As BGSU strives to realize its vision, a focus on student learning, development, and success toward essential outcomes remains paramount. As noted in the BGSU Academic Plan , it is our goal that our students will proficiently investigate and make connections, write and make presentations, and participate and lead as defined within the learning outcomes of their disciplines. While we seek to empower students to become adaptive lifelong learners, we also bear the responsibility to teach and guide them within a supportive environment, in and outside of the classroom, where expectations are clear and possibilities abundant.

Direct and Indirect Indicators of Student Learning, Development, and Success

The National Survey of Student Engagement , based at the Indiana University Center for Postsecondary Research , was designed to provide information about student participation in programs and activities that institutions provide for students’ learning and personal development. The results of the NSSE, which has been used at more than 725 institutions nationally since the year 2000, provide an estimate of how undergraduates spend their time and what they gain from attending college. Survey items represent empirically confirmed "good practices" in undergraduate education. That is, they reflect behaviors by students and institutions that are associated with desired outcomes of college. BGSU has participated in the NSSE in 2000, 2001, 2003, and 2005, and its NSSE results provide numerous indicators pertinent to undergraduate student learning, development, and success.

BGSU freshmen and seniors in 2000, 2001, 2003 and 2005 reported spending approximately the same number of hours per week as students in peer universities engaging in activities such as preparing for class, working, participating in co-curricular activities, and relaxing and socializing. More specifically in 2005, BGSU students (both freshman and senior) were less likely than the students to have serious conversations with students who are very different from them in terms of their religious beliefs, political opinions, or personal values. Compared with the freshmen in the peer institutions, BGSU freshmen were less likely to work with classmates outside of class to prepare assignments, but much more likely to work on a paper or project that required integrating ideas or information from various sources, use email to communicate with their instructors, and prepare two or more drafts of a paper or assignment before tuning it in. Compared with the seniors in peer universities, BGSU seniors were less likely to discuss ideas from their readings or classes with their fellow students, friends, or family members outside of class.

In terms of various academic enrichment activities completed or planned, BGSU students in 2000, 2001, 2003 and 2005 were more likely than students at peer universities to report participating in internships, practica, and cooperative education, similarly likely to report carrying out community service/volunteer work, and less likely to report enrolling in foreign language coursework, participating in culminating senior experiences, and working with faculty on research projects,

The NSSE also asks students to report on the extent to which they have gained in a variety of educational and personal areas as a result of their college experiences. BGSU’s 2005  NSSE results show that BGSU freshmen were more likely than the freshmen at peer universities to declare that their college experience contributed quite a bit or very much to their writing skill, using computers, working effectively with others, and developing a personal code of value and ethics; BGSU seniors were more likely to claim that their college education helped them a lot in terms of understanding themselves, learning effectively on their own, and contributing to the welfare of their community.

Students are also asked by the NSSE to report how much their institutions emphasize certain activities. The 2005 results revealed that while BGSU seniors were more likely than seniors at peer universities to feel that BGSU encouraged them to attend campus events and activities, seniors in the peer universities were more likely say that their universities encouraged them to spend significant amounts of time studying and on academic work.

Students were also asked in the 2000, 2001, 2003 and 2005 administrations of the NSSE to rate the quality of their relationships with other students on campus, faculty, and administrative offices. BGSU students in 2005 tended to report more positive relationships with other students, faculty and administrative offices  as compared to students at peer universities.

BGSU NSSE respondents had responses that were similar to those of their counterparts at peer universities concerning their overall educational experiences  and whether they would re-enroll at their institutions .

NSSE provides an Institutional Engagement Index based upon the survey responses of freshmen and seniors.  In addition to actual levels of engagement from the survey, predicted levels are provided based upon student and institutional characteristics.  Comparing actual to predicted levels of engagement provides institutions with one way to determine the degree to which they are adding value to students’ experiences.  A comparison of BGSU’s actual and predicted engagement levels in 2000,2001, 2003 and 2005 revealed that students were demonstrating greater than predicted levels of engagement in their first year, but that this is not always the case in their senior year.  It appeared that a variety of efforts made towards the first year experience had positive effects, but that this broad the array of enrichment experiences for undergraduates had not been extended beyond the first year. 

The NSSE addresses the Annual Imperative of improving educational and administrative practices through the strategic use of communications, information, and technology through two of its items.  The percentage of BGSU students in 2005 who report using an electronic medium to discuss or complete an assignment has been somewhat lower than that of students at peer universities, while the percentage of BGSU students who report using an electronic medium to communicate with an instructor  has been somewhat greater than that at peer universities.

