National Survey of Student Engagement

National Survey of

Student Engagement

University of Minnesota, Morris

NSSE 2004

Program OverviewProgram Overview

What is NSSE and why is engagement important?

University of Minnesota, Morris Data

Using NSSE Data Questions and Discussion

What Really Matters in College:Student Engagement

The research is unequivocal: students who are actively involved in both academic and out-of-class activities gain more from the college experience than those who are not so involved

Pascarella & Terenzini. (1991). How college affects students.

Effective Educational Practices

Student-faculty contact Active learning Prompt feedback Time on task High expectations Cooperation among

students Respect for diverse talents

and ways of learning

Chickering and Gamson. (1987). Seven principles of good practice in undergraduate education.

What is NSSE?(pronounced “nessie”)

Evaluates the extent to which first-year and senior students engage in educational practices associated with high levels of learning and development

NSSE is conducted by the Indiana University Center for Postsecondary Research

Co-sponsored by The Carnegie Foundation for the Advancement of Teaching and the Pew Forum on Undergraduate Learning

Since 2000, almost 900 different colleges and universities from 50 states, Puerto Rico, and Canada have participated

Data from more than 620,000 students

Administered to all UMM first-year & senior students via the Web

UMM’s response rate = 47% (Nat’l response rate = 38%)

67% were female; 33% were male 53% were freshmen; 47% were seniors

53% lived on campus; 47% lived off campus

12% were students of color

NSSE 2004 Response RatesNSSE 2004 Response Rates

Benchmark IntroductionBenchmark Introduction

The National Survey of Student Engagement (NSSE) annually assesses the extent to which undergraduate students are involved in educational practices empirically linked to high levels of learning and development.

NSSE created the National Benchmarks of Effective National Benchmarks of Effective Educational PracticeEducational Practice representing clusters of items on the survey (expressed in 100-point scales):– Level of academic challenge– Active and collaborative learning– Student-faculty interactions– Enriching educational experiences– Supportive campus environment

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

Level of Academic Challenge Items:

Preparing for class (studying, reading, writing, rehearsing, etc. related to academic program)

Number of assigned textbooks, books, or book-length packs of course readings

Number of written papers or reports of 20 pages or more; number of written papers or reports of between 5 and 19 pages; and number of written papers or reports of fewer than 5 pages

Coursework emphasizing analysis of the basic elements of an idea, experience or theory

Coursework emphasizing synthesis and organizing of ideas, information, or experiences into new, more complex interpretations and relationships

Coursework emphasizing the making of judgments about the value of information, arguments, or methods

Coursework emphasizing application of theories or concepts to practical problems or in new situations

Working harder than you thought you could to meet an instructor’s standards or expectations

Campus environment emphasizing time studying and on academic work

0

25

50

75

Minnesota-Morris 53.6 60.4

COPLAC 54.4 58.0

Bac-LA 57.7 61.0

National 53.4 57.0

First-Year Senior

2002

0

25

50

75


COPLAC 55.0 60.0

Bac-LA 57.9 61.4

National 53.6 57.6

First-Year Senior

2004

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.

Active and Collaborative Learning Items:

Asked questions in class or contributed to class discussions

Made a class presentation

Worked with other students on projects during class

Worked with classmates outside of class to prepare class assignments

Tutored or taught other students

Participated in a community-based project as part of a regular course

Discussed ideas from your readings or classes with others outside of class (students, family members, co-workers, etc.)

0

25

50

75


COPLAC 41.4 50.9

Bac-LA 44.0 51.7

National 41.3 49.9

First-Year Senior

2002

0

25

50

75


COPLAC 42.9 52.3

Bac-LA 45.1 53.7

National 42.3 51.4

First-Year Senior

2004

Student-Faculty Interactions

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, life-long learning.

Student-Faculty Interactions Items:

Discussed grades or assignments with an instructor

Talked about career plans with a faculty member or adviser

Discussed ideas from your readings or classes with faculty members outside of class

Worked with faculty members on activities other than coursework (committees, orientation, student-life activities, etc.)

