UC Makes Significant Gains in National Student Survey

Students are giving the University of Cincinnati top marks in providing a high-quality college experience both in and out of the classroom. Comparisons with a previous poll in 2002 show how UC is making major gains regarding how students feel about learning, support services and their relationships with faculty and fellow students – all part of goals outlined in the UC|21 strategic vision to define the new urban university.  The findings of the survey were relayed to representatives of UC Student Government at a Feb. 23 presentation by Lee Mortimer, director of the Office of Institutional Research.

The 2005 National Survey of Student Engagement (NSSE) is a random survey of approximately 237,000 first-year students and seniors across 528 four-year colleges and universities, ranging from small, private colleges to public, urban doctoral research extensive institutions like UC.

Nearly 1,200 UC students took the survey last spring. In comparing results in all benchmark categories in 2002 and 2005, first-year UC student perception rose from a score of 43 in 2002 to 47.4 in 2005, significantly higher than comparisons with other doctoral institutions nationally in 2005 (45.4). UC senior perceptions rose from a 44.6 score in 2002 to a 49.0 in 2005.

By measuring student involvement, the survey explores the effectiveness of what universities are doing to enhance student learning as well as compare their performance with similar institutions.

The NSSE (nicknamed “Nessie”) asks questions that gauge student perceptions of their learning experience in five areas:

• Active and Collaborative Learning – Students will learn more when they’re more intensely involved. Do you ask questions in class? Do you participate in class discussions? Do you work on projects with fellow students outside of class?
• Student and Faculty Interaction – Do you discuss your grades or assignments with your instructor? Have you discussed assignments with your instructor outside of class? Do you get feedback from your instructor?
• Enriching Educational Experiences – Are you having conversations with students of a different ethnicity, religion or political belief? Do you participate in community service? Have you participated in a study abroad program?
• Supportive Campus Environment – Are you getting the support to be successful both academically and socially? Are student services satisfactory?
• Level of Academic Challenge – Did you work harder than you thought you could to meet the expectations of an instructor? Have you had to analyze an idea or case study?

“Scores in all categories rose for both first-year UC students and UC seniors when comparing 2002 and 2005.The most dramatic gains came in the categories of student perception of a supportive campus environment and student-faculty interaction,” reported Mortimer.

Mitchel D. Livingston, UC Vice President for Student Affairs and Services, credits part of that positive perception to the physical transformation of campus. “After detouring around construction fences, students are amazed at what they can experience now that the fences have come down,” Livingston says. “The University Pavilion, which opened in December, 2002, effectively ended the so-called ‘UC Shuffle’ that previously had students walking to as many as six different buildings to address service needs such as registering for classes, paying bills or adding a course. The one-stop philosophy was also adapted into online service, allowing students to conduct student business anywhere and anytime.”

Another example of building a supportive campus environment is completed this year. UC’s MainStreet corridor – consisting of renovations to Tangeman University Center and Swift Hall as well as the construction of the Joseph A. Steger Student Life Center and the winter quarter completion of the Campus Recreation Center – was created not only as a place to be, but a place to belong. MainStreet blends student learning with student life – offering entertainment and places to meet, eat, study, shop and live on campus. Livingston credits students for their active involvement in the design of MainStreet and for providing most of the financial support. “Our vision has become a reality,” said Livingston.

Academically, UC jumped 15 places in the U.S. News & World Report’s national quality survey of colleges and universities in 2005, rising from 160 to 145. “The rise reflects efforts toward restructuring academic programs to focus on student retention and success,” says Kristi Nelson, senior vice provost for academic planning. She cites UC’s investment in first-year experience programs. For example, UC’s learning communities – now housed in nearly every college – consist of groups of 25 or fewer first-year students that take more than one course together. These groups also participate together in activities outside the classroom. Nearly 2,000 of UC’s first-year students participated in a learning community last fall.

Other UC|21 efforts to place students at the center of the university include a more personalized commencement ceremony for UC seniors. Last spring, each of the 4,000 graduates was called to the stage to be congratulated by President Nancy L. Zimpher and his or her college dean. Autumn grads no longer have to wait until spring to march in Commencement. They celebrated their first Autumn Commencement ceremony in December.

“Comparing the NSSE surveys from 2002 to 2005, there are statistically significant differences,” concludes Mortimer. “Out of the 83 comparable questions, student perception improved on 46 questions – 55 percent of the entire survey.”