• Abstract
• Background and Methodology
• Results:
  Use of Time
  Academic and Intellectual Experiences
  Reading, Writing, and Examinations
  Mental Activities
  Academic Enrichment Activities
  Educational and Personal Growth
  Opinions about Your School
  Institutional Engagement Index
• Summary and Conclusions
• NSSE Item Responses (BGSU only)

ABSTRACT

This report describes the results of the Spring 2001 administration of the National Survey of Student Engagement (NSSE) to BGSU's freshmen and seniors. The NSSE was designed by national assessment experts to gather information about undergraduates' characteristics, college activities, opinions about their institution, and learning and personal development as the outcomes of their college education. An Institutional Engagement Index that compares BGSU's students' academic engagement as measured by their responses to the NSSE with predicted responses based upon student and institutional characteristics is included in this report. The results of NSSE may be used to assist in BGSU's assessment and institutional improvement efforts.

BACKGROUND AND METHODOLOGY

The Office of Institutional Research conducts surveys among undergraduate students at BGSU to assess the extent to which they engage in a variety of educational practices and what they gain from their college experiences. One of the office's principal means of data collection between 1997 and 1999 was the BGSU Undergraduate Experiences Questionnaire (BUEQ), which was constructed in the IR office from a variety of sources. Since 2000 the National Survey of Student Engagement (NSSE), a commercial survey that was developed at the Indiana University Center for Post-Secondary Research & Planning, has been used instead of BUEQ to collect data. The advantage of the NSSE is that it provides a vehicle not only for longitudinal comparison of students' experiences at BGSU, but also for comparison of those experiences with those from comparable institutions across the country.

This spring 177,103 students representing 321 four-year public/private institutions participated in the NSSE. The BGSU sample was comprised of 500 first-year and 500 senior students who were randomly selected by the NSSE project staff from electronic data files provided by BGSU. Students had the option of responding either via a traditional paper survey or via the World Wide Web. The overall response rate for BGSU was 42%, which is same as the response rate for all NSSE institutions and the average response rate for three of the 17 other participating public Doctoral Research Intensive universities (peer universities*). There was a high degree of similarity between the respondents and the population at BGSU in terms of race, class level, enrollment status, and place of residence. Females (69% for sample vs. 57% for population), however, were over-represented. The proportion of respondents who were in Academic Enhancement (14%) was also somewhat high compared with those in the population of undergraduates (9%). This limitation requires that results from the survey be interpreted with some caution.

NSSE results were analyzed by noting the percentages of participants who provided various responses to the survey items. Responses were compared with those of three other peer universities. Internal group differences (e.g., class level, enrollment status, gender, race, and college) were also examined and significant differences are noted where they occurred.

A complete listing of the survey responses is included at the end of this report. Unless otherwise stated, all numbers in the report indicate percentages of survey participants. Percentages may not always sum to 100 due to rounding.

USE OF TIME

About how many hours do you spend in a typical week doing each of the following?

As shown on the tables and figures above, roughly two-thirds of students, both at BGSU and the peer universities, spent 6-30 hours per week preparing for class or relaxing/socializing, and 5 hours or less per week participating in co-curricular activities. Most of them don't spend time working for pay on campus and don't have obligations to care for their family members. Seniors, in general, spend more hours per week working off campus as well as taking care of their dependents when compared with freshmen. BGSU seniors, however, spent fewer hours per week providing care for dependents than did the seniors at peer universities.

Within BGSU, males spent more hours per week participating in co-curricular activities than did females; European American students spent more hours per week working for pay off campus than did minority students; full-time students spent less time working for pay off campus and caring for dependents, but more time participating in co-curricular activities and relaxing/socializing than did part-time students. Since seniors were more likely to spend more time working off campus and caring for dependents, they had less time for relaxing and socializing than did freshmen. Among the students in seven colleges, Musical Arts students were most likely to spend more hours per week preparing for class; Academic Enhancement students were most likely to spend more hours relaxing; Technology students were most likely to work more hours off campus and spend more time caring for dependents.

