Notes to Users This sample presentation is designed to serve as a customizable template to present

NSSE, BCSSE, or FSSE results on your campus. The presentation is divided into the following topical sections to help you quickly select the slides most appropriate for a particular audience:

NSSE and the Concept of Student Engagement Selected NSSE Results for [Institution] Selected BCSSE Results for [Institution] Selected FSSE Results for [Institution] User Resources and Activities of the NSSE Institute Using Your NSSE, BCSSE, and FSSE Data Questions & Discussion Contact Information

Replace the cover slide and the red text throughout this presentation with the name of your school and your own results.

Use slides from the “Selected Results for [Institution]” sections for ideas on how to present your campus results.

View the notes section of each slide for additional information or relevant talking points (in the PowerPoint tool bar select “VIEW” then “Notes Page”)

Insert Presenter Name(s) Here

Insert Presentation Date

Presentation Overview

1.NSSE and the Concept of Student Engagement

2.Selected NSSE Results for [Institution]

3.Selected BCSSE Results for [Institution]

4.Selected FSSE Results for [Institution]

5.User Resources6.Using Your NSSE, BCSSE, and FSSE

Data7.Questions & Discussion8.Contact Information

NSSE and the Concept of Student Engagement

What is Student Engagement?

What students do – Time and energy devoted to studies and other educationally purposeful activities

What institutions do – Using resources and effective educational practices to induce students to do the right things

Educationally effective institutions channel student energy toward the right activities

Seven Principles of Good Practice in Undergraduate Education Student-faculty

contact Active learning Prompt feedback Time on task High expectations Experiences with

diversity Cooperation among

studentsChickering, A. W. & Gamson, Z. F. (1987). Seven principles for good practice in undergraduate education. AAHE: Bulletin, 39 (7), 3-7.

Other Supporting Literature

After reviewing approximately 2,500 studies on college students from the 1990s, in addition to the more than 2,600 studies from 1970 to 1990, Ernest Pascarella and Patrick Terenzini concluded student engagement is a central component of student learning.Pascarella, E. & Terenzini, P (2005). How college affects students: A third decade of research. San Francisco: Jossey-Bass Publishers.

Presents institutional policies, programs, and practices that promote student success. Provides practical guidance on implementation of effective institutional practice in a variety of contexts.Kuh, G. D., Kinzie, J., Schuh, J. H., Whitt, E.J., & Associates (2005). Student success in college: Creating conditions that matter. San Francisco: Jossey-Bass.

NSSE BackgroundYear Institutions2001 321

2002 367

2003 437

2004 473

2005 529

2006 557

2007 610

2008 769

2009 640

2010 595

2011 751

2012 577

2013 621

2014 713

Launched with grant from The Pew Charitable Trusts in 1999, supported by institutional participation fees since 2002.

More than 1,500 baccalaureate-granting colleges and universities in the US and Canada have participated to date.

Institution types, sizes, and locations represented in NSSE are largely representative of U.S. baccalaureate institutions.

Goals of NSSE Project

Focus conversations on undergraduate quality

Enhance institutional practice and improvement initiatives

Foster comparative and consortium activity

Provide systematic national data on “good educational practices”

NSSE Updated in 2013!

What we’ve learned… connect engagement data to indicators of success; student behaviors; institutional improvement is possible

Updating NSSE… same focus; new & refined measures; updated terminology Emerging areas of interest – HIPs,

quantitative reasoning, effective teaching, deep approaches, topical modules

Read the Change magazine article May/June 2013

NSSE Survey Content

Engagement in meaningful academic experiences

Engagement in High-Impact Practices

Student Reactions to College

Student BackgroundInformation

Student Learning & Development

NSSE Engagement Indicators

Student – Faculty

Interaction

Academic Challenge

Experiences with Faculty

Learning with Peers

Campus Environment

Meaningful Academic Engagement Themes Engagement Indicators

Survey Administration

Census-administered or randomly sampled first-year & seniors

Spring administration Multiple follow-ups to increase

response rates Topical Modules provide

option to delve deeper into the student experience

Consortium participation enables addition of custom questions

A Commitment to Data Quality

NSSE’s Psychometric Portfolio presents evidence of validity, reliability, and other indicators of data quality. It serves higher education leaders, researchers, and professionals who use NSSE.

