Using%20Student%20Engagement%20to%20Stimulate%20Change%20on%20Campus%20John%20Hayek,%20Ph.D.%20Senior%20Associate%20Director

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Using Student Engagement to Stimulate Change on
CampusJohn Hayek, Ph.D.Senior Associate
Director
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Advance Organizer

• What kind of information about the student
  experience is compelling and useful for
  stimulating change and improvement on campus?

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Overview

• NSSE Primer
• Ways to Stimulate Change
• Institutional Examples
• Open Discussion

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Foundations of Student Engagement

• Assessing the Student Experience
• 1970s
• Quality of Student Effort (Pace)
• 1980s
• Student Involvement (Astin)
• Social Academic Integration (Tinto)
• Good Practices in Undergraduate Education
  (Chickering Gamson)
• Learning and Development Model (Pascarella)
• 1990s
• Student Engagement (Kuh)

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National Survey ofStudent Engagement

• Started in 1999 with 12 institutions grown to
  530 in NSSE 2005
• Over a half million students (first-year students
  and seniors) at 850 colleges and universities
  (2000-2004)
• Focuses on promoting effective educational
  practice and institutional improvement
• Web and paper versions extensively tested to
  ensure validity and reliability
• Assesses the extent to which student are engaged
  in educational practices related to high levels
  of learning and development

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Using Student Engagement To Stimulate Change

• Link to Mission Accreditation
• Share Information Widely
• Enhance Faculty Development
• Benchmark (External Internal)
• Connect to Outcomes and Other Campus Data
• Emphasize Effective Educational Practices

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1. Link to Mission Accreditation
AASCU Mission Statements Key Words
Diversity Teaching and Learning General Education Information Technology Liberal Arts Community Productive Citizens Scholarship Research Academic Excellence High Quality Education Critical Thinking Health and Wellness Student Development Comprehensive Global
NSSE Areas of Focus
Academic Social Experiences Technology Diversity Higher Order Thinking Reading and Writing Time Usage Enriching Educational Experiences Quality of Relationships with Students, Faculty, and Staff Arts, Wellness, Spirituality Civic Engagement Campus Environment Advising and Mentoring Satisfaction Personal and Educational Growth
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1. Link to Mission Accreditation

• NSSE Accreditation Toolkit
• Links Between NSSE Accreditation
• Mapping NSSE to Accreditation Standards
• Vignettes of Institutional Usage

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2. Share Information Widely

• NSSE is a great way to stimulate reflection and
  debate about what we do more and less well, and
  why. For us its proving an exciting and
  enlivening tool for self-reflection and
  self-improvement.

Michael McPherson, President of The Spencer
Foundation (former President of Macalaster
College)
Internal External
President Governing Boards
Faculty / Committees / Deans / Chairs Accreditation
Students / Groups / Organizations Alumni
Service Learning Prospective Students
Enrollment Management / Admissions Media
Student Affairs / Student Services Parents
First-year Experience Fund Raising
Advising State Policy Makers
Assessment Institutional Research Performance Indicators
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2. Share Information Widely
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3. Enhance Faculty Development

• Faculty Retreats Workshops
• Scholarship of Teaching Learning
• Course Evaluations
• Tip of the Week
• Incentive Programs
• FSSE / NSSE Gap Analysis

• Mini-Grant Early Engagement of First-Year
  Students
• Vice President for Academic Affairs
• Identified start-up resources (up to 2,500 per
  year for two years)
• Help academic departments introduce students
  engagement initiatives
• Designed to improve departments engagement of
  its students during their first semester at the
  university

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3. Enhance Faculty DevelopmentFSSE / NSSE Gap
Matrix
Miss
Hit
Miss
Hit
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4. Benchmark - External

• Consortia
• ADP
• Peer Groups
• Aspirant Groups
• Special Analyses

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4. Benchmark - External
Benchmark Act. Pred. Residual Standard Residual
Academic Challenge 56.0 52.4 3.5 1.3
Active Learning 43.5 41.4 2.1 .6
Stu-Fac Interaction 42.7 35.8 6.9 1.7
Enriching Experience 50.6 50.4 .2 0.0
Supportive Environment 70.8 63.3 7.5 2.0
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4. Benchmark Internal
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4. Benchmark Internal
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5. Connect to Outcomes Other Campus Data
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5. Connect to Outcomes Other Campus Data
NSSE Benchmarks Grad. Rate SR Satisfaction FY Satisfaction SR
Academic Challenge .46 .29 .28
Active Collaborative Learning .09 .25 .23
Student Faculty Interaction .37 .25 .29
Enriching Educational Experiences .48 .22 .23
Supportive Campus Environment .26 .56 .60
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5. Connect to Outcomes Other Campus Data

• In-house surveys
• National surveys
• CIRP / CSS
• YFCY
• CSEQ / CSXQ
• EBI Benchmarking surveys
• Noel Levitz Student Satisfaction Inventory
• ETS Major Field Tests
• ACT Collegiate Assessment of Academic Proficiency
  
• Institutional data such as GPA, financial aid,
  transcripts, retention, certification tests, etc.