ACADEMIC AND INTELLECTUAL EXPERIENCES

In your experience at your institution during the current school year, about how often
have you done each of the following? (Percent "Very Often" or "Often")

Seventy percent or more of BGSU respondents (both freshmen and seniors) indicated that they often or very often work on a paper or project that required integrating ideas or information from various sources, use e-mail to communicate with their instructors, and complete their readings or assignments before coming to class. Another half or more of them reported that they often or very often prepare two or more drafts of a paper or assignment before turning it in, have serious conversations with students who differ from them in terms of their religious beliefs/political opinions/personal values, use an electronic medium to discuss or complete an assignment, ask questions in class or contribute to class discussions, discuss grades or assignments with an instructor, work harder than they thought they could to meet an instructor's standards or expectations, and receive prompt feedback from faculty on their academic performance. Only 20% or less of BGSU respondents indicated that they often or very often participate in a community-based project as part of a regular course, tutor other students, discuss ideas from their reading or classes with faculty members outside of class, and work with a faculty member on activities other than coursework.

Difference between BGSU and Peer Universities:
Compared with the undergraduates at peer institutions, BGSU undergraduates (both freshmen and seniors)  were generally less engaged with others outside of class in discussing ideas from their reading or classes, and had less interactions with students of a different race or ethnicity than their own. BGSU freshmen, however, used e-mail more frequently to communicate with their instructors than did the freshmen at peer universities. They also spent significantly more time preparing two or more drafts of a paper or assignment before tuning it in, and working on a paper or project that required integrating ideas or information from various sources than did the freshmen at peer universities.

Differences between Internal Groups:
Freshmen were more likely than seniors to prepare two or more drafts of a paper or assignment before turning it in and to have serious conversations with students who differ from them in terms of their religious, beliefs, political opinions, or personal values. Seniors, on the other hand, were more engaged with faculty in terms of academic and career advising as well as on activities other than coursework. They were also more likely than freshmen to make a class presentation, ask questions in class or contribute to class discussions, and work with classmates outside of class to prepare class assignments.

Full-time students, in general, exhibit significantly greater engagement with their learning activities than part-time students. They more often than part-time students make a class presentation, prepare two or more drafts of a paper/assignment before tuning it in, work on a paper or project that required integrating ideas, work with other students on projects/assignments both in and out of class, use an electronic medium to discuss or complete an assignment, use e-mail to communicate with their instructors, talk about their career plans with a faculty member or advisor, work harder than they thought they could to meet an instructor's standards or expectations, and have serious conversations with students different from themselves, both racially and ideologically. Part-time students more often than full-time students report that they received prompt feedback from faculty on their academic performance.

Female students were more likely than male students to report that they worked harder than they thought they could to meet an faculty's standards or expectations. European American students were more likely than minority students to participate in a community-based project as part of a regular course. Minority students, on the other hand, were more likely than European American students to ask questions in class, prepare class assignments with classmates outside of class, discuss ideas from their readings/classes with faculty members outside of class, and have serious conversations with students who differ from themselves in terms of race, religious beliefs, political opinions, and personal values.

Among the students in seven colleges, Academic Enhancement students were most likely to rewrite a paper or assignment several times before turning it in. Technology students were most likely to make a class presentation, work with other students on projects during class, and discuss grades or assignments with an instructor. They were, however,  least likely to use e-mail to communicate with an instructor and have serious conversations with students different from themselves racially and ideologically. They were also least likely to report that they worked harder than they thought they could to meet an instructor's standards or expectations. While Musical Arts students were most likely to work with faculty members on activities other than coursework, they were least likely to use an electronic medium to discuss or complete an assignment. Business Administration students were least likely to talk about their career plans with a faculty member or advisor. They were also least likely to report that they received prompt feedback from faculty on their academic performance. 

