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NATIONAL SURVEY OF STUDENT ENGAGEMENT (NSSE)

University of Scranton Office of Institutional Reporting and Data Analytics

2018 Results NSSE OVERVIEW

• NSSE annually collects information about student participation in activities and programs that promote their learning and personal development at hundreds of four-year colleges and universities. The results provide an estimate of how undergraduates spend their time and what they gain from attending their college or university. Institutions use their data to identify aspects of the undergraduate experience that can be improved through changes in policy and practice.

• NSSE has been in operation since 2000 and has been used at more than 1,600 colleges and universities in the US and Canada to measure the extent to which students engage in effective educational practices that are empirically linked with learning, personal development, and other desirable outcomes such as persistence, satisfaction and graduation. STUDENT ENGAGEMENT

• NSSE collects information from first-year and senior students about their experiences in and outside of the classroom

• Survey measures the extent to which students engage in effective practices for overall development WHAT IS STUDENT ENGAGEMENT?

• What students do – Time and energy devoted to studies and other educationally purposeful activities

• What institutions do – Using resources and effective educational practices to induce students to do the right things

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

Traces the development of student engagement as a research-informed intervention to shift the discourse on quality in higher education to emphasize matters of teaching and learning while providing colleges and universities with diagnostic, actionable information that can inform improvement efforts. McCormick, A. C., Kinzie, J., & Gonyea, R. M. (2013). Student engagement: Bridging research and practice to improve the quality of undergraduate education. In M. B. Paulsen (Ed.), Higher education: Handbook of theory and research (pp 47-92), Vol. 28. Springer Netherlands.

After a review of thousands of studies on college students from 1970 through the 1990s, Ernest Pascarella and Patrick Terenzini concluded student engagement is a central component of student learning. Pascarella, E. & Terenzini, P (2005). How college affects students: A third decade of research. San Francisco: Jossey- Bass Publishers.

Presents institutional policies, programs, and practices that promote student success. Provides practical guidance on implementation of effective institutional practice in a variety of contexts. Kuh, G. D., Kinzie, J., Schuh, J. H., Whitt, E.J., & Associates (2005/2010). Student success in college: Creating conditions that matter. San Francisco: Jossey-Bass. SELECTED COMPARISON GROUPS

1. Mid-East Private (N=114) 2. Carnegie Class – Basic Classification Master’s Large (N=253) 3. All NSSE 2017 & 2018 Participants – (N=943) RESPONSE RATES

2016 2017 2018

Overall NSSE 29% 30% 30%

Scranton 20% 32% 24% NSSE THEMES & ENGAGEMENT INDICATORS

Meaningful Academic Engagement Themes Engagement Indicators

Academic Challenge

Learning with Peers

Experiences with Faculty Student – Faculty Interaction

Campus Environment SCRANTON VS. COMPARISON GROUPS (FIRST-YEAR)

First-Year Students Your first-year students Your first-year students Your first-year students compared with compared with compared with Theme Engagement Indicator Mid East Private Carnegie Class NSSE 2017 & 2018 Higher-Order Learning ------Academic Reflective & Integrative Learning ------Challenge Learning Strategies Quantitative Reasoning ------Learning with Collaborative Learning ▲ Peers Discussions with Diverse Others ------

Experiences Student-Faculty Interaction ------with Faculty Effective Teaching Practices

Campus Quality of Interactions ▲ Environment Supportive Environment Key to symbols: ▲ Your students’ average was significantly higher (p < .05) with an effect size at least .3 in magnitude. Your students’ average was significantly higher (p < .05) with an effect size less than .3 in magnitude.

