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The University of Texas System National Survey of Student Engagement 2005 Results

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Title: The University of Texas System National Survey of Student Engagement 2005 Results


1
THE UNIVERSITY OF TEXAS SYSTEM
The University of Texas System National Survey of
Student Engagement 2005 Results February 2006
2
Program Overview
  • What We Know about College Student Engagement and
    Why is Engagement Important?
  • What is NSSE?
  • NSSE 2005 Survey Administration
  • University of Texas System Data
  • Using NSSE Data
  • Questions and Discussion

3
What Do We Know AboutCollege Student Engagement?
  • What percent of U. T. students spent more than
    26 hours per week preparing for class?

First-Year
Seniors
Slightly more than 9
Approximately 11
4
What Do We Know AboutCollege Student Engagement?
  • What percent of U. T. students participated in a
    community-based project as a part of a regular
    course?

First-Year
Seniors
29
43
5
What Do We Know AboutCollege Student Engagement?
  • What percent of U. T. students spent more than 5
    hours per week participating in co-curricular
    activities?

First-Year
Seniors
23
33
6
What is NSSE?(pronounced nessie)
  • A national survey, administered to a random
    sample of first year and senior year students.
  • Assesses the extent to which first-year and
    senior students engage in educational practices
    associated with high levels of learning and
    development.
  • Co-sponsored by The Carnegie Foundation for the
    Advancement of Teaching and the Pew Forum on
    Undergraduate Learning and
  • Supported by grants from Lumina Foundation for
    Education and the Center of Inquiry in the
    Liberal Arts at Wabash College.

7
NSSE Project Scope
  • Almost a thousand different colleges/universities
  • 50 states, Puerto Rico Canada
  • Data from more than 880,000 students
  • Institutions include Historically Black Colleges
    and Universities, Hispanic Serving Institutions,
    Tribal Colleges, and all female and all male
    colleges
  • NSSE 2005 schools closely resemble the national
    profile of four-year colleges and universities in
    all areas.

8
Student Characteristics 2005U. T. System
Students versus the National Sample
Age First Year less than 24 years old, Senior
Year 30 years or older, First Generation
Either parent attending or graduating from
college Working for Pay Off-Campus 11 or more
hours per week Caring for Dependents Caring for
spouse, parents or children 11 or more hours per
week
9
Student Assessment of Educational Experience
  • A significant number of both first-year and
    senior students had a good educational experience
    while attending a System school (87 first-year
    students, 83 senior year students).
  • The majority of those students surveyed would
    attend their respective schools if they had to
    start over (83 first-year students, 82
    senior-year students).

Student Assessment of Educational Experience
10
Student Assessment-Skills and Personal Development
To what extent has your experience at this
institution contributed to your knowledge, skills
and personal development?
Percent of students responding quite a bit or
very much
11
Student Assessment-Interaction with Faculty and
Administrative Staff Quality of Advising
12
Thinking about your overall experience at this
institution, how would you rate the quality of
relationships with faculty and administrative
personnel and offices?
Student Assessment-Interaction with Faculty and
Administrative Staff
13
Using NSSE
  • Use with legislative agencies, board, faculty
    groups, student groups
  • Legislative mandate
  • System Accountability Report
  • Results of the survey continue to be shared with
    both the Student and Faculty Advisory Councils
  • Accreditation self-study
  • Benchmarking and national comparisons
  • Strategy Connect to strategic objectives,
    promote strengths, target areas for improvement
  • Institutional Compacts U. T. Tyler
  • DEEP (Documenting Effective Educational Practice)
    U. T. El Paso
  • BEAMS (Building Engagement and Attainment of
    Minority Students) 3 U. T. System Schools, U. T.
    Pan American,
  • U. T. San Antonio and U. T. Permian Basin

14
Institutional CompactU. T. Tyler
  • Goal
  • Superior Campus Life, Student Engagement,
  • and Community Service
  • A superior student life exists when students
    feel safe and welcome, have a real sense of
    belonging, and are actively engaged in several
    activities out of a wide range of available
    activities they deem to be meaningful,
    educational, and/or fun.
  • Greater engagement and ensuing higher
    satisfaction will, ultimately, increase retention
    and make recruiting that much easier. Another
    objective of more student engagement,
    particularly through off-campus activities, is to
    increase the visibility of our students in the
    community and increase community satisfaction
    with them and the University.

