Maximizing Your Assessment by Combining Student Survey Results: EBI, NSSE, and CIRP

Maximizing Your Assessment by Combining

Student Survey Results: EBI, NSSE, and CIRP

Jillian Kinzie, Ph.D.Associate Director, Center for Postsecondary Research and National Survey of Student Engagement (NSSE) Institute

John Pryor, M.A.Director, Cooperative Institutional Research Program, Higher EducationResearch Institute

Darlena Jones, Ph.D.Director of Research and Development, Educational Benchmarking

Session Objectives Introduction Overview of CIRP, NSSE, and EBI Data Triangulation Using Studies to Measure…

Retention Integration to Campus First-Year Program Improvement Learning Outcomes

Using Multiple Data Sources Other Data Considerations Small Group Discussion

Introduction

What is CIRP?

CIRP: Cooperative Institutional Research Program

Introduction CIRP surveys have been

used for decades to understand and illustrate the impact of college.

Can use the surveys as cross-sectional surveys, but the key advantage of CIRP surveys is that they are longitudinal.

InputsCIRP Freshman Survey

(e.g., academic performancein high school, financial concerns

prior to college entry, expectations for college,

degree aspirations,self-concept in high school)

Environments YFCY/CSS

(e.g., place of residence during college, interactions

with peers and faculty, curricularand co-curricular experiences)

OutcomesYFCY/CSS

(e.g., satisfaction with college, retention, gains in college, post-

college plans)

Astin’s I – E – O Model

Higher Education Research Institute at UCLA

Cooperative Institutional Research Program

FreshmanSurvey YFCY CSS

Faculty Survey

Funded Research

• Ford Foundation• Templeton Foundation• National Institutes

of Health

Largest and longest-running national study of American college students…2008 is 43nd administration

Initiated in 1966 at the American Council on Education; Housed at HERI (UCLA) since 1973

CIRP Freshman Survey (TFS)CIRP Freshman Survey (TFS)

CIRP Freshman Survey (TFS)CIRP Freshman Survey (TFS)

Three types of input items:Pretests on possible outcomes measuresSelf-predictions about possible future

outcomesPersonal characteristics that might effect

the propensity to attain certain outcomes

1966 2007

206,865 respondents

251 Colleges and Universities

374,261 respondents

536Colleges

and Universities

Total over 42 years:13,408,942 students

1,708 colleges and universities

Your First College Year (YFCY)

Launched in 2000 208,157 students at 378

schools

Designed to assess academic and personal development over the first year of college

Developed in collaboration with the Policy Center on the First Year of College

Mission: Longitudinal assessment of student development and institutional/programmatic impact during the first year of college

Study Launch: Pilot Studies in Spring 2000 & 2001; National Assessment launched in Fall 2002

Data Collected: Since its inception, surveyed nearly 150,000 first-year students at nearly 250 institutions nationwide

Administration: Disseminated at end of the first year in an on-campus administration format; paper and/or web versions; overall response rates 35-82%.

Your First College Year Survey (YFCY)

Comprehensive in content to assess academic & social experiences as well as cognitive & affective development

Designed as a follow-up instrument: 40% of items are direct post-tests to questions on the

CIRP Freshman Survey

Survey Content Academic achievement & engagement Learning strategies and pedagogical practices Residential & employment experiences Interactions with family, peers, faculty & staff Patterns of behavior Student values and life goals Satisfaction, self-concept, & feelings of personal

success Plans for the next academic year

Space for 20 questions of local relevance

YFCY…

Standard Deliverables

Institutional Profile

Longitudinal Profile

Electronic Data File

Reports on Spreadsheet

Additional Data Services

Institutional Data in PowerPoint Executive Summary

Peer Group Reports

Data Merges

YFCY Deliverables and Data…

Using YFCY Data to Enhance Campus Assessment Efforts

Methodologies Descriptive analyses with

campus data Comparative analyses

Institutional subgroups Institutional vs. national data Aspirant group or consortium

Measures of association Factor analyses Trends analyses Multivariate analyses

Purposes Self-study reports & strategic

planning

Retention studies

Examining group differences among students

Programmatic assessment Measuring student

development & institutional impact

Feedback to campus constituents

Creation of a student information system

Who is NSSE?

