academic staff senate presentation march 17, 2014

Academic Staff Senate

PresentationMarch 17, 2014

Presentation Overview Purpose of this Presentation Interpreting NSSE Results NSSE Administration Selected UW-Platteville NSSE 2013 Results

Institutional Satisfaction Engagement Indicators Item Comparisons

Proposed Institutional Response Questions & Discussion

Purpose of this Presentation

Academic Staff Senate Presentation Further disseminate the results of an

institutional measure Given time, only giving ‘macro’ and select

‘drill-down’ views of the results Draw attention to NSSE results across the

institution Promote the Improvement of Learning’s

endorsed Institutional Response

Interpreting NSSE Results

Interpreting NSSE Results These are students’ self-report of their

perceptions, experiences and plans.


perceptions, experiences and plans. This is designed to be a measure of the

INSTITUTION.


perceptions, experiences and plans. This is designed to be a measure of the

INSTITUTION. In comparing, outliers cancel each other out.

How do we choose our targets?

Interpreting NSSE Results P-values indicate whether there is a

statistically significant difference between the two means being compared. *p<.05, **p<.01, ***p<.001

Interpreting NSSE Results P-values indicate whether there is a

statistically significant difference between the two means being compared. *p<.05, **p<.01, ***p<.001

Effect sizes indicate how meaningful that difference is in standard deviations. (Cohen’s d) Small = .10 Medium = .30 Large = .50

NSSE Administration

Survey Administration Census-administered

first-year & senior students

Spring administration Multiple follow-ups to

increase response rates Additional Modules provide option to delve deeper into the student experience Experiences with Diverse Perspectives Experiences with Writing

A Commitment to Data Quality

NSSE’s Psychometric Portfolio presents evidence of validity, reliability, and other indicators of data quality. It serves higher education leaders, researchers, and professionals who use NSSE.See the Psychometric Portfolio nsse.iub.edu/links/psychometric_portfolio

http://nsse.iub.edu/links/psychometric_portfolio

NSSE 2013 U.S. Institution

Response RatesUW-Platteville’s response rate = 30%

NSSE 2013 U.S. Institutional

Response RatesAll NSSE 2013 institutions = 30%Undergraduate

EnrollmentNumber of Institutions

Avg. Institutional

Response Rate

2,500 or fewer 255 37%

2,501 to 4,999 113 28%

5,000 to 9,999 96 22%

10,000 or more 104 21%

All institutions 568 30%

NSSE 2013 U.S. Institution

Response RatesUW-Platteville’s response rate = 30%

NSSE 2013 U.S. Institutional

Response RatesAll NSSE 2013 institutions = 30%Undergraduate

EnrollmentNumber of Institutions

Avg. Institutional

Response Rate

2,500 or fewer 255 37%

2,501 to 4,999 113 28%

5,000 to 9,999

96 22%

10,000 or more 104 21%

All institutions 568 30%

Respondents to NSSE First-Year Students

1461 sampled 406 responded 28% Response Rate

Senior Students 1501 sampled 489 responded 33% Response Rate

Response Rate Implications Sampling Error

First-Year: +/- 4.1% Senior: +/- 3.6%

Weighting Due to overrepresentation in respondents Full-time Students Female Students

Selected UW-Platteville NSSE 2013 Results

Results to be Covered Institutional Satisfaction

Satisfaction with Educational Experience Would they choose go to UW-Platteville

again? Engagement Indicators

10 of them What is driving them in the direction they’re

in Item Comparisons

National Comparison Group consists of…

National Comparison Group (1-6 of 17) Armstrong Atlantic State University

(Savannah, GA) Bloomsburg University of Pennsylvania

(Bloomsburg, PA) California University of Pennsylvania

(California, PA) Clarion University of Pennsylvania (Clarion,

PA) East Stroudsburg University of Pennsylvania

(East Stroudsburg, PA) Eastern Illinois University (Charleston, IL)

National Comparison Group (7-12 of 17) Edinboro University of Pennsylvania

(Edinboro, PA) Kutztown University of Pennsylvania

(Kutztown, PA) Millersville University of Pennsylvania

(Millersville, PA) Pittsburg State University (Pittsburg, KS) Southern Connecticut State University (New

