of judgments about the value of information, arguments, or methods
Coursework emphasizing application of theories or concepts to practical problems or in new situations
Working harder than you thought you could to meet an instructor’s standards or expectations
Campus environment emphasizing time studying and on academic work
25
35
45
55
65
75
Minnesota-Morris 53.6 60.4
COPLAC 54.4 58.0
Bac-LA 57.7 61.0
National 53.4 57.0
First-Year Senior
Benchmark Scores
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Active and Collaborative Learning
Students learn more when they are intensely involved in their education and asked to think about what they are learning in different settings. Collaborating with others in solving problems or mastering difficult material prepares students for the messy, unscripted problems they will encounter daily during and after college.
Active and Collaborative Learning Items:
Asked questions in class or contributed to class discussions
Made a class presentation
Worked with other students on projects during class
Worked with classmates outside of class to prepare class assignments
Tutored or taught other students
Participated in a community-based project as part of a regular course
Discussed ideas from your readings or classes with others outside of class (students, family members, co-workers, etc.)
25
35
45
55
65
75
Minnesota-Morris 42.0 53.3
COPLAC 41.4 50.9
Bac-LA 44.0 51.7
National 41.3 49.9
First-Year Senior
Benchmark Scores
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Student-Faculty Interactions
Students learn firsthand how experts think about and solve practical problems by interacting with faculty members inside and outside the classroom. As a result, their teachers become role models , mentors, and guides for continuous, life-long learning.
Student-Faculty Interactions Items:
Discussed grades or assignments with an instructor
Talked about career plans with a faculty member or adviser
Discussed ideas from your readings or classes with faculty members outside of class
Worked with faculty members on activities other than coursework (committees, orientation, student-life activities, etc.)
Received prompt feedback from faculty on your academic performance (written or oral)
Worked or planned to work with a faculty member on a research project outside of course or program requirements
25
35
45
55
65
75
Minnesota-Morris 39.0 51.6
COPLAC 36.6 47.2
Bac-LA 41.1 50.9
National 36.2 43.5
First-Year Senior
Benchmark Scores
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Enriching Educational Experiences
Complementary learning opportunities in and out of classroom augment academic programs. Diversity experiences teach students valuable things about themselves and others. Technology facilitates collaboration between peers and instructors. Internships, community service, and senior capstone courses provide opportunities to integrate and apply knowledge.
Enriching Educational Experiences Items:
Participating in co-curricular activities (organizations, publications, student government, sports, etc.)
Practicum, internship, field experience, co-op experience, or clinical assignment
Community service or volunteer work
Foreign language coursework and study abroad
Independent study or self-designed major
Culminating senior experience (comprehensive exam, capstone course, thesis, project, etc.)
Serious conversations with students of different religious beliefs, political opinions, or personal values
Serious conversations with students of a different race or ethnicity
Using electronic technology to discuss or complete an assignment
Campus environment encouraging contact among students from different economic, social, and racial or ethnic backgrounds
25
35
45
55
65
75
Minnesota-Morris 60.7 55.3
COPLAC 59.3 49.6
Bac-LA 64.4 56.2
National 56.3 48.0
First-Year Senior
Benchmark Scores
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Supportive Campus Environment
Students perform better and are more satisfied at colleges that are committed to their success as well as the working and social relations among different groups on campus.
Supportive Campus Environment Items:
Campus environment provides the support you need to help you succeed academically
Campus environment helps you cope with your non-academic responsibilities (work, family, etc.)
Campus environment provides the support you need to thrive socially
Quality of relationships with other students
Quality of relationships with faculty members
Quality of relationships with administrative personnel and offices25
35
45
55
65
75
Minnesota-Morris 61.7 63.6
COPLAC 61.5 59.4
Bac-LA 64.5 61.8
National 60.7 57.7
First-Year Senior
Benchmark Scores
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Percent of students who said they spent more than 20 hours per week studying, writing, rehearsing, etc.
0102030405060708090
100
First-year Seniors
%
UMMCOPLACBac-LANational
Academic Challenge:Academic Challenge:Hours Spent Studying
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Percent of students who said they spent 15 or fewer hours per week studying, writing, rehearsing, etc.