NSSE: National Survey of Student Engagement

Launched in 2000, supported by institutional participation fees

Parent survey CSEQ (1979)

National design team created survey

Administered by Indiana University Center for Postsecondary Research

More than 1,300 different baccalaureate colleges/universities from 50 states, Puerto Rico, and Canada (CCSSE is for 2-year institutions)

Consortia can add up to 20 questions (e.g., women’s colleges, HBCUs, state systems)

Spring administration to first-year & senior students

Third party, standardized administration; average 40% response rate, random sample, and select comparison groups.

NSSE Stats…

Provide reliable indicators of “good educational practices”

Support institutional improvement and accountability efforts

Foster comparative & consortium activity

Refocus conversations about quality in undergraduate education

Direct measure of frequency of participation in educational practices associated with learning and development.

NSSE Purposes

College student survey that

assesses the extent to which students

engage in educational

practices associated with

high levels of learning and development

Survey Instrument

What students do – time and energy devoted to educationally purposeful activities

What institutions do – using effective educational practices to induce students to do the right things

Two Components of Student Engagement

Comparative data (National, Carnegie Class, Select Comparison Groups, and/or Consortium)

Respondent Characteristics

Frequency Distributions

Mean Comparisons

Benchmark Comparisons

Multi-year Benchmark Comparisons

Pocket Guide Report (for prospective students)

Executive Snapshot Report

Data File [so you can link to other data!!]

NSSE Reports

Based on requests for related pre-college measures

Measures selected high school experiences and students interest in and expectations for participating in educationally purposeful activities during college

Designed to be combined with spring NSSE data for “pre- and post”- views of the first-year experience; Use to examine gap between expectations and engagement and study effect of students’ background on NSSE scores

Can also be used as stand alone assessment

Pilots in 2005, 2006; Officially launched in 2007

BCSSE – Beginning College Survey of Student Engagement

Merging NSSE data with school records

Descriptive displays of engagement patterns by any number of student characteristics

Prediction models for retention, degree attainment, grades, other outcomes

Tracking student engagement year to year

Comparisons against aspirational, regional, and mission-related institutions

Program assessment Accreditation reporting Consortium and

system data sharing Scholarly research

NSSE Possibilities

Who is EBI?

EBI: Educational Benchmarking, Inc.

Founded in 1994 by Joseph Pica, Ed.D and Glenn Detrick (retired in 2002)

Over 1500 Colleges and Universities (U.S.A. and 15 other countries like Australia, Mexico, Spain, and Egypt) have participated in EBI’s studies

Surveyed over 12 million people

Nearly 100 Assessments in 10 areas of higher education

Over 500 custom assessments for schools like MIT, Ohio State, UCLA, University of Georgia, and University of Florida

Produced over 17,000 customized reports

Creation of WESS

EBI Stats…

EBI’s Partners (alphabetical order)AACN (American Association of Collegiate Nursing)

ACUHO-I (The Association of College and University Housing Officers International)

ACUI (Association of College Unions International)

AFA (Association of Fraternity Advisors)

Ball State University –

MHLI (Military Housing and Lodging Institute)

OTC (Outside the Classroom)

Policy Center on the First Year of College

Mission: To assess the effectiveness of first-year courses / seminars.

Survey Development: Created in conjunction with the Policy Center for the First Year of College. Initial funding of project by the Pew Charitable Trusts. Currently funded by institution participation.

Study Stats: Pilot Study in Spring 2001; National Assessment launched in Fall 2001. 169 colleges and universities have submitted over 185,000 responses.

