CCHE 687: Mid-Course NSSE Exercise

Jezabel Hartle
 Students tend to find activities that engage them in enriching experiences outside of the

classroom. With the NSSE results for NAU, we were able to see students engaging in activities

outside of that classroom that benefited them educationally. Only 17% of students took part in

community-based projects or service-learning (NSSE, 2010). This shows that more than half of

the student population does not participate in this type of learning. This data also shows that the

percentage studied was of first year students. The NSSE found that 50% of senior year students

participated in practicums, internships, field experience, co-op, or clinical assignments (NSSE,

2010). This is a way students use what they learned in class by applying it to real life

experiences. Another activity students engage in outside of the classroom is tutoring or teaching

each other. The NSSE found that 24% of senior year students participated in tutoring or teaching

(NSSE, 2010). Students tutoring or teaching other students is becoming a popular activity but

could be promoted more.

Overall, it seems students are becoming engaged during their last year of school. In the

NSSE data, there were hardly any freshmen that stated they participated in these activities.

Senior year students were a majority of the participants in applying their knowledge. This makes

sense in the fact that freshmen are still learning and beginning their journey in school. Most of

these students are still not sure of their choice in major or studies. As a senior in college, a

student is prepared and knowledgeable in the field they are wanting to gain experience in. This

data can help create an action plan to engage students from first to third year. This will increase

the amount of students who participate in activities outside of the classroom. The action plan

will also increase the data in the level of students participating. The data will also show what

activities need to be promoted or increased to get students to engage in experiences outside of the

classroom. An action plan will also need to be created to increase engagement in community-
based projects or service-learning. Now that NAU knows there is a lack of participation in this

topic, a plan can be derived to create an appealing event or description to increase the amount of

students interested. NAU can also promote tutoring in an appealing way for students to become

interesting in going to sessions or becoming a tutor. An action plan should be created to come

up with new ways of promotion and new areas tutoring can be done. NAU can create a center or

additional rooms in residence halls for tutoring to take place.

Beyond the NSSE data, I would like to gather information on what type of experiences

students are participating in to find out if there are any similarities or popular ones. I could use

this information to my advantage to promote these experiences with certain activities. For

example, if a majority of students are volunteering their time in a hospital, I can use this

information to create groups or events that promote this hospital and volunteering opportunity.

This will increase awareness and the amount of students that will participate. This data will also

show me what type of activities are popular among students outside of the classroom. Events

could be changed to cater to this group of students as well. As stated by Berrett (2014), “the idea

is to increase opportunities for learning and to assess and improve them”. Another assessment

that could be used besides surveying would be observations. Any events that occur involving

learning experiences outside of the classroom, such as career day, can be observed to determine

if it is popular. The amount of students can be tracked to determine if they are taking advantage

of this event.

As for first year students, interviews and focus groups can be conducted to discover what

these students are doing to participate in learning activities outside of the classroom and what

can be done to gain more participation. As stated by Bresciani, Zelna, & Anderson (2004), “due

to the ability to seek immediate clarification and context, interviews and focus groups offer an
opportunity to gather data on subjects that we know little about”. In the NSSE data, we know

little about first year students who are participating in learning activities outside of the

classroom. By gathering information from this group, an action plan can be created to engage

more first year students in activities. Skilled interviewers need to be prepared to conduct

positive interactions (Schuh, Upcraft, & Associates 2001). This will help in gathering qualitative

and quantitative results. If the students are comfortable with the interviewer, more information

will be gathered and done easily.

These assessments must continue in order to link academic excellence to completion

(Nunley, Bers, & Manning 2011). If these assessments are constantly monitored, the amount of

engagement will increase for the better. These assessments will also need to be tracked to

determine if they are still collecting sufficient data. Schools will have to keep in mind times

continue to change and new advancements are created. This will alter the new generation of

students coming into the university which means the approach taken will need to be changed. In

order to be effective in the measurements, the university needs to cater and attract new students

in the surveys and focus groups. If surveys, interviews, and focus groups are not changed to

cater to the new generation of students, engagement will be very low. This will alter the results

due to the small sample size. The small sample size will not efficiently represent the student

population at the university. So far, NAU is doing a great job surveying students to find out if

they are participating in activities outside of the classroom. They will just need to cater to other

grade levels and ideas to increase engagement.

References

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.

Kuh, G. (2015). Using evidence of student learning to improve higher education.

NSSE (2010). The Student Experience in Brief: NAU.

Nunley, C., Bers, T., & Manning, T. (2011). Learning Outcomes Assessment in Community Colleges
(NILOA Occasional Paper No. 10). Urbana, IL: University of Illinois and Indiana University,
National Institute for Learning Outcomes Assessment.

Schuh, J., Upcraft, M. L., & Associates (2001). Assessment Practice in Student Affairs: An
Applications Manual. San Francisco, CA: Jossey-Bass.

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