15
Institutional CompactU. T. Tyler
  • Objective
  • Increase the amount and quality of student life
    on and off campus in order to increase student
    satisfaction.
  • Student life which includes all aspects of
    living, eating, working, and playing together on
    campus helps students gel into a cohesive unit
    and increases their level of satisfaction. Active
    student engagement, both on and off campus,
    increases satisfaction markedly, causing
    everything about their education to proceed more
    easily and successfully including learning.

16
Institutional CompactU. T. Tyler
  • Strategies
  • Develop a full program of activities that engage
    students in and outside the classroom
  • Develop a full program of community service
    opportunities to engage students beyond the
    classroom
  • expand intramural sports
  • create special traditions around matriculation
    and graduation
  • plan and allow the Greek system to develop
  • develop a significant array of student
    housing-freshmen-oriented residence halls,
    apartments and honors houses
  • expand concept of learning communities
  • expand dining service

17
Building Engagement and Attainment of Minority
Students
  • The Building Engagement and Attainment of
    Minority Students project (BEAMS) is a 5-year
    initiative to improve retention, achievement, and
    institutional effectiveness at Minority-Serving
    Institutions (MSIs) that are members of the
    Alliance for Equity in Higher Education.
  • BEAMS is a partnership between AIHEC and NSSE and
    is funded by the Lumina Foundation for Education.
  • Participating institutions include Historically
    Black Colleges and Universities (HBCUs),
    Hispanic-Serving Institutions (HSIs), and Tribal
    Colleges and Universities.
  • Through evidence from NSSE and other sources,
    each institution commits to analyzing the scope
    and character of students' engagement in their
    learning and to implementing well-designed action
    plans to improve engagement, learning,
    persistence, and success.

18
Documenting Effective Educational Practice
  • NSSE and the American Association for Higher
    Education (AAHE) collaborated on Project DEEP.
    With support from Lumina Foundation for Education
    and the Center of Inquiry in the Liberal Arts at
    Wabash College.
  • In Fall 2002, a NSSE Institute research team
    launched the project by conducting case studies
    of 20 high-performing colleges and universities,
    including large, small, urban, and special
    mission institutions.
  • Selection criterion included schools that had
    higher-than-predicted graduation rates and higher
    than-predicted scores on the five NSSE clusters
    of effective educational practice level of
    academic challenge, active and collaborative
    learning, student interaction with faculty
    members, enriching educational experiences, and
    supportive campus environment.

19
Other NSSE Initiatives and U. T. System
Participation
  • The Faculty Survey of Student Engagement (FSSE)
    is designed to parallel the NSSE. The faculty
    version focuses on faculty perceptions of how
    often their students engage in different
    activities, the importance faculty place on
    various areas of learning and development, the
    nature and frequency of faculty-student
    interactions and how faculty members organize
    class time.
  • Community College Survey of Student Engagement
    (CCSSE) was established in 2001 as a project of
    the Community College Leadership Program at The
    University of Texas at Austin. The survey,
    administered to community college students, asks
    questions that assess institutional practices and
    student behaviors that are correlated highly with
    student learning and student retention.

20
NSSE Acknowledgement of U. T. System Assessment
and Strategic Planning Initiatives
  • The NSSE Institute is gathering information on
    system participation in the National Survey of
    Student Engagement to showcase effective
    strategies and examples of using NSSE results in
    strategic planning, assessment initiatives,
    accreditation efforts, research projects, and
    public relations and marketing campaigns.
  • The University of Texas System Accountability and
    Performance Report 2005 and the U. T. Tyler
    Compact 2006-2007 are particularly useful
    examples of how NSSE data can be integrated into
    system analysis and planning. Our efforts will be
    cited and linked to the NSSE Web site and
    possibly included in a resource kit for other
    systems.
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