Why Participate: Provides institution information on course effectiveness. Provides instructors’ their class results for individual improvement.

EBI First-Year Initiative (FYI)

Relevant Assessments…

f

Mission: To assist college and universities in assessing resident satisfaction of residence hall functions and the effectiveness of residence hall life.

Survey Development: Created in conjunction with ACUHO-I. Housing professionals collaborated with EBI to design survey questions.

Study Stats: National Assessment began Spring 1998. Since then, 567 colleges and universities worldwide have submitted over 2.6 million responses.

Why Participate: Provides evidence of student satisfaction of their on-campus living experience and student learning outcomes linked to CAS Standards.


ACUHO-I/EBI Resident Assessment

Mission: An early warning indicator of retention and student success

Survey Development: Created in conjunction with Ball State University. Sherry Woosley from BSU collaborated with EBI to design survey questions.

Study Stats: Study piloted in 2006 – full national study in 2007. Over 40 institutions are utilizing MAP-Works in 2008

Why Participate: Provides reporting directly to each first-year student regarding their behaviors benchmarked against their first-year cohort. Provides information directly to advisors, hall directors, and FYE instructors regarding their students so early intervention can occur.

MAP-Works


Mission: Assist campus professionals in the self-study of their first-year program in support of the Foundations of Excellence

Survey Development: Created in conjunction with the Policy Center on the First Year of College. Randy Swing, John Gardner, and Betsy Barefoot collaborated with EBI to design survey questions.

Study Stats: Studies piloted Summer 2005. National Assessment launched Fall 2005. Since 2005, 67 schools have participated in the 4 year study and 39 schools have participated in the 2 year study.

FoE/EBI Foundation of Excellence Student and Faculty/Staff Assessments


General Features… Professional Survey Development: EBI’s survey development

team working in partnership with professional organizations

Data Collection: Paper surveys (where available) or online

WESS: State-of-the art data collection, reporting, and distribution system. Programmed and maintained by EBI software engineers. View Reports Online: Provides visualizations of results and ability to

download responses and/or calculated data for higher-level analysis

Share Reports Online: Ability to allow access to online reporting to others

Written Analysis: Analysis notebooks with full detailed descriptive analysis (factor and question means, frequency distributions, etc.) Analysis also available online in PDF format.

Assessment Features…

Assessment Features…Comparisons… Inter-Institutional Comparisons: Provide comparative

information for high level decision-making and resource allocation

Intra-Institutional Comparisons: The ability to code units (areas/hall/floors, chapters, or course sections) for internal comparison to support internal improvement

Longitudinal Comparisons: Provide trend data to assess the impact of initiatives

Customization… Statistical Analysis: Provides statistical testing and information

for resource allocation

Institutional Specific Questions: Institutions may add up to 10 questions (5 can be open-ended if using our online surveying system, WESS)

Data Triangulation

What Is Data Triangulation? Application and combination of several data points or

sources to overcome weaknesses of single-measure studies

Why Use Data Triangulation? Increase confidence in findings through convergence

of different perspectives The point at which perspectives converge is seen to

represent reality Builds a rich data resource

Astin’s I-E-O Model

InputsCIRP Freshman, BCSSE,

MAP-Works(e.g., academic performance

in high school, financial concernsprior to college entry,

expectations for college, degree aspirations,

self-concept in high school)

OutcomesYFCY, CSS,EBI, NSSE

(e.g., post-college aspirations, satisfaction with college,

academic and social adjustment, degree completion

rates)

Environments CSS, YFCY, EBI, NSSE

(e.g., place of residence, interactions with peers and faculty,

engagement, programmatic features, curricular & co-curricular experiences)

Similarities and Differences

Comparing these instruments, we’ll be answering the questions...

What are the unique features of these instruments? What are the similarities between these instruments? What are the differences between these instruments? How do these instruments complement each other?

