Each of the five benchmarks
NSSE created is composed of 6-12 questions and was tested (through
factor analysis) for reliability. More about how the indices were
created and the factor analysis statistics can be found in Appendix
B of the NSSE
2000 Report. Below we describe each of the five benchmarks, and
list the individual questions which make up the index.
Level of Academic
Challenge
Active and Collaborative Learning
Student Interactions with Faculty
Enriching Educational Experiences
Supportive Campus Environment
Level
of Academic Challenge looks at the quantity and quality of academic
work assigned, the cognitive complexity of work, and the standards
faculty use to evaluate student work. The Academic Challenge Index
was composed of 10 items:
- How many hours per
week a student spent preparing for class (studying, reading, writing,
rehearsing, and other activities related to their academic program).
- How many assigned
textooks, books, or book-length packs of course readings a student
read.
- How many written
papers of 20 pages or more a student wrote.
- How many written
papers of less than 20 pages a student wrote.
- The extent to which
a student's coursework emphasized analyzing the basic elements
of an idea, experience, or theory.
- The extent to which
a student's coursework emphasized synthesizing and organizing
ideas, information, or experiences.
- The extent to which
a student's coursework emphasized making judgments about the value
of information, arguments, or methods.
- The extent to which
a student's coursework emphasized applying theories or concepts
to practical problems or new situations.
- Whether the campus
environment emphasized spending significant amounts of time studying
and on academic work.
- How often a student
worked harder than they thought they could to meet an instructor's
standards or expectations.
Active
and Collaborative Learning attempts to measure the extent to which
students take advantage of opportunities in and outside of the classroom
to actively participate in the learning process. Seven questions make
up this index. Each question asked how often a student had:
- Asked questions
in class or contribute to class discussions.
- Made a class presentation.
- Worked with other
students on projects during class.
- Worked with classmates
outside of class to prepare class assignments.
- Tutored or taught
other students.
- Participated in
a community-based project as part of a regular course.
- Discussed ideas
from their reading or classes with others outside of class (students,
family members, coworkers, etc.).
Student
Interactions with Faculty tries to get at how closely and how
often students interact with their professors. Six items make up the
index and asked how often a student had:
- Discussed grades
or assignments with an instructor.
- Talked about career
plans with a faculty member or advisor.
- Discussed ideas
from their reading or classes with faculty members outside of
class.
- Worked with faculty
members on activities other than coursework (committees, orientation,
student-life activities, etc.).
- Received prompt
feedback from faculty on their academic performance.
- Worked with a faculty
member on a research project.
Enriching
Educational Experiences looks at the opportunities students
have to learn in a diverse environment, both in and outside of the
classroom. Exposure to differing points of view, the use of technology
in the educational environment, and the opportunities to participate
in educational activities such as internships, volunteer work, and
study abroad are all areas which contribute an an enriching educational
experience. The index consists of 11 items:
- How many hours per
week a student participated in co-curricular activities (organizations,
publications, student government, sports, etc.).
- Whether a student
had done a practicum, internship, field experience, co-op experience,
or clinical assignment.
- Whether a student
had participated in community service or volunteer work.
- Whether a student
had foreign language coursework.
- Whether a student
had taken an independent study course or had a self-designed major.
- Whether a student
had participated in a culminating senior experience (comprehensive
exam, capstone course, thesis, project, etc.).
- Whether a student
had studied abroad.
- How often a student
had serious conversations with other students holding religious
beliefs, political opinions, or personal values very different
from their own.
- How often a student
had serious conversations with students of a different race or
ethnicity.
- How often a student
used an electronic medium (e-mail, list-serve, chat group, etc.)
to discuss or complete an assignment.
- The extent to which
a student felt the campus environment encouraged contact among
students from different economic, social, and racial or ethnic
backgrounds.
In 2005, this index was recalculated so that only students who responded that they had actually done what was being asked counted positively toward the index. Prior to 2005, if a student said they planned to do an activity, that was counted positively for the index. This means that scores from 2005 and later are not comparable to scores prior to that time.
The
Supportive Campus Environment index looks at the extent to
which the school is actively committed to helping students succeed
academically and socially. This index was composed of six items:
- Whether the campus
environment emphasized providing the support students needed to
help them succeed academically.
- Whether the campus
environment emphasized helping students cope with nonacademic
responsibilities (work, family, etc.).
- Whether the campus
environment emphasized providing the support students needed to
thrive socially.
- Whether students
felt the quality of relationships with other students were friendly
and supportive and promoted a sense of belonging.
- Whether students
felt that faculty members were available, helpful and sympathetic.
- Whether students
felt the relationships with administrative personnel and offices
were helpful, considerate, available, and flexible.
IAS
Reports: National Survey of Student Engagement |
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