See the Psychometric Portfolio nsse.iub.edu/links/psychometric_portfolio

Selected NSSE Results for [Institution]

NSSE 2014 Institutionsby Carnegie Classification

4% 7% 5%

29%

13%7%

17% 18%

6%6% 5%

25%

11% 8%16%

23%

0%

25%

50%

75%

100%

RU/VH RU/H DRU Master’s L Master’s M Master’s S Bac/A&S Bac/Diverse

NSSE Schools

All 4-year Schools

NSSE 2014 Respondents by Race, Ethnicity, and Nationality

NSSE 2014 Respondents

U.S. Bachelor’s-Granting Population

African American/Black 10% 13%American Indian/Alaskan Native 1% 1%Asian 5% 6%Native Hawaiian/other Pacific Islander <1% <1%Caucasian/White 66% 61%Hispanic/Latino 11% 13%Multiracial/Ethnic 3% 3%Foreign/nonresident alien 3% 4%

Notes: Totals may not sum to 100% due to rounding. NSSE 2014 population consists of first-year and senior undergraduates. Data were provided by participating institutions. U.S. percentages are unweighted and based on data from the fall 2012 IPEDS Institutional Characteristics and Enrollment data. Includes all class years. Institution-reported data. Excludes students whose race/ethnicity was unknown or not provided.

NSSE 2014 Survey Population and Respondents

More than 1.8 million students were invited to participate in NSSE 2014, with 473,633 responding

x [Institution] students were invited to participate, with x responding

NSSE 2014 U.S. Institution Response Rates[Your institution’s] response rate = x% All NSSE 2014 institutions = 32% NSSE 2014

U.S. Average Institutional Response Rates by Enrollment:

Undergraduate Enrollment

Number of Institutions

Avg. Institutional Response Rate

2,500 or fewer 271 39%

2,501 to 4,999 136 30%

5,000 to 9,999 111 24%

10,000 or more 104 22%

All institutions 622 32%

NSSE 2014 Results (Sample Slides)

The following slides are examples of how your institution might share selected NSSE results with various institutional constituencies. Expand this section to highlight items of interest to your audience.

NSSE 2014 Results for [Institution]Overall results compared to peer group for each Engagement Indicator.

NSSE 2014 Results for [Institution] Highest and lowest performing

items compared to peer group.

NSSE 2014 Results for [Institution] Highest and lowest performing items

compared to peer group.

NSSE 2014 Results for [Institution]Engagement Indicator: Quality of Interactions Indicate the quality of your interactions with the following

people at your institution. (First-year students)

1% 1%5% 10%

26%

35%

21%

3% 3% 7%11%

20% 22% 23%

0%

25%

50%

75%

100%

Poor 2 3 4 5 6 Excellent

Faculty Academic Advsiors

NSSE 2014 Results for [Institution]Engagement Indicator: Discussions with Diverse Others How often have you had discussions with people from the

following groups? (First-year students)

3%

25% 28%

44%

4%

20%

34%42%

0%

25%

50%

75%

100%

Never Sometimes Often Very often

People of a race or ethnicity other thanyour own

People with religious beliefs other thanthan your own

[Institution] Comparisons with [Selected Peers]High‐Impact Practices Percentage of first-year students who participated in a

learning community and in course-based service-learning.

12%6%

16%8%

0%

25%

50%

75%

100%

Learning Community Service-Learning

First-Year Students

Selected Peers

[Institution] Comparisons with [Selected Peers]Engagement Indicators Learning Strategies and Collaborative Learning

(First-Year Students)

37.9 36.839.2

31.5

0

15

30

45

60

Learning Strategies Collaborative Learning

EI S

core

First-Year Students

Selected Peers

[Institution] Comparisons with [Selected Peers]High‐Impact Practices Percentage of seniors who worked on a research project

with a faculty member, and who did a culminating senior experience.