Haven, CT) Southern Utah University (Cedar City, UT)

National Comparison Group (13-17 of 17) University of Central Missouri (Warrensburg,

MO) University of Michigan-Flint (Flint, MI) University of Nebraska at Kearney (Kearney,

NE) University of Tennessee at Chattanooga, The

(Chattanooga, TN) West Texas A&M University (Canyon, TX)

Satisfaction with “Entire Educational Experience” at UW-

Platteville


Platteville

First-year

Senior

Percentage Rating Their Overall Experience as "Excellent" or "Good"

86%

85%

87%

87%

0% 25% 50% 75% 100%

National Comparison

UW-Platteville

National Comparison

UW-Platteville


Platteville “How would you evaluate your entire

educational experience at this institution?” (Seniors)

UW-PlattevillePercent

National Comparison

Percent

Difference

Poor 2 2 -

Fair 12 11 +1

Good 53 48 +5

Excellent 32 39 -7

Satisfaction with UW-Platteville

First-year

Senior

Percentage Who Would "Definitely" or "Probably" Attend This Institution Again

81%

81%

83%

86%

0% 25% 50% 75% 100%

National Comparison

UW-Platteville

National Comparison

UW-Platteville

Satisfaction with UW-Platteville

“If you could start over again, would you go to the same institution you are now attending?” (Seniors)


National Comparison

Percent

Difference

Definitely no 5 5 -

Probably no 14 14 -

Probably yes 44 40 +4

Definitely yes 37 41 -4

NSSE Engagement Indicators

Student – Faculty

Interaction


Student – Faculty

Interaction

Academic ChallengeAcademic Challenge

Experiences with FacultyExperiences with Faculty

Learning with PeersLearning with Peers

Campus EnvironmentCampus Environment

Meaningful AcademicEngagement Themes


Student – Faculty

Interaction

Academic ChallengeAcademic Challenge

Experiences with FacultyExperiences with Faculty

Learning with PeersLearning with Peers

Campus EnvironmentCampus Environment

Meaningful AcademicEngagement Themes

Engagement Indicators

Engagement Indicators

Overall results compared to peer group for each Engagement Indicator.

Theme Engagement Indicator

Higher-Order Learning (HO)

Reflective & Integrative Learning (RI)

Learning Strategies (LS)

Quantitative Reasoning (QR)

Collaborative Learning (CL)

Discussions with Diverse Others (DD)

Student-Faculty Interaction (SF)

Effective Teaching Practices (ET)

Quality of Interactions (QI)

Supportive Environment (SE)

▽▼▼△

National ComparisonFirst-year Senior

▼--

--

▼▽▽--

▽

Academic Challenge

Learning with Peers

Experiences with Faculty

Campus Environment

▽▽

△▼▽▽--

Your students compared with

▽

Seniors’ Engagement Indicators

Seniors

Your seniors compared with

Theme Engagement Indicator National Comparison

Academic Challenge

Higher-Order Learning ▽

Reflective and Integrative Learning ▼

Learning Strategies

▼

Quantitative Reasoning

△

Learning with Peers

Collaborative Learning △

Discussions with Diverse Others ▼

Experiences with Faculty

Student-Faculty Interaction ▽

Effective Teaching Practices

▽

Campus Environment

Quality of Interactions --

Supportive Environment

▽

▲

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.

--No significant difference.

▽

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.

Higher Order Learning (4) During the current school year, how much

has your coursework emphasized the following?

UW-PlattevilleNational Comparison Mean Effect Size

Evaluating a point of view, decision, or information source

2.6 3.0*** -0.40

Forming a new idea or understanding from various pieces of information

2.7 3.0*** -0.31

Analyzing an idea, experience, or line of reasoning in depth by examining its parts

3.0 3.1 -0.06

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

3.1 3.1 -0.01Back

Reflective & Integrative Learning (7)

During the current school year, about how often have you done the following?


Included diverse perspectives (political, religious, racial/ethnic, gender, etc.) in course discussions or assignments

2.2 2.7*** -0.45

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

2.6 2.9*** -0.33

Connected your learning to societal problems or issues 2.6 2.8*** -0.30

Reflective & Integrative Learning (cont’d)


Tried to better understand someone else’s views by imagining how an issue looks from his or her perspective

2.7 2.9*** -0.26

Learned something that changed the way you understand an issue or concept

2.7 2.9*** -0.23

Connected ideas from your courses to your prior experiences and knowledge

3.1 3.3*** -0.22

Combined ideas from different courses when completing assignments

3.0 3.0 -0.02

Back

Learning Strategies (3) During the current school year, about how

often have you done the following?


