Gracias a Helge Scherlund me enteró que se ha publicado el informe más reciente del National Survey of Student Engagement (NSSE) basado en información recolectada de cerca de 380,000 encuestados al azar de primero y cuarto año de colegios y universidades de los Estados Unidos.
El informe, Promoting Engagement for All Students: The Imperative to Look Within, provee un vistazo a los hallazgos, logros y áreas a mejorar. Entre los hallazgos claves se encuentran:
- Students taking most of their classes online report more deep approaches to learning in their classes, relative to classroom-based learners. Furthermore, a larger share of online learners reported very often participating in intellectually challenging course activities.
- Seniors who entered as transfers lag behind their peers on several measures of engagement. They talked less frequently with faculty about their future plans, were less likely than their peers to work with their classmates on assignments outside of class, and fewer participated in co-curricular activities. On the other hand, they more frequently prepared multiple drafts of assignments.
- About one in five first-year students and seniors reported that they frequently came to class without completing readings or assignments.
- First-year students wrote on average 92 pages and seniors wrote 146 pages during the academic year. Seniors majoring in the social sciences and arts and humanities wrote considerably more than those studying the physical and biological sciences.
- When courses provided extensive, intellectually challenging writing activities, students engaged in more deep learning activities such as analysis, synthesis, and integration of ideas from various sources, and they grappled more with course ideas both in and out of the classroom. These students also reported greater personal, social, practical, and academic learning and development.