37%

70%

21%

43%

0%

25%

50%

75%

100%

Work w/Faculty onResearch Project

Culminating SeniorExperience

Seniors

Selected Peers

[Institution] Comparisons with [Selected Peers]Engagement Indicators: Higher-Order Learning and Student-Faculty Interaction

(Seniors)

40.0

25.5

41.2

23.9

0

15

30

45

60

Higher-Order Learning Student-Faculty Interaction

Seniors

Selected Peers

[Institution] Comparisons with [Selected Peers]How do students spend their time? Percentage spending more than 10 hours per week

preparing for class

Class [Institution] Selected Peers

First-Year More than x% More than x%

Senior More than x% More than x%

[Institution] Comparisons with [Selected Peers]How do students spend their time? Percentage of students spending more than 5 hours per

week participating in co-curricular activities

Class [Institution] Selected Peers

First-Year More than x% More than x%

Senior More than x% More than x%

Selected BCSSE Results for [Institution]

BCSSE Purpose

BCSSE collects data about entering first-year students’ high school academic and co-curricular experiences, as well as their expectations for participating in educationally purposeful activities during the first college year.

BCSSE Survey Content

There are 3 sections to the BCSSE survey:

1. High school experiences

2. Expectations and beliefs regarding the first year of college

3. Background characteristics

Administration Modes

Paper, Web, or Mixed Modes

Paper group administration • Orientation, Welcome

Week, etc. Web group administration

• While students are in computer lab, etc.

Web email administration• Web link emailed to students

BCSSE Survey Content

High School Experiences

BCSSE Survey Content

Expectations for the First Year of College

NSSE

BCSSE

BCSSE Survey Content

Many of these questions are designed to be paired with NSSE, providing an in-depth view of the first-year experience.

BCSSE Scales

BCSSE Scales Corresponding NSSE Engagement Indicator?

High School Quantitative Reasoning High School Learning Strategies Expected Student-Faculty Interactions Expected Collaborative Learning Expected Discussions with Diverse Others Importance of Campus Environment Expected Academic Perseverance

Expected Academic Difficulty

Perceived Academic Preparation

BCSSE Reports

Four reports are provided: BCSSE Institutional Report

(Summer/Fall 2013) BCSSE Student Advising Report

(Summer/Fall 2013) Grand Frequencies and Means

(Fall 2013)• Overall• Institution types

BCSSE-NSSE Combined Report (Summer 2014)

BCSSE 2013 Results for[Institution]During your last year of high school, about how many hours did you spend in a typical 7-day week doing each of the following? Preparing for class (studying, doing homework,

rehearsing, etc.)

0 Hours 1-10 11-20 21-30 More than 300%

25%

50%

75%

100%

1%

19%

48%

25%

7%0%

16%

46%

30%

8%

Male Female

BCSSE 2013 Results for[Institution]During the coming school year, how difficult do you expect the following to be? Learning course material

Not at all difficult 2 3 4 5 Very difficult0%

25%

50%

75%

100%

7% 6%

15%21% 23%

28%

19% 18% 18%15% 16% 14%

First generation Not first generation

BCSSE 2013-NSSE 2014 Combined Results for [Institution]How often [do you expect to do/have you done] each of the following?

Never/Sometimes Often/Very Often Never/Sometimes Often/Very Often0%

25%

50%

75%

100%

47%

76%

17%

33%

53%

24%

83%

67%

FY expectation (BCSSE)FY experience (NSSE)

Discuss your academic performance with a

faculty member

Work with other students on course projects or

assignments

Selected FSSE Results for [Institution]

Faculty Survey of Student Engagement

(FSSE is pronounced “fessie”)

College faculty survey that measures faculty expectations for student engagement in educational practices that are empirically linked with student learning and development

FSSE Survey Content

How often faculty use effective teaching practices

How much faculty encourage students to collaborate

The nature and frequency of faculty-student interactions

Opportunities to engage in diverse perspectives

The importance faculty place on increasing institutional support for students

The importance faculty place on various areas of learning and development

How faculty members organize their time, both in and out of the classroom

FSSE 2014 Project Scope

In 2014, more than 18,000 faculty members from 143 institutions responded to the survey.

