An entitlement collectively to take more mentality mentality - PDF document

Kinzie, www.nsse.iub.edu Overview � Students today � Students today � Why student � Why student Lessons from NSSE: engagement engagement matters Enriching Student Learning at matters � Stetson � Stetson University Stetson University NSSE University NSSE Jillian Kinzie data data November 17, 2006 � Data informed � Data informed action action Students Today Points to Ponder Who are they? What are they telling us? � What can we do individually and � An entitlement � An entitlement collectively to take more mentality mentality responsibility for student learning? � How do we get students to take greater advantage of Stetson’s resources for learning? Trends in High School Grades Students Today � � Cumulative deficit Cumulative deficit 45 re: attitudes, re: attitudes, 40 study habits, study habits, 35 academic skills academic skills 30 � � More diverse than More diverse than 25 A- or better previous cohorts previous cohorts 20 C+ or less 15 � � Techno- Techno -savvy savvy 10 “NetGens NetGens” ” “ 5 0 1969 1974 1979 1984 1989 1994 2005 1

Kinzie, www.nsse.iub.edu What Really Matters in College: What To Do?!? What To Do?!? Student Engagement Student success in college may require Student success in college may require Because individual effort and that professors explain more things to that professors explain more things to involvement are the critical students today that were once taken students today that were once taken determinants of impact, for granted – – for granted institutions should focus on the ways they can shape their academic, interpersonal, and “You must buy the book, you must extracurricular offerings to read it and come to class, you must encourage student observe deadlines or make special engagement . arrangements when you miss one” Pascarella & Terenzini, How College Affects Pascarella & Terenzini, How College Affects Prof. Richard Turner (1998, p.4) Students , 2005, p. 602 Students , 2005, p. 602 Good Practices in The Student Engagement Trinity Undergraduate Education (Chickering & Gamson, 1987; � What students � What students do do -- -- time and energy time and energy Pascarella & Terenzini, 2005) devoted to educationally purposeful devoted to educationally purposeful � Student Student- -faculty contact faculty contact activities activities � � What institutions � What institutions do do -- -- using using � Active learning Active learning � effective educational practices to effective educational practices to � Prompt feedback � Prompt feedback induce students to do the right induce students to do the right things things � � Time on task Time on task � Educationally effective institutions � Educationally effective institutions � � High expectations High expectations channel student energy toward the channel student energy toward the � � Respect for diverse learning styles Respect for diverse learning styles right activities right activities � Cooperation among students Cooperation among students � NSSE Survey National Survey of Student Engagement (pronounced “nessie”) Student Behaviors Undergraduate student survey Student that assesses the extent to Institutional Actions & Learning & which first-year and senior Requirements Development students engage in educational Reactions to People practices associated with high & Environment levels of learning and development Student Background Information 2

Kinzie, www.nsse.iub.edu Taking a look at NSSE: NSSE’s Five Indicators of Effective Educational Practice • Items based on effective educational practices • Designed and tested for high Supportive Enriching validity and reliability Campus Educational • Relatively stable over time Environment Experiences • High credibility of self-reported data Level of Academic • Students will participate Challenge • Actionable data Student Active & • Psychometric properties Collaborative Faculty document on website Learning Interaction • Random sample administration *What questions do you have about the items?? What have we learned from What have we learned from Student Engagement Quiz NSSE so far? NSSE so far? • The single best predictor of student What percent of full-time seniors study, on satisfaction with college is the degree to average, more than 20 hours per week? which they perceive the college environment to be supportive of their academic and social (a) 14% needs. (b) 23% (c) 32% • At institutions where faculty members use effective educational practices more (d) 41% frequently in their classes, students are more (e) 50% engaged over all and gain more from college. • Grades, persistence, student satisfaction, and engagement go hand in hand. Promise of NSSE Disappointing NSSE Disappointing Student Engagement Findings Findings “If faculty and administrators use principles • New students studied fewer hours of good practice to arrange the curriculum during their first year than they expected and other aspects of the college experience, to when they started college. students would… write more papers, read more books, meet with faculty and peers, and • Between 40% and 50% of first-year students use information technology appropriately, all never used career planning, financial advising, or academic tutoring services. of which would result in greater gains in such areas as critical thinking, problem solving, • Almost half of all students (43% first-years, effective communication, and responsible 48% seniors) spend no time on cocurricular citizenship.” activities . Kuh, Kinzie, Schuh, Whitt & Associates, Student Success in College , 2005 3

Kinzie, www.nsse.iub.edu Considering Student Engagement NSSE at Stetson NSSE at Stetson at Stetson � NSSE administered spring 2006 Quick Assessment #1: Quick Assessment #1: � About 310 FY and 250 SR randomly selected 1. Assess Stetson’ 1. Assess Stetson ’s effectiveness on the five s effectiveness on the five students responded in 2006 (100% via Web). NSSE Clusters of Effective Educational NSSE Clusters of Effective Educational � 58% Response Rate 2006 (avg RR Peer Institutions Practice Practice = 42%) � Sample error 2.7% Ratings: � Stetson’s results compared to Select Peers Ratings: (Drake University; Eckerd College; Elon + we do this very well University; Furman University; Rollins College; Samford University; St. Lawrence University; � we do this pretty well University of Richmond; Xavier University) and - we could improve in this area Carnegie Peer Institutions (36 Bac LA & Masters Institutions) ? not sure NSSE at Stetson NSSE at Stetson NSSE at Stetson First-Year Senior comparisons comparisons NSSE BM Select Carn NSSE BM Select Carn NSSE 1. What percent of Stetson’s first-years Benchmarks Score Peers Type 2006 Score Peers Type 2006 frequently* worked with other students Level of Academic on projects during class? 55 + 59 + − Challenge Active and (* % very often and often) 43 54 + Collaborative − Learning Student-Faculty 34 49 + (a) 50% (b) 45% (c) 39% (d) 30% (e) 23% Interaction Enriching 31 + 50 + Educational Experiences Supportive Campus 61 59 Environment + signif. above; on par; - - signif. below peers + signif. above; on par; signif. below peers NSSE at Stetson NSSE at Stetson Active and Collaborative Learning True or False? First-Years Seniors Students indicate how often (1 = 2. Stetson seniors spend more time (% often, very (% often, very “never” to 4 = “very often”) they’ve often) often) done the following: studying than first year students. 1. 66% 1. 80% 1. Asked questions in class 1. Asked questions in class 2. Made a class presentation 2. Made a class presentation 2. 26% (-) 2. 75% 3. Worked with classmates 3. Worked with classmates 3. 41% (-) 3. 61% (-) outside of class outside of class 4. Participated in a community 4. Participated in a community- - 4. 10% 4. 14% (-) based project (e.g. service based project (e.g. service learning) as part of a course learning) as part of a course - and + signif different from select peers and + signif different from select peers - 4