Received prompt feedback from faculty on your academic performance (written or oral)

Worked or planned to work with a faculty member on a research project outside of course or program requirements

0

25

50

75


COPLAC 36.6 47.2

Bac-LA 41.1 50.9

National 36.2 43.5

First-Year Senior

2002

0

25

50

75


COPLAC 33.3 48.3

Bac-LA 37.2 52.5

National 33.3 44.0

First-Year Senior

2004

Enriching Educational Experiences

Complementary learning opportunities in and out of classroom augment academic programs. Diversity experiences teach students valuable things about themselves and others. Technology facilitates collaboration between peers and instructors. Internships, community service, and senior capstone courses provide opportunities to integrate and apply knowledge.

Enriching Educational Experiences Items:

Participating in co-curricular activities (organizations, publications, student government, sports, etc.)

Practicum, internship, field experience, co-op experience, or clinical assignment

Community service or volunteer work

Foreign language coursework and study abroad

Independent study or self-designed major

Culminating senior experience (comprehensive exam, capstone course, thesis, project, etc.)

Serious conversations with students of different religious beliefs, political opinions, or personal values

Serious conversations with students of a different race or ethnicity

Using electronic technology to discuss or complete an assignment

Campus environment encouraging contact among students from different economic, social, and racial or ethnic backgrounds

0

25

50

75


COPLAC 59.3 49.6

Bac-LA 64.4 56.2

National 56.3 48.0

First-Year Senior

2002

0

25

50

75


COPLAC 27.6 45.0

Bac-LA 30.5 51.2

National 26.7 40.9

First-Year Senior

2004

Supportive Campus Environment

Students perform better and are more satisfied at colleges that are committed to their success as well as the working and social relations among different groups on campus.

Supportive Campus Environment Items:

Campus environment provides the support you need to help you succeed academically

Campus environment helps you cope with your non-academic responsibilities (work, family, etc.)

Campus environment provides the support you need to thrive socially

Quality of relationships with other students

Quality of relationships with faculty members

Quality of relationships with administrative personnel and offices

0

25

50

75


COPLAC 61.5 59.4

Bac-LA 64.5 61.8

National 60.7 57.7

First-Year Senior

2002

0

25

50

75


COPLAC 63.2 62.2

Bac-LA 66.7 63.2

National 62.8 59.7

First-Year Senior

2004

Generalizations from the 2004 NSSE Survey

How similar were the ‘02 and ‘04 results? Item by item responses of both ‘02 and ‘04 UMM freshmen and seniors are very similar. Of 67 items repeated in ‘02 and ‘04 surveys, freshman readings differed considerably only 12 times. Seniors differed considerably only 10 times.

In 2004, benchmark scores again improved substantially between freshmen and seniors in level of academic challenge, active and collaborative learning, student-faculty interactions, and enriching educational experiences. Both the freshmen and seniors score UMM very high as a supportive campus environment.

Compared to other college norms, many freshmen give UMM mediocre ranking for academic challenge and active and collaborative learning. Even senior ranking in academic challenge is disappointing. Freshmen and seniors give high marks on enriching educational experiences, student-faculty interaction, and supportive campus environment.

2004 Benchmark Scores Comparison

The UMM scores were higher or lower than other college benchmark norms as shown below (“+” means UMM scores were above the norm, “-” means UMM scores were below the norm).

COPLAC Bac-LA NSSE Natl

Freshmen Level of Academic Challenge — — —Active and Collaborative Learning — — —Student-Faculty Interaction + — +Enriching Educational Experiences + — +Supportive Campus Environment + — +


Seniors Level of Academic Challenge — — +Active and Collaborative Learning + + +Student-Faculty Interaction + — +Enriching Educational Experiences + — +Supportive Campus Environment + + +

Percent of FIRST-YEAR students who said they spent more than 15 hours per week studying, writing, rehearsing, etc.

