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National Survey of Student Engagement: Pathways to Collegiate Success

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Title: National Survey of Student Engagement: Pathways to Collegiate Success


1
National Survey of Student Engagement Pathways
to Collegiate Success
  • 2004 Annual Survey Results

2
  • The National Survey of Student Engagement (NSSE)
    documents dimensions of quality in undergraduate
    education and provides information and assistance
    to colleges, universities, and other
    organizations to improve student learning.

3
  • Its primary activity is annually surveying
    college students to assess the extent to which
    they engage in educational practices associated
    with high levels of learning and development.

4
NSSE 2004
  • Fifth conducted report
  • 160,000 first-year and senior students randomly
    sampled from 470 institutions
  • Objectives
  • Provide data to colleges and universities to use
    for improving undergraduate education, inform
    state accountability and accreditation efforts,
    and facilitate national and sector bench-marking
    efforts, among others

5
NSSE 2004- Findings
  • Selected results
  • Promising findings
  • Disappointing findings
  • Other key findings
  • Faculty Survey of Student Engagement

6
Selected Findings
  • When faculty members expect students to study
    more and arrange class toward this end, students
    do so
  • Students at historically Black colleges are more
    likely to participate in community service
    related to a course and report gaining more in
    personal, social, and ethical development

7
Selected Findings
  • Students who engage in deep learning activities
    report greater educational and personal gains
    from college, participate in more enriching
    educational experiences, perceive campus to be
    supportive, and are more satisfied overall with
    college

8
Promising Findings
  • Since 2000, some aspects of the student
    experience have improved. For example, today
    more seniors
  • Participate in service learning (7)
  • Have serious conversations with students with
    different social, political, and religious views
    (10)
  • Perceive their campus to be helpful, considerate,
    and flexible (15)

9
Promising Findings
  • Some findings for all students
  • About 9 of 10 students rate their college
    experience as good or excellent and 82 would
    probably or definitely attend the same school
    if they were starting school again
  • Four-fifths of fraternity and sorority members
    participate in a fundraising event compared with
    only 43 of non-Greek students

10
Promising Findings
  • Three-fifths of seniors and 37 of first-year
    students do community service or volunteer work
  • About half of non-denominational college students
    say that their institution substantially (very
    much or quite a bit) contributes to their
    development of a deepened sense of spirituality
    compared with only 19 of the students at public
    institutions

11
Disappointing Findings
  • Only one-tenth of students rely on newspapers or
    magazines as their primary source of local,
    national, or international news more than half
    say television is their primary source
  • Two-fifths of first-year students and a quarter
    of seniors never discuss ideas from their
    classes or readings with a faculty member outside
    of class

12
Disappointing Findings
  • One-fifth of all students spend no time
    exercising
  • More than a quarter of all students have never
    attended an art exhibit, gallery, play, dance, or
    other theater performance during the current
    school year

13
Other Key Findings
14
Time on Task
  • Time preparing for class, co-curricular
    activities, and on-campus work are all positively
    related to educational and spiritual growth
  • Only 11 of full-time students spend 25 hours per
    week preparing for class (as professors
    recommend). Two-fifths spend 10 hours or less on
    class preparation per week.

15
Time on Task
  • More than half of part-time students work
    off-campus 20 hours per week
  • About 19 of seniors spend 11 hours per week
    caring for dependents
  • A quarter of students spend 16 hours per week
    relaxing and socializing- 8 spend more than 25
    hours

16
Time on Task
17
Living Arrangements
  • Forty-five percent of students live in campus
    housing (68 of first-years, 22 of seniors)
  • The remainder live within driving distance (41),
    walking distance (13), or in a fraternity or
    sorority house (1)
  • Twelve percent of men and 10 of women are
    members of a fraternity or a sorority

18
Grades
  • About two-fifths of all students reported that
    they earned mostly A grades
  • Another 41 reported grades of either a B or B
  • Only 3 of students reported Cs or lower

19
Parental Education
  • Thirty-four percent of NSSE respondents are
    first-generation college students
  • Thirty-seven percent have parents who both
    graduated from college
  • Twenty-two percent have masters degrees
  • Seven percent have parents with doctoral degrees

20
Multiple Institutions
  • Approximately 36 of students attended one or
    more other institutions in addition to the one
    in which they are currently enrolled
  • Of this group, 25 went to another four-year
    college, 36 to a community college, 7 to a
    vocational school, 6 to another form of
    post-secondary education, and 25 went to a
    combination of these

21
College Activities
  • A substantial amount of engagement is defined
    to be at least 50 of all students reporting
    often or very often

22
College Activities
  • The least frequent activities are those where the
    percentage of students responding never exceeds
    35

23
Educational and Personal Growth
Self-reported Educational and Personal Gains from
College
24
Enriching Educational Experiences
  • On balance, African Americans, foreign nationals,
    fraternity or sorority members, and varsity
    athletes are more likely to participate in one or
    more enriching activity
  • Older students, Asian/Pacific Islanders, students
    of Hispanic origin, first-generation students,
    part-time students, transfers, and commuters are
    less likely than their counterparts to
    participate in one or more of these activities

25
Enriching Educational Experiences
Likelihood of Participating in Educationally
Engaging Experiences
26
Enriching Educational Experiences
Likelihood of Participating in Educationally
Engaging Experiences
27
Art, Wellness, Spirituality
  • Fine and performance arts
  • Approximately 25 of students frequently attend
    plays, art exhibits, gallery, dance, or theater
    performance, and 25-30 of students never attend
    these events
  • Frequency of attendance was positively correlated
    with the students perceived emphasis of these
    events on campus, and negatively correlated with
    the number of hours students worked off-campus,
    provided for dependents, and commuted to class

