Student engagement: Nationally

SASSE users workshop, March 2015

T: +27(0)51 401 9111 | [email protected] | www.ufs.ac.za Basics: What is the Purpose?

• Provide reliable indicators of • Evidence of outcomes and frequency with which students processes engage in educationally effective practices • Refocus conversation about higher education quality

• Problem identification-results • Helps inform decision-making point to things institutions can do • Provides lexicon for talking something about—almost about higher education quality immediately in an understandable, meaningful way • Context setting—paint a picture of the institution • Mobilise action

2 Basics: The Survey

• Based on effective educational practices research

• Designed and tested for high validity and reliability

• Relatively stable over time

• High credibility of self-reported data

3 Basics: Self-Reported Data

Self-reported data is valid if five conditions are met: 1. Information is known to respondents 2. Questions are phrased clearly & unambiguously 3. Questions refer to recent activities 4. Respondents think the questions merit a serious & thoughtful response 5. Answering the questions does not threaten or embarrass students, violate their privacy, or encourage them to respond in socially-desirable ways • NSSE was intentionally designed to satisfy these five conditions

4 National Sample Participating Institutions

• Traditional Universities – University of the Free State – University of KwaZulu-Natal – University of • Comprehensive Universities – Nelson Mandela Metropolitan University – • Universities of Technology – Cape Peninsula University of Technology – Tshwane University of Technology – Vaal University of Technology • – CTI Education Group – MGI Graduate Institute Academic Challenge 60

50

40

30

20

10

0 Higher-order Reflective and Quantitative Learning Strategies Learning Integrative Learning Reasoning First-years Seniors

7 Higher-order Learning

Applying facts, theories, or methods to practical problems or new situations

First-years 4% 18% 39% 39%

Seniors 3% 17% 38% 42%

0% 20% 40% 60% 80% 100% Very Little Some Quite a bit Very Much

8 Reflective and Integrative Learning

Examined the strengths and weaknesses of your own views on a topic or issue

First-years 9% 34% 41% 15%

Seniors 8% 36% 40% 16%

0% 20% 40% 60% 80% 100%

Never Sometimes Often Very Often

9 Quantitative Reasoning

Reached conclusions based on your own analysis of numerical information (numbers, graphs, statistics, etc.)

First-years 11% 36% 38% 15%

Seniors 13% 37% 35% 16%

0% 20% 40% 60% 80% 100% Never Sometimes Often Very Often

10 Learning Strategies

Identified important information from reading assignments

First-years 1% 19% 46% 34%

Seniors 2% 19% 46% 34%

0% 20% 40% 60% 80% 100% Never Sometimes Often Very Often

11 Learning with Peers 60

50

40

30

20

10

0 Collaborative Learning Discussions with Diverse Others First-years Seniors

12 Collaborative Learning

Prepared for exams by discussing or working through module/subject material with other students

First-years 8% 31% 31% 30%

Seniors 8% 26% 33% 32%

0% 20% 40% 60% 80% 100% Never Sometimes Often Very Often

13 Discussions with Diverse Others

Had discussions with people of a race or ethnicity other than your own

First-years 9% 27% 23% 41%

Seniors 10% 28% 28% 34%

0% 20% 40% 60% 80% 100% Never Sometimes Often Very Often

14 Experience with Staff 60

50

40

30

20

10

0 Student-staff Interaction Effective Teaching Practices First-years Seniors

15 Student-Staff Interaction

Worked with a staff member on activities other than academic work (committees, projects, student groups, etc.)

First-years 58% 25% 12% 5%

Seniors 50% 29% 13% 8%

0% 20% 40% 60% 80% 100% Never Sometimes Often Very Often

16 Effective Teaching Practices

Provided detailed feedback shortly after you completed tests or assignments

First-years 10% 23% 32% 35%

Seniors 11% 24% 31% 34%

0% 20% 40% 60% 80% 100% Very Little Some Quite a bit Very Much

17 Campus Environment 60

50

40

30

20

10

0 Quality of Interactions Supportive Environment First-years Seniors

18 Quality of Interactions

Quality of interactions with peer learning support (e.g. tutors, mentors, facilitators)

First-years 8% 20% 39% 30% 4%

Seniors 8% 21% 39% 29% 4%

0% 20% 40% 60% 80% 100% Poor Fair Good Excellent Not applicable

19 Supportive Environment

Using learning support services (tutoring services, peer mentoring, writing centre, library, etc.)

First-years 5% 15% 28% 53%

Seniors 6% 17% 29% 48%

0% 20% 40% 60% 80% 100% Very Little Some Quite a bit Very Much

20 High-Impact Practices in SASSE

Practical Work

Student Societies

Research with staff -Impact Practices

High Service-learning

21 High-Impact Practices (HIP) “snapshot”

First-years 46% 18%

Seniors 42% 33%

0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100% Participated in one HIP Participated in two or more HIPs

22

After the break

• Working with your results T: +27(0)51 401 9111 | [email protected] | www.ufs.ac.za