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NSSE: National Survey of Student Engagement


GPI: Global Perspectives Inventory


Learning with Technology


Online Learning Report


Experience with Diverse Perspectives




NSSE 5-Year Trend Data

HEDS: Higher Education
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Department Assessment Resources



Procedures of Faculty with (close to) 100% electronic Participation (Spring 2009)

  • I explained to them up front about how their feedback helps me know what works and does not work in class including a couple of examples of how I've changed my class based on previous feedback. I also keep them up to date on what percentage of the class had replied and said the goal was 100% participation. No special deals were offered and the only class time was a couple of minutes at the beginning of class about three different times.

  • I did nothing “special” but did engage my students in conversation about SALT and encourage them to participate. They had some questions and we did spend 10-15 minutes in dialogue about them but that was about it. I did start encouraging them early though and they were looking for the site even before it was up and running.

  • I had the computer in my classroom and in my office on the SALT link. On the second to last class I let each student cycle through the computer in the room as well as the one in my office as I was teaching. They each stepped out of class for the few minutes it took to complete the survey. I did tell them on the previous class (Monday) they would do the SALT on Wednesday and my SIR's on Friday. This kept the evaluations to one per day. Since they were using class time they all participated without question.

  • I sent my students one email describing the bonus (see below) and mentioned it briefly in class but did not use any class time for them to do it. The bonus points were based upon the number of students who participated and my intent was to unleash the power of peer pressure. Evidently it worked as even the one student who missed class about 80 percent of the time still did the online SALT survey. I had included a statement regarding assessment in my syllabus at the beginning of the semester in response to the Provost's email requesting that faculty do so. Thus I was able to refer to that statement in my email to students.

    Statement in the e-mail:
    “Since we are engineers, let's write a mathematical expression ...
    For N > 20, if exactly N students complete the SALT survey by the deadline this Friday, I will give an (N-20) point bonus on Exam 3 to each student in the class.
    There are 27 students in the class. You do not need to give me anything as the system counts the number of responses received. You are welcome to provide encouragement to your fellow students to complete the survey. I will provide updates on the number of students completing the survey in the next few days leading up to the deadline. I value knowing your views of this course and will be able to consider SALT data as I consider what changes to make the next time I teach it. These data also may benefit the Engineering Department as a whole as evidence for the continuous improvement of our program, which is a factor supporting our ABET accreditation. Thank you for taking the time to participate in SALT.”

  • In the Nursing Department we have students in all of our courses complete on line course evals. To make sure that students do this, we schedule part of our last class day in a computer lab so we have them "captive" so to speak and know they have completed the online course eval, since we need a high percentage of participation for our accreditation processes. So while I had the students in the computer lab, I also asked each one if they had completed the online SALT, as well. Many, however, told me they had already completed it prior to that day when they received your email with the link, so I think your email was a big contributor to the success, also!

  • My course meets for all contact hours in a computer lab, so I am able to remind them to do the assessment and say "you can do it right now." There was also an incentive for 100% response rate (everyone got extra credit) in the class. I think I also sent an email or two to remind students.

  • I went over the SALT in class [even though they got mad at me and said "we already know how to do this"] and had a "devil's advocate" discussion in class the day they were supposed to do it. I know that reinforced the importance of doing it and got them charged up enough [=a bit mad at me] to want to do it. I checked the response rates and let them know how they were doing. When there were still two "hold outs" I promised home made cinnamon rolls if those two did it! The whole class took them to the computer lab after class that day. [I know this is bribery, but it worked.]

  • In my case, we have a good chunk of time we spend in the CAE lab using the computers, so it was easy to encourage them to simply get it done. I did discuss it with them saying that they have been chosen for an important study and that they should take it seriously...nothing special

  • My asking my class got 6/23. Offering 1 point of 400 got 16/23; three more reminders (thanks to CIT too) and the numbers rose to 21/23.

  • No incentives. I either sent them an e-mail or told them in class how important the survey was, and how important that we hit 100%. I then followed up a couple of times--e-mail and in class--to let them know there were still N who hadn't yet responded, and gave them a deadline.