NSSE 2008

NSSE 2008When? Spring, 2008

Who? Freshmen and Seniorsrandom sample

How? Electronic and Snail mail follow up

Respondents? 30% response rate26% freshmen and 35%

seniorsMostly full time, half

transfers

NSSE 2008

Background:

Engagement is time and energy devoted to educationally purposeful activities

BEST SINGLE PREDICTOR OF LEARNING AND PERSONAL DEVELOPMENT

Seven Principles of Good Practice in Undergraduate Education

1. Student-faculty contact (SFI)

2. Cooperation among students (SCE)

3. Active Learning (ACL)

4. Prompt feedback

5. Time on task

6. High expectations (LAC)

7. Respect for diverse talents and ways of learning (EEE)

Validity of Self-reported Data People generally respond accurately about past

behavior unless questions are sensitive or make them uncomfortable

If information is known to respondents

If questions are phrased clearly

If questions refer to recent activities

If respondents take questions seriously

If questions do not threaten, embarrass or violate respondents’ privacy

“Halo effect” – Inflating performance, grades or personal gains and efforts

Respondents Characteristics

Buffalo State College: 30% response rate26% freshmen,35% seniors

Peers: 29% response rate27% freshmen,30% seniors

Sampling error: ±2.8%

NSSE 2008

Means-weighted arithmetic average of responses on items

GenderEnrollment statusSize

NSSE 2008

Effect size: “practical significance” of mean differences:

.2 small

.5 moderate

.8 large

NSSE 2008Peers Comparison Group:

Bridgewater State

Salem State

Slippery Rock U of Pa

U Mass-Boston

U Nebraska – Omaha

West Chester U of Pa

William Paterson of NJ

LAC (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.

Fr Sr Preparing for class 3.533.87 # assigned books 3.243.09 # papers 20 pages or more 1.361.57 # papers 5-19 pages 2.382.45 # papers fewer than 5 pages 3.082.91 Emphasize analysis 3.053.04 Emphasize synthesizing 2.852.95 Emphasize making judgments 2.932.89 Emphasize applying theories/concepts 2.993.10 Working harder than you thought 2.702.84 Campus environment emphasizes studying/academics 2.992.98

ACL (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.

Fr Sr Asked questions in class 2.753.06 Made a class presentation 2.292.84 Worked with students during class 2.432.60 Worked with classmates outside of class 2.292.49 Tutored others 1.551.78 Community based project in regular course 1.521.89 Discussed ideas from class with others 2.632.70

SFI (Student –Faculty Interaction)

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.

Fr Sr Discussed grades/assignments with instructor 2.69

2.87 Talked about career plans with faculty/advisor 2.29

2.46 Discussed ideas with faculty member 1.992.11 Worked with faculty other than coursework 1.741.76 Received prompt feedback from faculty 2.732.78 Research project with faculty 0.070.15

EEE (Enriching Education Environment)Complementary learning opportunities enhance academic programs.

Diversity experiences teach students valuable things about themselves and others. Technology facilitates collaborations between peers and instructors. Internships, community service and senior capstone courses provide opp9ortunities to integrate and apply knowledge.

Fr Sr Co-curricular activities 2.251.84 Practicum, internship, filed experience 0.100.54 Community service/volunteer work 0.360.55 Foreign language coursework 0.240.42 Study abroad 0.020.06 Independent study/self-designed major 0.040.16 Culminating senior experience 0.020.25 Serious conversations with students (beliefs different) 2.762.59 Serious conversations with different ethnicity 2.662.62 Using electronic medium for assignment 2.552.66 Environment encourages contact 2.732.40 Learning community 0.130.25

SCE (Supportive Campus Environment)Students perform better and are more satisfied at colleges that are committed to their success and cultivate positive working and social relations among different groups on campus.

Fr Sr Environment provides support to succeed 2.98 2.77 Environment helps with non-academic responsibilities 2.35 1.90 Environment provides support to thrive socially 2.49 2.11 Quality of relationships with other students 5.04 5.28* Quality of relationships with faculty 4.89 5.18** Quality of relationships with admin and offices 4.27 4.28***

*1=unfriendly, unsupportive, alienated to 7=friendly, supportive, sense of belonging

**1=unavailable, unhelpful, unsympathetic to 7=available, helpful, sympathetic

***1=unhelpful, inconsiderate, rigid to 7=helpful, considerate, flexible

Highest Performing AreasFirst Year

Buffalo

State Peers

Did a community-based project as part of a regular course 16% 9%

Spent more than 5 hrs/week in co-curricular activities 21% 14%

Institution substantially encourages contacts among diverse peers 56% 46%

Institution substantially helps students cope w/non-academic matters 32% 26%

Institution provides substantial support for social needs 40% 34%

Highest Performing AreasSenior

Buffalo State Peers

Worked harder than expectedto meet instructor’s expectations 66%57%

Talked about career plans withfaculty member or advisor 49%36%

Did practicum, internship, field experience 64%45%

Participated in communityservice or volunteer work 61%48%

Completed foreign language coursework 45%33%

Lowest Performing AreasFirst Year

Buffalo State Peers

Read more than 10 assignedbooks or book length readings 23%29%

Institution emphasizes studying and academic work 67%73%

Asked questions/contributed to class discussions 48%59%

Made a class presentation 24%33%

Worked with other students on projects during class 37%46%

Lowest Performing AreasSenior

Buffalo State Peers

 Courses emphasized analyzingideas, experiences or theories 78%82%

Read more than 10 assigned books or book length readings 25%30%

Worked with classmates outside of class to prepare assignments 46%51%

Used an electronic medium to discuss or complete an assignment 55%60%

Positively rated their relationshipswith admin personnel and offices 41%48%

Satisfaction

How would you evaluate your entire educational experience at Buffalo State?

Buffalo State

SUNY Colleges Peers

MeanMea

nSignificance

LevelEffect Size

Mean

Significance Level

Effect Size

FY 2.973.13

*** -.223.08

** -.16

SR 2.993.14

*** -.193.09

** -.13

4 = Excellent, 1 = Poor

Satisfaction

If you could start again, would you go to the same institution you are now attending?

Buffalo State

SUNY Colleges Peers

MeanMea

nSignificance

LevelEffect Size

Mean

Significance Level

Effect Size

FY 2.963.13

*** -.213.11

** -.18

SR 2.993.12

** -.143.05

-.07

4 = Excellent, 1 = Poor

THE CHALLENGE:

To rank in the top 50% of engaged schools in all benchmarks of engagement.

First Year

Buffalo State NSSE 2008

Mean Mean Significance Level Effect Size

LAC 51.9 56.4 *** -.34

ACL 40.6 47.5 *** -.41

SFI 37.2 39.7 * -.13

EEE 27.6 30.3 *** -.20

SCE 58.0 65.8 *** -.42

Seniors

Buffalo State NSSE 2008

Mean Mean Significance Level Effect Size

LAC 53.5 59.9 *** -.46

ACL 49.7 55.4 *** -.33

SFI 41.4 49.3 *** -.37

EEE 37.0 47.3 *** -.58

SCE 53.7 63.5 *** -.52