NSSE Working Student Study

1. NSSE Working Student Study Assessment Day Presentation Office of Assessment Fitchburg State College

2. Background – January NSSE Report Lowest Performing Items Compared to Peers

3. Follow-on Discussion • FSC students seem to have heavy work schedules … are they unique that way? • How does working impact student engagement self-reports?

4. Methodology • “Special Work Analysis” ordered from NSSE. • Item responses controlled by answer to Question 9c, “Hours worked per week off-campus.) • Item frequencies, percent frequencies, means, standard deviations generated for New England Public Masters (NEPM) peer group. • FSC data generated from College data file.

5. NSSE’s Analysis

6. Results – Hours Worked FSC seniors work more than NSSE respondents generally, but about the same as other peers.

7. NSSE “Benchmark” Scores • Scaled scores combining inputs from many items • LAC – Level of Academic Challenge • ACL – Active and Collaborative Learning • SFI – Student-Faculty Interaction • SCE – Supportive Campus Environment • EEE – Enriching Educational Experiences

8. LAC – Level of Academic Challenge • Spent appropriate time preparing for class • Reported broad scope and appropriate depth of resources used • Reported many and challenging required papers and reports • Reported perceptions of high intellectual and academic priorities

9. ACL – Active /Collaborative Learning • Asked questions or contributed to discussions • Made presentations • Worked with other students in or out of class • Tutored or taught other students • Participated in community-based projects as part of a course • Discussed course-related ideas outside of class

10. SFI – Student-Faculty Interaction • Discussed grades/assignments with instructor • Discussed career plans with faculty or advisor • Discussed ideas from course with faculty out of class • Worked with faculty on other activities (committees, research, etc.) • Received prompt feedback from faculty on academic performance

11. SCE – Supportive Campus Environment • Reported available/helpful academic support • Reported non-academic support (work, family, etc.) • Reported campus social activities • Reported good relationships with other students, faculty members, administration, and staff

12. EEE – Enriching Educational Experiences • Talked with students holding different beliefs, opinions, and values • Talked with students of different races ethnicities, in and out of class • Used technology to enhance academics • Participated in internships, service learning, study abroad, co-curricular activities, capstone experiences, etc.

13. Level of Academic Challenge

14. Active and Collaborative Learning

15. Student/Faculty Interaction

16. Supportive Campus Environment

17. Enriching Educational Experiences

18. Observations - 1

19. Observations - 2 • LAC – working students are more likely to come to class unprepared and to skimp on work they submit. • SFI – even students who work >30 hours report frequent contacts with faculty for academic and career advisement.

20. Observations - 3 • SCE –FSC’s working students report more strongly favorable interactions with administrators than NEPM peers. They also place more faith in FSC’s support for their academic success, non-academic (e.g., life skill) success, and social success.

21. Observations - 4 • EEE – students working <20 hours are more likely than NEPM peers to be interns. They are much LESS likely to take foreign languages or study abroad.

22. Questions?