Identified key information from reading assignments 3.0 3.3*** -0.39

Summarized what you learned in class or from course materials

2.6 2.9*** -0.32

Reviewed your notes after class 2.7 2.9*** -0.24

Back

Quantitative Reasoning (3)

During the current school year, how often have you done the following?


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

2.8 2.6*** 0.24

Evaluated what others have concluded from numerical information

2.4 2.4 0.07

Used numerical information to examine a real-world problem or issue (unemployment, climate change, public health, etc.)

2.4 2.4 -0.01

Back

Collaborative Learning (4) During the current school year, about how



Worked with other students on course projects or assignments

3.1 2.9*** 0.29

Asked another student to help you understand course material

2.6 2.4*** 0.23

Explained course material to one or more students 2.9 2.8* 0.09

Prepared for exams by discussing or working through course material with other students

2.5 2.4 0.03

Back

Discussions with Diverse Others (4)

During the current school year, about how often have you had discussions with people from the following groups?


People of a race or ethnicity other than your own 2.4 3.1*** -0.72

People from an economic background other than your own

2.8 3.1*** -0.36

People with religious beliefs other than your own 2.7 3.0*** -0.36

People with political views other than your own 2.9 3.1*** -0.19

Back

Student-Faculty Interaction (4) During the current school year, about how


UW-Platteville

National Comparison Mean Effect

Size

Discussed your academic performance with a faculty member

2.1 2.3*** -0.19

Talked about career plans with a faculty member 2.4 2.5** -0.15

Discussed course topics, ideas, or concepts with a faculty member outside of class

2.3 2.3 -0.01

Worked with a faculty member on activities other than coursework (committees, student groups, etc.)

2.0 2.0 0.03Back

Effective Teaching Practices (5)

During the current school year, to what extent have your instructors done the following?


Provided feedback on a draft or work in progress 2.6 2.8*** -0.24

Taught course sessions in an organized way 3.1 3.2** -0.14

Clearly explained course goals and requirements 3.1 3.2** -0.13

Provided prompt and detailed feedback on tests or completed assignments

2.8 2.9** -0.12

Used examples or illustrations to explain difficult points

3.1 3.2* -0.10

Back

Quality of Interactions (5) Indicate the quality of your interactions

with the following people at your institution


Faculty 5.4 5.6*** -0.18

Students 5.6 5.7 -0.03

Academic Advisors 5.3 5.2 0.03

Student services staff (career services, student activities, housing, etc.)

4.9 4.8 0.05

Other administrative staff and offices (registrar, financial aid, etc.)

4.9 4.8 0.05

Back

Supportive Environment (8)

How much does your institution emphasize the following?

UW-Platteville

National Comparison

Mean Effect Size

Encouraging contact among students from different backgrounds (social, racial/ethnic, religious, etc.)

2.2 2.5*** -0.30

Attending events that address important social, economic, or political issues

2.2 2.5*** -0.29

Providing opportunities to be involved socially 2.7 2.9*** -0.20

Providing support for your overall well-being (recreation, health care, counseling, etc.)

2.6 2.8*** -0.19

Supportive Environment (cont’d)


Helping you manage your non-academic responsibilities (work, family, etc.)

1.9 2.1*** -0.18

Using learning support services (tutoring services, writing center, etc.)

2.7 2.8** -0.16

Attending campus activities and events (performing arts, athletic events, etc.)

2.5 2.6* -0.12

Providing support to help students succeed academically

2.8 2.9* -0.11

Back

Item Comparison

Item Comparison 86 Individual Items

2 summary items Too many to examine at first glance Focus on highest and lowest performers

initially Compared to National Comparison Group

Item Comparison

Highest and lowest performing items compared to peer group.

