Browsing by Author "Cole, J."
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Item Building academic strengths: Using BCSSE to identify and support students with low confidence(NACADA: The Global Community for Academic Advising Annual Conference, 2015-10-05) Cole, J.; Ribera, A.A brief description of the Beginning College Survey of Student Engagement (BCSSE) will be followed by a discussion of connections between student success, self-efficacy, and academic confidence; strength-based advising; and ways to use BCSSE data to enhance first-year students' academic confidence.Item Close correlation or discouraging disconnect: The impact of internationalization efforts on student global learning(Association of American Colleges and Universities Annual Meeting, 2018-01-26) Helms, R. M.; Kinzie, J.; Cole, J.; Whitehead, D. M.Using data from the 2016 iteration of ACE's Mapping Internationalization on US Campuses survey and NSSE's Global Learning Module, ACE and NSSE conducted a joint analysis of administrator and student responses to study the relationship between internationalization initiatives and activities undertaken by the institution, and students' experiences of these activities and the global learning that results. This session will present the results of the joint analysis of data from over 70 institutions that participated in both studies, after which session participants will be invited to discuss the implications of the data for their work. Drawing on expertise from AAC&U and campuses with which ACE, AAC&U, and NSSE have worked, the discussion will also include examples of promising practices and strategies for maximizing the impact of global learning initiatives.Item College readiness to be engaged(American Educational Research Association Annual Meeting, 2011-04-09) Qi, W.; Cole, J.Item A comparison of STEM students' expectations for engagement and faculty teaching practices(2016-11-04) BrckaLorenz, A.; Cole, J.; Wang, L.A misalignment of first-year student engagement expectations and the teaching practices of STEM faculty can undermine first-year students' engagement in effective educational practices. In this session, facilitators and participants will examine the results from 68 institutions that have participated in two large-scale national surveys to compare the engagement expectations of first-year STEM students and the teaching practices of lower-division STEM faculty. Presenters and audience will discuss what it means to align faculty teaching practices with student expectations. Session participants will be encouraged to reflect on opportunities and challenges they will likely face as they seek to improve student engagement.Item Dimensions of expectations: How it breaks freshman myth(2018-04-15) Mu, L.; Cole, J.First-year college students often arrive with unrealistic academic and engagement expectations that typically result in many of their expectations going unmet. This phenomenon is referred to as freshman myth. Due to the gap between the expected and actual engagement, investigations about their association at the average level may conceal the true relationship. In the current study, we used longitudinal student survey data from a national sample to explore how the variation in expectations influences the association of the expected and actual engagement of first-year college students. The results revealed that, at the same expectation level, entering college students who had more varied expectations were more likely to fulfill their expected engagement in the first academic year. An institution's environment did not show significant mediation on the association of expected and actual engagement.Item Direct and indirect effects of engagement on grades(Association for Institutional Research Annual Forum, 2016-06-02) Gonyea, R.; Cole, J.; Rocconi, L.Grades are perhaps the best predictor of a attaining a college diploma. Using NSSE data from nearly 20,000 first-year and senior students in 2012 and matched year-end grades from 42 participating institutions, the authors tested path models to determine the direct and indirect effects of student background, engagement, and campus environment on end of year grades. Total effects on GPA show that time spent studying, the use of learning strategies, and courses where faculty used effective teaching strategies had positive overall effects on grades. Coursework involving quantitative reasoning had a negative effect, probably due to the added rigor of STEM courses.Item Entering students' experience: BCSSE for first-year and transfer students(Annual Conference on the First-Year Experience, 2019-02-18) Cole, J.; Kinzie, J.Beginning College Survey of Student Engagement (BCSSE) can now be used to survey your first-year, transfer, and older students. Since 2007, nearly 900,000 entering first-year students at more than 500 institutions have completed BCSSE. The updated web survey now includes questions specifically for incoming transfer and older students. This session will describe how data about entering first-year, transfer, and older students provides comprehensive information about your students' experiences. Institutions use BCSSE for academic advising, retention models, faculty and staff development, and other assessment needs. This session will present the new survey, revised reports, and details regarding fall and winter administrations.Item Going global: Assessing student experiences using NSSE's new global learning module(Association of American Colleges and Universities Annual Meeting, 2017-01-27) Kinzie, J.; Cole, J.; Helms, R.Our rapidly globalizing world demands that colleges and universities expand opportunities for global learning and embrace internationalization as an institutional priority. This session highlights results from the National Survey of Student Engagement's (NSSE) new Global Learning Topical Module to explore the extent to which student experiences and coursework emphasizes global affairs, world cultures, nationalities, religions, and other international topics and what these experiences contribute to global learning gains. We will explore variation by student characteristics, discuss how campuses are using results to enhance global initiatives, and introduce a collaborative project with the American Council on Education to explore the relationship between students' experiences and internationalization