Next, how these instruments address… Retention Integration Learning Outcomes First Year Program Improvement

Retention

NSSE and Retention…

Links between NSSE & Retention Goals:

NSSE is a stimulus for reflection on what the institution does well & areas for improvement

Focuses attention on ultimate goal of persistence – improved educational experiences (not just retention)

Identifies what distinguishes the institution, where

Student experience matches espoused mission

Student experience falls short NSSE results can be connected to institutional data to

build persistence models

NSSE items and Tinto’s Model of Student Persistence

Students engagement in effective educational practices as indication of level of academic & social integration (1a-v; 6a-f; 9a-g etc.)

Institutional environment items indicate the level of commitment to student success (10a-g)

Student intentions to engage in educational activities before graduating (7a-h)


Retention Indicators Monitor satisfaction Examine intent to engage in enriching educational

experiences Identify problematic student behaviors (e.g., % preparing

for class; % preparing 2 or more drafts; frequency of contact with faculty outside of class)

Retention Studies Study relationship between engagement and first-year

retention Compare persisters vs. non-persisters Study program impact (e.g., first-year learning

communities; course-based service experience)


Retention to Second Year by Engagement

79%84% 85%

82% 82%84%88%

86% 87% 85%

91% 91% 91%88% 89%

93%95%

92%89%

92%92%

84%

91% 93% 93%

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

Very Low 79% 84% 85% 82% 82%

Low 84% 88% 86% 87% 85%

Average 91% 91% 91% 88% 89%

High 93% 95% 92% 89% 92%

Very High 92% 84% 91% 93% 93%

Level of Academic Challenge

Academic and Collaborative

Learning

Student Interaction w ith Faculty

Enriching Educational Experiences

Supportive Campus Environment

NSSE and Retention at one institution…

CIRP Freshman Survey asks students to predict the likelihood that they will transfer, stop-out, or leave

YFCY asks if they have transferred from a different institution; CIRP TFS pre-test data will be merged with the YFCY responses even if the pre-test was administered at a different institution

YFCY asks students to share their plans for their sophomore year, i.e., intent to re-enroll

Data can be merged with information from the registrar to compare predicted vs. actual retention rates

CIRP and Retention…

One of the biggest problems with studying retention is that it is inextricably linked with who you admit (pre-college characteristics and performance)

Longitudinal assessment (e.g. CIRP Freshman Survey and YFCY) allows institutions to control potentially-biasing background characteristics when assessing first-to-second year retention rates

“Many of the so-called highly productive institutions turn out to be underproductive when the caliber of their entering students is taken into account.” Alexander Astin, 2003


Ex. What entering characteristics positively predict first-to-second year enrollment? Emotional health is a positive predictor, but recent cohorts of students are exhibiting more stress & greater levels of depression

Ex. How do service-learning, first-year seminars, and learning communities affect the decision to re-enroll? Service learning is a positive predictor on its own; First-year seminars and learning communities are effective when taken in combination

Consideration of “inputs” and “environments” in retention analyses identifies populations of at-risk students and programs/experiences that facilitate or inhibit persistence


Who is responsible for student success on your campus? Enrollment Management/

Retention? Student Affairs? Academic Affairs?

What information do you know about this first-year student?

Student ID: YD252952HS GPA: 3.93SAT Verbal: 29Location: In stateGender: FemaleRace: African AmericanAge: 18Major: Undecided

Do you really know them?

Enrollment Management/R

etentionStudent Affairs

Academic Affairs

EBI and Retention…

Paradigm Shift What would happen

if… ALL faculty/staff were

responsible for student success?

YOU knew student was struggling?

Could you do something about it before it was too late?

Enrollment Management /

Retention

Residence Hall Staff

Academic Advisor

First-Year Seminar Instructor

Academic Department

Heads

Financial Aid

Minority Student Affairs

I’m really homesick

I don’t think I can afford college My roommate

and I argue all the time

Student AffairsAcademic

Affairs

I’m thinking about

transferring

I’m struggling in my math

class

EBI and Retention…

•Expectations

•Behaviors

MAP-Works Process

•Social Norming

•Expectations

•CampusResources

•Student Summary

•Scan Students

•Student Profile•Institution

Profile•Campus

Resources

Integration to Campus

What is the level of student engagement on your campus?

