Analysis of NSSE and Registrar’s Data and
General Objectives of GS Program
Prepared by D. Bridges
GS Program Objectives and NSSE
UNK participated in the NSSE during 2002, 2003, and 2004. Data obtained from the annual Means Comparison Reports for each of those years are used for the assessment process. Since the General Studies Program at UNK is a university-wide program, information from the NSSE survey will be useful in the assessment of the General Studies Program.
After careful study, the General Studies Council has chosen a set of NSSE items that correspond with each objective of the General Studies Program. For each objective of the General Studies Program, a brief interpretation of what the NSSE survey results indicate is provided. Where appropriate, recommendations are also provided.
GS Objective 1: Across the range of disciplines and courses offered, the General Studies Program is designed to develop and demonstrate the ability to locate and gather information.
The items selected to measure a student’s ability to locate and gather information include how often a student worked on a paper or project that required integrating ideas or information from various sources (NSSE item 1d); how often a student put together ideas or concepts from different courses when completing assignments or during class discussions (NSSE item 1i); the degree that experiences at UNK contributed to the student’s ability to learn effectively on their own (NSSE item 11j); the degree that experiences at UNK contributed to the student’s ability to solve complex real-world problems (NSSE item 11m); and Registrar’s exit survey #4.
Overall, both UNK freshmen and seniors increased the use of integration of ideas or information in the preparation or papers and/or projects during 2002 to 2004 (NSSE item 1d). As would be expected, seniors reported using integration more often than did freshmen and when compared to our peers, the scores for both UNK freshmen and seniors are similar.
In terms of drawing together ideas or concepts from different courses to complete assignments (NSSE item 1i), freshmen engaged in this activity less often and consistently during 2002 to 2004 than did seniors. The results observed at UNK are comparable to those reported for both freshmen and seniors at institutions in our peer group. Utilizing information from other courses to complete assignments is an indication that the student can see the links between discrete courses within a curriculum. While it is expected that seniors, by the virtue of the amount of curriculum completed, would utilize this activity more often than freshmen, one could also reasonably expect a larger difference between freshmen and seniors. Encouraging greater participation of students in undergraduate research projects with faculty and encouraging faculty to specifically identify the links between their courses and other courses the students might take could prove to be a valuable strategy in improving the level of student engagement in this area.
Two important characteristics of life-long learners is the ability to learn effectively on your own (NSSE item 11j) and the ability to solve complex real-world problems (NSSE item 11m); abilities that should be enhanced by the experiences one has during their college career. Freshmen reported that their UNK experiences contributed less to their ability to learn effectively on their own, while seniors indicated a greater contribution, in 2004 than in 2002. While these trends were also observed by our peer group, the gap between UNK and our peers is narrowing faster for seniors than for freshmen. Part of this discrepancy is expected in that as students move through their college curriculum, they gain more skills in becoming self-learners. Some of the decline in freshmen level scores could be due to students viewing much of the General Studies courses as a “repeat of high school” rather than the presentation of new material. One possibility to consider in reversing this trend is a review of the General Studies curriculum (courses most freshmen enroll in) to see if the content is college level or more of a repeat of high school.
In terms of the UNK experience enhancing one’s ability to solve real-world problems, both UNK freshmen and seniors reported an overall decline from 2002 to 2004. The recognition that the college experiences contribute to one’s abilities to solve complex problems is an indication that the student can see the relevance of their curriculum to the real world. While it is expected that seniors, by the virtue of the amount of curriculum completed, would utilize this activity more often than freshmen, one could also reasonably expect a larger difference between freshmen and seniors. The observed scores may indicate that students view college as “one more hoop to jump through” rather than a preparation for becoming a lifelong learner. The trends observed at UNK are also observed at our peer institutions, although to a lesser degree and may indicate that students have similar perceptions about the college experience regardless of the institution they are attending. Strategies to improve this item of student engagement could include encouraging greater participation of students in undergraduate research projects with faculty and/or participating in professional semesters or internships.
GS Objective 2: Across the range of disciplines and courses offered, the General Studies Program is designed to develop and demonstrate the capability for critical thinking, reasoning and analyzing.
The items selected to measure a student’s capability for critical thinking, reasoning, and analyzing include how often a student utilized revision in the writing process (NSSE item 1c); how often a student worked on a paper or project that required integrating ideas or information from various sources (NSSE item 1d); how often a student put together ideas or concepts from different courses when completing assignments or during class discussions (NSSE item 1i); how often the student discussed ideas from readings with others outside of class (NSSE item 1t); how much a student’s coursework emphasized the use of analysis (NSSE item 2b), synthesis (NSSE item 2c), making judgments (NSSE item 2d), and application (NSSE item 2e); the degree that experiences at UNK contributed to the student’s ability to think critically and analytically (NSSE item 11e), analyze quantitative problems (NSSE item 11f), learn effectively on their own (NSSE item 11j), solve complex real-world problems (NSSE item 11m), and to develop a personal code of values and ethics (NSSE item 11n); and Registrar’s exit survey #4.