▽ Your students’ average was significantly lower (p < .05) with an effect size less than .3 in magnitude. ▼ Your students’ average was significantly lower (p < .05) with an effect size at least .3 in magnitude. SCRANTON VS. COMPARISON GROUPS (SENIOR)

Seniors Your seniors Your seniors Your seniors compared with compared with compared with Theme Engagement Indicator Mid East Private Carnegie Class NSSE 2017 & 2018 Higher-Order Learning Academic Reflective & Integrative Learning ------Challenge Learning Strategies Quantitative Reasoning ------Learning with Collaborative Learning ▲ ▲ Peers Discussions with Diverse Others ▼ ▼ ▼ Experiences Student-Faculty Interaction ▲ ▲ with Faculty Effective Teaching Practices -- Campus Quality of Interactions ▲ Environment Supportive Environment ▲ ▲ ▲ HIGH-IMPACT PRACTICES (HIPS)

First-year

• Service-learning Scranton 28% 49%

• Learning Communities Mid East Private 10% 47%

• Research with Faculty Car neg ie Class 9% 49%

• Internship or Field Experience (Seniors) NSSE 2017 & 2018 10% 48%

• Study Abroad (Seniors) 0% 25% 50% 75% 100% • Culminating Senior Experience Participated in two or more HIPs Participated in one HIP Senior

Scranton 79% 18%

Mid East Private 76% 17%

Car neg ie Class 58% 27%

NSSE 2017 & 2018 60% 25%

0% 25% 50% 75% 100% Participated in two or more HIPs Participated in one HIP FIRST-YEAR HIPS

Service-Learning % Most or all % Some % None About how many of Scranton 12 61 27 your courses at this institution have Mid East Private 8 42 50 included a communit y-based Carnegie Class 10 44 46 project (service- NSSE 2017 & 2018 9 43 48 learning)?

Learning Community % Done or in progress % Plan to do % Have not decided % Do not plan to do Participate in a Scranton 30 20 23 27 learning community or some other Mid East Private 15 29 32 24 formal program where groups of Carnegie Class 11 28 34 26 students take two or NSSE 2017 & 2018 13 28 32 27 more classes together.

Research with a Faculty Member % Done or in progress % Plan to do % Have not decided % Do not plan to do Work with a faculty Scranton 3 43 31 23 member on a research project. Mid East Private 5 40 37 18

Carnegie Class 4 31 40 25

NSSE 2017 & 2018 5 34 38 24 SENIOR HIPS

Service-Learning % Most or all % Some % None Internship or Field Experience % Done or in progress % Plan to do % Have not decided % Do not plan to do About how many of Participate in an Scranton 35 43 22 Scranton 62 15 4 18 your courses at this internship, co-op, institution have Mid East Private 10 50 40 field experience, Mid East Private 66 15 6 12 included a student teaching, or Carnegie Class 45 26 11 18 communit y-based Carnegie Class 13 50 36 clinical placement. project (service- NSSE 2017 & 2018 12 49 39 NSSE 2017 & 2018 49 24 10 17 learning)? Study Abroad Learning Community % Done or in progress % Plan to do % Have not decided % Do not plan to do % Done or in progress % Plan to do % Have not decided % Do not plan to do Participate in a Scranton 28 5 6 60 Participate in a Scranton 33 12 8 46 st udy abroad learning community program. Mid East Private 27 5 7 60 or some other Mid East Private 28 9 12 52 formal program Carnegie Class 11 7 13 69 where groups of Carnegie Class 22 11 16 52 NSSE 2017 & 2018 14 7 12 67 students take two or NSSE 2017 & 2018 23 10 14 53 more classes together. Culminating Senior Experience % Done or in progress % Plan to do % Have not decided % Do not plan to do Complete a Research with a Faculty Member % Done or in progress % Plan to do % Have not decided % Do not plan to do Scranton 41 32 3 23 culminating senior Work with a faculty Scranton 25 18 7 50 experience Mid East Private 59 16 6 20 member on a (capstone course, research project. 32 10 11 47 Mid East Private senior project or Carnegie Class 45 25 10 20 Carnegie Class 19 12 17 52 thesis, NSSE 2017 & 2018 45 24 10 21 comprehensive NSSE 2017 & 2018 23 12 15 49 exam, portfolio, etc.). Multi-Year Report Academic Challenge: First-year students Higher-Order Learning Reflective & Integrative Learning Learning Strategies Quantitative Reasoning

