Student Engagement at NKU

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Student Engagement at NKU

• Jennifer Stansbury-Koenig
• Curriculum, Accreditation and Assessment
• Fall 2007

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Presentation Overview

• An Introduction NSSE Student Engagement
• NSSE 2007 General NKU Results
• Student Affairs over time 05 compared to 07
• Introduction to the BCSSE FSSE
• Questions Discussion
• Contact Information

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An IntroductionNSSE and the Concept of Student
Engagement
4
National Survey of Student Engagement(pronounced
nessie) Faculty Survey of Student
Engagement(pronounced fessie) Beginning
College Survey of Student Engagement(pronounced
bessie)

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NSSE Indicators ofEffective Educational Practice

Active Collaborative Learning
Level of Academic Challenge
Enriching Educational Experiences
Supportive Campus Environment
Student Faculty Interaction
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The Student Engagement Trinity

• 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
• Educationally effective institutions channel
  student energy toward the right activities

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NSSE 2007General NKU Results
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NSSE 2007 Survey Population and Respondents

• More than one million students were invited to
  participate in NSSE 2007, with 323,147 responding
• 3,104 NKU students were invited to participate,
  and a total of 1,497 responded

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NSSE 2007 Institution Response Rates

• NKUs response rate 48
• Average Institutional Response Rates
• 36 for all NSSE 2007 institutions
• 22 for the Kentucky System
• 29 for NKU benchmarks
• 26 for SACS Level V institutions

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NKU 2007 Survey Population and Respondents

• NKU participates as part of a consortium
  established by CPE in 2001 that includes
• EKU, Kentucky State, Morehead State, Murray
  State, UK, U of L, WKU
• NKU selected two new peer groups in 2007
  including
• NKU Benchmark Institutions (California University
  of Pennsylvania, Florida Atlantic University,
  Indiana State University, Oakland University,
  Purdue University-Calumet Campus, University of
  Akron, University of Michigan-Flint, University
  of Southern Maine, Western Connecticut State
  University, Wichita State University, William
  Paterson University of New Jersey, Youngstown
  State University)
• SACS Level V Institutions (Appalachian State
  University, Prairie View AM University,
  Southeastern Louisiana University, Stephen F.
  Austin State University, Tarleton State
  University, The University of Texas-Pan American,
  The University of Texas at Brownsville,
  University of Alabama in Huntsville, University
  of North Carolina Wilmington, University of West
  Georgia, Valdosta State University, West Texas
  AM University, Western Carolina University)

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Student Affairs over time2005 compared to 2007
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• If you could start over again, would you go to
  the same institution you are now attending?
  (First-Year)

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If you could start over again, would you go to
the same institution you are now attending?
(Senior)

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• Thinking about your overall experience at this
  institution, how would you rate the quality of
  relationships with administrative personnel and
  offices?

15

Thinking about your overall experience at this
institution, how would you rate the quality of
relationships with other students?
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• To what extent does the institution encourage
  contact between students from different economic,
  social, and racial or ethnic backgrounds?

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• How does having serious conversations with
  students of a different race or ethnicity impact
  other engagement?
• Students who participated in orientation that
  report having these conversations
• are more likely to have serious conversations
  with students of different religious beliefs,
  political opinions or personal values (p.668)
• tend to report that the institution encourages
  contact among students of different economic,
  social, and ethnic or racial backgrounds
  (p.294)
• end up with stronger gains in personal and social
  development (p.305)

significant at the .05 level
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To what extent does your institution emphasize
providing the support you need to thrive
socially?
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To what extent does your institution emphasize
helping you cope with your non-academic
responsibilities (work, family, etc.)

20
About how many hours do you spend in a typical
7-day week providing care for dependents living
with you (parents, children, spouse, etc.)

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• What percentage of our students participated in
  community service or volunteer work?

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• In your experience during the current school
  year, about how many times have you participated
  in a community-based project (e.g. service
  learning) as part of a regular course?

25
93
53
91
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• What percentage of students spent 0 hours per
  week participating in co-curricular activities
  (organizations, campus publications, student
  government, fraternity or sorority,
  intercollegiate or intramural sports, etc.)?

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Are you a member of a social fraternity or
sorority?

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80
25
40
25
During the current school year, about how often
have you participated in activities to enhance
your spirituality (worship, meditation, prayer,
etc.)

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• How often have you worked with faculty on
  activities other than coursework (committees,
  orientation, student life activities, etc.)

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• How often have you talked about career plans with
  a faculty member or advisor?

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To what extent has your experience at this
institution contributed to your knowledge,
skills, and personal development in acquiring job
or work-related knowledge and skills?

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How do commuter students who work more than 30
hours per week off campus differ from resident
peers?

• Residents who work 30 hours/week and report they
  frequently work with faculty on activities other
  than coursework (committees, orientation, student
  life, etc.) are more likely to attend an art
  exhibit, play, dance, music, theater or other
  performance than their commuter counterparts
  (p.894 and p.249 respectively)
• Commuters who work more than 30 hours per week
  showed a correlation (p.230) between attending
  an art exhibit, play, dance, music, theater or
  other performance and attending campus events and
  activities (special speakers, cultural
  performances, athletic events, etc.) whereas
  their resident peers did not!

significant at the .05 level
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Effect of engagement on grades

• Students who work OFF campus
• Spend less time preparing for class (p -.075)
• Rarely participate in co-curricular activities
  (p -.175)
• Show negative effects on academic performance
  (p -.076)
• Students who work ON campus
• Spend more time preparing for class (p .091)
• Are involved in co-curricular activities (p
  .169)
• Show no correlation to academic performance, BUT,
  students who spend more time participating in
  co-curricular activities, tend to spend more time
  preparing for class (p.123)

significant at the .05 level
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Faculty Survey of Student Engagement (FSSE)
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FSSE Survey Content

• Faculty perceptions of how often their students
  engage in different activities
• The importance faculty place on various areas of
  learning and development
• The nature and frequency of interactions faculty
  have with students
• How faculty members organize class time

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Survey Option Typical Student

• Each faculty member responds to questions about
  student engagement based on the typical
  first-year student or senior taught during the
  current academic year
• Key Question During the current academic year,
  have you had more first-year students or seniors
  in your classes?

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Beginning College Survey of Student Engagement
(BCSSE)
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BCSSE Purpose

• Measures entering first-year students
  pre-college academic and co-curricular
  experiences as well as their interest in and
  expectations for participating in educationally
  purposeful activities during college.
• Information about time on task, anticipated
  difficulties, and academic self-efficacy are
  provided in advising reports by November

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BCSSE Survey Content

• High school academic and co-curricular
  engagement.
• High school academic preparation (e.g., AP
  courses).
• Expectations to engage in academically meaningful
  activities.
• Academic aspirations, efficacy, and persistence.
• Expected grades and intention to graduate.
• Financial aid, first-generation status, and other
  important characteristics.

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Questions?
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Contact Information

NKU Contact with NSSE Jennifer D.
Stansbury-Koenig stansburyj_at_nku.edu ext.
7574 http//access.nku.edu/oca/NSSE/NSSESurvey.ht
m
NSSE Web site www.nsse.iub.edu National Survey
of Student EngagementCenter for Postsecondary
ResearchIndiana University BloomingtonPhone
812.856.5824E-mail nsse_at_indiana.edu
.