NSSE 2008 NSSE 2008 When Spring 2008 Who

NSSE 2008

NSSE 2008 When? Spring, 2008 Who? Freshmen and Seniors random sample How? up Electronic and Snail mail follow Respondents? 30% response rate 26% freshmen and 35% seniors Mostly full time, half transfers

NSSE 2008 Background: Engagement is time and energy devoted to educationally purposeful activities BEST SINGLE PREDICTOR OF LEARNING AND PERSONAL DEVELOPMENT

Seven Principles of Good Practice in Undergraduate Education 1. Student-faculty contact (SFI) 2. Cooperation among students (SCE) 3. Active Learning (ACL) 4. Prompt feedback 5. Time on task 6. High expectations (LAC) 7. Respect for diverse talents and ways of learning (EEE)

Validity of Self-reported Data � People generally respond accurately about past behavior unless questions are sensitive or make them uncomfortable � If information is known to respondents � If questions are phrased clearly � If questions refer to recent activities � If respondents take questions seriously � If questions do not threaten, embarrass or violate respondents’ privacy � “Halo effect” – Inflating performance, grades or personal gains and efforts

Respondents Characteristics �Buffalo State College: 30% response rate 26% freshmen, 35% seniors �Peers: 29% response rate 27% freshmen, 30% seniors �Sampling ± 2. 8% error:

NSSE 2008 Means-weighted arithmetic average of responses on items � Gender � Enrollment status � Size

NSSE 2008 Effect size: “practical significance” of mean differences: . 2 small. 5 moderate. 8 large

NSSE 2008 Peers Comparison Group: � Bridgewater State � Salem State � Slippery Rock U of Pa � U Mass-Boston � U Nebraska – Omaha � West Chester U of Pa � William Paterson of NJ

LAC (Level of Academic Challenge) Challenging intellectual and creative work is central to student learning and collegiate quality. Colleges and universities promote high levels of student achievement by emphasizing the importance of academic effort and setting high expectations for student performance. Fr � � � Preparing for class 3. 87 # assigned books 3. 09 # papers 20 pages or more # papers 5 -19 pages # papers fewer than 5 pages 2. 91 Emphasize analysis 3. 04 Emphasize synthesizing Emphasize making judgments 2. 89 Emphasize applying theories/concepts Working harder than you thought Campus environment emphasizes studying/academics Sr 3. 53 3. 24 1. 36 2. 38 1. 57 2. 45 3. 08 3. 05 2. 85 2. 93 2. 99 2. 70 3. 10 2. 84 2. 99

ACL (Active and Collaborative Learning) Students learn more when they are intensely involved in their education and asked to think about what they are learning in different settings. Collaborating with others in solving problems or mastering difficult material prepares students for the messy, unscripted problems they will encounter daily during and after college. Fr � � � � Asked questions in class 3. 06 Made a class presentation 2. 84 Worked with students during class 2. 60 Worked with classmates outside of class Tutored others 1. 78 Community based project in regular course 1. 89 Discussed ideas from class with others Sr 2. 75 2. 29 2. 43 2. 29 2. 49 1. 55 1. 52 2. 63 2. 70

SFI (Student –Faculty Interaction) Students learn firsthand how experts think about and solve practical problems by interacting with faculty members inside and outside the classroom. As a result, their teachers become role models, mentors and guides for continuous, lifelong learning. Fr Discussed grades/assignments with instructor 2. 87 � Talked about career plans with faculty/advisor 2. 46 � Discussed ideas with faculty member 1. 99 � Worked with faculty other than coursework 1. 74 � Received prompt feedback from faculty 2. 78 � Research project with faculty 0. 07 � Sr 2. 69 2. 29 2. 11 1. 76 2. 73 0. 15