60 60 60 60

42.8 45 41.2 45 45 41.3 40.5 45 39.7 38.9 35.8 35.0 35.1 29.2 27.1 30 30 30 30 26.6

15 15 15 15

0 0 0 0 2013 2014 2015 2016 2017 2018 2013 2014 2015 2016 2017 2018 2013 2014 2015 2016 2017 2018 2013 2014 2015 2016 2017 2018 Academic Challenge (additional items): First-year students a a b c Preparing for Class (hrs/wk) Course Reading (hrs/wk) Assigned Writing (pages) Course Challenge Academic Emphasis

30 30 200 7 4

3.5 5.8 3.4 5.5 5.7 3.2 150

20 16.7 17.3 17.4 20 5 3

100

8.9 8.6 10 10 8.2 51.0 49.3 47.7 3 2 50

0 0 0 1 1 2013 2014 2015 2016 2017 2018 2013 2014 2015 2016 2017 2018 2013 2014 2015 2016 2017 2018 2013 2014 2015 2016 2017 2018 2013 2014 2015 2016 2017 2018 a. Values for Course Reading and Assigned Writing are estimates calculated from two or more survey questions. b. Extent to which courses challenged students to do their best work (1 = "Not at all" to 7 = "Very much"). c. How much students said the institution emphasizes spending significant time studying and on academic work (1 = "Very little," 2 = "Some," 3 = "Quite a bit," and 4 = "Very much"). Multi-Year Report Academic Challenge: Seniors Higher-Order Learning Reflective & Integrative Learning Learning Strategies Quantitative Reasoning

60 60 60 60

42.0 42.2 45 41.3 45 45 39.8 40.8 45 39.2 38.7 39.2 38.5

30.7 30.8 31.2 30 30 30 30

15 15 15 15

0 0 0 0 2013 2014 2015 2016 2017 2018 2013 2014 2015 2016 2017 2018 2013 2014 2015 2016 2017 2018 2013 2014 2015 2016 2017 2018 Academic Challenge (additional items): Seniors a a b c Preparing for Class (hrs/wk) Course Reading (hrs/wk) Assigned Writing (pages) Course Challenge Academic Emphasis

30 30 200 7 4

5.5 5.6 5.4 3.2 3.2 3.2 150 20 20 5 3 14.5 15.0 14.0 100 81.3 75.0 71.1

10 10 3 2 7.1 7.1 7.5 50

0 0 0 1 1 2013 2014 2015 2016 2017 2018 2013 2014 2015 2016 2017 2018 2013 2014 2015 2016 2017 2018 2013 2014 2015 2016 2017 2018 2013 2014 2015 2016 2017 2018 a. Values for Course Reading and Assigned Writing are estimates calculated from two or more survey questions. b. Extent to which courses challenged students to do their best work (1 = "Not at all" to 7 = "Very much"). c. How much students said the institution emphasizes spending significant time studying and on academic work (1 = "Very little," 2 = "Some," 3 = "Quite a bit," and 4 = "Very much"). Multi-Year Report Learning with Peers: First-year students Experiences with Faculty: First-year students Collaborative Learning Discussions with Diverse Others Student-Faculty Interaction Effective Teaching Practices

60 60 60 60

42.2 45 45 45 45 41.6 41.1 39.8 39.0 37.4 36.0 36.4 34.3

30 30 30 30 24.0 22.2 22.4

15 15 15 15

0 0 0 0 2013 2014 2015 2016 2017 2018 2013 2014 2015 2016 2017 2018 2013 2014 2015 2016 2017 2018 2013 2014 2015 2016 2017 2018

Campus Environment: First-year students Quality of Interactions Supportive Environment

60 60

45.7 44.9 45.3 45 45 42.0 39.9 39.6

30 30

15 15

0 0 2013 2014 2015 2016 2017 2018 2013 2014 2015 2016 2017 2018 Multi-Year Report Learning with Peers: Seniors Experiences with Faculty: Seniors Collaborative Learning Discussions with Diverse Others Student-Faculty Interaction Effective Teaching Practices

