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dc.contributor.author National Survey of Student Engagement
dc.date.accessioned 2019-08-28T16:08:19Z
dc.date.available 2019-08-28T16:08:19Z
dc.date.issued 2005
dc.identifier.uri http://hdl.handle.net/2022/23483
dc.description.abstract The 2005 report from the National Survey of Student Engagement (NSSE) is based on information from about 237,000 first-year and senior students at 528 four-year colleges and universities. The NSSE study, titled “Exploring Different Dimensions of Student Engagement,” gives schools an idea of how well students are learning and what they put into and get out of their undergraduate experience. Findings show that almost half (45%) of all college seniors took at least one course from another postsecondary institution prior to enrolling at their current institution. This “swirl pattern” – taking classes from multiple institutions on the way to the baccalaureate – is a concern because transfer students participate less in activities that enrich their learning, such as doing community service or volunteer work and working with a faculty member on a research project. A third of seniors took at least one course at another college after enrolling at their current institution. Most of the outside coursework was done at vocational-technical schools or two-year colleges. Among the more popular reasons for taking a course at another school were to complete degree requirements sooner (47%), have a better course schedule (21%), or to take an easier course (17%). Other key findings from the 2005 report are: • At institutions where faculty members use proven teaching practices, such as frequent feedback and class discussions, students are more satisfied and more likely to interact with their teachers and peers. • The 54% of all first-year students who took a first-year seminar were more likely to use campus services, were more satisfied with college, and gained more in terms of personal and social development. • High-profile student-athletes – male football and basketball players and female basketball players – generally take part in effective educational practices at the same level as other students. • Graduates of institutions where students interact more with faculty and have a more supportive campus environment are more likely to make financial contributions to their school. • African American and Asian American students are the least satisfied with their college experiences. • Students who worship frequently or engage in other spirituality-enhancing practices such as meditation also participate more in a broad cross-section of collegiate activities. • Three of ten first-year students reported studying just enough to get by. • Although over 90% of new students expect they will get involved in co-curricular activities, 36% of first-year students and 43% of seniors do none. 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 College Freshmen en
dc.subject College Seniors en
dc.subject Dual Enrollment en
dc.subject Expectation en
dc.subject Student Experience en
dc.title Exploring Different Dimensions of Student Engagement—2005 Annual Survey Results en
dc.type Report en
dc.identifier.doi 10.5967/5xfj-np74


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