The Faculty Survey of Student Engagement (FSSE) was introduced on a pilot basis in Spring 2003.  It was designed to parallel NSSE's survey of undergraduate students; rather than examining student engagement, FSSE focuses on: (1) faculty perceptions of how often their students engage in different activities; (2) the importance that faculty place on various areas of learning and development; (3) the nature and frequency of faculty-student interactions; and (4) how faculty members organize class time and related activities. "FSSE is not meant to be a faculty evaluation. Rather, it provides institutions with an opportunity to compare faculty perceptions and student reports about educational opportunities and practices on their campus."  (NSSE, 2003)  BGSU participated in the NSSE pilot.  The report of the results compares the responses of main campus faculty who teach lower-division and upper-division courses, responses of BGSU faculty to those of faculty at two peer universities, and BGSU faculty responses to those of BGSU undergraduates.  The faculty-student comparison of responses serves as a particularly interesting catalyst for discussions concerning teaching, learning, and the quality of students' educational experience.

Gaps exist between faculty responses and student responses in all the items related to educational and personal growth  listed on the survey. While faculty were more likely to report that they structured their courses in a way so that their students could develop the skills of thinking critically and analytically, learning effectively on their own, and solving complex real-world problems, BGSU students were more likely to indicate that their experience at BGSU contributed quite a bit or very much in speaking and writing clearly, analyzing quantitative problems, using computing and information technology, working effectively with others, understanding themselves as well as people of other racial backgrounds, acquiring a broad general education as well as job/work-related knowledge/skills.

Undergraduate students at BGSU were more likely have done or plan to do community service or volunteer work, but less likely have done or plan to do a culminating senior experience, to study abroad, and to take a foreign language coursework than faculty expected them to do.

Compared with students, faculty were also more likely to report that (1) they often or very often give prompt feedback to students on their academic performance; (2) students often come to class without finishing readings or assignments;  and (3) their courses emphasized synthesizing and organizing ideas, information, or experiences into new, more complex interpretations and relationships, as well as applying theories or concepts to practical problems or in new situations.  

Faculty, however, were less likely than students to indicate that (1) students often ask questions in class or contribute to class discussions, use e-mail to communicate with them, discuss grades/assignments and career plans with them, discuss ideas from readings or classes with them outside of class, and work harder than they usually do to meet an instructor's standards;  (2) students often use an electronic medium to complete an assignment, have class discussions or writing assignments that include diverse perspective, and have serious conversations in their courses with other students who are very different from them in terms of their race, religious beliefs, political opinions, or personal values;  ( 3) their courses emphasized memorization skills;  (4) BGSU emphasizes quite a bit or very much requiring students to spend significant amounts of time studying and on academic work;  and (5) the relationships between students at BGSU were very friendly and supportive. A review of the percentages of undergraduate students who reported that they were satisfied or very satisfied with various aspects of the university environment in the Student Opinion Survey, which was administered in 1996, 2001, and 2003, reveals that the majority of students are satisfied with 21 of the 23 items listed, and that satisfaction with the attitude of faculty towards students, faculty out-of-class availability, personal security/safety, student voice in university policies, BGSU in general, and opportunities for involvement in campus activities has steadily increased.

A report of the perceptions and activities of BGSU graduating seniors shows that the majority of respondents agree or strongly agree with 17 of the 18 statements concerning their experiences at BGSU.  Nearly all graduates who were surveyed report that they have participated in class discussions, developed close personal relationships with other students, feel that faculty are friendly and helpful, and have met with faculty outside of class to discuss their studies.  Steadily increasing percentages of graduates who were surveyed report participating in study groups, agreeing with the statement that most students at BGSU have values similar to their own, attending cultural events on campus, and talking about personal problems with a faculty or staff member.

Nearly all respondents to the BGSU alumni questionnaires report that they are employed  , and most are in a job related to their majors. Most alumni questionnaire respondents were satisfied or very satisfied with the  job preparation  that they received from BGSU. Most were also satisfied or very satisfied with the preparation for additional college work  that they received from BGSU.

The percentages of main campus freshmen participating in learning communities, first year programs, or some other type of enhanced educational activity that is tracked by the Office of Institutional Research have increased steadily since Fall 1997. With the implementation of some new activities, such as Q Courses, and the expansion of others, such as  BGX , in Fall 2003, the percentage of freshmen now participating in some type of enhanced experience now stands at 95%.

The number of main campus undergraduates participating in cooperative education and internships has varied over five years, but decreased over the last year; this number represents less than 10% of main campus undergraduates.

The number of main campus undergraduates participating in the University's education abroad program has increased slightly each year over the last five years; this number represents between 1% and 2% of main campus undergraduates.

The Ohio Board of Regents Performance Report provides information on the number of main campus freshmen who enrolled in remedial courses  in 2001-1002. Twelve percent enrolled in remedial Mathematics; nine percent enrolled in remedial English; three percent enrolled in both; and 19% enrolled in one of the two. Students who did not complete the high school college preparatory core curriculum were more likely to enroll in remedial courses.

