National Survey of Student Engagement [NSSE] 2013 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.
UPDATED NSSE SURVEY 2013 Survey changes range from minor adjustments to entirely new content Sets of new and updated items are grouped within ten Engagement Indicators in broad areas Updated survey introduces valuable new content to enrich institutional assessment New 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 Academic Advising Module and Experiences with Writing Module
NSSE 2013 RESPONSE RATES SUNY Potsdam FY Response Rate = 25% (225 responses) SUNY Potsdam SR Response Rate = 30% (266 responses) NSSE 2013 FY Response Rate* = 21% SR Response Rate* = 26% 2013 Carnegie Peers FY Response Rate* = 22% SR Response Rate* = 28% 2013 Mid-East Peers FY Response Rate* = 19% *Comparison group response rates are computed at the student level SR Response Rate* = 23% (i.e. they are not institution averages)
NSSE Engagement Indicators Theme Engagement Indicators • Higher-Order Learning (HO) • Reflective & Integrative Learning (RI) Academic Challenge • Learning Strategies (LS) • Quantitative Reasoning (QR) • Collaborative Learning (CL) Learning with Peers • Discussions with Diverse Others (DD) • Student-Faculty Interaction (SF) Experiences with Faculty • Effective Teaching Practices (ET) • Quality of Interactions (QI) Campus Environment • Supportive Environment (SE)
ACADEMIC CHALLENGE ENGAGEMENT INDICATORS ITEMS 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 HIGHER-ORDER LEARNING 4D. Evaluation a point of view, decision, or information source 4E. Forming a new idea or understanding from various pieces of information 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 REFLECTIVE & INTEGRATIVE assignments LEARNING 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 During the current school year, how often have you: 9A. Identified key information from reading assignments LEARNING STRATEGIES 9B. Reviewed your notes after class 9C. Summarized what you learned in class or from course materials 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 QUANTITATIVE REASONING health) 6C. Evaluated what others have concluded from numerical information
LEARNING WITH PEERS ENGAGEMENT INDICATORS ITEMS 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 COLLABORATIVE LEARNING other students 1H. Worked with other students on course projects or assignments 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 DISCUSSIONS WITH DIVERSE 8B. People from an economic background other than your own 8C. People with religious beliefs other than your own OTHERS 8D. People with political views other than your own
EXPERIENCES WITH FACULTY ENGAGEMENT INDICATORS ITEMS 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 STUDENT-FACULTY (committees, student groups) 3C. Discussed course topics, ideas, or concepts with a faculty member INTERACTION outside of class 3D. Discussed your academic performance with a faculty member During the current school year, to what extent have your instructors done the following: 5A. Clearly explained course goals and requirements. EFFECTIVE TEACHING 5B. Taught course sessions in an organized way 5C. Used examples or illustrations to explain difficult points PRACTICES 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 Indicate the quality of your interactions with the following people at your institution: 13A. Students 13B. Academic Advisors QUALITY OF INTERACTIONS 13C. Faculty 13D. Student services staff (career services, student activities, housing, etc.) 13E. Other administrative staff (registrar, financial aid, etc.) 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 SUPPORTIVE ENVIRONMENT 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
Percentage of students who responded that they “Very often” or “Often”… 6a. Reached conclusions based on your own analysis of numerical information numbers, graphs, statistics, etc.) 6b Used numerical info to examine a real world problem or Issue (unemployment, climate change, public health, etc.) 6c. Evaluated what other have concluded from numerical Information.
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)?
NSSE Trends 2009-2013: First Year Students - "How would you evaluate your entire educational experience at SUNY Potsdam? 60 50 Percentage of Respondents 40 30 20 10 0 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
NSSE Trends 2009-2013: Senior Year - "How would you evaluate your entire educational experience at SUNY Potsdam? 60 50 Percentage of Respondents 40 30 20 10 0 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
NSSE 2013 - "If you could start over again, would you attend SUNY Potsdam?" 60 50 Percentage of Respondents 40 30 20 10 0 First Year n=176 Seniors n=209 Definitely No 7 6 Probably No 17 15 Probably Yes 38 31 Definitely Yes 38 48
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