First-Year

0

10

20

30

40

50

60

70

80

90

100

2002 2004

%UMMCOPLACBac-LANational

2002 & 2004 Academic Challenge:2002 & 2004 Academic Challenge:Hours Spent Studying

Percent of SENIOR students who said they spent more than 15 hours per week studying, writing, rehearsing, etc.

Senior

0

10

20

30

40

50

60

70

80

90

100

2002 2004


2002 & 2004 Academic Challenge:2002 & 2004 Academic Challenge:Hours Spent Studying

Percent of FIRST-YEAR students who said, during the current academic year, they have written at least 5 papers or reports of 5-19 pages.

First-Year

0102030405060708090

100

2002 2004


2002 & 2004 Academic Challenge:2002 & 2004 Academic Challenge:Written at least 5 Papers

Percent of SENIOR students who said, during the current academic year, they have written at least 5 papers or reports of 5-19 pages.

Senior

0102030405060708090

100

2002 2004


2002 & 2004 Academic Challenge:2002 & 2004 Academic Challenge:Written at least 5 Papers

Percent of FIRST-YEAR students who said coursework emphasizes synthesizing and organizing ideas, information, or experiences.

First-Year

01020

3040506070

8090

100

2002 2004


2002 & 2004 Academic Challenge:2002 & 2004 Academic Challenge:Emphasis on Synthesizing Ideas

Percent of SENIOR students who said coursework emphasizes synthesizing and organizing ideas, information, or experiences.

Senior

0

1020

30

4050

60

70

8090

100

2002 2004


2002 & 2004 Academic Challenge:2002 & 2004 Academic Challenge:Emphasis on Synthesizing Ideas

Percent of FIRST-YEAR students who said coursework emphasizes making judgments about the value of information, arguments, or methods.

First-Year

010

2030

4050

6070

8090

100

2002 2004


2002 & 2004 Academic Challenge:2002 & 2004 Academic Challenge:Emphasis on Making Judgments

Percent of SENIOR students who said coursework emphasizes making judgments about the value of information, arguments, or methods.

Senior

0102030405060708090

100

2002 2004


2002 & 2004 Academic Challenge:2002 & 2004 Academic Challenge:Emphasis on Making Judgments

Percent of FIRST-YEAR students who said coursework emphasizes applying theories or concepts to practical problems or in new situations.

First-Year

010

2030

4050

6070

8090

100

2002 2004


2002 & 2004 Academic Challenge:2002 & 2004 Academic Challenge:Emphasis on Applying Theories

Percent of SENIOR students who said coursework emphasizes applying theories or concepts to practical problems or in new situations.

Senior

01020

3040506070

8090

100

2002 2004


2002 & 2004 Academic Challenge:2002 & 2004 Academic Challenge:Emphasis on Applying Theories

Percent of FIRST-YEAR students who said they often worked harder than they thought they could to meet an instructor’s standards.

First-Year

01020

3040506070

8090

100

2002 2004


2002 & 2004 Academic Challenge:2002 & 2004 Academic Challenge:Worked Hard

Percent of SENIOR students who said they often worked harder than they thought they could to meet an instructor’s standards.

Senior

010

2030

4050

6070

8090

100

2002 2004


2002 & 2004 Academic Challenge:2002 & 2004 Academic Challenge:Worked Hard

Percent of FIRST-YEAR students who said the campus emphasizes studying and academic work.

First-Year

01020

3040506070

8090

100

2002 2004


2002 & 2004 Academic Challenge:2002 & 2004 Academic Challenge:Emphasis on Study/Academic Work

Percent of SENIOR students who said the campus emphasizes studying and academic work.

Senior

01020

3040506070

8090

100

2002 2004


2002 & 2004 Academic Challenge:2002 & 2004 Academic Challenge:Emphasis on Study/Academic Work

Percent of FIRST-YEAR students who said their experience at this institution contributed to writing clearly and effectively.