0102030405060708090
100
First-year Seniors
%
UMMCOPLACBac-LANational
Academic Challenge:Academic Challenge:Hours Spent Studying
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Percent of students who said, during the current academic year, they have written at least 5 papers or reports of 5-19 pages.
0102030405060708090
100
First-year Seniors
%
UMMCOPLACBac-LANational
Academic Challenge:Academic Challenge:Written at least 5 Papers
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Percent of students who said coursework emphasizes synthesizing and organizing ideas, information, or experiences.
0102030405060708090
100
First-year Seniors
%
UMMCOPLACBac-LANational
Academic Challenge:Academic Challenge:Emphasis on Synthesizing Ideas
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Percent of students who said coursework emphasizes making judgments about the value of information, arguments, or methods.
0102030405060708090
100
First-year Seniors
%
UMMCOPLACBac-LANational
Academic Challenge:Academic Challenge:Emphasis on Making Judgments
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Percent of students who said coursework emphasizes applying theories or concepts to practical problems or in new situations.
0102030405060708090
100
First-year Seniors
%
UMMCOPLACBac-LANational
Academic Challenge:Academic Challenge:Emphasis on Applying Theories
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Percent of students who said they often worked harder than they thought they could to meet an instructor’s standards.
0102030405060708090
100
First-year Seniors
%
UMMCOPLACBac-LANational
Academic Challenge:Academic Challenge:Worked Hard
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Percent of students who said the campus emphasizes studying and academic work.
0102030405060708090
100
First-year Seniors
%
UMMCOPLACBac-LANational
Academic Challenge:Academic Challenge:Emphasis on Study/Academic Work
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Percent of students who said their experience at this institution contributed to writing clearly and effectively.
0102030405060708090
100
First-year Seniors
%
UMMCOPLACBac-LANational
Academic Challenge:Academic Challenge:Writing Clearly and Effectively
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Percent of students who said their experience at this institution contributed to speaking clearly and effectively.
0102030405060708090
100
First-year Seniors
%
UMMCOPLACBac-LANational
Academic Challenge:Academic Challenge:Speaking Clearly and Effectively
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Percent of students who said their experience at this institution contributed to thinking critically and analytically.
0102030405060708090
100
First-year Seniors
%
UMMCOPLACBac-LANational
Academic Challenge:Academic Challenge:Thinking Critically and Analytically
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Percent of students who said they were challenged by their examinations to do their best work.
0102030405060708090
100
First-year Seniors
%
UMMCOPLACBac-LANational
Peer Group Comparisons:Peer Group Comparisons:Challenging Examinations
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Percent of students who said they have often or very often made a class presentation.
0102030405060708090
100
First-year Seniors
%
UMMCOPLACBac-LANational
Active and Collaborative Learning:Active and Collaborative Learning:Class Presentations
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Percent of students who have often worked with other students on projects during class.
0102030405060708090
100
First-year Seniors
%
UMMCOPLACBac-LANational
Active and Collaborative Learning:Active and Collaborative Learning:Collaborated During Class
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Percent of students who have often worked with classmates outside of class to prepare assignments.
0102030405060708090
100
First-year Seniors
%
UMMCOPLACBac-LANational
Active and Collaborative Learning:Active and Collaborative Learning:Collaborated to Prepare Assignments
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Percent of students who have often tutored or taught other students (paid or voluntary).
0102030405060708090
100
First-year Seniors
%
UMMCOPLACBac-LANational
Active and Collaborative Learning:Active and Collaborative Learning:Tutored Other Students
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Percent of students who have participated in a community-based project as part of a regular course.
0102030405060708090
100
First-year Seniors
%
UMMCOPLACBac-LANational
Active and Collaborative Learning:Active and Collaborative Learning:Community-Based Project in Class
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Percent of students who often discussed ideas from their readings or classes with faculty members outside of class.
0102030405060708090
100
First-year Seniors
%
UMMCOPLACBac-LANational
Student-Faculty Interactions:Student-Faculty Interactions:Out-of-Class Discussions with Faculty
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Percent of students who said they often received prompt feedback from faculty on their academic performance (written or oral).