initiatives undertaken by the institution.Item High school and expected first-year engagement: A motivation perspective(Association for Institutional Research Annual Forum, 2009-06-03) Cole, J.; McCormick, A.Item Identifying and advising entering first-year students who expect a high degree of academic difficulty(NACADA: The Global Community for Academic Advising Annual Conference, 2016-10-07) Cole, J.This session focuses on using the Beginning College Survey of Student Engagement Advising Reports, as well as data the National Survey of Student Engagement, to better understand and advise entering first-year students expecting high levels of academic stress during their first year of college.Item Improving survey data quality through experimentation(Association for Institutional Research Annual Forum, 2017-05-31) Sarraf, S.; Cole, J.With help from a large and diverse group of colleges and universities over the past decade, the National Survey of Student Engagement has conducted various randomized experiments aimed at improving survey response rates and minimizing missing data. This session provides an overview of this effort and a summary of major findings. Attendees will gain a better understanding of various issues that could help with developing their own surveys, including smartphone optimization, email subject lines, progress indicators, survey page length, and using learning management systems for recruitment.Item Learning strategies in high school and first year in college(Association for Institutional Research Annual Forum, 2018-05-31) Mu, L.; Cole, J.Due to the different academic demands on students between high school and college, high school students transitioning to college often experience unanticipated academic difficulty. One consistent factor for academic success in high school and college is an effective use of learning strategies. However, given the varying academic demands, it is not clear how consistently students engage in the effective use of learning strategies across these two environments. The stability of these learning strategies across these two domains is relatively unknown. The research questions for this study are 1. Does the use of learning strategies change from high school to the first year in college? 2. Do individual students change their learning strategy use after entering college? 3. Is an institution's academic environment associated with individual students' leaning strategy use?Item Leveraging survey data and predictive analytics to support first-year students(Annual Conference on the First-Year Experience, 2019-02-17) Bombaugh, M.; Cole, J.This session will discuss the emerging trend of using predictive data to identify and support first-year students. For several years, USF-Tampa has been using an in-house persistence model to identify 10-12% of new first-year students at risk of not persisting to the second year. In Fall 2016, USF incorporated BCSSE data into the predictive model. BCSSE Advising Reports and results are shared with academic advisors, first-year seminar instructors, and housing personnel who provide targeted interventions for these students. BCSSE data not only strengthened the statistical model, but also identified which BCSSE variables were significant predictors of first-year persistence.Item Linking BCSSE and NSSE data to investigate first-year engagement and outcomes(Association for Institutional Research Annual Forum, 2009-06-03) Cole, J.Item Optimizing long surveys for smartphones: Why it's important(Association for Institutional Research Annual Forum, 2015-05-29) Sarraf, S.; Cole, J.This discussion group addressed various questions related to optimizing a relatively long survey instrument for smartphones based on a National Survey of Student Engagement experimental administration. Colleges and universities across the country administer many surveys to their students, but optimizing them for smartphones may not be receiving the necessary attention it deserves. With this in mind, the following questions were addressed based on a paper: Why should survey developers consider optimizing their instruments for smartphones? What impact can smartphone optimization have on various survey data quality indicators? What does a smartphone-optimized survey format look like?Item Predicting academic competence with in-class and out-of-class engagement: Within and cross disciplinary differences(American Educational Research Association Annual Meeting, 2011-04-09) Qi, W.; Cole, J.Item Psychometric properties and factorial invariance for the updated BCSSE survey(Southern Association for Institutional Research Annual Conference, 2013-10-11) Cole, J.; Dong, Y.Item Taking surveys with smartphones: A look at usage among college students(American Association for Public Opinion Research Annual Conference, 2014-05-16) Sarraf, S.; Brooks, J.; Cole, J.The widespread adoption of mobile technologies has dramatically impacted the landscape for survey researchers (Buskirk & Andrus, 2012), and those focusing on college student populations are no exception. The National Survey of Student Engagement (NSSE), one of the largest U.S. college survey assessment projects, annually surveys hundreds of thousands of undergraduate students at college and university campuses throughout the United States and Canada. Internal NSSE analyses show the number of smartphone respondents is increasing each year.1 This analysis showed that in 2011, only about 4% of NSSSE respondents used a smartphone, but by 2013 that figure had increased to 13%. Preliminary results from the 2014 administration suggest the percentage continues to increase, with roughly 18% of respondents using smartphones to complete the survey. Using 2013 NSSE data, the purpose of this study is to examine college student demographics and engagement results by smartphone respondent status. The results of this study will provide insights into the prevalence of college?aged survey respondents using smartphones, and the impact this technology has on survey responses.Item The biology pipeline: Understanding the persisters, leavers, and joiners(Indiana College Biology Teachers Association Annual Conference, 2017-10-21) Cole, J.Item The engagement of career and technical education students who transfer to four-year institutions(Association for Institutional Research Annual Forum, 2009-06-01) Qi, W.; Cole, J.