National Survey of Student Engagement (NSSE)

Research has shown that students who are engaged in their college experience, both in and out of the classroom, have a better likelihood to graduate. The more students are engaged in their studies and the more feedback they receive from faculty, the deeper their understanding. The same is true for other aspects of the college experience (Kuh, 2009). Worcester State University has participated in three national surveys on student engagement: Beginning College Survey of Student Engagement (BCSSE) in 2007; the National Survey of Student Engagement (NSSE) in 2008 and 2010; and the Faculty Survey of Student Engagement (FSSE) this coming year. These surveys provide the institution with a picture of the students’ experiences that can be used for discussion and change.

The samples are drawn from first year students and seniors. Student responses are collected under five categories: academic challenge, active learning, student-faculty interaction, enriching educational experiences, and supportive campus environments. The first-year results for the first two categories showed a slight increase from 2008 to 2011 and a slight decrease in the last two categories, with a significant decrease in responses to student-faculty interaction. The results for seniors showed a downward trend in all five categories from the first to second survey. A complete summary of results for both years is provided.

Kuh, G. D. (2009, Spring). The national survey of student engagement: Conceptual and empirical foundations. New Directions for Institutional Research, 141, pp. 5-20.

General Assessment

Writing

A pilot study was done in 2010 to assess student writing using the LEAP VALUE rubric for Written Communication. The assessment of student writing will continue as part of the AMCOA Assessment Experiment project.

ETS Proficiency Profile

As a member of the Voluntary System of Accountability (VSA) Worcester State University opted to participate in the ETS Proficiency Profile (ETS PP) during the 2010-2011 academic year, selecting the abbreviated form of the test. First-semester freshmen and second semester seniors were included in the sample. The ETS PP provides a means to document program effectiveness by assessing proficiency in four core skill areas and three academic areas. Students were given the test as ‘homework’, to be taken electronically. A total of 525 students responded; 311 were first-year students and 214 were seniors. Twenty-one tests were excluded from the report. Sixty-one percent of the respondents were female. A report of the the results presents a summary of the data.