While there are many components of one’s ability to think critically, employ reasoning, and analyze situations and/or problems, developing these skills include the use of revision in the writing process (NSSE item 1c), the integration of ideas and/or information from various sources (NSSE item 1d), pulling together concepts and/or ideas from other courses (NSSE item 1i), and discussing ideas with others (NSSE item 1t). Freshmen and seniors at UNK utilize revision in the writing process, although seniors seem to use it more consistently and more often. Assignments and/or discussions utilizing ideas or concepts pulled from different courses are given more often to seniors than to freshmen. Seniors reported working on papers and/or projects requiring the integration of ideas or information from various sources more often than did freshmen during 2002 to 2004. (Although the use of these types of projects for freshmen at UNK appears to be growing.) UNK seniors reported completing assignments which required integration more often than did freshmen, although use among freshmen is rising. Both freshmen and seniors reported engaging others in discussions about course material outside of classes. Developing a student’s ability to think critically, employ reasoning, and be analytical is an important goal for the college curriculum to achieve. The results suggest that UNK is on the right track and should continue pursuing strategies to achieve this goal. Strategies such as encouraging greater participation of students in undergraduate research projects with faculty and encouraging faculty to specifically identify the links between their courses and the overall curriculum.
The capability for thinking critically, reasoning, and analyzing requires the mental activities of analyzing (NSSE item 2b), synthesizing (NSSE item 2c), making judgments (NSSE item 2d), and application (NSSE item 2e). Overall, both UNK freshmen and seniors reported engaging in all of the following: analyzing ideas, experiences, or theories; engaging in the synthesis and organization of ideas; applying theories or concepts to practical problems or in new situations more often in 2004 than in 2002. Generally speaking, seniors reported engaging in these types of activities more often than freshmen, but the results suggest that the gap between seniors and freshmen is narrowing. However, compared to our peer institutions both UNK freshmen and seniors experienced fewer opportunities to engage in these types of mental activities; although the gap between UNK scores and those of our peer group is narrowing.
Even though UNK seniors reported engaging in the making judgments about the value of information, arguments, or methods at a higher level than freshmen, both groups reported engaging in this activity less often in 2004 than in 2002 or 2003. UNK freshmen and seniors engaged in this activity less often than did those in our peer group and the observable difference between the two groups widened during 2002 to 2004. Another important difference to note is that there is an upward trend in the scores of both freshmen and seniors at institutions in our peer group. This suggests that both freshmen and seniors at UNK are experiencing fewer opportunities to engage in the making of judgments about the value of information, arguments, and methods; an activity that is essential in developing critical thinking skills.
The above discussion indicates that some of the initiatives undertaken, such as First Year Experience, the Honor’s Program, and writing across the curriculum may be paying off. On the other hand, downward trend in synthesis, making judgments, and application is of concern and warrants additional scrutiny to ensure student engagement in these areas are improved.
A student’s university experience can have a large influence on the development of their capability for thinking critically, reasoning, and analyzing. Examining the degree to which the experiences at UNK contributed to student’s ability in thinking critically and analytically (NSSE item 11e), analyzing quantitative problems (NSSE item 11f), learning effectively on your own (NSSE item 11j), solving complex real-world problems (NSSE item 11m), and developing a personal code of values and ethics (NSSE item 11n) can reveal insights about the success of UNK’s programs.
Although UNK seniors indicated that experiences at UNK had a greater influence on their ability to think critically and analytically than did freshmen, both groups reported an overall decline in the influence of experiences at UNK contributing to this ability from 2002 to 2004. The downward trend in both freshmen and senior scores is troubling and warrants immediate attention; especially given that the trend observed at UNK’s peer institutions is opposite of what is seen at UNK, and the gap between both freshmen and senior scores on this item is widening.
Both UNK freshmen and seniors reported a decline in the influence of experiences at UNK contributing to their ability to analyze quantitative problems from 2002 to 2004. Although both groups exhibited similar trends, freshmen scores declined relatively less than did seniors. Additionally, while it is reasonable to expect that seniors, by the virtue of the amount of curriculum completed, would perceive that their college experiences contributed more to this ability than would freshmen, the gap between freshmen and senior scores is relatively small and may suggest that the curriculum is contributing a significant amount to the skills freshmen already have. While similar results were reported for seniors at our peer institutions, freshmen scores actually increased slightly. The small increase for freshmen combined with the small decrease for seniors observed in our peer group suggests that the experiences students are having at UNK are not succeeding as well in contributing to students’ ability to analyze quantitative problems.