NSSE data demonstrates what students do and what students believe the institution emphasizes

Results can be used to shape new student behavior

Criterion reference benchmarking to compare against predetermined value (e.g., 20% FY students worked with peers on assignments outside of class – should this be higher??)

NSSE and Engagement…

Astin’s Involvement Theory

The amount of student learning and development associated with any educational program is directly proportional to the quantity and quality of student involvement in that program

The effectiveness of any educational policy or practice is directly related to the capacity of that policy or practice to increase student involvement

CIRP and Student Involvement

CIRP and Academic InvolvementCIRP

TFS

CIRP

YFCY

Studied > 6 hours/week 49% 68%

Look up scientific research articles and resources 23% 29%

Revise your papers to improve your writing 54% 53%

Seek feedback on your academic work 49% 42%

Ask questions in class 59% 34%

Been bored in class 38% 37%

Asked professor (teacher) for advice after class 28% 15%

“A” average 38% 21%

CIRP and Co-Curricular Involvement

CIRP

TFS

CIRP

YFCYPerformed volunteer work 89% 63%

Attended religious services 79% 53%

Socialized with Friends >6 hrs/week 70% 79%

Student Clubs or Groups > 3 hrs/week 40% 31%

Online Social Network Sites > 3 hours/week 43% 56%

EBI and Interaction…

First-Year Initiative Assessment Course Improved Connections with Faculty

Course Improved Connections with Peers

Sense of Belonging and Acceptance

AFA/EBI Fraternity/Sorority Assessment “Fraternity/Sorority Enhanced Interpersonal Relationship Skills”

Top predictor of Overall Program Effectiveness


FoE/EBI Foundations of Excellence Student Assessment

Top two predictors of Overall Evaluation of Program: Overall Evaluation: Transition Support All Students: Campus Environment

ACUHO-I/EBI Resident Assessment “Interaction with Others in the Hall” is a top predictor

of Overall Evaluation of Program for 90% of schools


MAP-Works – all about Interaction… Levels of Personal One-on-One Interaction

Student to Faculty/Staff (like FYE Instructor / Advisor / Hall Director) Faculty/Staff interactions with other Faculty/Staff Upper Administration interaction with Faculty/Staff Upper Administration interaction with Student

Aggregate Study of Student Interaction The factor, “Social Integration” is top predictor of a successful social

transition to college

First-Year Program Improvement

Identify strengths and areas for growth Ex. FY students frequently engage in active learning

(+); but are involved in enriching educational experiences at low levels (-)

Assess effectiveness of FY interventions Ex. Low student faculty interaction scores at small

college prompts institution to establish mentoring program, and involve students in undergraduate research; 2 years later NSSE results rise on this benchmark

NSSE and FYP Improvement…

NSSE and FYP Improvement…

Sewanee: University of the South: Concern about FY students’ low active and collaborative learning results led Sewanee faculty to rejuvenate first-year seminar course, increase active pedagogies & collaborate with student affairs to create rich co-curricular elements.

Worcester Polytechnic Institute: NSSE results showed FY students less engaged than seniors. Created new FY interdisciplinary, inquiry-based seminars; better integration of disciplines; engaging introductory courses. Associate Dean appointed to Office for the First Year. Assessment plan for the FY in development with NSSE indicators as key component.

UW Green Bay: Used NSSE items in Freshman Seminar Pilot Study to test impact of revised seminar.