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6. Emphasize Effective Educational Practices

1. A living mission and a lived educational
   philosophy
2. An unshakeable focus on student learning
3. Clearly marked pathways to student success
4. Environments adapted for educational enrichment
5. An improvement-oriented campus culture
6. Shared responsibility for educational quality and
   student success

Based on higher than predicted graduation rates
and student engagement
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Institutional Examples

• Many schools are stimulating change and
  improvement on campus by using student engagement
  data.

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University of Missouri St. Louis
Using NSSE Data to Stimulate ChangeAASCU 2005
San Diego Meeting

• Glen Hahn Cope
• Provost and Vice Chancellor for Academic Affairs

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University of Missouri in St. Louis

• Urban public research university
• Recent leadership and vision changes
• UM System Strategic Planning
• UMSL Action Planning
• NSSE Participation (begins with 2000 pilot)
• From administrative use only in 2000 to
• 2003, 2004 campus-wide forums
• From denial of results to colleges verifying,
  faculty discussions, and Action Plan benchmarks

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University and Campus Activities

• University System-wide Efforts
• UM New Faculty Teaching Scholars
• Presidents Academic Leadership Institute
• Campus-wide Efforts
• Center for Teaching and Learning (est. 10/2000)
• Faculty and TA programs, orientations
• Kuh presentations with academic and student
  affairs leaders, early career faculty (2/02)
• Engagement concepts routinely used in program
  names
• UMSL at 40Campus Conversation Series 2003-2004
• November Student engagement
• February Engaged research
• April Community Engagement
• February 05Creating an Engaged University
• Action Planning 2003-2004
• Office of the Provost created August 2004
• Reliance on faculty governance, input
• Benchmarks with NSSE data

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College Activities

• College efforts sampling
• Arts and Sciences appended with permission 15
  NSSE items to fall semester 2002 course
  evaluations
• College of Business Administration includes all
  majors in capstone course in its sample
• Honors College oversamples its freshmen and
  seniors
• College efforts discussion and action
• Presentations about NSSE invited by COE, CoBA
• A S Deans charge to departments
• Embracing undergraduate research

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Outcomes

• Increased campus-wide awareness (FSSE, NSSE)
• Persistent conversations
• Increased communication
• Responsibility assumed at unit level
• Increased acceptance of methodology, data
• Interventions identified in colleges and
  departments
• Increased response rates
• NSSE FSSE
• 2003 38.0 26.4
• 2004 47.5 44.5

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Norfolk State University (NSU)

• University of opportunity
• Wide variety of programs for students seeking
  access to an affordable high-quality education
• Founded in 1935
• Located in the downtown Norfolk, Virginia
• Virginias largest public historically black
  university (HBCU)
• Seventh largest HBCU in the nation
• Approximately 6,000 culturally diverse students

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Surveys of Student Engagement at NSU

• Spring 2002
• NSSE (paper mode)
• Spring 2003
• NSSE (web-based mode)
• FSSE (web-based mode)
• Spring 2004
• NSSE (local administration)
• Fall 2004
• BCSS (paper mode)
• Spring 2005
• NSSE (web mode)

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Using NSSE for Quality Enhancement

• NSSE Data
• NSSE Process
• NSSE Concept

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Using NSSE for Quality Enhancement Data

• Set up internal and external benchmarks to assess
  and monitor NSU performance on NSSE benchmarks
  and individual items, salient for NSU
• Provide information for internal decision-making
  and strategic planning
• Engage faculty, administrators, and students in
  conversations to explore best educational
  practices

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Using NSSE for Quality Enhancement Data (Contd)

• Advance campus initiatives
• Articulate and affirm effective institutional
  practices and improve NSU self-image and
  community perception
• Triangulate internal reports and research
  projects
• Triangulate external reporting

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Using NSSE for Quality Enhancement Process

• Provide information for internal decision-making
• Advance campus initiatives
• Identify effective methods to administer other
  university-wide surveys.

