two sides of the same coin: student and faculty perceptions of student engagement at isu

Two Sides of the Same Coin: Student and Faculty Perceptions of

Student Engagement at ISU

Derek Herrmann & Ryan SmithUniversity Assessment Services

Background

Dimensions of Learning & Assessment

Achievement• ACCUMULATION OF LEARNING• Outcomes: GRE, NCLEX, RD exam, etc.

Learning• CHANGE IN BEHAVIOR, THINKING, ETC.• Outcomes: Advanced skills, critical thinking, etc.

Engagement• PROCESSES THAT SUPPORT LEARNING• Processes: Time studying, tutoring, interaction with faculty,

services, etc.

Persistence• CONSEQUENCES OF LEARNING• Outputs: Graduation, retention, satisfaction, utilization, etc.

Direct

Indirect

Background What is student engagement?◦Amount of time and effort put into academic and co-

curricular activities◦Ways institution allocates resources and organizes

opportunities for students to participate in activities linked to student learning

From the National Survey of Student Engagement (NSSE) website, http://nsse.iub.edu/

http://nsse.iub.edu/


Background What is student engagement?◦Amount of time and effort put into academic and co-

curricular activities◦Ways institution allocates resources and organizes

opportunities for students to participate in activities linked to student learning

How can information on student engagement be used?◦ Identify areas of excellence◦ Identify opportunities for improvement◦Used in discussions related to teaching and learning

From the National Survey of Student Engagement (NSSE) website, http://nsse.iub.edu/



National Survey of Student Engagement – NSSE◦Spring 2010

Background

National Survey of Student Engagement – NSSE◦Spring 2010◦ Total

595 institutions 393,630 students

Background

National Survey of Student Engagement – NSSE◦Spring 2010◦ Total

595 institutions 393,630 students

◦At Illinois State – 1,777 students participated (22%) 869 first-year students 908 senior students

Background

Faculty Survey of Student Engagement – FSSE◦Spring 2011

Background

Faculty Survey of Student Engagement – FSSE◦Spring 2011◦ Total

157 institutions 19,854 faculty members

Background

Faculty Survey of Student Engagement – FSSE◦Spring 2011◦ Total

157 institutions 19,854 faculty members

◦At Illinois State – 314 faculty members participated (40%) 63 lower division 226 upper division 14 other 11 missing course level

Background

Background

Year 2006 2007 2008 2009 2010 2011 2012 2013

Survey BCSSE NSSE -- BCSSE NSSE FSSE BCSSE NSSE

Student Cohort 1 B4 FY SRStudent Cohort 2 B4 FY SRStudent Cohort 3 B4 FY

Findings

Importance of student activities

Item Faculty Student DifferenceWork on a paper or project that requires integrating ideas or information from various sources

79% 85% 6%

Tutor or teach other students 24% 18% 6%Discuss ideas from your readings or classes with others outside of class 43% 60% 17%

Examine the strengths and weaknesses of their/your views on a topic or issue

68% 48% 20%

Learn something that changes the way they/you understand an issue or concept

90% 66% 24%

Percentages of ‘Important’ and ‘Very important’

Percentages of ‘Often’ and ‘Very often’

Structured to learn and develop

Item Faculty Student DifferenceAcquiring job or work-related knowledge and skills 77% 73% 4%

Thinking critically and analytically 91% 85% 6%Learning effectively on their/your own 84% 74% 10%Developing a deepened sense of spirituality 8% 22% 14%

Analyzing quantitative problems 37% 72% 35%Using computing and information technology 35% 78% 43%

Percentages of ‘Quite a bit’ and ‘Very much’


Frequency of course activitiesItem Faculty Student Difference

Work with other students on projects during class 55% 51% 4%

Participate in a community-based project as part of your/a course 18% 14% 4%

Have serious conversations (in your course) with students of a different race or ethnicity than their/your own

24% 46% 22%



Frequency of course activities (cont’d)

Item Faculty Student DifferenceHave class discussions or writing assignments that include diverse perspectives

38% 60% 22%

Receive prompt written or oral feedback from you/faculty on their/your academic performance

89% 66% 23%

Have serious conversations (in your course) with students who are very different from them/you in terms of their/your religious beliefs, political opinions, or personal values

23% 52% 29%



Emphasis of mental activitiesItem Faculty Student Difference

Making judgments about the value of information, arguments, or methods, such as examining how others gathered and interpreted data and assessing the soundness of their conclusions