0102030405060708090
100
First-year Seniors
%
UMMCOPLACBac-LANational
Student-Faculty Interactions:Student-Faculty Interactions:Received Prompt Feedback
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Percent of students who worked or plan to work on a research project with a faculty member outside of course or program.
0102030405060708090
100
First-year Seniors
%
UMMCOPLACBac-LANational
Student-Faculty Interactions:Student-Faculty Interactions:Research with Faculty Member
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Percent of students who often worked with faculty members on activities other than coursework (committees, orientation, student life activities, etc.).
0102030405060708090
100
First-year Seniors
%
UMMCOPLACBac-LANational
Student-Faculty Interactions:Student-Faculty Interactions:Activities Other than Coursework
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Percent of students who said they participated in co-curricular activities (organizations, campus publications, student government, etc.) at least 6 hours per week.
0
10
20
30
40
50
60
70
80
90
100
First-Year Seniors
%
UMMCOPLACBac-LANational
Enriching Educational Experiences:Enriching Educational Experiences:Participating in Co-Curricular Activities
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Percent of students who said they planned to or have done a practicum, internship, field experience, co-op experience, or clinical assignment.
0
10
20
30
40
50
60
70
80
90
100
First-Year Seniors
%
UMMCOPLACBac-LANational
Enriching Educational Experiences:Enriching Educational Experiences:Practicum, Internship, Field Experience
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Percent of students who said they plan to or have studied abroad.
0
10
20
30
40
50
60
70
80
90
100
First-Year Seniors
%
UMMCOPLACBac-LANational
Enriching Educational Experiences:Enriching Educational Experiences:Study Abroad
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Percent of students who said they planned to or have done a culminating senior experience (comprehensive exam, capstone course, thesis, project, etc.
0102030405060708090
100
First-Year Seniors
%
UMMCOPLACBac-LANational
Enriching Educational Experiences:Enriching Educational Experiences:Culminating Senior Experience
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Percent of students who said they often used an electronic medium (list-serv, chat group, Internet, etc.) to discuss or complete an assignment.
0102030405060708090
100
First-Year Seniors
%
UMMCOPLACBac-LANational
Enriching Educational Experiences:Enriching Educational Experiences:Using Electronic Media
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Percent of students who said the college encouraged contact between students from different economic, social, and racial or ethnic backgrounds.
0102030405060708090
100
First-Year Seniors
%
UMMCOPLACBac-LANational
Enriching Educational Experiences:Enriching Educational Experiences:Contact with Different Ethnic Backgrounds
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Percent of students who said the campus environment emphasized providing the support needed to help them succeed academically.
0102030405060708090
100
First-year Seniors
%
UMMCOPLACBac-LANational
Supportive Campus Environment:Supportive Campus Environment:Campus Provides Academic Support
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Percent of students who said the campus environment emphasized helping them cope with non-academic responsibilities (work, family, etc.).
0102030405060708090
100
First-year Seniors
%
UMMCOPLACBac-LANational
Supportive Campus Environment:Supportive Campus Environment:Coping with Non-Academic Responsibilities
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Percent of students who said the campus environment emphasized providing the support they need to thrive socially.
0102030405060708090
100
First-year Seniors
%
UMMCOPLACBac-LANational
Supportive Campus Environment:Supportive Campus Environment:Providing Support to Thrive Socially
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Percent of students who said they had high quality relationships with other students.
0102030405060708090
100
First-year Seniors
%
UMMCOPLACBac-LANational
Supportive Campus Environment:Supportive Campus Environment:Quality of Relationships with Students
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Percent of students who said they had high quality relationships with faculty members.
0102030405060708090
100
First-year Seniors
%
UMMCOPLACBac-LANational
Supportive Campus Environment:Supportive Campus Environment:Quality of Relationships with Faculty
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Percent of students who said they had high quality relationships with administration and offices.
0102030405060708090
100
First-year Seniors
%
UMMCOPLACBac-LANational
Supportive Campus Environment:Supportive Campus Environment:Quality of Relationships with Administration
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Percent of students who evaluated their entire educational experience as excellent.
0102030405060708090
100
First-year Seniors
%
UMMCOPLACBac-LANational
Peer Group Comparisons:Peer Group Comparisons:Evaluation of Entire Experience
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Percent of students who said acquiring a broad general education is moderately or very important.