First-Year

01020

3040506070

8090

100

2002 2004


Other Academic Experiences:Other Academic Experiences:Writing Clearly and Effectively

Percent of SENIOR students who said their experience at this institution contributed to writing clearly and effectively.

Senior

0102030405060708090

100

2002 2004


Other Academic Experiences:Other Academic Experiences:Writing Clearly and Effectively

Percent of FIRST-YEAR students who said their experience at this institution contributed to speaking clearly and effectively.

First-Year

0102030405060708090

100

2002 2004


Other Academic Experiences:Other Academic Experiences:Speaking Clearly and Effectively

Percent of SENIOR students who said their experience at this institution contributed to speaking clearly and effectively.

Senior

0102030405060708090

100

2002 2004


Other Academic Experiences:Other Academic Experiences:Speaking Clearly and Effectively

Percent of FIRST-YEAR students who said their experience at this institution contributed to thinking critically and analytically.

First-Year

0102030405060708090

100

2002 2004


Other Academic Experiences:Other Academic Experiences:Thinking Critically and Analytically

Percent of SENIOR students who said their experience at this institution contributed to thinking critically and analytically.

Senior

0102030405060708090

100

2002 2004


Other Academic Experiences:Other Academic Experiences:Thinking Critically and Analytically

Percent of FIRST-YEAR students who said they were challenged by their examinations to do their best work.

First-Year

0102030405060708090

100

2002 2004


Other Academic Experiences:Other Academic Experiences:Challenging Examinations

Percent of SENIOR students who said they were challenged by their examinations to do their best work.

Senior

0102030405060708090

100

2002 2004


Other Academic Experiences:Other Academic Experiences:Challenging Examinations

2004 Summary of AcademicChallenge Benchmark Norms

UMM benchmark scores were different from the other norms to a statistically significant degree on the following items (“+” means UMM scores were above the norm, “-” means UMM scores were below the norm):


Freshmen Number of assigned texts — +Preparing for class —Number of written papers (5-19 pages) — — —Number of written papers (< 5 pages) — —Coursework emphasizing analysis —Coursework emphasizing synthesizing — —Coursework emphasizing making judgments —Coursework emphasizing application of theories —Working harder than you though you could —


Seniors Preparing for class +Campus emphasis on academic work +Number of assigned texts —Number of written papers (20 or more pages) —Number of written papers (5-19 pages) —Coursework emphasizing application of theories —

Percent of FIRST-YEAR students who said they have often or very often made a class presentation.

First-Year

0102030405060708090

100

2002 2004


Active and Collaborative Learning:Active and Collaborative Learning:Class Presentations

Percent of SENIOR students who said they have often or very often made a class presentation.

Senior

0102030405060708090

100

2002 2004


Active and Collaborative Learning:Active and Collaborative Learning:Class Presentations

Percent of FIRST-YEAR students who have often asked questions in class or contributed to class discussions.

First-Year

0102030405060708090

100

2002 2004


Active and Collaborative Learning:Active and Collaborative Learning:Contributed to Class Discussion

Percent of SENIOR students who have often asked questions in class or contributed to class discussions.

Senior

0102030405060708090

100

2002 2004


Active and Collaborative Learning:Active and Collaborative Learning:Contributed to Class Discussion

Percent of FIRST-YEAR students who have often worked with other students on projects during class.

First-Year

0102030405060708090

100

2002 2004


Active and Collaborative Learning:Active and Collaborative Learning:Collaborated During Class

Percent of SENIOR students who have often worked with other students on projects during class.

Senior

0102030405060708090

100

2002 2004


Active and Collaborative Learning:Active and Collaborative Learning:Collaborated During Class

Percent of FIRST-YEAR students who have often worked with classmates outside of class to prepare assignments.

First-Year

0102030405060708090

100

2002 2004


Active and Collaborative Learning:Active and Collaborative Learning:Collaborated to Prepare Assignments

Percent of SENIOR students who have often worked with classmates outside of class to prepare assignments.