In terms of the experiences at UNK contributing to their ability to learn effectively on their own during 2002 – 2004, UNK freshmen reported a decline while seniors reported an increase. Part of this discrepancy is expected in that as students move through their college curriculum, they gain additional skills in becoming self-learners. Some of the decline in freshmen level scores could be due to students viewing much of the General Studies courses as a “repeat of high school” rather than the presentation of new material. Compared to our peer group, the experiences at UNK contributed less to freshmen’s ability to learn on their own than did those at our peer institutions. Although institutions in our peer group are experiencing a similar trend in freshmen level scores, the gap between UNK freshmen and freshmen at peer institutions is widening. One possibility to consider in reversing this trend is a review of the General Studies curriculum (courses most freshmen enroll in) to see if the content is college level or more of a repeat of high school. Both UNK seniors and seniors attending institutions in our peer group reported that their college experiences contributed more to their ability to be self-learners during 2002 to 2004. The lessening of the gap between senior scores suggests that as students complete their curriculum at UNK; their experiences are contributing skills in being self-learners.
Both UNK freshmen seniors reported an overall decline in the influence of experiences at UNK contributing to their ability to solve complex real-world problems from 2002 to 2004. The recognition that the college experiences contribute to one’s abilities to solve complex problems is an indication that the student can see the relevance of their curriculum to the real world. While it is expected that seniors, by the virtue of the amount of curriculum completed, would utilize this activity more often than freshmen, one could also reasonably expect a larger difference between freshmen and seniors. The observed scores may indicate that students view college as “one more hoop to jump through” rather than a preparation for becoming a lifelong learner. The trends observed at UNK are also observed at our peer institutions, although to a lesser degree and may indicate that students have similar perceptions about the college experience regardless of the institution they are attending. Strategies to improve this item of student engagement could include encouraging greater participation of students in undergraduate research projects with faculty and/or participating in professional semesters or internships.
During 2002 – 2004, both UNK freshmen and seniors reported a decline in the influence of their experiences at UNK contributing to their development of a personal code of values and ethics. Seniors indicated that their college experiences had a greater influence on this development than did freshmen, a discrepancy that can be attributed in part to maturity. The decline observed in freshmen scores can be attributed, somewhat, to the fact that students enter college with the set of values instilled in them from home and that these values may change as they experience more of life and are exposed to individuals with different values/beliefs than their own. Institutions in our peer group are observing similar trends with both freshmen and senior scores.
Registrar’s exit survey #5
GS Objective 3: Across the range of disciplines and courses offered, the General Studies Program is designed to develop and demonstrate effective communication skills including the ability to read, speak and write effectively, using the materials, ideas, and discourse modes of specific academic areas.
The methods used in developing communication skills can take a variety of forms. College curriculum can foster the development of communication skills by providing students the opportunity to ask questions in class (NSSE item 1a), make presentations (NSSE item 1b), utilize revision in the writing process (NSSE item 1c), and opportunities for discussion outside the classroom (NSSE items 1p and 1t).
Both UNK freshmen and seniors participated in class fairly consistently during 2002 to 2004, although seniors tended to participate at a higher level. Similar results were reported for UNK freshmen and seniors in terms of making class presentations. During 2002 – 2004, UNK seniors used revision in the writing process more frequently and consistently than did freshmen; however, freshmen attending our peer institutions tended to use revision more frequently than seniors. Generally speaking, UNK freshmen reported having fewer discussions with faculty outside of class in 2004, compared to 2002 and 2003, while UNK seniors reported an overall increase. Although UNK seniors held discussions with faculty more often than did freshmen, both groups appear to be unlikely to discuss ideas with faculty with any degree of regularity. Similar trends are observed in UNK’s peer group, with seniors tending to hold more discussions with faculty than would freshmen. Both UNK freshmen and seniors reported holding discussions with others outside of class less often than did students attending our peer institutions, and UNK freshmen reported discussing ideas with others less often than UNK seniors. These results suggest UNK students do not engage in discussing thoughts, ideas, or readings with faculty outside of the classroom with any degree of regularity.