In 2014, 41% of the faculty contacted responded to the survey.

Response rates at individual institutions ranged from 14% to 84%.

The average institutional response rate was 48%.

FSSE Administration

Third-party administration in the spring Institutions choose faculty to be

surveyed Faculty responses are kept anonymous Administered online as a

Web-only survey Institutions are able to add topical

modules and consortium items to the end of the core FSSE instrument

Time Spent on Professorial Activities by Disciplinary Area

 TeachingActivities

AdvisingStudents

Research,Creative, or Scholarly Activities

ServiceActivities

Disciplinary Area [Institution] FSSE14 [Institution] FSSE14 [Institution] FSSE14 [Institution] FSSE14

Arts & Humanities 23.1 4.3 9.7 7.7

Biological Sciences, etc. 23.2 5.1 10.6 7.2

Physical Sciences, etc. 23.4 4.2 8.9 6.8

Social Sciences 21.5 4.9 10.1 7.8

Business 20.5 4.7 8.5 7.4

Communications, Media, etc. 21.7 5.3 8.0 8.3

Education 20.0 5.8 7.3 8.6

Engineering 19.8 6.2 12.9 7.8

Health Professions 21.0 5.3 6.8 8.4

Social Service Professions 19.2 6.1 8.9 8.1

Other disciplines 18.7 5.7 8.0 8.2

Total 21.6 5.0 9.0 7.8

Hours per Week

Faculty Values and Student Participation in High-Impact Practices

 

Faculty-Very Important or

ImportantFirst-Year

ParticipationSenior

Participation

High-Impact Practice [Institution] FSSE [Institution] NSSE [Institution] NSSE

Internship 84.0% 8.8% 52.1%

Learning Community 46.7% 15.3% 25.2%

Study Abroad 41.3% 3.7% 14.9%

Research with Faculty 58.1% 5.6% 25.7%

Culminating Senior Experience 84.8% 3.0% 46.9%

Service-Learning 57.6% 51.8% 61.7%

Faculty responses are to how important it is to them that undergraduates at their institution do the following before they graduate.

Student responses are to whether or not they have participated in the listed activities. Student responses to service-learning indicate that at least some of their courses included a service-learning experience. Student percentages are weighted by sex, enrollment status, and institution size.

User Resources: Overview of NSSE Institute Activities

User Resources and the NSSE InstituteThe NSSE Institute for Effective Educational Practice develops user resources and responds to requests for assistance in using student engagement results to improve student learning and institutional effectiveness. Resources:

• Free Webinars• User Workshops• System and Consortium

Workshops• Accreditation Toolkits• Guides to Data Use

• Degree Qualifications Profile Toolkit

• A Pocket Guide to Choosing a College

• Voluntary System of Accountability (VSA)

nsse.iub.edu/institute

A Pocket Guide to Choosing a CollegeFor Students and Families: A Pocket Guide to Choosing a College

gives questions to ask during a campus visit about what matters to learning.

For NSSE Institutions: A data report, NSSE 2014 Answers

from Students provides results for admissions, orientation, prospective students and families, and campus Web sites.

* Available in Spanish, and in a mobile version.

Using Your NSSE, BCSSE, and FSSE Data

Using NSSE, BCSSE, and FSSE Data

It is important for NSSE to discover and share ways student engagement results are used.

NSSE results are used across all types of institutions.

The following slides illustrate how NSSE data inform educational policy and practice at specific institutions.

