Running Head: MID-COURSE NSSE EXERCISE: A LOOK INTO NAU

Mid-Course NSSE Exercise: A Look into NAU

Rebecca Largent

Northern Arizona University

MID-COURSE NSSE EXERCISE: A LOOK INTO NAU

Mid-Course NSSE Exercise: A Look into NAU

Part I

The student experience is an important component of higher education. What students

learn inside and outside of the classroom can influence their overall college experience. At

Northern Arizona University (NAU), it is important for students to have learning experiences

outside of the classroom. In order to understand how the NAU student experience in learning

beyond academics, NAU participated in a national assessment, the National Survey of Student

Engagement (NSSE). Over 2,000 NAU students were randomly selected and provided responses

to the survey (NSSE, 2010). The information provided from the survey included insight into

student behaviors, feelings and opinions regarding academics, faculty, learning, experiences and

environment (NSSE, 2010). The data can be used to evaluate the level of student engagement as

well as their overall experience at NAU.

In 2010, NAU First Year (FY) students reported being engaged in a variety of

experiences outside of the classroom (NSSE, 2010). However, the level of engagement in the

self-reported survey, is troublesome. NAU students reported engaging in conversation with their

peers and faculty in topics outside of academics while 40% of FY students indicated that they did

not spend any time participating in co-curricular activities (NSSE, 2010). Based on this

information, students would rather engage in human contact than just be a member of an

organization. The conversations outside of the classroom can provide a student a rich experience

as it provides the space and opportunity for increased communication, conflict management and

connection. This can teach them about human differences, various perspectives and themselves

while also building their knowledge base around the topic of discussion. While it may be easy to
MID-COURSE NSSE EXERCISE: A LOOK INTO NAU

tie learning to a structured element, it is important to look at the whole experience of a student,

including their interactions with others.

A sense of community can highly influence a students college experience. Connection to

residence hall neighbors, classmates and staff remains a contributing factor to whether students

are successful. There does however, seem to be a disconnect from the community where an

institution resides. Over 56% of FY students have never participated in community based

projects in regular courses and only 50% of students reported that by senior year they had

applied their learning to real life experiences (NSSE, 2010). The space and opportunity for

students to apply their learning in the classroom is not being provided and this can create a huge

disconnect of how academia is applicable to real life experiences. Students must be supported

through connection to the community and the connection to what their academics mean in the

real world. Academics cannot be taught in a bubble and students need to be supported in

bridging the gap between academics and their community.

While NAU may pride itself on the overall student experience, the reality is that

academics seem to be the number one priority of students. 81% of FY students reported that

NAU places a substantial emphasis on academics and 33% of students spend over 15 hours a

week on homework (NSSE, 2010, p. 1). Students are focusing on what is going on in the

classroom, even when they are not in there. While we can continue to focus on trying to get

students engaged, there needs to be continued work on encouraging students to take their

academics beyond the classroom. Conversations or education around being an active learner

outside of academics can show students that their learning does not end the moment they walk

out of a classroom. Instead, active learning encourages fluidity and flexibility. The information

available, shows that NAU students are participating in various learning experiences inside and
MID-COURSE NSSE EXERCISE: A LOOK INTO NAU

outside the classroom. However, there is room to develop the connection and meaning behind

any and all learning experiences in both structured and unstructured spaces.

Part II

There is some additional information that could be collected in order to learn more about

student engagement outside of the classroom. More specifically, I would like to know how

students are spending their time. What are students doing when they are not in class? While

educators may focus on specific learning outcomes, it would be interesting to explore what

students focus on. It would be important to understand why students do no engage in co-

curricular activities; is it because of time or resources or are they genuinely uninterested?

In order to gather this additional information, I would utilize focus groups. When

determining the best assessment method to use, most of the additional information needed is why

students are engaged and why they are not and this would lead to needing qualitative information

(Schuh, et al., 2001). A focus group on student engagement would provide details into their

experience. It would be important to have a focus group on both students that are highly engaged

on campus, and those who are not. Involving the learner in the process remains an important

piece of assessment (Keeling, et al., 2008). By bringing in the students to the conversation and

research, it provides an opportunity to understand what motivates them to be engaged and what

turns them away.

The focus group would provide deeper levels of information as well as narrow down

the needs of students as they relate to engagement and learning (Bresciani, et al., 2004 p.48). I

would investigate as to whether students feel the need of structure to engaging in learning

opportunities outside of the classroom, or if they appreciate or need the less structured space to
MID-COURSE NSSE EXERCISE: A LOOK INTO NAU

explore the topics. I would also try to understand the language NAU students use when

discussing or thinking about engagement. This would be valuable information that could

generate a full scope action plan that would allow NAU to continue to support the students

learning experience inside and outside of the classroom.

MID-COURSE NSSE EXERCISE: A LOOK INTO NAU

Bresciani, M., Zelna, C., & Anderson, J. (2004). Assessing Student Learning and Development:

A Handbook for Practitioners. Washington, D.C.: NASPA-Student Affairs Administrators in

Higher Education.

Keeling, R. P., Wall, A. F., Underhile, R., & Dungy, G. J. (2008). Assessment reconsidered:

Institutional effectiveness for student success. Washington, D.C.: Student Affairs Administrators

in Higher Education.

National Survey of Student Engagement (2010) The Student Experience in Brief: NAU.

Schuh, J., Upcraft, M. L., & Associates (2001). Assessment Practice in Student Affairs: An

Applications Manual. San Francisco, CA: Jossey-Bass.