Compared with students in other colleges, students in Arts & Sciences, Musical Arts, and Technology more frequently report that they asked questions in class or contributed to class discussions. Students in Education & Human Development and Musical Arts  more often tutor other students. Students in Technology, Musical Arts, and Education & Human Development were less likely to come to class without completing readings or assignments. 

READING, WRITING, AND EXAMINATIONS

During the current school year, about how much reading and writing have you done?

To what extent have your examinations during the current
school year challenged you to do your best work

Like the students in peer universities, 80% or more of  BGSU respondents read 20 or fewer assigned books and 10 or fewer not assigned books a year. They were more likely to write papers or reports 19 pages or fewer instead of 20 pages or more. Seniors, in general, write more papers of 20 pages or more per year than do freshmen. Most of the students, both at BGSU and at peer universities, reported that the examinations they took last year have challenged them to do their best work. 

Across internal groups, full-time students read more assigned books and wrote more papers/reports of fewer than 5 pages per year than did part-time students; Minority students wrote more long papers (20 pages or more) and read more assigned books than did European American students. Compared with students in other colleges, Technology and Musical Arts students read few assigned books a year. Academic Enhancement students were least likely to write papers or reports of 20 pages or more among the seven colleges.

MENTAL ACTIVITIES

During the current school year, to what extent has your coursework emphasized
the following mental activities? (Percent "Quite a Bit" or "Very Much")

Difference between BGSU and Peer Universities:
Most of the respondents, either at BGSU or peer universities, reported that their coursework emphasized all the activities listed on table above. Coursework for BGSU freshmen placed slightly more emphasis on memorization, synthesizing, and making judgments, but slightly less emphasis on analysis when compared to the freshmen at peer universities, and coursework for BGSU seniors placed slightly less emphasis on analysis, synthesizing, and making judgments when compared to the seniors at peer universities.

Differences between Internal Groups:
Freshmen were more likely than seniors to claim that their coursework emphasized memorization and making judgments. Seniors, on the other hand, were more likely to report that their coursework emphasized analysis and applications of theories. 

Full-time students were more likely than part-time students to report that their coursework emphasized memorization, making judgments, and applications of theories. While European American students were more likely to indicate that their coursework emphasized synthesis, minority students were more likely to claim that their coursework emphasized memorization, analysis, and making judgments.  Technology students were least likely to indicate that their coursework emphasized synthesis and applications of theories among the students in seven colleges.

ACADEMIC ENRICHMENT ACTIVITIES

Which of the following have you done or do you plan to do before you graduate from your institution?
(Percent "Have Done" or "Plan to Do")

Differences between BGSU and Peer Universities:
Like the undergraduates at peer universities, 60% or more of the undergraduates at BGSU have completed or plan to complete a practicum, internship, field experience, co-op experience, and volunteer work, and only 20% or so of undergraduates have worked or plan to work on a research project with a faculty member outside of course or program requirements. BGSU students, however, were less likely to have done or plan to do a culminating senior experience, to study abroad, and to take foreign language coursework when compared with the students at peer universities.

Differences between Internal Groups:
Freshmen were more likely than seniors to do community service or volunteer work. Seniors were more likely than freshmen to do independent study and culminating senior experiences. Full-time students were more likely to do a practicum, internship, field experience, community service/volunteer work, and to work on a research project with a faulty member than were part-time students. Female students were more likely than male students to do community service/volunteer work. Minority students were more likely than European American students to do an independent study, community service work, a practicum/internship/field experience, and culminating senior experiences. Across the colleges, Arts & Sciences students were most likely to have taken or plan to take foreign language courses, but they were least likely to have done to plan to do a practicum, internship, field experience, co-op or clinical assignment.

EDUCATIONAL AND PERSONAL GROWTH

To what extent has your experience at this institution contributed to your knowledge, skills, and personal development (Percent "Quite a Bit" or "Very Much")?

BGSU students overall give their college experience considerable credit with respect to most aspects listed on the table above, especially in terms of  acquiring a broad general education, writing clearly, thinking critically, learning effectively on their own, and understanding themselves.

