One result in the NSSE report is: "Seniors who transferred to their current institution were less engaged on four out of five benchmarks."
These are students who were not retained at their original institutions. This result seems to point to a "less engaged" student personality factor more than to a rejection of non-engaging professors at the original institution leading to transfer. The NSSE report speculates: "Perhaps transfer students missed out on some early experiences in their college career that facilitate engagement and connection with the institution." I don't see how that conclusion is more supported than a personality conclusion from these data. Bill Scott >>> <tay...@sandiego.edu> 03/08/09 9:07 PM >>> You can find the 2008 complete report of the NSSE at http://nsse.iub.edu/NSSE_2008_Results/docs/withhold/NSSE2008_Results_revised_11-14-2008.pdf And it's free! What a treat. Annette Annette Kujawski Taylor, .D. Professor of Psychology University of San Diego 5998 Alcala Park San Diego, CA 92110 619-260-4006 tay...@sandiego.edu ---- Original message ---- >Date: Sun, 8 Mar 2009 19:32:51 -0400 (EDT) >From: "Dr. Bob Wildblood" <drb...@rcn.com> >Subject: RE: [tips] Random Thought: A Quickie On Retention >To: "Teaching in the Psychological Sciences (TIPS)" <tips@acsun.frostburg.edu> > >Here is some interesting comment obtained from a student survey, NSSE perhaps, which supports what happens at my home institution. The first two are really damning and show that much more of what Louis said happens in classrooms than on the campus in general. I could tell you some real horror stories, but not now, it's still Sunday. > >Student Interaction with Campus Faculty and Staff > >46%of seniors believed that the campus staff were >helpful, considerate, or flexible > >88%of seniors believed that faculty are available, >helpful, or sympathetic > >98%of seniors reported that faculty members provided >prompt feedback on their academic performance > >69%of seniors discussed readings or ideas with faculty >members outside of class > >Bob > > >>From: "Shearon, Tim" <tshea...@collegeofidaho.edu> >>Subject: RE: [tips] Random Thought: A Quickie On Retention > >> >>Bob- My experience matches yours. We do have a "Student Life" part to administration here and sometimes they can be "warm and fuzzy" but it is also their jobs to be "gatekeepers" and rule enforcers. On the whole, the contact students have is with the Registrar, the business office, housing officers, and various deans and their support staffs. It has been my experience that when students discuss those contacts with me, on the whole their reports are not tinged with words like "embracing, caring, supportive, encouraging, and empathetic"! I admit in my earlier days I was more the hard line type but, even with the sometimes frustrating component of students taking advantage of me, I've become a bit more prone to cutting folks a little slack. In the original post, Lewis said, "embracing, caring, supportive, encouraging, and empathetic connection" - I'm not sure how much embracing I'd get away with but I do try being the rest of those things (Lewis, I'm just kidding. I know what you meant.) :) >>Tim > > > > > >Bob Wildblood, PhD, HSPP >Lecturer in Psychology >Indiana University Kokomo >Kokomo, IN 46904-9003 >rwild...@iuk.edu, drb...@erols.com > >We���re trading a dogmatic president for one who���s shopping for a dog. It feels good. - Maureen Dowd > >"Cats are intended to teach us that not everything in nature has a purpose". > -Garrison Keillor > >We have an obligation and a responsibility to be investing in our students and our schools. We must make sure that people who have the grades, the desire and the will, but not the money, can still get the best education possible. - Barack Obama > > >--- >To make changes to your subscription contact: > >Bill Southerly (bsouthe...@frostburg.edu) --- To make changes to your subscription contact: Bill Southerly (bsouthe...@frostburg.edu) --- To make changes to your subscription contact: Bill Southerly (bsouthe...@frostburg.edu)
