nsse at gallaudet ay 2014-2015 report prepared by oaq/retention; jld/lb/ph; 06/2015
TRANSCRIPT
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NSSE at GallaudetAY 2014-2015
Report prepared by OAQ/Retention; JLD/LB/PH; 06/2015
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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.
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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 [email protected]
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: [email protected]
Web: nsse.iub.edu
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