Student_Engagement_Survey - National Survey of Student...

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Unformatted text preview: National Survey of Student Engagement: Pathways to Collegiate Success Success 2004 Annual Survey Results 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. learning. It’s 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. development. NSSE 2004 NSSE Fifth conducted report 160,000 first-year and senior students 160,000 randomly sampled from 470 institutions randomly Objectives Provide data to colleges and universities to Provide use for improving undergraduate education, inform state accountability and accreditation efforts, and facilitate national and sector bench-marking efforts, among others bench-marking NSSE 2004- Findings NSSE Selected results Promising findings Disappointing findings Other key findings Faculty Survey of Student Engagement Selected Findings Selected When faculty members expect students When to study more and arrange class toward this end, students do so this Students at historically Black colleges are Students more likely to participate in community service related to a course and report gaining more in personal, social, and ethical development ethical Selected Findings Selected Students who engage in “deep” learning Students 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 with Promising Findings Promising Since 2000, some aspects of the student Since experience have improved. For example, today more seniors: today Participate in service learning (+7%) Have serious conversations with students Have with different social, political, and religious views (+10%) religious Perceive their campus to be helpful, Perceive considerate, and flexible (+15%) considerate, Promising Findings Promising Some findings for all students: About 9 of 10 students rate their college About experience as “good” or “excellent” and 82% would “probably” or “definitely” attend the same school if they were starting school again starting Four-fifths of fraternity and sorority Four-fifths members participate in a fundraising event compared with only 43% of nonevent Greek students Greek Promising Findings Promising Three-fifths of seniors and 37% of firstyear students do community service or year volunteer work volunteer About half of non-denominational college About 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 institutions Disappointing Findings Disappointing Only one-tenth of students rely on Only newspapers or magazines as their primary source of local, national, or international news; more than half say television is their primary source television Two-fifths of first-year students and a Two-fifths quarter of seniors “never” discuss ideas from their classes or readings with a faculty member outside of class faculty Disappointing Findings Disappointing One-fifth of all students spend no time One-fifth exercising exercising More than a quarter of all students have More “never” attended an art exhibit, gallery, play, dance, or other theater performance during the current school year during Other Key Findings Other Time on Task Time Time preparing for class, co-curricular Time activities, and on-campus work are all positively related to educational and spiritual growth spiritual Only 11% of full-time students spend 25 Only hours per week preparing for class (as professors recommend). Two-fifths spend 10 hours or less on class preparation per week. week. Time on Task Time More than half of part-time students work More off-campus 20+ hours per week off-campus About 19% of seniors spend 11+ hours About per week caring for dependents per A quarter of students spend 16+ hours quarter per week relaxing and socializing- 8% spend more than 25 hours spend Time on Task Task Living Arrangements Living Forty-five percent of students live in campus Forty-five housing (68% of first-years, 22% of seniors) housing The remainder live within driving distance The (41%), walking distance (13%), or in a fraternity or sorority house (1%) or Twelve percent of men and 10% of women are Twelve members of a fraternity or a sorority members Grades Grades About two-fifths of all students reported About that they earned mostly A grades that Another 41% reported grades of either a Another B or B+ or Only 3% of students reported Cs or lower Parental Education Parental Thirty-four percent of NSSE respondents Thirty-four are first-generation college students are Thirty-seven percent have parents who Thirty-seven both graduated from college both Twenty-two percent have master’s Twenty-two degrees degrees Seven percent have parents with doctoral Seven degrees degrees Multiple Institutions Multiple Approximately 36% of students attended one Approximately or more “other institutions” in addition to the one in which they are currently enrolled one Of this group, 25% went to another four-year Of college, 36% to a community college, 7% to a vocational school, 6% to another form of postvocational secondary education, and 25% went to a secondary combination of these combination College College Activities Activities •A “substantial amount” of engagement is defined to be at least 50% of all students reporting “often” or “very often” College Activities •The least frequent activities are those where the percentage of students responding “never” exceeds 35% Educational and Personal Educational Growth Growth Self-reported Educational and Personal Gains from College Enriching Educational Experiences Experiences On balance, African Americans, foreign On nationals, fraternity or sorority members, and varsity athletes are more likely to participate in one or more enriching activity one Older students, Asian/Pacific Islanders, Older 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 these Enriching Educational Experiences Experiences Likelihood of Participating in Educationally Engaging Experiences Enriching Educational Experiences Experiences Likelihood of Participating in Educationally Engaging Experiences Art, Wellness, & Spirituality Art, Fine and performance arts Approximately 25% of students frequently Approximately attend plays, art exhibits, gallery, dance, or theater performance, and 25-30% of students never attend these events students Frequency of attendance was positively Frequency correlated with the student’s 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 for Art, Wellness, & Spirituality Art, Fine and performance arts •Percentage of students who attended a fine or performing arts event during their school year Art, Wellness, & Spirituality Art, Exercise and physical fitness Over fifty percent of students frequently Over exercised or performed physical fitness, though about 20% of students never engaged in these activities throughout