Senior

0102030405060708090

100

2002 2004


Active and Collaborative Learning:Active and Collaborative Learning:Collaborated to Prepare Assignments

Percent of FIRST-YEAR students who have often tutored or taught other students (paid or voluntary).

First-Year

0102030405060708090

100

2002 2004


Active and Collaborative Learning:Active and Collaborative Learning:Tutored Other Students

Percent of SENIOR students who have often tutored or taught other students (paid or voluntary).

Senior

0102030405060708090

100

2002 2004


Active and Collaborative Learning:Active and Collaborative Learning:Tutored Other Students

Percent of FIRST-YEAR students who have participated in a community-based project as part of a regular course during the current year.

First-Year

0102030405060708090

100

2002 2004


Active and Collaborative Learning:Active and Collaborative Learning:Community-Based Project in Class

Percent of SENIOR students who have participated in a community-based project as part of a regular course during the current year.

Senior

0102030405060708090

100

2002 2004


Active and Collaborative Learning:Active and Collaborative Learning:Community-Based Project in Class

2004 Summary of Active & Collaborative Learning Benchmark Norms



FreshmenWorked with classmates outside of class to prepare assignments +

Contributed to class discussions —Made a class presentation — — —


SeniorsWorked with classmates outside of class to prepare assignments + + +

Tutored other students + +Contributed to class discussions —Made a class presentation — — —

Percent of FIRST-YEAR students who often discussed career plans with faculty members or advisers.

First-Year

0102030405060708090

100

2002 2004


Student-Faculty Interactions:Student-Faculty Interactions:Discussed Career Plans with Faculty

Percent of SENIOR students who often discussed career plans with faculty members or advisers.

Senior

0102030405060708090

100

2002 2004


Student-Faculty Interactions:Student-Faculty Interactions:Discussed Career Plans with Faculty

Percent of FIRST-YEAR students who often discussed ideas from their readings or classes with faculty members outside of class.

First-Year

010

2030

4050

6070

8090

100

2002 2004


Student-Faculty Interactions:Student-Faculty Interactions:Out-of-Class Discussions with Faculty

Percent of SENIOR students who often discussed ideas from their readings or classes with faculty members outside of class.

Senior

01020

3040506070

8090

100

2002 2004


Student-Faculty Interactions:Student-Faculty Interactions:Out-of-Class Discussions with Faculty

Percent of FIRST-YEAR students who said they often received prompt feedback from faculty on their academic performance (written or oral).

First-Year

01020

3040506070

8090

100

2002 2004


Student-Faculty Interactions:Student-Faculty Interactions:Received Prompt Feedback

Percent of SENIOR students who said they often received prompt feedback from faculty on their academic performance (written or oral).

Senior

0102030405060708090

100

2002 2004


Student-Faculty Interactions:Student-Faculty Interactions:Received Prompt Feedback

Percent of students who worked on a research project with a faculty member outside of a course or program.

First-Year

0

10

20

30

40

50

60

70

80

90

100

UMM COPLAC Bac-LA NSSENatl


Plan to do

Done

2004

Senior

Student-Faculty Interactions:Student-Faculty Interactions:Research with Faculty Member

Percent of FIRST-YEAR students who often worked with faculty members on activities other than coursework (committees, orientation, student life activities, etc.).

First-Year

0

10

20

30

40

50

60

70

80

90

100

2002 2004


Student-Faculty Interactions:Student-Faculty Interactions:Activities Other than Coursework

Percent of SENIOR students who often worked with faculty members on activities other than coursework (committees, orientation, student life activities, etc.).

Senior

0

10

20

30

40

50

60

70

80

90

100

2002 2004


Student-Faculty Interactions:Student-Faculty Interactions:Activities Other than Coursework

2004 Summary of Student-Faculty Interaction Benchmark Norms



Freshmen Talked about career plans with faculty member +Discussed readings with faculty outside of class —Received prompt feedback from faculty on academic performance —Worked with faculty member on research project outside of course —


Seniors Talked about career plans with faculty member +Discussed readings with faculty outside of class +Worked with faculty on activities other than coursework + +Worked with faculty member on research project outside of course +

Percent of students who said they have studied abroad.