Senior

Highest Performing Relative to National ComparisonWorked with other students on course projects or assignments b (CL)

Asked another student to help you understand course material b (CL)

Reached conclusions based on your own analysis of numerical information (…)b (QR)

Participated in an internship, co-op, field exp., student teach., clinical placemt. (HIP)

Completed a culminating senior experience (…) (HIP)

Lowest Performing Relative to National ComparisonInst. emphasizes… Attending events that address important social/econ./polit. issues c (SE)

Connected your learning to societal problems or issues b (RI)

Evaluating a point of view, decision, or information source c (HO)

Included diverse perspectives (…) in course discussions or assignments b (RI)

Discussions with… People of a race or ethnicity other than your ownb (DD)

Item #

-14

-15

-18

-22

-32

14i.

2b.

4d.

2c.

8a.

+15

+11

+11

+10

+7

-40 -30 -20 -10 0 10 20 30 40

1h.

1e.

6a.

11a.

11f.

Proposed Institutional Response to NSSE 2013 Results

Rationale for an Institutional Response The point of assessment is to use the results

to improve Assessment Black Hole… Faith in future assessment efforts Develop a culture of assessment

Get university community-wide attention and energy on the same things

HLC requirement

Endorsement from Campus Community Improvement of Learning Committee

Faculty Governance Chair, Dr. Tera Montgomery

Academic Affairs Council Provost, Deans, Assoc./Ass’t Deans, Ass’t Vice

Chancellor for Academic Affairs, Ass’t Vice Chancellor for Student Affairs

Strategic Plan “Outstanding Education” Priority Team Representatives from across campus Chair, Dr. Irfan Ul-Haq

Process of Choosing Items Those items with largest effect sizes below

our national comparison group Those items towards which we can have a

direct effect (rather than having to rely on student response)

Covered each of the NSSE Themes

NSSE Themes and Engagement IndicatorsAcademic Challenge Items

Higher-Order LearningLearning with Peers

Discussions with Diverse OthersExperiences with Faculty

Effective Teaching PracticesCampus Environment

Supportive Environment

5 Proposed Areas of Focus Writing SkillsHigher Order LearningAcademic ChallengeDiversity and InclusionTransfer Student Experience

Questions and Discussion

Writing

Thanks very much!([email protected])

Writing at UW-Platteville “How much has your experience at this

institution contributed to you knowledge, skills, and personal development in writing clearly and effective?”

UW-Platteville

National Compariso

n

Difference Effect Size

Average on a scale of 1 (very little) to 4 (very

much)

2.8 3.0 -0.2*** -0.21

Writing at UW-Platteville “How much has your experience at this

institution contributed to you knowledge, skills, and personal development in writing clearly and effective?”


National Comparison

Percent

Difference

1 (Very little) 6 6 -

2 (Some) 30 22 +8

3 (Quite a bit) 38 38 -

4 (Very much) 26 35 -9

Writing at UW-Platteville

“During the current school year, for how many of your writing assignments has your instructor provided clear instructions describing what he or she wanted you to do?”

UW-Platteville

National Compariso

n


Average on a scale of 1 (none) to 5

(all)

3.8 4.0 -0.2*** -0.18

Writing at UW-Platteville “During the current school year, for how

many of your writing assignments has your instructor provided clear instructions describing what he or she wanted you to do?” UW-

Platteville

Percent

National Comparison

Percent

Difference

1 (No writing assignments) 2 3 -1

2 (Few writing assignments) 9 5 +4

3 (Some writing assignments) 17 15 +2

4 (Most writing assignments) 50 45 +5

5 (All writing assignments) 22 32 -10


many of your writing assignments has your instructor explained in advance what he or she wanted you to learn?”

UW-Platteville

National Compariso

n


Average on a scale of 1 (none) to 5

(all)

3.5 3.7 -0.2*** -0.20


many of your writing assignments has your instructor explained in advance what her or she wanted you to learn?”

UW-Plattevill

ePercent

National Comparison

Percent

Difference

1 (No writing assignments) 6 5 +1



4 (Most writing assignments) 34 34 -


Writing at UW-Platteville “During the current school year, to what

extent have your instructors provided feedback on a draft or work in progress?”

UW-Platteville

National Compariso

n



much)

2.6 2.8 -0.2*** -0.24

Writing at UW-Platteville “During the current school year, to what

extent have your instructors provided feedback on a draft or work in progress?”


