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dc.contributor.author National Survey of Student Engagement
dc.date.accessioned 2019-08-26T19:22:42Z
dc.date.available 2019-08-26T19:22:42Z
dc.date.issued 2008
dc.identifier.uri https://hdl.handle.net/2022/23411
dc.description.abstract The 2008 report from the National Survey of Student Engagement (NSSE) is based on information from nearly 380,000 randomly selected first-year and senior students at 722 four-year colleges and universities in the U.S. The report, Promoting Engagement for All Students: The Imperative to Look Within, provides an overview of survey findings and points to accomplishments as well as areas where improvement is needed. Findings from a national survey released this week show that the quality of undergraduate education varies far more within colleges and universities than between them. As a result, rankings can be highly misleading predictors of educational quality. Analyses of key “Benchmarks of Effective Educational Practice” reveal that in almost every case, more than 90 percent of the variation in undergraduate education quality occurs within institutions, not between them. A related conclusion is that even institutions with high benchmark scores have an appreciable share of students whose undergraduate experience is average at best. Other key findings from the 2008 survey are: • Students taking most of their classes online report more deep approaches to learning in their classes, relative to classroom-based learners. Furthermore, a larger share of online learners reported very often participating in intellectually challenging course activities. • Seniors who entered as transfers lag behind their peers on several measures of engagement. They talked less frequently with faculty about their future plans, were less likely than their peers to work with their classmates on assignments outside of class, and fewer participated in co-curricular activities. On the other hand, they more frequently prepared multiple drafts of assignments. • About one in five first-year students and seniors reported that they frequently came to class without completing readings or assignments. • First-year students wrote on average 92 pages and seniors wrote 146 pages during the academic year. Seniors majoring in the social sciences and arts and humanities wrote considerably more than those studying the physical and biological sciences. • When courses provided extensive, intellectually challenging writing activities, students engaged in more deep learning activities such as analysis, synthesis, and integration of ideas from various sources, and they grappled more with course ideas both in and out of the classroom. These students also reported greater personal, social, practical, and academic learning and development. en
dc.language.iso en en
dc.publisher Indiana University Center for Postsecondary Research en
dc.rights.uri https://creativecommons.org/licenses/by/4.0/ en
dc.subject Learner Engagement en
dc.subject National Surveys en
dc.subject Student Survey en
dc.subject Undergraduate Students en
dc.subject Educational Quality en
dc.subject Differences en
dc.subject Student Characteristics en
dc.subject College Transfer Students en
dc.subject Online Courses en
dc.subject College Freshmen en
dc.title Promoting Engagement for All Students: The Imperative to Look Within—2008 Results en
dc.type Report en
dc.identifier.doi 10.5967/sny8-j794


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