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Using NSSE for Quality Enhancement Concept

• Begin developing a more comprehensive
  institutional concept of academic quality
• Attract faculty and administrators attention to
  best practices in the undergraduate education

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Using NSSE for Quality Enhancement Future Plans

• Assessment of new campus initiatives
• First-Year Experience
• American democracy project (ADP)
• Reaffirmation of Accreditation
• Southern Association of Colleges and Schools
  (SACS) Compliance Certification Audit
• SACS Quality Enhancement Plan (QEP) Theme

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Contact Information

• Nuria M. Cuevas, Ph.D.
• Associate Vice President for Academic Affairs and
• Director, Institutional Effectiveness and
  Assessment
• NORFOLK STATE UNIVERSITY
• Phone [phone]
• E-Mail ncuevas_at_nsu.edu
• Web www.nsu.edu/iea

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Using NSSE Data

• Sharon Hahs
• Provost
• February 6, 2005

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With Programs in
? Arts and Sciences ? Business ? Dental
Medicine ? Education ? Engineering ? Nursing ?
Pharmacy
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? 13,493 Students
10,811 Undergraduate
2,485 Graduate
198 Professional
? On-Campus Housing for 2,900 Students
? Most students live and work in a 60 mile
radius and commute to classes.
? About 30 percent of undergraduates are new
each fall, two-fifths of those as transfer
students.
? More than half of students receiving
baccalaureate degrees started as transfer
students.
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Long Term Goals
? Revisited Every 5 to 10 Years ? Measured
Annually ? Lead to Short Term Goals
Short Term Goals
? One to Three Years Long ? Founded on
evidence ? Measured and Evaluated ? Lead to
Actionable Projects
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SIUEs Long-Term Goals

• 1. Engaged Student and Capable Graduates
• 2. Innovative High Quality Programs
• 3. Committed Faculty and Staff
• 4. Harmonious Campus Climate
• 5. Active Community Engagement
• 6. Sound Physical and Financial Assets
• 7. Excellent Reputation

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Measures for Long Term Goals
NSSE
Has content parallel to existing alumni and
faculty surveys
? Multiple Measures ? Longitudinal Data ?
External Comparative Data ? Intra-Institutional
Data
Annual since 2000
Urban Consortium
Can be cut to components within SIUE
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Uses of NSSE in Measuring Long Term Goals

• ? Measures of Student Engagement
• ? Measures of Faculty and Staff Commitment to
  Educational Opportunity
• ? Measures of Harmonious Climate
• ? Measures of Community Engagement
• ? Measures of SIUE Reputation

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Freshman Seminar ProposalApril 2002

• Piloted four options
• Honors Seminars
• University Experience Course
• Culture, Ideas, Values Course (CIV)
• Learning Communities in Academic Development

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• Common goals for freshman seminars
• Freshman Seminar Proposal 2002

1--To assist new freshman in making the
transition to college level work and
expectations 2--To orient students to the
services and culture of the University 3--To
engage students in an intellectual community of
students and faculty.
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Review committee and use of special study

• Ad hoc subcommittee of the Curriculum Council,
  Faculty Senate
• Literature Search
• Focus Groups
• NSSE study
• Summary ReportNSSE 2003 Special Course
  Oversample April 19, 2004

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Of the questions that showed significance at the
0.1 level, four either directly or indirectly
related to the objectives of the freshman seminar
course as outlined in the proposal. These
included the following questions 1 A--Asked
questions class or contributed to class
discussion. 10 F--Attending campus events and
activities (special speakers, cultural
performances, etc.) 11 K--Understanding
yourself 13--How would you evaluate your entire
educational experience at this institution?
(Summary ReportNSSE 2003 Special Course
Oversample April 19, 2004)
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New Student Seminar Task Force Report and
Recommendations (June, 2004)

• Recommendation 1 Adopt a freshman seminar
  requirement
• Recommendation 2 Include a freshman seminar in
  general education reform.
• Recommendation 3 Create committee for
  implementation and management.

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• Question 7. Which of the following have you done
  or do you plan to do before you graduate from
  your institution?
• h. Culminating senior experience (comprehensive
  exam, capstone course, thesis, project, etc.)
• Response to 7.h.
• Yes70
• No25
• Undecided5

Senior Assignment is a graduation requirement
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Activity--NSSE questions related to Learning
Objectives

• Compare the NSSE questions with the SIUE
  Statement of Objectives
• 1. Identify a NSSE question that could make a
  difference.
• 2. What objective does this question measure and
  how does the question measure it?
• 3. How is this question actionable? What could
  be done to improve the score?

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Committee on AssessmentAQIP Action Project
Recommendations

• Student perception and understanding of the
  Senior Assignment as a culminating experience
  (NSSE questions 2c, 7g,h, 11j,m)
• Student perception of academic advising (NSSE
  questions 1o, 12)
• Quantitative reasoning (NSSE questions 2b,d,e,
  11f)
• Communication (speaking and writing) (NSSE
  questions 1a,p,q, 4c,d,e, 11c,d)
• Expectations, relationships, and diversity (NSSE
  questions 8, 9)

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Open Discussion
www.nsse.iub.edu