Refocusing the Quality Discourse: The United States National Survey of Student Engagement

Abstract

This chapter reports on work conducted with nearly 1,500 bachelor's degree-granting colleges and universities in the USA to assess the extent to which their undergraduates are exposed to and participate in empirically proven effective educational activities. The chapter begins with a discussion of the prevailing quality discourse in the USA. It then explores the conceptual and empirical foundations of student engagement and the origins of NSSE as both a response to the quality problem and as a diagnostic tool to facilitate improvement. The chapter also discusses tensions between internal improvement and external accountability efforts, and NSSE’s role in the assessment and accountability movements. It concludes with a discussion of challenges that confront the project going forward.

Appendix A: NSSE Benchmarks of Effective Educational Practice

Level of Academic Challenge

• Number of assigned textbooks, books or book-length packs of course readings

• Number of written papers or reports of 20 pages or more

• Number of written papers or reports between 5 and 19 pages

• Number of written papers or reports of fewer than 5 pages

• Coursework emphasizes analyzing the basic elements of an idea, experience or theory, such as examining a particular case or situation in-depth and considering its components

• Coursework emphasizes synthesizing and organizing ideas, information or experiences into new, more complex interpretations and relationships

• Coursework emphasizes 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

• Coursework emphasizes applying theories or concepts to practical problems or in new situations

• Worked harder than you thought you could to meet an instructor’s standards or expectations

Active and Collaborative Learning

• Asked questions in class or contributed 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 (paid or voluntary)

• Participated in a community-based project (e.g. service learning) as part of a regular course

• Discussed ideas from your readings or classes with others outside of class (students, family members, co-workers, etc.)

Student−Faculty Interaction

• Discussed grades or assignments with an instructor

• Discussed ideas from your readings or classes with faculty members outside of class

• Talked about career plans with a faculty member or advisor

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

• Worked with faculty members on activities other than coursework (committees, orientation, student life activities, etc.)

• Worked on a research project with a faculty member outside of course or program requirements

Enriching Educational Experiences

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

• Had serious conversations with students of a different race or ethnicity than your own

• Institutional emphasis: contact among students from different economic, social and racial or ethnic backgrounds

• Used an electronic medium (listserv, chat group, Internet, instant messaging, etc.) to discuss or complete an assignment

• Participation in:

  • Co-curricular activities (organisations, campus publications, student government, social fraternity or sorority, intercollegiate or intramural sports, etc.)

  • A learning community or some other formal program where groups of students take two or more classes together

  • Community service or volunteer work

  • Foreign language coursework

  • Study abroad

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

  • Independent study or self-designed major

  • Culminating senior experience (capstone course, thesis, project, comprehensive exam, etc.)

Supportive Campus Environment

• Institutional emphasis: Providing the support you need to thrive socially

• Institutional emphasis: Providing the support you need to help you succeed academically

• Institutional emphasis: Helping you cope with your non-academic responsibilities (work, family, etc.)

• Quality of relationships with other students

• Quality of relationships with faculty members

• Quality of relationships with administrative personnel and offices