72% 71% 1%

Applying theories or concepts to practical problems or in new situations

87% 82% 5%

Synthesizing and organizing ideas, information, or experiences into new, more complex interpretations and relationships

79% 85% 6%



Emphasis of mental activities (cont’d)

Item Faculty Student DifferenceAnalyzing the basic elements of an idea, experience, or theory, such as examining a particular case or situation in depth and considering its components

87% 80% 7%

Memorizing facts, ideas, or methods from your courses and readings so you can repeat them in pretty much the same form

25% 71% 46%



Institutional emphasisItem Faculty Student Difference

Using computers in academic work 91% 90% 1%Helping students/you cope with their/your non-academic responsibilities

30% 33% 3%

Attending campus events and activities 65% 68% 3%



Institutional emphasis (cont’d)

Item Faculty Student DifferenceProviding (students) the support they/you need to help them/you succeed academically

82% 78% 4%

Providing (students) the support they/you need to thrive socially 39% 47% 8%

Encouraging contact among students from different economic, social, and racial or ethnic backgrounds

44% 55% 11%



Out-of-class experiencesItem Faculty Student Difference

Practicum, internship, field experience, co-op experience, or clinical assignment

86% 87% 1%

Participate in a learning community or some other formal program where groups of students take two or more classes together

41% 37% 4%

Independent study or self-designed major 31% 18% 13%

Culminating senior experience 79% 48% 31%

Percentages of ‘Important’ and ‘Very important’

Percentages of ‘Done’ and ‘Plan to do’

Discussion

Summary◦Of the 32 items examined...

21 (66%) had less than a 15% difference between faculty members’ and students’ perceptions

11 (34%) had more than a 15% difference between faculty members’ and students’ perceptions

Discussion

Summary◦Of the 32 items examined...

21 (66%) had less than a 15% difference between faculty members’ and students’ perceptions

11 (34%) had more than a 15% difference between faculty members’ and students’ perceptions

◦Of the 11 items that had more than a 15% difference… Faculty members agreed more on 4 (36%) items Students agreed more on 7 (64%) items

Discussion

Largest Differences – FacultyItem Difference

Examined the strengths and weaknesses of their/your views on a topic or issue (important v. often) 20%

Received prompt written or oral feedback from faculty on your academic performance (often) 23%

Learned something that changed the way you understand an issue or concept (important v. often) 24%

Culminating senior experience (important v. done/plan to do) 31%



Received prompt written or oral feedback from faculty on your academic performance (often)

23%





Received prompt written or oral feedback from faculty on your academic performance (often) 23%



Largest Differences – StudentsItem Difference

Discussed ideas from your readings or classes with others outside of class (important v. often) 17%

Had serious conversations with students of a different race or ethnicity than your own (often) 22%

Included diverse perspectives in class discussions or writing assignments (often) 22%

Had serious conversations with students who are very different from you in terms of their religious beliefs, political opinions, or personal values (often)

29%

Institutional contribution: Analyzing quantitative problems (amount) 35%

Institutional contribution: Using computing and information technology (amount) 43%

Coursework emphasized: Memorizing facts, ideas, or methods from your courses and readings so you can repeat them in pretty much the same form (amount)

46%

Conclusions◦More similarities than differences in perceptions◦Students are engaged both in and out of the classroom◦ Learning is occurring outside of the classroom

Discussion

Conclusions◦More similarities than differences in perceptions◦Students are engaged both in and out of the classroom◦ Learning is occurring outside of the classroom

Implications◦Making expectations for students clear◦Asking how course material is being used◦Showing how course material can be used

Discussion

Limitations◦Different years of administration◦Different populations

Students – first-year and senior Faculty – lower and upper division

◦Different items and scales

Discussion

Limitations◦Different years of administration◦Different populations

Students – first-year and senior Faculty – lower and upper division

◦Different items and scales Future directions◦Use comparisons for programming (e.g., CTLT)◦Continue to examine similarities/differences in

perceptions

Discussion

Questions?

Comments?

Concerns?

Mr. Derek Herrmann, UAS Coordinator◦ [email protected]◦ 309.438.7325

Dr. Ryan Smith, UAS Director◦ [email protected]◦ 309.438.2135

http://assessment.illinoisstate.edu/

Want more information?

mailto:[email protected]

mailto:[email protected]

http://assessment.illinoisstate.edu/

two sides of the same coin: student and faculty perceptions of student engagement at isu

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