Enriching Educational Experiences:Enriching Educational Experiences:Study Abroad

First-Year

0

10

20

30

40

50

60

70

80

90

100



Plan to do

Done

Senior

2004

Percent of students who said they have taken foreign language coursework.

Enriching Educational Experiences:Enriching Educational Experiences:Foreign Language Coursework

First-Year

0

10

20

30

40

50

60

70

80

90

100



Plan to do

Done

Senior

2004

Percent of FIRST-YEAR students who said they participated in co-curricular activities (organizations, campus publications, student government, etc.).

Enriching Educational Experiences:Enriching Educational Experiences:Participating in Co-Curricular Activities

2002

0

10

20

30

40

50

60

70

80

90

100



6 or more hours

1-5 hours

2004

First-Year

Percent of SENIOR students who said they participated in co-curricular activities (organizations, campus publications, student government, etc.).

Enriching Educational Experiences:Enriching Educational Experiences:Participating in Co-Curricular Activities

2002

0

10

20

30

40

50

60

70

80

90

100



6 or more hours

1-5 hours

2004

Senior

Percent of FIRST-YEAR students who said they often used an electronic medium (listserv, chat group, Internet, etc.) to discuss or complete an assignment.

First-Year

0

1020

3040

50

6070

8090

100

2002 2004


Enriching Educational Experiences:Enriching Educational Experiences:Using Electronic Media

Percent of SENIOR students who said they often used an electronic medium (listserv, chat group, Internet, etc.) to discuss or complete an assignment.

Senior

0102030405060708090

100

2002 2004


Enriching Educational Experiences:Enriching Educational Experiences:Using Electronic Media

Percent of FIRST-YEAR students who said the college encouraged contact between students from different economic, social, and racial or ethnic backgrounds.

First-Year

0102030405060708090

100

2002 2004


Enriching Educational Experiences:Enriching Educational Experiences:Contact with Different Ethnic Backgrounds

Percent of SENIOR students who said the college encouraged contact between students from different economic, social, and racial or ethnic backgrounds.

Senior

0

10

20

30

40

50

60

70

80

90

100

2002 2004


Enriching Educational Experiences:Enriching Educational Experiences:Contact with Different Ethnic Backgrounds

2004 Summary of Enriching Educational Experiences Benchmark Norms



Freshmen Foreign language coursework + +Serious conversations with students of different religious beliefs, political opinions, or values

+

Contact among students from different economic, social, and racial/ethnic backgrounds

+

Participating in co-curricular activities —Community service or volunteer work —Independent study or self-designed major —Participate in learning community —


Seniors Participating in co-curricular activities +Foreign language coursework + +Study abroad + +Independent study or self-designed major +Serious conversations with students of different religious beliefs, political opinions, or values

+

Contact among students from different economic, social, and racial/ethnic backgrounds

+ + +

Participating in co-curricular activities —Practicum, internship, or field experience —Culminating senior experience —Using electronic technology to discuss assignment — — —

Percent of FIRST-YEAR students who said the campus environment emphasized providing the support needed to help them succeed academically.

First-Year

0

10

20

30

40

50

60

70

80

90

100

2002 2004


Supportive Campus Environment:Supportive Campus Environment:Campus Provides Academic Support

Percent of SENIOR students who said the campus environment emphasized providing the support needed to help them succeed academically.

Senior

0

10

20

30

40

50

60

70

80

90

100

2002 2004


Supportive Campus Environment:Supportive Campus Environment:Campus Provides Academic Support

Percent of FIRST-YEAR students who said the campus environment emphasized providing the support they need to thrive socially.

First-Year

0

10

20

30

40

50

60

70

80

90

100

2002 2004


Supportive Campus Environment:Supportive Campus Environment:Providing Support to Thrive Socially

Percent of SENIOR students who said the campus environment emphasized providing the support they need to thrive socially.