60 60 60 60

42.7 45 45 45 45 41.6 41.6 38.9 38.0 37.4 37.6 37.9 35.0 33.1 31.4 30.5 30 30 30 30

15 15 15 15

0 0 0 0 2013 2014 2015 2016 2017 2018 2013 2014 2015 2016 2017 2018 2013 2014 2015 2016 2017 2018 2013 2014 2015 2016 2017 2018

Campus Environment: Seniors Quality of Interactions Supportive Environment

60 60

45.5 45.4 45.4 45 45 38.7 38.5 37.1

30 30

15 15

0 0 2013 2014 2015 2016 2017 2018 2013 2014 2015 2016 2017 2018 Multi-Year Report High-Impact Practices: First-year students Service-Learning Learning Community Research with Faculty (Some, most, or all courses) (Done or in progress) (Done or in progress) 100% 100% 100% Overall first-year HIP participation The figure below displays the percentages of 76% 73% 75% 75% 75% first-year students who participated in one, 66% and two or more, HIPs. The figure is limited to participation in a learning community, 50% 50% 50% service-learning, and research with faculty.

30%

21% 20% 100% 25% 25% 25%

8% 4% 3%

0% 0% 0% 75% 2013 2014 2015 2016 2017 2018 2013 2014 2015 2016 2017 2018 2013 2014 2015 2016 2017 2018

53% 55% Internship/Field Experience Study Abroad Culminating Senior Experience 49% (Plan to do) (Plan to do) (Plan to do) 50% 100% 100% 100% 86% 85% 86% 28% 22% 75% 75% 75% 25% 17% 60% 54% 53% 48% 50% 50% 50% 50% 50% 0% 2013 2014 2015 2016 2017 2018

25% 25% 25% Participated in two or more HIPs Participated in one HIP 0% 0% 0% 2013 2014 2015 2016 2017 2018 2013 2014 2015 2016 2017 2018 2013 2014 2015 2016 2017 2018 Multi-Year Report High-Impact Practices: Seniors Service-Learning Learning Community Research with Faculty (Some, most, or all courses) (Done or in progress) (Done or in progress) 100% 100% 100% Overall senior HIP participation 78% The figure below displays the percentages of 75% 75% 70% 75% 75% seniors who participated in one, and two or more, HIPs. The figure includes all six HIPs.

50% 50% 50% 39% 38% 33% 35% 28% 25% 100% 25% 25% 25% 86%

77% 79% 0% 0% 0% 75% 2013 2014 2015 2016 2017 2018 2013 2014 2015 2016 2017 2018 2013 2014 2015 2016 2017 2018

Internship/Field Experience Study Abroad Culminating Senior Experience (Done or in progress) (Done or in progress) (Done or in progress) 50% 100% 100% 100%

73% 73% 75% 75% 75% 25% 20% 18% 62% 56% 12% 49% 50% 50% 50% 41% 0% 2013 2014 2015 2016 2017 2018 26% 28% 21% 25% 25% 25% Participated in two or more HIPs Participated in one HIP 0% 0% 0% 2013 2014 2015 2016 2017 2018 2013 2014 2015 2016 2017 2018 2013 2014 2015 2016 2017 2018 CHALLENGING STUDENTS TO DO THEIR BEST WORK

To what extent did students' courses challenge them to do their best work? Response options ranged from 1 = "Not at all" to 7 = "Very much."

First-year Senior 100%

75% 47% 48% 58% 57%

50%

25% 51% 49% 40% 41%

0% Scranton Mid East Scranton Mid East Private Private ACADEMIC EMPHASIS

How much did students say their institution emphasizes spending significant time studying and on academic work? Response options included "Very much," "Quite a bit," "Some," and "Very little."