0
10
20
30
40
50
60
70
80
90
100
Freshmen Seniors
%UMMCOPLAC
COPLAC ConsortiumCOPLAC Consortium
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Percent of students who said acquiring job or work related knowledge and skills is moderately or very important.
0
10
20
30
40
50
60
70
80
90
100
Freshmen Seniors
%UMMCOPLAC
COPLAC ConsortiumCOPLAC Consortium
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Percent of students who said writing clearly and effectively is moderately or very important.
0
10
20
30
40
50
60
70
80
90
100
Freshmen Seniors
%UMMCOPLAC
COPLAC ConsortiumCOPLAC Consortium
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Percent of students who said thinking critically and analytically is moderately or very important.
0
10
20
30
40
50
60
70
80
90
100
Freshmen Seniors
%UMMCOPLAC
COPLAC ConsortiumCOPLAC Consortium
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Percent of students who said analyzing quantitative problems is moderately or very important.
0
10
20
30
40
50
60
70
80
90
100
Freshmen Seniors
%UMMCOPLAC
COPLAC ConsortiumCOPLAC Consortium
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Percent of students who said understanding people of other racial and ethnic backgrounds is moderately or very important.
0
10
20
30
40
50
60
70
80
90
100
Freshmen Seniors
%UMMCOPLAC
COPLAC ConsortiumCOPLAC Consortium
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Percent of students who said working effectively with others is moderately or very important.
0
10
20
30
40
50
60
70
80
90
100
Freshmen Seniors
%UMMCOPLAC
COPLAC ConsortiumCOPLAC Consortium
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Percent of students who said that during this academic year they have greatly or very greatly experienced a sense of community at this college.
0
10
20
30
40
50
60
70
80
90
100
Freshmen Seniors
%UMMCOPLAC
COPLAC ConsortiumCOPLAC Consortium
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Percent of students who said that during this academic year they were involved, very or extremely involved in extracurricular student activities.
0
10
20
30
40
50
60
70
80
90
100
Freshmen Seniors
%UMMCOPLAC
COPLAC ConsortiumCOPLAC Consortium
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Percent of on-campus students who said that they stayed on campus for 12-15 weekends during the semester.
0
10
20
30
40
50
60
70
80
90
100
Freshmen Seniors
%UMMCOPLAC
COPLAC ConsortiumCOPLAC Consortium
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Percent of on-campus students who said that they stayed on campus for 8 or fewer weekends during the semester.
0
10
20
30
40
50
60
70
80
90
100
Freshmen Seniors
%UMMCOPLAC
COPLAC ConsortiumCOPLAC Consortium
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Percent of students who said that they own a computer.
0
10
20
30
40
50
60
70
80
90
100
Freshmen Seniors
%UMMCOPLAC
COPLAC ConsortiumCOPLAC Consortium
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Percent of students who said that they plan to transfer prior to completing their undergraduate education.
0
10
20
30
40
50
60
70
80
90
100
Freshmen Seniors
%UMMCOPLAC
COPLAC ConsortiumCOPLAC Consortium
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Using NSSE DataUsing NSSE Data
Discover current levels of engagement (institution, major field, year in school)
Determine if current levels are satisfactory (criterion reference, normative or peer comparison)
Target areas for improvement Modify programs and policies
accordingly Teach students what is required to
“succeed” Monitor student & institutional
performance
Areas of Effective
EducationalPractice
Areas for Institutional Improvement
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Areas AboveAbove the Norm-Freshmen
Talked about career plans with a faculty member or adviser College experience has contributed to voting in local, state, or
national elections Understanding people of other racial and ethnic backgrounds To what extent does the campus encourage contact among students
from different economic, social, and racial or ethnic backgrounds
UMM freshmen scored significantly above the COPLAC Consortium on the following items:
These were the only items in which UMM freshmen scored significantly above the COPLAC norm.
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Areas AboveAbove the Norm-Seniors
Worked with classmates outside of class to prepare class assignments
Tutored or taught other students Worked with a faculty member on activities other than coursework
(committees, etc.) Study abroad Understanding people of other ethnic and racial backgrounds Solving complex, real-world problems To what extent does the campus encourage contact among students
from different economic, social, and racial or ethnic backgrounds Attending campus events and activities
UMM seniors scored significantly above the
COPLAC Consortium on the following items:
These were the only items in which UMM seniors scored significantly above the COPLAC norm.