the school year school Activity varied by the kind of institution, with Activity two-thirds of students participating in exercise at liberal arts schools, and half participating at doctoral institutions participating Art, Wellness, & Spirituality Art, Exercise and physical fitness •Percent of students who exercised during their previous school year Spiritual Activity and Spiritual Development Development One-third of students frequently engaged One-third in activities to enhance spirituality, though 42% never participated in these activities 42% Students at denominational institutions Students were more likely to engage in spiritual activities (~42%) than those at nonactivities denominational institutions (~26%), denominational though about one-fourth of students at denominational institutions responded that they “never” attended these activities they Spiritual Activity and Spiritual Development Development About one-third of students reported that About their experience in college contributed “quite a bit” or “very much” to their spirituality spirituality Attending a denominational institution or Attending participating in spiritual activities increased this effect increased Spirituality and Spiritual Development Development Civic Engagement Civic Approximately 113,000 students from Approximately 449 institutions also answered questions regarding their involvement in politics and community issues community 54% of males and 46% of females stated 54% that they at least “sometimes” expressed their opinions about political issues in a public forum public Civic Engagement Civic 93% of students used one or more media 93% source to stay informed about political or community issues community Newspapers and magazines are the Newspapers primary source of national and international news for only 10% of students students More than one-fourth of students More participated in a rally, vigil, or protest participated Civic Engagement Civic 22% of first-year students and 30% of seniors 22% led meetings or activities for groups or organizations organizations Students at liberal arts colleges were more Students likely to participate in these activities than those at other schools those Students who reported higher levels of civic Students 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 welfare Civic Engagement Civic American Democracy Project (ADP) The ADP was developed by the American The Association of State Colleges and Universities (AASCU) and the New York Times to learn more about increasing civic engagement by students engagement Approximately 12,000 students at 32 Approximately AASCU schools responded to an additional 18 civic engagement questions 18 Civic Engagement Civic The vast majority considered the The environment, health care, and human rights to be at least “somewhat” important rights Women students considered religion, Women healthcare, safety/security, and civil rights to be more important than men do rights Civic Engagement Civic About 25% of first-year students and About 37% of seniors have voted in an election either on- or off-campus either Only about 10% had contacted public Only officials about an issue; and less than 10% had organized a petition, volunteered for a political campaign, or ran for an elected position ran Civic Engagement Engagement •Percent of students responding to civic engagement experimental items Civic Engagement Civic Deep Learning Deep Students are capable of more than Students traditional pedagogical methods can tap traditional Deep learning allows for a more Deep complete learning experience complete Three types of deep learning Higher-order learning Integrative learning Reflective learning Deep Learning- examples Deep Deep Learning Deep Students who scored higher on deep learning: Gained more in general education, practical Gained knowledge and skills, and personal/social development development Participated more often in enriching educational Participated activities activities Perceived their campus as more supportive of their Perceived academic and social needs academic Were more satisfied with their overall educational Were experience experience Seniors, full-time students, those at liberal arts Seniors, colleges, as well as those majoring in arts, humanities, and social sciences humanities, Students scoring higher on deep learning also made Students better use of their time, with more time spent on schoolwork, at jobs, participating in co-curricular activities and less time socializing activities Deep Learning Deep Time Spent per Week in Selected Activities by Deep Learning Quartile Faculty Survey of Student Engagement Engagement Faculty Survey of Student Engagement Engagement Designed to complement the NSSE, the Designed Faculty Survey of Student Engagement (FSSE) measures faculty priorities and expectations of students expectations As it turns out, faculty and students As disagree on several issues regarding their classroom experiences Faculty Survey of Student Engagement Engagement Faculty Survey of Student Engagement Engagement Class preparation Students spend about half as much time Students studying as instructors expect (3 hours per class per week, vs. the 6 hours expected) class Faculty in physical sciences, engineering, Faculty biological sciences expect more time per class, and students actually do spend more time on those courses time Faculty Survey of Student Engagement Engagement How faculty spend class time Sciences and engineering report more time Sciences (59%) lecturing, while education faculty spend the least time lecturing (25%) spend There is little difference in time spent There 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%) than Faculty Survey of Student Faculty Engagement Engagement Education faculty devote more time to small Education groups than other disciplines groups Biological/life sciences faculty spend about Biological/life one-fourth of class time to experiential activities, which include labs and field work activities, Faculty Survey of Student Engagement Engagement Full-time versus part-time faculty Part-time faculty expect students to study Part-time about one hour less than full-time faculty, five hours vs. six hours, respectively five Part-time faculty expect that students spend Part-time 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 spend Full-time faculty spend less time on small Full-time group activities and more time lecturing than part-time faculty part-time Faculty Survey of Student Engagement Engagement ...
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This note was uploaded on 01/16/2012 for the course ED 590 taught by Professor Kylemcgregor during the Spring '09 term at Tarleton.

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