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 Pretoria – Rhodes University • Comprehensive Universities – Nelson Mandela Metropolitan University – University of Venda • Universities of Technology – Cape Peninsula University of Technology – Tshwane University of Technology – Vaal University of Technology • Private University – 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