Being an effective communicator requires the mental activities of analyzing (NSSE item 2b), synthesizing (NSSE item 2c), making judgments (NSSE item 2d), and application (NSSE item 2e). Overall, both UNK freshmen and seniors reported engaging in all of the following: analyzing ideas, experiences, or theories; engaging in the synthesis and organization of ideas; applying theories or concepts to practical problems or in new situations more often in 2004 than in 2002. Generally speaking, seniors reported engaging in these types of activities more often than freshmen, but the results suggest that the gap between seniors and freshmen is narrowing. However, compared to our peer institutions both UNK freshmen and seniors experienced fewer opportunities to engage in these types of mental activities; although the gap between UNK scores and those of our peer group is narrowing. The above discussion indicates that some of the initiatives undertaken, such as First Year Experience, the Honor’s Program, and writing across the curriculum may be paying off. On the other hand, downward trend in making judgments is of concern and warrants additional scrutiny to ensure student engagement in all of these areas are improved.
Even though UNK seniors reported engaging in the making judgments about the value of information, arguments, or methods at a higher level than freshmen, both groups reported engaging in this activity less often in 2004 than in 2002 or 2003. UNK freshmen and seniors engaged in this activity less often than did those in our peer group and the observable difference between the two groups widened during 2002 to 2004. Another important difference to note is that there is an upward trend in the scores of both freshmen and seniors at institutions in our peer group. This suggests that both freshmen and seniors at UNK are experiencing fewer opportunities to engage in the making of judgments about the value of information, arguments, and methods; an activity that is essential in developing critical thinking skills.
Reading skills are an important component of having effective communication skills. College curriculum can foster reading skills through assigned readings for coursework and the encouragement of reading for self-learning and/or pleasure. In terms of assigned reading for coursework (NSSE item 4a) UNK freshmen indicated relatively more engagement in assigned reading during 2003 and 2004 while seniors are less engaged than both UNK freshmen and seniors at peer institutions. The increased engagement observed in freshmen may be attributable, in part, to the impact of the First year Program or an acknowledgement by faculty that students need to read more and be held accountable. It might also mean that students are more serious about their studies. The lack of engagement by seniors and the relatively low engagement of freshmen should be a matter of significant concern to faculty at UNK, especially if the emphasis of assigned reading is to acquire more knowledge, obtain information or ideas for critical thought, and to share those ideas through written or oral expression.
UNK freshmen and seniors show relatively low engagement in reading for pleasure and/or self-learning (NSSE item 4b). The aspect of greatest concern is that more students at UNK report not reading any books in comparison to the peer group at both the freshmen and senior levels.
Reading, regardless of how text is presented, is one of the most basic tools for students. Research indicates that that college-level students read less than expected because they either do not have the necessary skills to be independent college level readers or are not expected to read what was assigned. Ideas should be explored to assist with enhancing student engagement in assigned reading; for example the IDEA center has published and made available, at no cost through their website, information on college level readers as well as suggestions on enhancement of reading engagement. A number of institutions have established reading initiatives in their first year programs. Examples include freshmen reading a common book for discussion at orientation at the beginning of the freshmen year. Promotion of engagement in reading that is not assigned would enhance the development of the student as a life-long learner and enhance the intellectual climate of the campus. Examination of other NSSE items not used in this report indicates that students have low rates of engagement in discussing their reading with fellow students and faculty. It is hard to discuss one’s reading if one does not read!
NSSE item: 6a
NOTE: It is unclear how this item ties into Objective #3
UNK students do not take advantage of opportunities to attend cultural events (NSSE item 6a). UNK should develop a strategy to encourage students’ exposure to cultural events in order to develop a greater familiarity with a variety of artistic media and their modes of expression. The appreciation of artistic events is not only invaluable for the cultivation of an aesthetic awareness, but also for the understanding of its representation of socio-historical, political, psychological and other contexts. It is our responsibility to graduate students who are able to function in a complex society. Without the artistic-educational experience we deny them a higher level of insight and communicative ability as well as a life-long appreciation for art and its contributions to the human experience.
NSSE item: ea
NOTE: It is unclear how this item ties into Objective #3
The proportion of UNK freshmen completing foreign language coursework (NSSE item 7e) has decreased substantially between 2002 and 2004, as have the proportion of seniors, although the decline has been less dramatic. This result may imply that students at UNK do not feel that foreign language is as important or that incoming freshmen are meeting the foreign language requirement prior to arriving at UNK. Institutions in our peer group have experienced similar trends. Compared to our peer group, the proportion of both UNK freshmen and seniors completing foreign language coursework is significantly lower in all three years. These results could suggest that institutions in our peer group place a greater importance on the completion of foreign language coursework.