National Comparison

Percent

Difference

1 (Very little) 13 10 +3

2 (Some) 31 26 +5

3 (Quite a bit) 38 33 +5

4 (Very much) 18 31 -13

Learning at UW-Platteville “During the current school year, how much

has your coursework emphasized the following? Evaluating a point of view, decision, or information source”

UW-Platteville

National Compariso

n



much)

2.6 3.0 -0.4*** -0.40

Learning at UW-Platteville “During the current school year, how much

has your coursework emphasized the following? Evaluating a point of view, decision, or information source”


National Comparison

Percent

Difference


2 (Some) 35 24 +11

3 (Quite a bit) 35 41 -6

4 (Very much) 19 30 -11

Learning at UW-Platteville “During the current school year, to what

extent have your courses challenged you to do your best work?”

UW-Platteville

National Compariso

n


Average on a scale of 1 (not at all) to 7 (very

much)

5.5 5.7 -0.2** -0.13

Learning at UW-Platteville “During the current school year, to what

extent have your courses challenged you to do your best work?”


National Comparison

Percent

Difference

1 (Not at all) 1 1 -

2 1 1 -

3 4 3 +1

4 9 8 +1

5 31 28 +3

6 36 32 +4

7 (Very much) 19 28 -9

Diversity at UW-Platteville “During the current school year, about how

often have you had discussions with the following groups? People of a race or ethnicity other than your own”

UW-Platteville

National Compariso

n


Average on a scale of 1 (never) to 4 (very often)

2.4 3.1 -0.7*** -0.72


often have you had discussions with the following groups? People of a race or ethnicity other than your own”


National Comparison

Percent

Difference

1 (Never) 15 5 +10

2 (Sometimes) 47 25 +22

3 (Often) 23 29 -6

4 (Very often) 16 41 -25

Diversity at UW-Platteville “How much does your institution emphasize

the following? Encouraging contact among students from different backgrounds (social, racial/ethnic, religious, etc.)”

UW-Platteville

National Compariso

n



much)

2.2 2.5 -0.3*** -0.30

Diversity at UW-Platteville “How much does your institution emphasize

the following? Encouraging contact among students from different backgrounds (social, racial/ethnic, religious, etc.)?”UW-

PlattevillePercent

National Comparison

Percent

Difference


2 (Some) 39 35 +4

3 (Quite a bit) 29 30 -1

4 (Very much) 8 19 -11


often have you had discussion about the following issues? Issues of race, ethnicity, or nationality”

UW-Platteville

National Compariso

n



much)

2.2 2.4 -0.2*** -0.19


often have you had discussion about the following issues? Issues of race, ethnicity, or nationality”


National Comparison

Percent

Difference

1 (Never) 20 20 -

2 (Sometimes) 49 37 +12

3 (Often) 21 24 -3

4 (Very Often) 11 19 -8

Transfer Student Experience “Supportive Environment” Engagement

Indicator: 8 Items beginning: “How much does your institution emphasize the following?...”

UW-Platteville

Senior Non-Transfer Students

UW-Platteville

Senior Transfer Students

Difference

Effect Size(h2)

Average on an 8 item subscale

30.6 26.7 -3.9*** -.023

Transfer Student Experience “How much does your institution emphasize

the following? Attending campus activities and events (performing arts, athletic events, etc.)”

UW-Platteville

Senior Non-Transfer Students

UW-Platteville

Senior Transfer Students

Difference

Effect Size(h2)

Average on an 8 item subscale

2.7 2.3 -.4*** -.041

Transfer Student Experience “How much does your institution emphasize

the following? Attending campus activities and events (performing arts, athletic events, etc.)”

UW-PlattevilleSenior Non-

Transfer Students Percent

UW-Platteville

Senior Transfer Students Percent

Difference

Very Little 8 22 +14

Some 33 39 +6

Quite a bit 43 28 -15

Very much 16 11 -5

Writing Assignments Length of writing assignments (3; Seniors)

>5 pages; 6-10 pages; 11+ pages Completing writing assignments (5; Seniors) Information given by instructor for

assignments (3; Seniors) Completing writing assignments (5; First-Year

) Information given by instructor for

assignments (3; First-Year)

Writing Assignments Completing Writing Assignments

Argued a position using evidence and reasoning

analyzed or evaluated something you read, researched or observed

talked with a classmate, friend, or family member to develop your ideas before starting your assignment

summarized material you read received feedback from a classmate,

friend, or family member about a draft

Writing Assignments Information given by Instructor

instructor explained in advance what he or she wanted you to learn

instructor provided clear instructions describing what he or she wanted you to do

instructor explained in advance the criteria he or she would use to grade your assignment

Length of Writing Assignments (Seniors) “During the current school year, about how

many papers, reports, or other writing tasks of up to 5 pages have you been assigned?”