Difference between BGSU and Peer Universities:
BGSU freshmen were more likely than the freshmen at peer universities to report that their college education contributed to writing clearly and effectively. They were, however, less likely than the freshmen at peer universities to claim that their college experience contributed quite a bit or very much to analyzing quantitative problems and working effectively with others. BGSU seniors were less likely than the seniors at peer universities to indicate that their college education contributed to thinking critically and analytically, analyzing quantitative problems, developing a personal code of value and ethics, and improving the welfare of their community.

Difference between Internal Groups:
Compared with freshmen, seniors were more likely to indicate that their college education has improved their computing, speaking and analyzing skills; improved skills in working with other people; and provided them with better job or work-related skills. While female students were more likely than male students to report that their college education contributed to developing a personal code of values and ethics, they were less likely to claim that they gained quite a bit or very much on using computers.

Full-time students reported a greater contribution of their education to acquiring a broad general education, analyzing quantitative problems, learning effectively on their own, understanding themselves, and developing a personal code of values and ethics than did part-time students. While minority students reported less contribution of their education in terms of voting in elections and contributing to the welfare of their community, they reported a greater contribution than European American students with respect to acquiring job or work-related knowledge and skills, writing and speaking clearly and effectively, and using computing and information technology.

Across the colleges, Business Administration students were most likely to credit their education to analyzing quantitative problems; Musical Arts students were most likely to credit their education to acquiring job related knowledge and skills, but least likely to credit their education to acquiring a broad general education; Technology students were most likely to credit their education to using computing and information technology, but least likely to credit their education with respect to learning effectively on their own, understanding themselves, understanding people of other racial backgrounds, and developing a personal code of values and ethics. Technology and Musical Arts students also reported less contribution of their education to writing clearly and effectively than did the students in other colleges.

OPINIONS ABOUT YOUR SCHOOL

This portion of the survey asked students to express their opinions about the institution they are attending. Specifically, students were asked about 1) the extent to which they perceived that several aspects of students' development are emphasized, 2) their relationships with others, and 3) the quality of academic advising and the overall educational experience they had at their school. Results are summarized below.

1. Emphasis

To what extent does your institution emphasize each of the following? (Percent "Quite a Bit" or "Very Much")

Difference between BGSU and Peer Universities:
Compared with the students at the peer universities, BGSU students were less likely to indicate that their institution emphasized spending significant amounts of time studying and on academic work. Seniors at BGSU were less likely to indicate that their institution emphasized encouraging contact among students from deferent background than were seniors at peer institutions.

Difference between Internal Groups:
Freshmen perceived BGSU as placing more emphasis on all the aspects listed on table above than did seniors. Full-time students perceived BGSU as having more emphasis on spending significant amounts of time studying, and providing the support they need academically and socially when compared with part-time students. While European American students perceived BGSU as having more emphasis on helping them cope with their non-academic responsibilities, minority students perceived BGSU as having more emphasis on providing the support they needed to help them succeed academically as well as on encouraging contact among students from different economic, social, and ethnic backgrounds. Among the students in seven colleges, Technology students were least likely to report that BGSU emphasized spending time on academic work

2. Quality of Relationships

Please rate your relationships with people at your institution:

Difference between BGSU and Peer Universities:
There were no significant differences in the perception of students' relationships with others between BGSU and peers. The majority of students, both at BGSU and peer universities, felt that their fellow students were friendly and supportive, and their faculty members were available, helpful, and sympathetic. In terms of their relationships with administrative personnel and offices, freshmen were more likely than seniors to choose helpful, considerate, and flexible rather than unhelpful, inconsiderate, and rigid.

Difference between Internal Groups:
Full time students and European American students reported better relationships with other students than did part-time students and minority students. European American students also reported better relationships with administrative staff than did minority students. Technology students were least likely to rate their relationships with other students as friendly and supportive among the students in seven colleges.

3. Quality of Academic Advising and Overall Educational Experience

Overall, how would you evaluate the quality of academic advising
you have received at your institution?