Recommendations: follow APR recommendation to include foreign language study in the Humanities category of the GS program to give it more prominence; review all degree programs at UNK to eliminate excessive GS requirements that do not allow the student at least 6 electives within the 45-hour GS program; review of rule 20 (?) Implications: For several decades it has been established that effective language learning implies equal attention to the development of the four language skills—listening, speaking, reading and writing. These skills also define effective communication skills (cf; objective 3 of the GS program). Consequently, it is surprising that the study of foreign languages has not received more attention for its potential contribution to his goal. Finally, since learning another language also constitutes an excellent venue for the exploration of cultures different than one’s own, it may contribute significantly to the UNK student’s preparation to function in a global/ international society.
Another aspect of effective communication is the ability to write clearly and effectively (NSSE item 11c), speaking clearly and effectively (NSSE items 11d), and to work effectively with others (NSSE item 11h). UNK freshmen reported a slight decline in the influence of experiences at UNK contributing to their ability to write clearly and effectively from 2002 to 2004, while seniors reported an overall increase. The downward trend for freshmen scores is troubling, especially given that both freshmen and seniors attending our peer institutions responded that their college experiences had a greater influence on their ability to write clearly and effectively in 2004 than in 2002. Both UNK freshmen and seniors reported a slight increase in the influence of experiences at UNK contributing to their ability to speak clearly and effectively from 2002 to 2004. However, both freshmen and seniors attending our peer institutions reported a larger increase in the influence that their college experiences had on their ability to speak clearly and effectively. Although both UNK freshmen and seniors reported an overall decline in the influence of experiences at UNK contributing to their ability to work effectively with others, both freshmen and seniors attending our peer institutions reported an overall increase from 2002 to 2004. Not only are there differences in the trends observed at UNK’s peer institutions from what is seen at UNK, but the gap between both freshmen and senior scores on this item is widening.
Registrar’s exit survey #3
GS Objective 4: Across the range of disciplines and courses offered, the General Studies Program is designed to develop and demonstrate an understanding of the experiences and values of groups and cultures which have been historically under-represented.
There are numerous ways in which college curriculum can contribute to an individual’s understanding of other groups or cultures, including the incorporation of diverse perspectives in class discussions or writing assignments (NSSE item 1e), encouraging students to have conversations with students of a different race or ethnicity than their own (NSSE item 1u), encouraging contact between students from different economic or racial backgrounds (NSSE item 10c), encouraging the understanding of self (NSSE item 11k), and encouraging the understanding of others with different racial or ethnic backgrounds (NSSE item 11l).
Although UNK freshmen reported greater exposure to diverse perspectives in 2004 than in 2002, seniors indicated less exposure. This may suggest that UNK seniors have less exposure to diversity in their class discussions and/or assignments. It is possible that diversity issues are discussed more frequently during general studies classes than in the more specialized classes within the major. However, UNK is lagging in this respect when compared to our peers. Both freshmen and seniors attending our peer institutions reported experiencing greater exposure to diverse perspectives during 2002 – 2004.
Both UNK freshmen and seniors report taking similar opportunities to have conversations with students of a different race or ethnicity during 2002 – 2004. Compared to our peer group, UNK students have significantly fewer opportunities to have conversations with students from diverse backgrounds. While these differences are of concern, these differences can also be related to the lack of diversity on the UNK campus.
UNK freshmen perceived a greater expectation for them to spend time with students from different backgrounds in 2004 than in 2002, although seniors perceived a slight decline. Compared to our peer group, UNK did a poorer job for both freshmen and seniors in terms of emphasizing the interaction of students with different backgrounds as students at our peer institutions perceived a higher and more consistent expectation for interaction with others from different backgrounds.
Both UNK freshmen and seniors reported an overall decline in the influence of their experiences at UNK contributing to their ability to understand themselves from 2002 to 2004. However, given the maturation process and that generally as one matures, one gains a greater understanding of self, the difference between freshmen and seniors is expected. Compared to our peer institutions, the experiences at UNK are contributing less to freshmen’s ability to understand themselves and the gap between the scores is widening. Both UNK seniors and seniors attending institutions in our peer group reported that their college experiences contributed less to their ability to understand themselves in 2004 than in 2002.
UNK freshmen and seniors reported an overall decrease in the influence of their experiences at UNK contributing to their understanding people of other racial and ethnic backgrounds from 2002 to 2004. Part of this discrepancy is expected in that students have choices of which courses they take as freshmen (some might be CD) but the decline reported by seniors is a concern. Another concern is that in comparison to our peer institutions, the experiences a student has at UNK contributed less to the freshmen’s ability to understand people of other racial and ethnic backgrounds than did those at our peer institutions, and this gap is widening. In addition, both UNK seniors and seniors attending institutions in our peer group reported that their college experiences contributed less to their ability to understand people of other racial and ethnic backgrounds in 2004 than in 2002.