The main campus one-year freshman retention rate has ranged from 78.3% to 74.0% in recent years. This is lower than the 82.2% retention rate achieved in 1986-1987 with students with a similar academic profile, but higher (except for the most recent year) than the retention rates for other moderately selective universities that participate in the Consortium for Student Retention Data Exchange.

The main campus four-year and six-year freshmen graduation rates have remained stable over the last few years, and both are higher than for other moderately selective universities that participate in the Consortium for Student Retention Data Exchange. The actual six-year graduation rate has consistently been higher than predicted by the U. S. News America’s Best Colleges publication.

Indicators of Environment for Student Learning, Development, and Success

Other campus data address the Annual Imperative of enhancing educational opportunities through targeted efforts such as evening, weekend, degree completion, and distance learning programs.  The percentage of main campus undergraduate classes beginning at 4:30 p.m. or after  has remained constant over the last few years at 13%-14%. It is known that 1,556 students enrolled in 145 distance learning class sections that resulted in 4,235 student credit hours in 2002-2003, but longer-term trend data are not yet available and it is difficult to compare this information to that of peer universities.

The results of the National Study of Instructional Costs and Productivity reveal that the percentages of main campus lower division student credit hours, undergraduate credit hours, and lower division class sections taught by full-time faculty (both tenured/tenure-track faculty and non-tenure-track faculty) have stabled in the past three years.

Achievements and Improvement Initiatives

BGSU received the 2007 Council on Higher Education Accreditation award for institutional progress in student learning outcomes.

University learning outcomes along with rubrics have been developed and disseminated.

First year residential communities (e.g., the Chapman and Health Science Residential communities), course-based programs for new students (e. g., Springboard, UNIV 100, UNIV 131), and other efforts (e.g., AIMS, Honors, Literacy Serve and Learn, Multicultural and Academic Initiatives, Partners in Context and Community, President’s Leadership Academy, and the University Program for Academic Success) have been established and demonstrate success in improving student retention and grades in many instances.

BGSU has funded initiatives through the Ohio Board of Regents' Success Challenge Program that are organized around the themes of Getting Connected (efforts that focus on the first-year experience), Staying Connected (efforts that focus on student retention and progress toward degree completion), and Expanding Connections (efforts that take learning beyond the classroom). Examples of projects funded by Success Challenge funds in 2001-2002 include funding for the learning communities and first year programs; enhancement of services in the Office of Student Financial Aid; funding for the Honors Program; enhancements of services in Academic Enhancement; enhancements of assessment of student learning; redesign of General Education courses; curricular redesign to facilitate four-year degree completion; funding for the Bowling Green Experience ; support for student travel; expanded research opportunities for undergraduate students; and a variety of other special activities related to academic programs.

University-wide implementation groups such as the Enrollment Network, the Retention Task Force, the Committee on Strategic Award Policy Planning, and the Enrollment and Retention Monitoring Group have been established to capitalize on university-wide teamwork that enhances first year student enrollment and supports the experiences of special populations while encouraging student success and timely graduation. The Strategic Enrollment Management Steering Committee has been established to provide advice and coordination for these efforts. These groups have developed reports and policy recommendations designed to enhance student success.

A report of BGSU’s progress in the area of assessment of student learning is included in a section of the Higher Learning Commission accreditation self-study. Updated information, including assessment reports from various programs, University learning outcomes and rubrics, and BGSU’s involvement with electronic student learning portfolios is available here . The Higher Learning Commission consultant-evaluators team, after their March 2003 visit to BGSU, recognized and commended the accomplishments in assessment found at BGSU. However, in evaluating the matrix of assessment characteristics, the team found that “the institution is in the “progress” level of implementing assessment programs across the institution. There is still a considerable lack of understanding and reluctance regarding assessment in some program areas.” A progress report must be filed with the Higher Learning Commission in March 2006 to indicate progress towards a more mature assessment program. The report “should document that departments and programs have identified the following: measurable student outcomes, direct measures of these outcomes, results of assessing these outcomes, and influences of the assessment results on curriculum and pedagogy.

BGSU's general education program, now re-titled the BG Perspective , has been redesigned to emphasize development of the University Learning Outcomes, to expose students to modes of inquiry from across diverse disciplines, todevelop multiple literacies, to enhance access to smaller classes and full-time faculty, and to imbed assessment as an integral component of the program.

The University has substantially increased its commitment to providing institutionally-funded scholarships.  New scholarship programs include the Falcoln Soars and Orange and Brown Programs (designed to encourage the enrollment of high financial need and/or high academic ability students) and the Michigan Success Program (designed to encourage enrollment of Michigan students).  More details are available from the Office of Student Financial Aid .

The number of student organizations, which provide enhanced student involvement opportunities, has risen to over 300.

BGSU has received approval from the Higher Learning Commission of the North Central Association of Colleges and Schools to offer degree programs via distance learning technologies.