UW-Platteville

National Compariso

n

Difference

Effect Size

Average number of papers 7.6 7.1 +0.5 0.08


many papers, reports, or other writing tasks of up to 5 pages have you been assigned?”


National Comparison

Percent

Difference

None 5 6 -1

1-2 19 20 -1

3-5 29 30 -1

6-10 20 21 -1

11-15 12 11 +1

16-20 7 5 +2

More than 20 7 7 -


many papers, reports, or other writing tasks of between 6 and 10 pages have you been assigned?”

UW-Platteville

National Compariso

n

Difference

Effect Size

Average number of papers 2.6 3.1 -0.5** -.14


many papers, reports, or other writing tasks of between 6 and 10 pages have you been assigned?”UW-

PlattevillePercent

National Comparison

Percent

Difference

None 24 23 +1

1-2 45 38 +7

3-5 21 25 -4

6-10 8 9 -1

11-15 1 3 -2

16-20 0 1 -1

More than 20 1 1 -


many papers, reports, or other writing tasks of 11 pages or more have you been assigned?”

UW-Platteville

National Compariso

n

Difference

Effect Size

Average number of papers 1.5 1.7 -0.2 -0.06

Length of Writing Assignments (Seniors) (Back) “During the current school year, about how

many papers, reports, or other writing tasks of 11 pages or more have you been assigned?” UW-

PlattevillePercent

National Comparison

Percent

Difference

None 53 46 +7

1-2 33 38 -5

3-5 9 10 -1

6-10 2 3 -1

11-15 0 1 -1

16-20 0 1 -1

More than 20 1 1 -

Completing Writing Assignments (Seniors)

“During the current school year, for how many writing assignments have you argued a position using evidence and reasoning?”

UW-Platteville

National Compariso

n

Difference

Effect Size

Average on a scale of 1 (No

writing assignments) to 5

(All writing assignments)

2.9 3.3 -0.4*** -0.32




National Comparison

Percent

Difference




4 (Most writing assignments) 25 30 -5



“During the current school year, for how many writing assignments have you analyzed or evaluated something you read, researched or observed?”

UW-Platteville

National Compariso

n

Difference

Effect Size




3.3 3.7 -0.4*** -0.31


“During the current school year, for how many writing assignments have you analyzed or evaluated something you read, researched or observed?”


National Comparison

Percent

Difference

1 (No writing assignments) 5 5 -






“During the current school year, for how many writing assignments have you talked with a classmate, friend, or family member to develop your ideas before starting your assignment?”

UW-Platteville

National Compariso

n

Difference

Effect Size




2.5 2.8 -0.3*** -0.29


“During the current school year, for how many writing assignments have you talked with a classmate, friend, or family member to develop your ideas before starting your assignment?”UW-

PlattevillePercent

National Comparison

Percent

Difference



3 (Some writing assignments) 27 31 -4




“During the current school year, for how many writing assignments have you summarized material you read, such as articles, books, or online publications?”

UW-Platteville

National Compariso

n

Difference

Effect Size




3.0 3.3 -0.3*** -0.26




National Comparison

Percent

Difference







“During the current school year, for how many writing assignments have you received feedback from a classmate, friend, or family member about a draft before turning in your final assignment?”

UW-Platteville

National Compariso

n

Difference

Effect Size




2.6 2.8 -0.2*** -0.20

Completing Writing Assignments (Seniors) (Back) “During the current school year, for how

many writing assignments have you received feedback from a classmate, friend, or family member about a draft before turning in your final assignment?” UW-

PlattevillePercent

National Comparison

Percent

Difference






Information Given by Instructor for Assignments

(Seniors) “During the current school year, for how many of your writing assignments has your instructor explained in advance what he or she wanted you to learn?”

