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.
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Appendix A: NSSE Benchmarks of Effective Educational Practice
Appendix A: NSSE Benchmarks of Effective Educational Practice
Level of Academic Challenge
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Number of assigned textbooks, books or book-length packs of course readings
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Number of written papers or reports of 20 pages or more
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Number of written papers or reports between 5 and 19 pages
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Number of written papers or reports of fewer than 5 pages
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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
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Coursework emphasizes synthesizing and organizing ideas, information or experiences into new, more complex interpretations and relationships
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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
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Coursework emphasizes applying theories or concepts to practical problems or in new situations
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Worked harder than you thought you could to meet an instructor’s standards or expectations
Active and Collaborative Learning
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Asked questions in class or contributed to class discussions
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Made a class presentation
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Worked with other students on projects during class
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Worked with classmates outside of class to prepare class assignments
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Tutored or taught other students (paid or voluntary)
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Participated in a community-based project (e.g. service learning) as part of a regular course
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Discussed ideas from your readings or classes with others outside of class (students, family members, co-workers, etc.)
Student−Faculty Interaction
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Discussed grades or assignments with an instructor
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Discussed ideas from your readings or classes with faculty members outside of class
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Talked about career plans with a faculty member or advisor
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Received prompt feedback from faculty on your academic performance (written or oral)
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Worked with faculty members on activities other than coursework (committees, orientation, student life activities, etc.)
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Worked on a research project with a faculty member outside of course or program requirements
Enriching Educational Experiences
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Had serious conversations with students who are very different from you in terms of their religious beliefs, political opinions, or personal values
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Had serious conversations with students of a different race or ethnicity than your own
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Institutional emphasis: contact among students from different economic, social and racial or ethnic backgrounds
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Used an electronic medium (listserv, chat group, Internet, instant messaging, etc.) to discuss or complete an assignment
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Participation in:
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Co-curricular activities (organisations, campus publications, student government, social fraternity or sorority, intercollegiate or intramural sports, etc.)
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A learning community or some other formal program where groups of students take two or more classes together
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Community service or volunteer work
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Foreign language coursework
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Study abroad
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Practicum, internship, field experience, co-op experience, or clinical assignment
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Independent study or self-designed major
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Culminating senior experience (capstone course, thesis, project, comprehensive exam, etc.)
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Supportive Campus Environment
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Institutional emphasis: Providing the support you need to thrive socially
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Institutional emphasis: Providing the support you need to help you succeed academically
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Institutional emphasis: Helping you cope with your non-academic responsibilities (work, family, etc.)
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Quality of relationships with other students
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Quality of relationships with faculty members
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Quality of relationships with administrative personnel and offices
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McCormick, A., Kinzie, J. (2014). Refocusing the Quality Discourse: The United States National Survey of Student Engagement. In: Coates, H., McCormick, A. (eds) Engaging University Students. Springer, Singapore. https://doi.org/10.1007/978-981-4585-63-7_2
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