What Oneonta Students Say About the Classroom Experience

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What Oneonta Students Say About the Classroom
Experience

• JEANNE MILLER
• STEVEN PERRY
• Student Development

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What 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
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Good 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

Seven principles of good practice in
undergraduate education (Chickering and Gamson,
1987)
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NSSE Academic and Intellectual Experiences

• Compared to freshmen at other colleges, Oneonta
  freshmen were LESS LIKELY to
• Ask questions in class/contribute to discussions
• Prepare two or more drafts of a paper/assignment
  before turning it in
• Work on a paper or project that required
  integrating ideas or information from various
  sources
• Use e-mail to communicate with an instructor
• Discuss grades or assignments with an instructor
• Work harder than you thought you could to meet an
  instructor's standards or expectations
• Analyze the basic elements of an idea,
  experience, or theory
• All results are statistically significant at the
  .05, .01 or .001 level

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NSSE Academic and Intellectual Experiences All
results are statistically significant at the .05,
.01 or .001 level
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SOS Freshman Academic Experience

• Compared to seniors, Oneonta freshmen LESS OFTEN
• Stimulated by course material
• Had out-of-class assignments that were good
  learning experiences
• Had discussions with faculty outside class
• Worked harder than usual to meet instructor
  expectations
• Worked with other students on class assignments
• Had to make judgments about value of information
• All results are statistically significant at the
  .05, .01 or .001 level

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SOS Freshman Academic Experience All results
are statistically significant at the .05, .01 or
.001 level
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SOS Academic Outcomes

• Compared to seniors, Oneonta freshmen LESS
  SUPPORTED in
• Acquiring information, ideas and analytical
  thinking
• Developing self understanding, discipline and
  maturity
• Understanding and communicating with others
• Learning to speak clearly and effectively
• Learning to use computer technology
• Developing leadership skills
• Acquiring knowledge and skills for intellectual
  growth throughout life
• All results are statistically significant at the
  .05, .01 or .001 level

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SOS Academic Outcomes All results are
statistically significant at the .05, .01 or .001
level
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NSSE Outcomes

• Compared to other freshmen, Oneonta freshmen
  report the College is LESS LIKELY to
• Provide support you need to succeed academically
• Contribute to acquiring a broad general education
• Contribute to acquiring effective writing skills
• Contribute to acquiring effective speaking
  skills
• Contribute to acquiring skills in thinking
  critically and analytically
• Contribute to acquiring skills in analyzing
  quantitative problems
• All results are statistically significant at the
  .05, .01 or .001 level

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NSSE Outcomes All results are statistically
significant at the .05, .01 or .001 level
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Time On Task

• Consistent results across multiple surveys
• NSSE
• SOS
• YFCY
• Hunt Union Survey
• Oneonta Students spend less time in study outside
  of class and more time relaxing and socializing
• Oneonta students report less time working
  off-campus
• Oneonta students report grades of B or higher
• All results are statistically significant at the
  .05, .01 or .001 level

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Time On Task All results are statistically
significant at the .05, .01 or .001 level
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Conclusions

• Oneonta freshmen report lower levels of academic
  engagement, less time in out-of class
  preparation, more time relaxing, and less time in
  employment off-campus than their counterparts at
  other colleges.
• Significant differences also exist when comparing
  Oneonta freshmen with Oneonta seniors.

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Conclusions

• Compared to freshmen at other colleges, Oneonta
  freshmen report their experience as less likely
  to contribute to their developing skills in
  writing, speaking, critical and analytical
  thinking, and analyzing quantitative problems.