Areas of Effective

EducationalPractice

Areas for InstitutionalImprovement

Internal Campus Uses Gauge status of campus priorities Examine changes in student

engagement between first and 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

InstitutionalImprovement

LearningCommunitie

s 1ST Year and

Senior Experienc

eAcademicAffairs

LearningAssessment

FacultyDevelopment

AcademicAdvising

PeerComparison

StudentAffairs

InstitutionalResearch

EnrollmentManagement

External Campus Uses

Assess status vis-à-vis peers, competitors

Identify, develop, market distinctive competencies

Encourage collaboration in consortia (e.g., statewide NSSE conference)

Provide evidence of accountability for good processes (while awaiting improvement in outcomes)

PublicAccountability

FundRaising

GoverningBoards

ProspectiveStudents

Alumni

StatePolicy

MakersPerformanceIndicators

Focus on Right Things

AccreditingBodies

Media

Parents

Supporting NSSE Use in Accreditation

NSSE Accreditation Toolkits – Resource tailored to regional and program accreditors Maps NSSE items to accreditation standards/criteria to

support data use in accreditation

Example of Data Use: Increasing Academic ChallengeFAYETTEVILLE STATE UNIVERSITYFinding: Writing and time spent preparing for

class were lower than desired.Action: Provided NSSE data to department

chairs so that areas of potential improvement could be identified. The institution also increased investment in learning communities and capstone courses to strengthen writing across the curriculum and class preparation.

Example of Data Use: Enriching the First-Year Experience

WASHINGTON STATE UNIVERSITYFinding: Campus was not meeting

expectations for collaborative learning, student-faculty interaction, and learning communities.

Action: Freshman Focus learning

communities provide the opportunity to engage in an extensive living-learning community system.

Example of Data Use:Student-Faculty InteractionCALIFORNIA STATE UNIVERSITY-FRESNO Finding: NSSE results showed that

student-faculty interaction was lower than expected.

Action: Student success task force

identified ways to improve student success. Participated in Building Engagement and Attainment for Minority Students (BEAMS) program to develop Mentoring Institute. Now 200+ faculty members, staff and student mentors have been trained.

Example of Data Use: Enriching and High-Impact PracticesJACKSONVILLE STATE UNIVERSITYFinding: Student reported engagement in service-learning and

other high-impact practices were not as high as desired.

Action: The Office of Leadership and

Service was created to coordinate service-learning, promote service learning, and provide support to faculty interested in developing service-learning courses.

Example of Data Use: Supportive Environment and RetentionSOUTHERN CONNECTICUT STATE UNIVERSITYFinding: BCSSE and NSSE data consistently showed that non-

returning students had weaker relationships with faculty, peers, and administrative personnel than their peers.

Action: The relationship of persistence

to supportive environment and quality of interactions focused institutional action on support for learning and promoting quality interactions.

Example of Data Use: Faculty and Staff DevelopmentILLINOIS STATE UNIVERSITYFinding: Needed to increase campus dialogue relevant to student

learning among students, faculty, and student affairs.

Action: A four-part series focusing

on methods to improve the quality of student writing was developed for faculty based on FSSE and NSSE results.

Example of Data Use: Foster Collaboration and FocusTEXAS CHRISTIAN UNIVERSITYFinding: Early results showed lower

NSSE and FSSE scores than desired.

Action: Increased attention and energy

on student engagement. Promoted collaboration between Academic Affairs and Student Affairs to enhance student engagement in and out of the classroom.

Additional Data Use Examples and Resources

Lessons from the Field (Volumes 1 & 2), including examples for transitioning to the updated NSSE, is instructive as institutions seek to move from data to action

Searchable database for examples of NSSE, FSSE, and BCSSE use

Making NSSE Results Public Guidelines for Display of

NSSE Resultswww.nsse.iub.edu/html/lessons_from_the_field.cfm

Questions & Discussion

.

Contact Information

[Institution]

NSSE Contact:[Contact name][Contact email address]

Center for Postsecondary Research Indiana University School of Education1900 East Tenth Street, Suite 419Bloomington, IN 47406-7512

Phone: 812-856-5824Fax: 812-856-5150Email: nsse@indiana.edu Web: nsse.iub.edu

.

Institutional Photo Credits

Thank you to NSSE participating schools for the use of their institutional photos in the development of this PowerPoint template. We encourage you to insert your own campus photos for use in presentations.