28
Art, Wellness, Spirituality
  • Fine and performance arts
  • Percentage of students who attended a fine or
    performing arts event during their school year

29
Art, Wellness, Spirituality
  • Exercise and physical fitness
  • Over fifty percent of students frequently
    exercised or performed physical fitness, though
    about 20 of students never engaged in these
    activities throughout the school year
  • Activity varied by the kind of institution, with
    two-thirds of students participating in exercise
    at liberal arts schools, and half participating
    at doctoral institutions

30
Art, Wellness, Spirituality
  • Exercise and physical fitness
  • Percent of students who exercised during their
    previous school year

31
Spiritual Activity and Spiritual Development
  • One-third of students frequently engaged in
    activities to enhance spirituality, though 42
    never participated in these activities
  • Students at denominational institutions were more
    likely to engage in spiritual activities (42)
    than those at non-denominational institutions
    (26), though about one-fourth of students at
    denominational institutions responded that they
    never attended these activities

32
Spiritual Activity and Spiritual Development
  • About one-third of students reported that their
    experience in college contributed quite a bit
    or very much to their spirituality
  • Attending a denominational institution or
    participating in spiritual activities increased
    this effect

33
Spirituality and Spiritual Development
34
Civic Engagement
  • Approximately 113,000 students from 449
    institutions also answered questions regarding
    their involvement in politics and community
    issues
  • 54 of males and 46 of females stated that they
    at least sometimes expressed their opinions
    about political issues in a public forum

35
Civic Engagement
  • 93 of students used one or more media source to
    stay informed about political or community issues
  • Newspapers and magazines are the primary source
    of national and international news for only 10
    of students
  • More than one-fourth of students participated in
    a rally, vigil, or protest

36
Civic Engagement
  • 22 of first-year students and 30 of seniors led
    meetings or activities for groups or
    organizations
  • Students at liberal arts colleges were more
    likely to participate in these activities than
    those at other schools
  • Students who reported higher levels of civic
    engagement, also reported that their college
    experience contributed more to their knowledge
    about voting in local, state, or national
    elections and contributing to the welfare of
    their community

37
Civic Engagement
  • American Democracy Project (ADP)
  • The ADP was developed by the American Association
    of State Colleges and Universities (AASCU) and
    the New York Times to learn more about increasing
    civic engagement by students
  • Approximately 12,000 students at 32 AASCU schools
    responded to an additional 18 civic engagement
    questions

38
Civic Engagement
  • The vast majority considered the environment,
    health care, and human rights to be at least
    somewhat important
  • Women students considered religion, healthcare,
    safety/security, and civil rights to be more
    important than men do

39
Civic Engagement
  • About 25 of first-year students and 37 of
    seniors have voted in an election either on- or
    off-campus
  • Only about 10 had contacted public officials
    about an issue and less than 10 had organized a
    petition, volunteered for a political campaign,
    or ran for an elected position

40
Civic Engagement
  • Percent of students responding to
  • civic engagement experimental
  • items

41
Civic Engagement
42
Deep Learning
  • Students are capable of more than traditional
    pedagogical methods can tap
  • Deep learning allows for a more complete learning
    experience
  • Three types of deep learning
  • Higher-order learning
  • Integrative learning
  • Reflective learning

43
Deep Learning- examples
44
Deep Learning
  • Students who scored higher on deep learning
  • Gained more in general education, practical
    knowledge and skills, and personal/social
    development
  • Participated more often in enriching educational
    activities
  • Perceived their campus as more supportive of
    their academic and social needs
  • Were more satisfied with their overall
    educational experience
  • Seniors, full-time students, those at liberal
    arts colleges, as well as those majoring in arts,
    humanities, and social sciences
  • Students scoring higher on deep learning also
    made better use of their time, with more time
    spent on schoolwork, at jobs, participating in
    co-curricular activities and less time
    socializing

45
Deep Learning
Time Spent per Week in Selected Activities by
Deep Learning Quartile
46
Faculty Survey of Student Engagement
47
Faculty Survey of Student Engagement
  • Designed to complement the NSSE, the Faculty
    Survey of Student Engagement (FSSE) measures
    faculty priorities and expectations of students
  • As it turns out, faculty and students disagree on
    several issues regarding their classroom
    experiences

48
Faculty Survey of Student Engagement
49
Faculty Survey of Student Engagement
  • Class preparation
  • Students spend about half as much time studying
    as instructors expect (3 hours per class per
    week, vs. the 6 hours expected)
  • Faculty in physical sciences, engineering,
    biological sciences expect more time per class,
    and students actually do spend more time on those
    courses

50
Faculty Survey of Student Engagement
  • How faculty spend class time
  • Sciences and engineering report more time (59)
    lecturing, while education faculty spend the
    least time lecturing (25)
  • There is little difference in time spent
    lecturing based on course level overall, though
    in the social sciences, more time is spent
    lecturing in lower level courses (53) than
    higher level courses (44)

51
Faculty Survey of Student Engagement
  • Education faculty devote more time to small
    groups than other disciplines
  • Biological/life sciences faculty spend about
    one-fourth of class time to experiential
    activities, which include labs and field work

52
Faculty Survey of Student Engagement
  • Full-time versus part-time faculty
  • Part-time faculty expect students to study about
    one hour less than full-time faculty, five hours
    vs. six hours, respectively
  • Part-time faculty expect that students spend less
    than 3 hours studying for their courses, while
    full-time faculty expect their students to spend
    3.5 hours per week on their classes
  • Full-time faculty spend less time on small group
    activities and more time lecturing than part-time
    faculty

53
Faculty Survey of Student Engagement
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