Several common first-year programs are included on the survey First-year seminars Service learning Student-centered pedagogies Special Interest Housing Tutoring Remedial education Diversity/multicultural experiences Student-faculty research partnerships

Measures satisfaction with numerous campus services and facilities

CIRP and FYP Improvement…

Using YFCY Data to Improve Programs Identify patterns of participation in specific programs

Measure levels of satisfaction with services/programs

Conduct sub-group analyses of involvement in programs to examine differential involvement

Ex. First-year seminars and involvement with faculty

Identify the impact of programs and services on key outcomes of the first year individually and in combination

CIRP and FYP Improvement…

EBI and FYP Improvement…

First-Year Initiative Assessment - Mission of study is the improvement of the first-year course/seminar. Pertinent factors include “Course Improved…”

Study Strategies Academic and Cognitive Skills Critical Thinking Connections with Faculty Connections with Peers Out-of-Class Engagement Knowledge of Campus Policies Knowledge of Academic Services Managing Time and Priorities Knowledge of Wellness


ACUHO-I/EBI Resident Assessment

AFA/EBI Fraternity/Sorority Assessment

ACUI/EBI College Union Assessment and Student Activities Assessment

All studies contain class standing as a categorical question. Institutions can filter results to first-year students to understand the impact of their programs

All assessments’ mission is program improvement by understanding students’ perceptions of their program


Foundations of Excellence Student and Faculty/Staff Assessments

Both studies measure the institutions’ delivery of the first year of college from the first-year students’ perceptions and the faculty/staff’s perceptions

Assessments are integrated into a full self-study of the institution’s first year of college overseen by the Policy Center.


MAP-Works! Study measures first-year students’ expectations of their first-

year and their perceptions of their environment during that initial transition

Online reports are sent to each student and their advisor, hall director, and/or first-year course instructor. Students’ reports focus on the top areas of transition (i.e. study time, self-

management, making friends, residence hall transition, etc.) Faculty/staff’s reports focus on areas of risk self-reported by student (i.e.

no support system, few expected study hours, expected graduation, etc.) Institution’s reports focus on areas of low performance by large

segments of population to support improvement of first-year programs.

Learning Outcomes

Self-Reported Outcomes…

Can be trusted so long as…

Questions are clear, with singular meanings and interpretations.

The information requested is known to respondents.

Respondents believe the questions merit a thoughtful response.

Response options are complete and appropriate.

Questions avoid risk to the respondent, and do not encourage the respondent to respond in socially desirable ways.

Provides student learning process and outcomes

indicators To what extent are FY students developing

their writing skills? % FY writing papers > 5 pgs. % FY students who prepare 2 or more drafts % FY reporting substantial gains in writing

effectively % FY worked on paper requiring integrating ideas,

sources

NSSE and Learning Outcomes…

NSSE & Educational and Personal Gains (% “very much” or “quite a bit”)

Self-Reported Educational and Personal Gains from College

First-YearStudents

Seniors

Thinking critically and analytically 81% 87%

Acquiring a broad general education 82% 86%

Working effectively with others 66% 78%

Writing clearly and effectively 72% 77%

Learning effectively on your own 70% 77%

Using computing and information technology 65% 76%

Acquiring job or work-related knowledge and skills 57% 72%

Speaking clearly and effectively 60% 72%

Understanding yourself 60% 66%

Analyzing quantitative problems 55% 65%

Solving complex real-world problems 49% 58%

Understanding people of other racial/ethnic backgrounds 50% 52%

Voting in local, state, or national elections 24% 23%

NSSE and Learning Outcomes…

Using TFS & YFCY: Academic & Cognitive Indicators Grade point average

Goes down by ½ point during first year Longitudinal change in self-ratings of skills

Writing ability (+8%) Mathematical ability (-3%) Academic ability (-5%)

Self-perceived changes General knowledge (21% report much stronger) Critical thinking skills (19% report much stronger) Analytical/problem-solving skills (17% report much stronger

