Creating a Maintainable Software Ecosystem Jeremy D. Miller November 27th, 2007.
2012 National Survey of Student Engagement Jeremy D. Penn & John D. Hathcoat
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Transcript of 2012 National Survey of Student Engagement Jeremy D. Penn & John D. Hathcoat
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2012 National Survey of Student Engagement
Jeremy D. Penn & John D. Hathcoat
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University Assessment and Testing
Opening Discussion
• What mattered MOST to your success in college as an undergraduate?
• What should all OSU students do or experience before they graduate?
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University Assessment and Testing
Overview
1. Purpose and methodology2. Demographic characteristics3. Benchmark comparisons4. Comparisons across time5. Expectation gap (BCSSE & NSSE)
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College Experience
Student Precollege Characteristics and Experiences
Organizational Context
Peer Environment
Student learning and persistence
Structures policies & practices
Faculty culture
Individual Student Experiences
Classroom Experiences
Out-of-Class Experiences
Curricular Experiences
Influences on Student Learning and PersistenceFrom Reason, Terenzini, and Domingo (2006, p. 154).
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University Assessment and Testing
Summary
Purpose – national survey aiming to assess the academic engagement of first-year students and seniors.
Methodology – web surveys were administered during Spring 2012 by NSSE Institute.
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University Assessment and Testing
Response Rate
2002 2005 2009 20120
10
20
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80
FreshmenSeniors
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University Assessment and Testing
Sample Demographics
WhiteBlac
kNati
ve
Hispan
icAsia
nMale
s
Female
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Full-T
ime
0102030405060708090
100
First Year SampleFirst Year PopulationSenior SampleSenior Population
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University Assessment and Testing
Benchmark ComparisonsAspirational InstitutionsLess CompetitiveSimilar
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University Assessment and Testing
Comparison Group Demographics
Response Rate
Full Time Female Younger than 24
Resides on Campus
0102030405060708090
100
OSUAspirationalLess CompPeer
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University Assessment and Testing
Benchmark Results
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University Assessment and Testing
Level of Academic Challenge
Items – paper more than 20 pages, number of assigned books/readings; emphasis of applying theories to new situations.
Freshmen – significantly lower than aspirational (d = -.20).
Seniors – significantly lower than all other groups (d = -.16, -.20, and -.18)
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University Assessment and Testing
LAC Across Time
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University Assessment and Testing
Active and Collaborative Learning
Items – class presentation, worked with others, ask questions, class discussion, sought tutoring, taught others.
Freshmen – lower than aspirational (d = -.14)
Senior – not different from all other groups
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University Assessment and Testing
ACL Across Time
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University Assessment and Testing
Student Faculty Interaction
Items – project with faculty, faculty feedback, discuss assignments/grades.
Freshmen – higher than peers (d = .14).
Senior – lower than aspirational (d = -.07).
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University Assessment and Testing
SFI Across Time
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University Assessment and Testing
Enriching Educational Experiences
Items – hours in co-curricular activities, community service, culminating senior experience, serious conversations with students of different race/ethnicity
Freshmen – lower than aspirational (d = -.22) and peers (d = -.15).
Seniors – lower than aspirational (d = -.24), higher than less comp (d = .21) and not different from peers.
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University Assessment and Testing
EEE Across Time
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University Assessment and Testing
Supportive Campus Environment
Items – campus provides support to succeed academically, quality of relationships with students, administration, etc.
Freshmen – higher than aspirational (d = .13), less comp (d = .17) and peers (d = .15).
Seniors – higher than peer (d = .08)
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University Assessment and Testing
SCE Across Time
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University Assessment and Testing
Benchmark Summary Discussion
• Level of academic challenge continues to be a concern (also a concern in 2009, 2005, and 2002)
• Supportive campus environment is improved over 2009 results
• What do the results so far suggest about students’ experiences at OSU?
• What changes might be made at OSU in response to these results?
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University Assessment and Testing
Expectation Gap
2011 BCCSE – survey of beginning college students to provide information on how incoming freshmen expected to engage at OSU.
Cross-sectional comparisons between BCSSE and NSSE allows us to infer gaps between “expected” and “actual” engagement.
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University Assessment and Testing
Use of Time
020406080
Actual in High SchoolExpected in CollegeActual in College
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University Assessment and Testing
Classwork
020406080
Actual in High SchoolExpected in CollegeActual in College
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University Assessment and Testing
Diversity
020406080
Actual in High SchoolExpected in CollegeActual in College
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University Assessment and Testing
Grades
Grades of A or A- Grades of B or B- Grades of B- or lower
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Actual in High SchoolExpected in CollegeActual in College
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University Assessment and Testing
How are some campuses responding?
• Undergraduate research• Learning communities• Service learning• Writing-intensive courses• Capstone experiences• Common intellectual
experiences (a “core”)• Collaborative
assignments and projects• Diversity / global learning
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University Assessment and Testing
High impact practices should not be just for honors students
“historically underserved students tend to benefit more from engaging in educational purposeful activities [such as high impact practices] than majority students” (p. 17)
-Recommends participation in at least two high-impact activities for all students
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University Assessment and Testing
Discussion
• What is the next step for improving engagement at OSU?
• What can / will you do in your role at OSU to improve student engagement?