EEE (Enriching Education Environment) Complementary learning opportunities enhance academic programs. Diversity experiences teach students valuable things about themselves and others. Technology facilitates collaborations between peers and instructors. Internships, community service and senior capstone courses provide opp 9 ortunities to integrate and apply knowledge. Fr Sr � Co-curricular activities 2. 25 1. 84 � Practicum, internship, filed experience 0. 10 0. 54 � Community service/volunteer work 0. 36 0. 55 � Foreign language coursework 0. 24 0. 42 � Study abroad 0. 02 0. 06 � Independent study/self-designed major 0. 04 0. 16 � Culminating senior experience 0. 02 0. 25 � Serious conversations with students (beliefs different) 2. 76 2. 59 � Serious conversations with different ethnicity 2. 66 2. 62 � Using electronic medium for assignment 2. 55 2. 66 � Environment encourages contact 2. 73 2. 40 � Learning community 0. 13 0. 25

SCE (Supportive Campus Environment) Students perform better and are more satisfied at colleges that are committed to their success and cultivate positive working and social relations among different groups on campus. Fr � � � Sr 2. 98 Environment provides support to succeed 2. 77 Environment helps with non-academic responsibilities 2. 35 1. 90 Environment provides support to thrive socially 2. 49 2. 11 Quality of relationships with other students 5. 04 5. 28* Quality of relationships with faculty 4. 89 5. 18** *1=unfriendly, unsupportive, alienated to 7=friendly, supportive, sense of belonging Quality of relationships with admin and offices 4. 27 4. 28*** **1=unavailable, unhelpful, unsympathetic to 7=available, helpful, sympathetic ***1=unhelpful, inconsiderate, rigid to 7=helpful, considerate, flexible

Highest Performing Areas First Year Buffalo State Peers Did a community-based project as part of a regular course 16% 9% Spent more than 5 hrs/week in co-curricular activities 21% 14% Institution substantially encourages contacts among diverse peers 56% 46% Institution substantially helps students cope w/non-academic matters 32% 26% Institution provides substantial support for social needs 40% 34%

Highest Performing Areas Senior Buffalo State Peers Worked harder than expected to meet instructor’s expectations 57% 66% Talked about career plans with faculty member or advisor 49% 36% Did practicum, internship, field experience 64% 45% Participated in community service or volunteer work 61% 48% Completed foreign language coursework 45% 33%

Lowest Performing Areas First Year Buffalo State Peers Read more than 10 assigned books or book length readings 23% 29% Institution emphasizes studying and academic work 67% 73% Asked questions/contributed to class discussions 48% 59% Made a class presentation 33% 24% Worked with other students on projects during class 46% 37%

Lowest Performing Areas Senior Buffalo State Peers Courses emphasized analyzing ideas, experiences or theories 78% 82% Read more than 10 assigned books or book length readings 25% 30% Worked with classmates outside of class to prepare assignments 46% 51% Used an electronic medium to discuss or complete an assignment 60% 55% Positively rated their relationships with admin personnel and offices 48% 41%

Satisfaction How would you evaluate your entire educational experience at Buffalo State? Buffalo State Mean FY 2. 97 SR 2. 99 SUNY Colleges Mea n 3. 1 3 3. 1 4 Peers Significance Level Effect Size Mea n Significance Level Effect Size *** -. 22 3. 08 ** -. 16 *** -. 19 3. 09 ** -. 13 4 = Excellent, 1 = Poor

Satisfaction If you could start again, would you go to the same institution you are now attending? Buffalo State Mean FY 2. 96 SR 2. 99 SUNY Colleges Mea n 3. 1 3 3. 1 2 Peers Significance Level Effect Size Mea n Significance Level Effect Size *** -. 21 3. 11 ** -. 18 ** -. 14 3. 05 4 = Excellent, 1 = Poor -. 07

THE CHALLENGE: To rank in the top 50% of engaged schools in all benchmarks of engagement.

First Year Buffalo State NSSE 2008 Mean Significance Level Effect Size LAC 51. 9 56. 4 *** -. 34 ACL 40. 6 47. 5 *** -. 41 SFI 37. 2 39. 7 * -. 13 EEE 27. 6 30. 3 *** -. 20 SCE 58. 0 65. 8 *** -. 42

Seniors Buffalo State NSSE 2008 Mean Significance Level Effect Size LAC 53. 5 59. 9 *** -. 46 ACL 49. 7 55. 4 *** -. 33 SFI 41. 4 49. 3 *** -. 37 EEE 37. 0 47. 3 *** -. 58 SCE 53. 7 63. 5 *** -. 52