2012 National Survey of Student Engagement Jeremy D. Penn & John D. Hathcoat. Opening Discussion. What mattered MOST to your success in college as an undergraduate? What should all OSU students do or experience before they graduate?. Overview. Purpose and methodology
Jeremy D. Penn & John D. Hathcoat
Individual Student Experiences
Structures policies & practices
Student learning and persistence
Student Precollege Characteristics and Experiences
Influences on Student Learning and Persistence
From Reason, Terenzini, and Domingo (2006, p. 154).
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.
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)
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
Items – project with faculty, faculty feedback, discuss assignments/grades.
Freshmen – higher than peers (d = .14).
Senior – lower than aspirational (d = -.07).
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.
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)
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.
“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