CIRP and Learning Outcomes…

Using TFS YFCY: Other Indicators Identity development

+4% in personal rating of self-understanding Interpersonal skills

+13% report their ability to work as part of a team Civic engagement

+8% in goal to keep up to date with political affairs Awareness and acceptance of diversity and

multiculturalism +3 in goal to improve understanding of other

countries/cultures

CIRP and Learning Outcomes…

EBI and Learning Outcomes… Academic Assessments are linked to professional learning

outcomes standards… Undergraduate Business Exit Assessment (AACSB Standards) Nursing Exit Assessment (AACN Standards) Teacher Exit Assessment (NCATE Standards) Engineering Exit Assessment (ABET Standards)

Student Affairs studies are linked to professional learning outcomes standards, for instance…

ACUHO-I/EBI Resident Assessment (ACUHO-I, CAS, and NASPA/ACPA Learning Reconsidered)

AFA/EBI Fraternity/Sorority Assessment (AFA, CAS, NASPA/ACPA Learning and Leadership Reconsidered)

ACUI/EBI College Union Assessment (ACUI and CAS Standards) ACUI/EBI Student Activities Assessment (Learning Reconsidered,

Leadership Reconsidered, CAS Standards)

Using Multiple Data Sources

In-house surveys National surveys (a growing list)

CIRP TFS/ YFCY / CSS

NSSE CSEQ / CSXQ EBI Benchmarking surveys Noel Levitz Student Satisfaction Inventory ETS Major Field Tests ACT Collegiate Assessment of Academic

Proficiency Institutional data: GPA, financial aid,

transcripts, retention, certification tests, etc.

Linking Data…

Washington State University study: What is the relationship between residence hall environment and student engagement? Is there a difference by gender? (Robert Tattershall, Director, Housing and Conference Services, Washington State University)

Used EBI data to characterize those residence hall floors with high and low interaction

Identified correlations between NSSE’s engagement measures and the residence hall interaction levels

Found gender differences

NSSE, EBI, and Engagement…

Disaggregated NSSE results from seniors by those who started at the institution as first-year students and those who entered as transfer students

Better understand the transfer student experience. Combines with CIRP to develop a fuller portrait of the

transfer student experience.

NSSE, CIRP, and Retention…

Elon University High institutional ethos of assessment Building a student database Value-added assessment methodology guides studies

Both CIRP/YFCY and NSSE… Lead to additional research Are utilized for longitudinal study & benchmarking Provide valuable measures of cognitive skills Assess student interaction with faculty Help to understand overall educational experience

CIRP, NSSE, and FYP Improvement at Elon…

Key uses of YFCY Time allocation Benchmark for issues of campus community Cognitive and skill changes Measuring use and satisfaction with campus programs and

services Facilities evaluation (classrooms, labs, library) Social activities and behaviors

Primarily used by Student Life &, more recently, General Education Office


Key uses of NSSE Activities inside the classroom (e.g., speaking up,

presentations, working with students) Activities outside the classroom (e.g., plays, museums,

events) Evaluation of various functions (e.g., administrators,

academic advising) Academic rigor

Primarily used by Student Life & Academic Affairs


Some Examples… Administer all surveys to all students and merge them together

with campus data to create an extensive student information system

NSSE every 3 years, alternate CIRP, EBI institutional surveys Administer NSSE and EBI two years in a row to establish

baseline data and assess needs for first-year learning communities

Administer NSSE to a random sample of first-year students and YFCY to those remaining

Administer CIRP TFS and YFCY and/or BCSSE and NSSE for program participation patterns and outcomes; supplement more detailed programmatic information from EBI

Survey Administration Cycles…

Q & A

Cooperative Institutional Research Program (CIRP)Higher Education Research Institute at UCLA www.heri.ucla.edu

National Survey of Student Engagement (NSSE)Center for Postsecondary Research, Indiana Universitywww.nsse.iub.edu

Educational Benchmarking (EBI)EBI Service Center, Springfield, MOwww.webebi.com

Contact Us…

Documents

Maximizing Your Assessment by Combining Student Survey Results: EBI, NSSE, and CIRP