First-year Scranton 85%

Mid East Private 80% Mod

Senior Scranton 84%

Mid East Private 79%

0% 25% 50% 75% 100% Percentage Res ponding "Very much" or "Quite a bit" SATISFACTION

Percentage Who Would "Definitely" or Percentage Rating Their Overall "Probably" Attend This Institution Again Experience as "Excellent" or "Good" First-year First-year Scranton 93% Scranton 86%

Mid East Private 83% Mid East Private 80%

Senior Senior

Scranton 95% Scranton 87%

Mid East Private 83% Mid East Private 77%

0% 25% 50% 75% 100% 0% 25% 50% 75% 100% PERCEIVED GAINS AMONG SENIORS

Perceived Gains Percentage of Seniors Responding (Sorted highest to lowest) "Very much" or "Quite a bit" Thinking critically and analytically 92%

Working effectively with others 89%

Writing clearly and effectively 88%

Developing or clarifying a personal code 85% of values and ethics Speaking clearly and effectively 85%

Acquiring job- or work-related knowledge 80% and skills Understanding people of other backgrounds 74% (econ., racial/ethnic, polit., relig., nation., Solving complex real-world problems 73%

Being an informed and active citizen 72%

Analyzing numerical and statistical 71% information FINDINGS

ENGAGEMENT INDICATORS

Scranton seniors engage more than Scranton first-year students in most areas measured, with the exception of Supportive Environment and Discussions with Diverse Others.

Scranton first-year and senior students reported higher levels of engagement in Collaborative Learning and Quality of Interactions than the comparison groups. Additionally, Scranton seniors reported higher levels of engagement in Student-Faculty Interactions and Supportive Environment. Again, Scranton seniors reported less engagement with Discussions with Diverse Others than the comparison groups. FINDINGS

HIGH-IMPACT PRACTICES

A higher percentage of Scranton first-year and senior students participated in High- Impact Practices as compared to the Mid-East Private peer group; they also participated in 2 or more HIPs more often.

Scranton first-year students said they are or plan to participate in Research with Faculty, Service Learning Courses and Learning Communities at a higher percentage than the comparison groups.

Seniors said they participated in a Senior Culminating Experience and Internships less than the comparison groups.

First-year students said they are or plan to participate in Internships, Senior Culminating Experiences and Study Abroad at a higher percentage than the percentage of seniors that actually participated in these activities. FINDINGS

LONGITUDINAL TRENDS

Assigned Writing increased significantly in 2018 after a decrease in 2017 for seniors. (Academic Challenge Theme)

Discussions with Diverse Others decreased over the past three years for seniors. (Learning with Peers Theme)

Student-Faculty Interactions decreased slightly for both first-year and senior students. (Experiences with Faculty Theme)

Supportive Environment decreased slightly from 2016-2018 for first-years students. (Campus Environment Theme) FINDINGS

STUDENT SATISFACTION

Scranton first-year and senior students reported a higher percentage of overall satisfaction with their educational experience compared to the peer group.

Moreover, both first-year and senior students said they would attend Scranton again at a higher percentage than the peer group who said they would attend their institution.

Scranton’s senior students were slightly more satisfied than our first-year students. FINDINGS

PERCEIVED GAINS AND ACADEMIC CHALLENGE

About 9 out of 10 Scranton seniors said they made gains in thinking critically and analytically; but less seniors, about 7 out of 10, said they made gains in analyzing numerical and statistical information; being an informed and active citizen; solving complex real world problems; understanding people of other backgrounds (economical, racial/ethnic, political, religious, nation.)

Scranton students (first-year and seniors) who said their courses challenge them to do their best work was higher than the comparison group’s. Additionally, the percent of Scranton students (first-year and seniors) who stated that their institution emphasizes spending significant time studying and on academic work was also higher than the comparison group’s. MID-EAST PRIVATE COMPARISON GROUP (N=114)