UW-Platteville

National Compariso

n

Difference

Effect Size




3.5 3.7 -0.2*** -0.20


(Seniors) “During the current school year, for how many of your writing assignments has your instructor explained in advance what he or she wanted you to learn?”


National Comparison

Percent

Difference




4 (Most writing assignments) 34 34 -



(Seniors) “During the current school year, for how many of your writing assignments has your instructor provided clear instructions describing what he or she wanted you to do?”

UW-Platteville

National Compariso

n

Difference

Effect Size




3.8 4.0 -0.2*** -0.18


(Seniors) “During the current school year, for how many of your writing assignments has your instructor provided clear instructions describing what he or she wanted you to do?”


National Comparison

Percent

Difference







(Seniors) “During the current school year, for how many of your writing assignments has your instructor explained in advance the criteria he or she would use to grade your assignment?”

UW-Platteville

National Compariso

n

Difference

Effect Size




3.8 4.0 -0.2*** -0.18


(Seniors) (Back) “During the current school year, for how many of your writing assignments has your instructor explained in advance the criteria he or she would use to grade your assignment?”


National Comparison

Percent

Difference






“During the current school year, for how many writing assignments have you analyzed or evaluated something you read, researched, or observed?”

Completing Writing Assignments (First-Year)

UW-Platteville

National Compariso

n

Difference

Effect Size




3.3 3.6 -0.3*** -0.30


“During the current school year, for how many writing assignments have you analyzed or evaluated something you read, researched, or observed?”


National Comparison

Percent

Difference







“During the current school year, for how many writing assignments have you wrote in the style and format of a specific field (engineering, history, psychology, etc.)?”

UW-Platteville

National Compariso

n

Difference

Effect Size




2.6 3.0 -0.4*** -0.27


“During the current school year, for how many writing assignments have you wrote in the style and format of a specific field (engineering, history, psychology, etc.)?” UW-

PlattevillePercent

National Comparison

Percent

Difference



3 (Some writing assignments) 23 25 -2





UW-Platteville

National Compariso

n

Difference

Effect Size




3.2 3.4 -0.2*** -0.21




National Comparison

Percent

Difference








UW-Platteville

National Compariso

n

Difference

Effect Size




3.2 3.3 -0.1** -0.17




National Comparison

Percent

Difference







“During the current school year, for how many writing assignments have you talked with a classmate, friend, or family member to develop your ideas before starting your assignment?”

UW-Platteville

National Compariso

n

Difference

Effect Size




2.8 3.0 -0.2** -0.16


(Back) “During the current school year, for how many writing assignments have you talked with a classmate, friend, or family member to develop your ideas before starting your assignment?”UW-

PlattevillePercent

National Comparison

Percent

Difference






“During the current school year, for how many of your writing assignments has your instructor provided clear instructions describing what he or she wanted you to do?”


(First-Year)

UW-Platteville

National Compariso

n

Difference

Effect Size




3.9 4.1 -0.2* -0.13


(First-Year) “During the current school year, for how many of your writing assignments has your instructor provided clear instructions describing what he or she wanted you to do?” UW-

PlattevillePercent

National Comparison

Percent

Difference







(First-Year) “During the current school year, for how many of your writing assignments has your instructor explained in advance what he or she wanted you to learn?”

UW-Platteville

National Compariso

n

Difference

Effect Size




3.7 3.8 -0.1 -0.10


(First-Year) “During the current school year, for how many of your writing assignments has your instructor explained in advance what he or she wanted you to learn?”


National Comparison

Percent

Difference







(First-Year) “During the current school year, for how many of your writing assignments has your instructor explained in advance the criteria he or she would use to grade your assignment?”

UW-Platteville

National Compariso

n

Difference

Effect Size




3.9 4.0 -0.1 -0.08


(First-Year) (Back) “During the current school year, for how many of your writing assignments has your instructor explained in advance the criteria he or she would use to grade your assignment?”UW-

PlattevillePercent

National Comparison

Percent

Difference


2 (Few writing assignments) 7 7 -




academic staff senate presentation march 17, 2014

Documents

following people

item comparison

following groups

senior students

administrative staff

student activities

quality of interactions

nsse resultspvalues