Senior

0

10

20

30

40

50

60

70

80

90

100

2002 2004


Supportive Campus Environment:Supportive Campus Environment:Providing Support to Thrive Socially

Percent of FIRST-YEAR students who said they had high quality relationships with other students.

First-Year

0

10

20

30

40

50

60

70

80

90

100

2002 2004


Supportive Campus Environment:Supportive Campus Environment:Quality of Relationships with Students

Percent of SENIOR students who said they had high quality relationships with other students.

Senior

0

10

20

30

40

50

60

70

80

90

100

2002 2004


Supportive Campus Environment:Supportive Campus Environment:Quality of Relationships with Students

Percent of FIRST-YEAR students who said they had high quality relationships with faculty members.

First-Year

0

10

20

30

40

50

60

70

80

90

100

2002 2004


Supportive Campus Environment:Supportive Campus Environment:Quality of Relationships with Faculty

Percent of SENIOR students who said they had high quality relationships with faculty members.

Senior

0

10

20

30

40

50

60

70

80

90

100

2002 2004


Supportive Campus Environment:Supportive Campus Environment:Quality of Relationships with Faculty

Percent of FIRST-YEAR students who said they had high quality relationships with administration and offices.

First-Year

0

10

20

30

40

50

60

70

80

90

100

2002 2004


Supportive Campus Environment:Supportive Campus Environment:Quality of Relationships with Administration

Percent of SENIOR students who said they had high quality relationships with administration and offices.

Senior

0

10

20

30

40

50

60

70

80

90

100

2002 2004


Supportive Campus Environment:Supportive Campus Environment:Quality of Relationships with Administration

2004 Summary of Supportive Campus Environment Benchmark Norms


COPLAC Bac-LA NSSE NatlFreshmen

No significant differences


SeniorsCampus provides support needed to succeed academically +Campus provides support needed to thrive socially +

Quality of relationships with faculty members +Quality of relationships with administrative staff + +

Percent of FIRST-YEAR students who evaluated their entire educational experience as excellent.

Evaluation of Entire Experience

First-Year

0

10

20

30

40

50

60

70

80

90

100

2002 2004


Percent of SENIOR students who evaluated their entire educational experience as excellent.

Evaluation of Entire Experience

Senior

0

10

20

30

40

50

60

70

80

90

100

2002 2004


Percent of students who said that during this academic year they have strongly or very strongly experienced a sense of community at this college.

2004

0

10

20

30

40

50

60

70

80

90

100

Freshmen Seniors

% UMMCOPLAC

COPLAC ConsortiumCOPLAC Consortium

Percent of students (not living at home) who said that they stayed on campus 12-15 weekends during the semester.

2004

0

10

20

30

40

50

60

70

80

90

100

Freshmen Seniors

% UMMCOPLAC


Percent of students (not living at home) who said that they stayed on campus 6 or fewer weekends during the semester.

2004

0

10

20

30

40

50

60

70

80

90

100

Freshmen Seniors

% UMMCOPLAC


Using NSSE DataUsing NSSE Data

Discover current levels of engagement

Determine if current levels are satisfactory

Target areas for improvement

Modify programs and policies accordingly

Teach students what is required to “succeed”

Monitor student & institutional performance

Areas of Effective

EducationalPractice

Areas for Institutional Improvement

Campus Uses (Internal)Campus Uses (Internal)

Institutional improvement General assessment Gauge status of campus priorities Assess student growth (first to

senior years) Assess campus progress over time Encourage dialogue about good

practice Link with other data to test

hypotheses, evaluate programs Improve curricula, instruction,

services

Campus Uses (External)Campus Uses (External)

Public accountability Prospective students, parents, alumni Accreditation bodies, Regents, State policy makers Assess status vis-à-vis peers, competitors Identify, develop, market distinctive competences Encourage collaboration in consortia Provide evidence of accountability for good processes (while awaiting

improvement in outcomes) Focus on “right things” Media/telling our story

Documents

National Survey of Student Engagement