Adelphi University (Garden City, NY)* Georgian Court University (Lakewood, NJ)* Monmouth University (West Long Branch, NJ) Albany College of Pharmacy and Health Sciences (Albany, NY)* (Gettysburg, PA)* Moore College of Art and Design (Philadelphia, PA) (Collegeville, PA) Alfred University (Alfred, NY) Goldey-Beacom College (Wilmington, DE) (Bethlehem, PA) Utica College (Utica, NY) (Meadville, PA)* (Baltimore, MD) Mount Saint Mary College (Newburgh, NY) Vassar College (Poughkeepsie, NY)* American University (Washington, DC) (Grove City, PA) (Allentown, PA)* Wagner College (Staten Island, NY) Bard College (Annandale-On-Hudson, NY) (Gwynedd Valley, PA) New York Institute of Technology (Old Westbury, NY)* Washington Adventist University (Takoma Park, MD) Berkeley College (New York, NY)* Hamilton College (Clinton, NY)* New York University (New York, NY) Westminster College (New Wilmington, PA) Bloomfield College (Bloomfield, NJ) Harrisburg University of Science and Technology (Harrisburg, PA) Niagara University (Niagara University, NY) (Chester, PA)* of the New Church (Bryn Athyn, PA)* Hobart and William Smith Colleges (Geneva, NY) Pace University (New York, NY) Wilson College (Chambersburg, PA) (Lewisburg, PA)* Hofstra University (Hempstead, NY) Paul Smith's College (Paul Smiths, NY) York College of (York, PA) (Radnor, PA)* Houghton College (Houghton, NY)* (Pittsburgh, PA)* Caldwell University (Caldwell, NJ) Howard University (Washington, DC) (Brooklyn, NY) Catholic University of America, The (Washington, DC) (Immaculata, PA)* Rensselaer Polytechnic Institute (Troy, NY)* (Allentown, PA)* Jefferson (Philadelphia University & Thomas Jefferson University) (Phila Rider University (Lawrenceville, NJ) Centenary University (Hackettstown, NJ)* (Huntingdon, PA)* (Moon Township, PA) (Pittsburgh, PA)* Keuka College (Keuka Park, NY) Roberts Wesleyan College (Rochester, NY) (Philadelphia, PA) (La Plume, PA) Rochester Institute of Technology (Rochester, NY)* Colgate University (Hamilton, NY)* King's College (Wilkes-Barre, PA)* (Rosemont, PA) College of Mount Saint Vincent (Bronx, NY) (Philadelphia, PA)* College of Saint Elizabeth (Morristown, NJ)* (Easton, PA) Saint Joseph's University (Philadelphia, PA) College of Saint Rose, The (Albany, NY)* Le Moyne College (Syracuse, NY) (Latrobe, PA)* Concordia College-New York (Bronxville, NY)* (Bethlehem, PA) Seton Hall University (South Orange, NJ) D'Youville College (Buffalo, NY) LIM College (New York, NY)* Siena College (Loudonville, NY) DeSales University (Center Valley, PA)* Loyola University Maryland (Baltimore, MD) St. Francis College (Brooklyn Heights, NY) Dominican College of Blauvelt (Orangeburg, NY) (Williamsport, PA) St. John Fisher College (Rochester, NY) (Madison, NJ)* Manhattan College (Riverdale, NY) St. John's University-New York (Queens, NY) Eastern University (Saint Davids, PA)* Manhattanville College (Purchase, NY)* St. Joseph's College - Brooklyn Campus (Brooklyn, NY) Elizabethtown College (Elizabethtown, PA)* Marist College (Poughkeepsie, NY) St. Joseph's College - Long Island Campus (Patchogue, NY) Felician University (Lodi, NJ)* Maryland Institute College of Art (Baltimore, MD)* St. Lawrence University (Canton, NY)* Five Towns College (Dix Hills, NY) Marymount Manhattan College (New York, NY)* Stevens Institute of Technology (Hoboken, NJ)* Franklin and Marshall College (Lancaster, PA) Medaille College (Buffalo, NY)* (Selinsgrove, PA) Gallaudet University (Washington, DC)* Mercy College (Dobbs Ferry, NY)* Syracuse University (Syracuse, NY) (Erie, PA)* Messiah College (Mechanicsburg, PA)* (Greenville, PA) (Beaver Falls, PA)* (Dallas, PA)* Touro College (New York, NY)* George Washington University (Washington, DC) Molloy College (Rockville Centre, NY) Union College (Schenectady, NY) University of the Sciences (Philadelphia, PA)*