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Areas BelowBelow the Norm-Freshmen
Made a class presentation Used an electronic medium to discuss or complete an
assignment
UMM freshmen scored significantly below the COPLAC Consortium on the following items:
These were the only items in which UMM freshmen scored significantly below the COPLAC norm.
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Areas BelowBelow the Norm-Seniors
Worked for pay off campus
UMM seniors scored significantly below the COPLAC Consortium on the following items:
This was the only item on which UMM seniors scored significantly below the COPLAC norm.
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Areas AboveAbove the Norm-Freshmen
College experience has contributed to voting in local, state, or national elections
To what extent does the campus encourage contact among students from different economic, social, and racial or ethnic backgrounds
UMM freshmen scored significantly above the Carnegie Classification “BA-Liberal Arts” on the following items:
These were the only items in which UMM freshmen scored significantly above the BA-Liberal Arts norm.
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Areas AboveAbove the Norm-Seniors
Worked with classmates outside of class to prepare class assignments
College experience has contributed to voting in local, state, or national elections
To what extent does the campus encourage contact among students from different economic, social, and racial or ethnic backgrounds
UMM seniors scored significantly above the Carnegie Classification “BA-Liberal Arts” on the following items:
These were the only items in which UMM seniors scored significantly above the BA-Liberal Arts norm.
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Areas Below Below the Norm-Freshmen
Contributed to class discussion Made a class presentation Worked on a paper or project that
required integrating ideas or information from various sources
Used an electronic medium to discuss or complete an assignment
Discussed grades or an assignment with an instructor
Received prompt feedback from faculty on your academic performance
Had serious conversations with a student of a different race or ethnicity
To what extent has your coursework emphasized--analyzing basic elements of an idea or theory in depth
Synthesizing and organizing ideas into more complex interpretations or relationships
Written a number of papers between 5 and 19 pages
To what extent has your college experience contributed to--writing clearly and effectively
UMM freshmen scored significantly below the Carnegie Classification “BA-Liberal Arts” on the following items:
These were the only items in which UMM seniors scored significantly below the BA-Liberal Arts norm.
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Areas Below Below the Norm-Seniors
Written a number of papers or reports of between 5 and 19 pages and of 20 pages or more
To what extent has your college experience contributed to--writing clearly and effectively
UMM seniors scored significantly below the Carnegie Classification “BA-Liberal Arts” on the following items:
These were the only items on which UMM seniors scored significantly below the BA-Liberal Arts norm.
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Institutional Institutional ImprovementImprovement
11stst Year Year & Senior & Senior
ExperienceExperience
GeneralGeneralAssessmentAssessment
StudentStudentAffairsAffairs
LearningLearningCommunitiesCommunities
Faculty Faculty DevelopmtDevelopmt
InstitutionalInstitutionalResearchResearch
EnrollmentEnrollment ManagemtManagemt
PeerPeerComparisonComparison
AcademicAcademicAdvisingAdvising
AcademicAcademicAffairsAffairs
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Campus Uses (Internal)Campus Uses (Internal)
Gauge status of campus priorities
Assess student growth (first to senior years)
Assess campus progress over time
Encourage dialogue about good practice
Link with other data to test hypotheses, evaluate programs
Improve curricula, instruction, services
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PublicPublicAccountabilityAccountability
ProspectiveProspectiveStudentsStudents
Accred.Accred.BodiesBodies
PerformancePerformanceIndicatorsIndicators
AlumniAlumni
FundFundRaisingRaising
Focus onFocus on““RightRight
Things”Things”
ParentsParentsMediaMedia
GoverningGoverningBoardsBoards
StateStatePolicyPolicyMakersMakers
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Campus Uses (External)Campus Uses (External)
Assess status vis-à-vis peers, competitors
Identify, develop, market distinctive competences
Encourage collaboration in consortia (e.g., state-wide NSSE conference)
Provide evidence of accountability for good processes (while awaiting improvement in outcomes)
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Questions and Discussion