Using NSSE Results to Help Create a “Sophomore Experience”

1. Using NSSE Results to Help Create a “Sophomore Experience” NSSE Users’ Conference October 19, 2006 Barbara Pennipede Assistant Vice President Planning, Assessment, Research & Academic Budgeting Adelia Williams, Ph.D Associate Dean Dyson College of Arts and Sciences Pace University

2. Large urban/suburban university Size: 14,177 Students 10,000 FTE Major metro area: NYC 11.7 million Carnegie Class: Doctoral Research University US News Ranking: 3rd Tier National Four Campuses and seven sites in NY metropolitan region Two-thirds undergraduate and one third graduate/ professional Six Schools/College Arts and Sciences Business Computer Science/ Information Systems Education Law Nursing Pace University:An Overview

3. The Need • Unlike Freshman Year, there were no initiatives or programs that addressed needs of sophomores. • While Freshman retention remained stable, Sophomore retention dropped by 9 percentage points each year.

4. The Sophomore Experience Working Group A diverse group of University constituents • Faculty • Academic Administrators • University Administrators • Student Development Professionals • Students

5. The Sophomore Experience Working Group • Mission : to effectively package the sophomore year through coordinated curricular and co-curricular efforts, and build upon freshman year momentum from the sophomore to junior year. • Improve retention and student success • Enhance academics • Provide student support and empowerment

6. NSSE Provides Clues • Freshman NSSE results provide a context for understanding students’ experiences as they enter their sophomore year.

7. NSSE Clues • Quality of Relationships with Faculty • Quality of Relationships with Other Students • Quality of Relationships with Administrative Personnel and Offices • Academic Challenge • Supportive Campus Environment • Student Satisfaction

8. Connecting Research on Sophomores to Pace University NSSE Results • The Sophomore Working Group read the monograph “Visible Solutions for Invisible Students: Helping Sophomores Succeed” edited by Laurie A. Schreiner and Jerry Pattengale. • Members learn about “Sophomore Slump.”

9. Factors Influencing Sophomore Slump • Inadequate academic advising • Lack of integration between academic advising and career planning • Low levels of academic and social integration • Insufficient levels of interaction between faculty and students outside the classroom

10. Factors Influencing Sophomore Slump • Disillusionment with large first year general education classes • Lack of sufficient classes in the major resulting in failure to begin intellectual engagement with major • Withdrawal of classic first year support initiatives

11. Further Investigation of NSSE Responses • Sophomore Survey • Sophomore Focus Groups

12. Sophomore Survey • Approachability of faculty • Faculty interest in student • Quality of teaching • Content of courses • Personal connections with students in major, and with Pace students in general • Administrative practices: registration, billing, financial aid • Advising • Campus services • Future Plans – persist at Pace or transfer

13. Sophomore Focus Groups • Quality of life issues • Academic challenge • Quality of teaching • Relationships with faculty • Interactions with administrative personnel and offices

14. What we learned from the Survey • Faculty played a critical role in how students assessed their experiences and academic achievements • Student relationships played a critical role in students deciding to stay at Pace • Bureaucratic procedures were a source of great frustration • Students valued opportunities provided by diversity • Students valued opportunities for internships and study abroad

15. What we learned from the Focus Groups • Students generally pleased with quality of faculty • Diversity a key reason in choosing Pace • Students’ social networks strongly influence decision to remain at Pace • Students interested in career enhancement • Students want to feel more pride in their school

16. What we Learned • Students desire better balance between freedom and safety • Students want better use of Pace locations • Students want space for “accidental social interaction • Students unhappy with registration and billing offices

17. Results of Work Thus Far • Creation and piloting of the “Pace Plan” • Development of a Career Exploration Course • Sophomore Kick-off Day • Transfer, Exploring and Commuter Student Outreach • Restructuring of registration, bursar and financial aid offices

18. Results of Work Thus Far • Sophomore Advising • Lambda Sigma Honor Society • Mentoring • E-Portfolio • Academic Enrichment • Registration E-Blast • Four Year Plan

19. E-Source • “NSSE and the Pace University Sophomore-Experience Survey, E-Source for College Transitions, National Resource Center on the First Year Experience and College Transitions, University of South Carolina, Vol. 4. No. 1., September 2006: 1-3. • http://appserv.pace.edu/emplibrary/esource_sept06.pdf

20. Other Ways NSSE Results are Used at Pace • Six Year Trend Analysis and Student Satisfaction Study will be basis for Faculty Newsletter incorporating Best Practices • Strategic Plan Indicators • Incorporated in accreditation/re-accreditation Self-Studies, e.g. NCATE, AACSB, ABET, 2008 Middle States visit • Student Satisfaction Study • Faculty Development/Colloquia • Local administration for schools/college samples • Several items are used for assessment purposes by specific offices, e.g. Technology, Multicultural Affairs • Specific studies performed for various offices, e.g. Enrollment Management

21. 2008 NSSE USERS WORKSHOP We look forward to seeing you at the Spring 2008 NSSE Users’ Workshop • Hosted by Pace University New York