Validating NSSE Against Student Outcomes: Are They Related?

Validating NSSE Against Student Outcomes: Are They Related?

While there exist many examples of institutional use of the results of the National Survey of Student Engagement (NSSE), there is a relative paucity of research explicitly linking student outcomes to responses on the survey. A major Doctoral-Extensive institution in the Southeast recently conducted...

Full description

Saved in:
Bibliographic Details
Published in:Research in higher education Vol. 49; no. 1; pp. 19 - 39
Main Authors: Gordon, Jonathan, Ludlum, Joe, Hoey, J. Joseph
Format: Journal Article
Language:English
Published: Dordrecht Springer 01-02-2008
Springer Netherlands
Springer Nature B.V
Subjects:
Academic achievement
Academic learning
College Freshmen
College students
Collinearity
Control variables
Education
Educational Environment
Educational Practices
Grade Point Average
Graduate Study
Grouping (Instructional Purposes)
Higher Education
Job Skills
Learner Engagement
Learning
Modeling
National Survey of Student Engagement
Outcomes of Education
Retention (Psychology)
Statistical variance
Student Behavior
Student Experience
Student surveys
Undergraduate Study
Validation
Engagement
NSSE
Outcomes
Assessment
Online Access:Get full text
Tags: Add Tag
No Tags, Be the first to tag this record!
Description
Summary:While there exist many examples of institutional use of the results of the National Survey of Student Engagement (NSSE), there is a relative paucity of research explicitly linking student outcomes to responses on the survey. A major Doctoral-Extensive institution in the Southeast recently conducted a large-scale implementation of the National Survey of Student Engagement (NSSE). We have linked multiple years of NSSE responses to several student outcomes: freshman retention, GPA, pursuit of graduate education, and employment outcome upon commencement/degree conferral. Our research finds minimal explanatory power in the NSSE benchmarks for these outcomes. A statistically derived model from the individual NSSE items shows greater promise, although there are difficulties in replicating the model for previous student cohorts.
ISSN:0361-0365
1573-188X
DOI:10.1007/s11162-007-9061-8