Key Findings SUNY POTSDAM OFFICE OF INSTITUTIONAL EFFECTIVENESS 1 - - PowerPoint PPT Presentation

National Survey of Student Engagement [NSSE] 2014 Key Findings

SUNY POTSDAM OFFICE OF INSTITUTIONAL EFFECTIVENESS

1

National Survey of Student Engagement

(pronounced “nessie”)

University stu tudent surveys th that assess th the ext xtent to which stu tudents engage in in educational practices associated wit ith hig igh le levels of f le learning and development.

NSSE SURVEY 2014

• 2014 is the second year of the new NSSE format
• Items are grouped within ten Engagement Indicators in broad areas
• Introduces valuable new content to enrich institutional assessment
• High-Impact Practices report on participation in enriching activities
• New customization options for participating institutions include appending

topical modules

• SUNY Potsdam chose to append the Experiences with Diverse Perspectives and

Experiences with Information Literacy modules

NSSE 2014 RESPONSE RATES

SUNY Potsdam FY Response Rate = 24% (203 responses) SUNY Potsdam SR Response Rate = 29% (235 responses) NSSE 2013 & 2014

• FY Response Rate* = 22%
• SR Response Rate* = 26%

2014 Carnegie Peers

• FY Response Rate* = 22%
• SR Response Rate* = 27%

2014 SUNY Peers

• FY Response Rate* = 23%
• SR Response Rate* = 25%

*Comparison group response rates are computed at the student level (i.e. they are not institution averages)

NSSE Engagement Indicators

Theme Engagement Indicators Academic Challenge

• Higher-Order Learning (HO)
• Reflective & Integrative Learning (RI)
• Learning Strategies (LS)
• Quantitative Reasoning (QR)

Learning with Peers

• Collaborative Learning (CL)
• Discussions with Diverse Others (DD)

Experiences with Faculty

• Student-Faculty Interaction (SF)
• Effective Teaching Practices (ET)

Campus Environment

• Quality of Interactions (QI)
• Supportive Environment (SE)

ACADEMIC CHALLENGE

ENGAGEMENT INDICATORS ITEMS

HIGHER-ORDER LEARNING

During the current school year, how much has your coursework emphasized the following:

• 4B. Applying facts, theories, or methods to practical problems or new situations
• 4C. Analyzing an idea, experience, or line of reasoning in depth by examining its parts
• 4D. Evaluation a point of view, decision, or information source
• 4E. Forming a new idea or understanding from various pieces of information

REFLECTIVE & INTEGRATIVE LEARNING

During the current school year, how often have you:

• 2A. Combined ideas from different courses when completing assignments
• 2B. Connected your learning to societal problems or issues
• 2C. Included diverse perspective (political, religious, racial/ethnic, gender, etc.) in course discussions or

assignments

• 2D. Examined the strengths and weaknesses of our own views on a topic or issue
• 2E. Tried to better understand someone else’s views by imagining how an issue looks from his or her perspective
• 2F. Learning something that changed the way you understand an issue or concept
• 2G. Connected ideas from your courses to your prior experiences and knowledge

LEARNING STRATEGIES

During the current school year, how often have you:

• 9A. Identified key information from reading assignments
• 9B. Reviewed your notes after class
• 9C. Summarized what you learned in class or from course materials

QUANTITATIVE REASONING

During the current school year, how often have you:

• 6A. Reached conclusions based on your own analysis of numerical information (numbers, graphs, statistics, etc.)
• 6B. Used numerical information to examine a real-world problem o issue (unemployment, climate change, public

health)

• 6C. Evaluated what others have concluded from numerical information

LEARNING WITH PEERS

ENGAGEMENT INDICATORS ITEMS COLLABORATIVE LEARNING

During the current school year, how often have you:

• 1E. Asked another student to help you understand course material
• 1F. Explained course material to one or more students
• 1G. Prepared for exams by discussing or working through course material with
• ther students
• 1H. Worked with other students on course projects or assignments

DISCUSSIONS WITH DIVERSE OTHERS

During the current school year, how often have you had discussions with people from the following groups:

• 8A. People from a race or ethnicity other than your own
• 8B. People from an economic background other than your own
• 8C. People with religious beliefs other than your own
• 8D. People with political views other than your own

EXPERIENCES WITH FACULTY

ENGAGEMENT INDICATORS ITEMS

STUDENT-FACULTY INTERACTION

During the current school year, how often have you:

• 3A. Talked about career plans with a faculty member
• 3B. Worked with a faculty member on activities other than coursework

(committees, student groups)

• 3C. Discussed course topics, ideas, or concepts with a faculty member
• utside of class
• 3D. Discussed your academic performance with a faculty member

EFFECTIVE TEACHING PRACTICES

During the current school year, to what extent have your instructors done the following:

• 5A. Clearly explained course goals and requirements.
• 5B. Taught course sessions in an organized way
• 5C. Used examples or illustrations to explain difficult points
• 5D. Provided feedback on a draft or work in progress
• 5E. Provided prompt and detailed feedback on tests or completed

assignments

CAMPUS ENVIRONMENT

ENGAGEMENT INDICATORS ITEMS QUALITY OF INTERACTIONS

Indicate the quality of your interactions with the following people at your institution:

• 13A. Students
• 13B. Academic Advisors
• 13C. Faculty
• 13D. Student services staff (career services, student activities, housing, etc.)
• 13E. Other administrative staff (registrar, financial aid, etc.)

SUPPORTIVE ENVIRONMENT

How much does your institution emphasize the following:

• 14B. Providing support to help students succeed academically
• 14C. Using learning support services (tutoring services, writing center, etc.)
• 14D. Encouraging contact among students fro different backgrounds (soc.,

racial/ethnicity, religion, etc.)

• 14E. Providing opportunities to be involved socially
• 14F. Providing support for your overall well-being (recreation, health care,

counseling, etc.)

• 14G. Helping you manage your non-academic responsibilities (work, family, etc.)
• 14H. Attending campus activities and events (performing arts, athletic events, etc.)
• 14I. Attending events that address important social, economic, and political issues

HIGH-IMPACT PRACTICE ITEMS

Which of the following have you done or do you plan to do before you graduate?

• Participate in a learning community or some other formal program where groups of students take two or

more classes together

• Participate in an internship, co-op, field experience, student teaching, or clinical placement
• Participate in a study abroad program
• Work with a faculty member on a research project
• Complete a culminating senior experience (capstone course, senior project or thesis, comprehensive exam,

portfolio, etc.)

• About how many of our courses at this institution have included a community-based project (service

learning)?

Poor Fair Good Excellent 2009 n=140 6 13 43 38 2010 n=224 3 9 45 42 2011 n=137 4 5 47 43 2012 n=70 1 7 50 42 2013 n=175 4 14 51 31 2014 n=156 2 18 43 37 2 18 43 37 4 14 51 31 1 7 50 42 4 5 47 43 3 9 45 42 6 13 43 38

• 5

5 15 25 35 45 55 65 75 Percentage of Respondents

NSSE Trends 2009-2014: First Year Students - "How would you evaluate your entire educational experience at SUNY Potsdam?

Poor Fair Good Excellent 2009 n=203 1 14 46 40 2010 n=316 1 10 46 42 2011 n=272 1 10 48 41 2012 n=128 2 9 37 52 2013 n=208 2 10 40 48 2014 n=189 2 8 44 46 2 8 44 46 2 10 40 48 2 9 37 52 1 10 48 41 1 10 46 42 1 14 46 40

• 5

5 15 25 35 45 55 65 75 Percentage of Respondents

NSSE Trends 2009-2014: Senior Year - "How would you evaluate your entire educational experience at SUNY Potsdam?

First Year n=156 Seniors n=190 Definitely No 9 6 Probably No 16 13 Probably Yes 36 38 Definitely Yes 39 43 9 6 16 13 36 38 39 43 5 10 15 20 25 30 35 40 45 50 Percentage of Respondents

NSSE 2014 - "If you could start over again, would you attend SUNY Potsdam?"