Engagement Insights: Survey Findings on the Quality of Undergraduate Education. Annual Results 2015

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Institution	Indiana University, National Survey of Student Engagement
Titel	Engagement Insights: Survey Findings on the Quality of Undergraduate Education. Annual Results 2015
Quelle	(2015), (16 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Quantitative Daten; Undergraduate Students; National Surveys; Educational Quality; Student Characteristics; Questionnaires; Student Attitudes; Student Experience; Learner Engagement; Educational Policy; Educational Indicators; Institutional Characteristics; Cognitive Development; Majors (Students); Learning Strategies; College Seniors; Online Courses; Thinking Skills; Reflection; Integrated Curriculum; College Freshmen; Teaching Methods; Foreign Countries; Student Motivation; College Graduates; Educational Finance; Paying for College; Disadvantaged Youth; Study Habits; High School Students; Teacher Attitudes; School Safety; Student Needs; Hispanic American Students; Transfer Students; Undergraduate Study; Age Differences; Distance Education; Occupational Aspiration; Academic Aspiration; Readiness; Correlation; Creativity; Skill Development; Racial Differences; Ethnic Groups; Social Media; Commuting Students; Cooperative Learning; Student Surveys; Canada; United States; Ohio; Florida; California; National Survey of Student Engagement + Suchen Sie Ihr Suchwort? Quality of education; Bildungsqualität; Fragebogen; Schülerverhalten; Studienerfahrung; Politics of education; Bildungspolitik; Educational indicato; Bildungsindikator; Kognitive Entwicklung; Learning methode; Learning techniques; Lernmethode; Lernstrategie; College; Colleges; Senior; Hochschule; Fachhochschule; Online course; Online-Kurs; Denkfähigkeit; Studienanfänger; Teaching method; Lehrmethode; Unterrichtsmethode; Ausland; Schulische Motivation; Hochschulabsolvent; Hochschulabsolventin; Bildungsfonds; Studienfinanzierung; Benachteiligter Jugendlicher; Study behavior; Study behaviour; Studienverhalten; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Lehrerverhalten; Hispanic; Hispanic Americans; Hispanoamerikaner; Hochschulwechsel; Schulwechsel; Studienortwechsel; Grundstudium; Age; Difference; Age difference; Altersunterschied; Distance study; Distance learning; Fernunterricht; Berufsneigung; Berufsziel; Korrelation; Kreativität; Kompetenzentwicklung; Qualifikationsentwicklung; Rassenunterschied; Ethnie; Soziale Medien; Pendler; Kooperatives Lernen; Schülerbefragung; Kanada; USA; Kalifornien
Abstract	In 2015, the National Survey of Student Engagement (NSSE) collected responses from more than 315,000 first-year and senior students attending 585 bachelor's degree-granting colleges and universities in the United States and Canada. This report presents selected NSSE results from students at 541 U.S. institutions or subsets of that group where supplemental survey items were included. It also shares selected results from NSSE's two companion surveys, the Beginning College Survey of Student Engagement (BCSSE) and the Faculty Survey of Student Engagement (FSSE). The report investigates NSSE results that bear on the importance of challenging students to do their best work, seniors' preparation in the major, and the relationship of financial stress to engagement and views of the campus environment. The BCSSE analysis examined high school study habits and their relationship with the first year of college. The FSSE results were used to investigate faculty perceptions safety and crisis preparedness. Key findings include: (1) Only about half of first-year students and three in five seniors reported that their courses highly challenged them to do their best work; (2) Coursework in the major that emphasizes creative skills (e.g., generating new ideas, taking risks, inventing new methods to find solutions) was positively related to student engagement in several areas; (3) Financial stress was common among undergraduates, particularly among first-generation, women, Black, and Hispanic students; (4) Academic habits developed in high school, such as the amount of time devoted to studying, tend to carry over to college with lasting positive effects; and (5) Nearly nine out of ten faculty felt safe at their institutions. Institutions where faculty felt safer provided more training about sexual assault, more resources for victims of sexual assault, and more crisis response training. [For "Bringing the Institution into Focus. Annual Results 2014," see ED574511.] (ERIC).
Anmerkungen	National Survey of Student Engagement. Indiana University Center for Postsecondary Research, 1900 East 10th Street Suite 419, Bloomington, IN 47406. Tel: 812-856-5824; Fax: 812-856-5150; e-mail: nsse@indiana.edu; Web site: http://nsse.iub.edu
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01