NSSE 2007 Active and Collaborative Learning (ACL) Benchmark Score Results

Active and Collaborative Learning • NSSE 2007 Survey Results • NSSE 2007 Table of Contents

2007 ACL Comparison with Peers

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2007 ACL First-Year Peer Comparison

UNL first-year score for the Active and Collaborative Learning (ACL) benchmark is similar to Carnegie first-year and Big 12 first-year scores but significantly lower than the AAU first-year score (as noted by the asterisk in the graph above).

In comparison to Big 12 first-year respondents, UNL first-year respondents were more likely to ask questions class/contribute to class discussions, have made a class presentation, work with other students on projects during class but less likely to work with class mates outside of class to prepare assignments and tutor/teach other students.

UNL first-year respondents were less likely than AAU first-year respondents to ask questions in class/contribute to class discussion, tutor/teach other students, and discuss ideas from readings or classes with others outside of class. On all other ACL items, UNL first-year responses were similar to AAU first-year responses.

2007 ACL Senior Peer Comparison

UNL senior score for ACL benchmark was similar to senior scores for all three peers groups. UNL senior respondents were more likely to have made a class presentation than senior respondents from all three peer groups. This peer difference in making presentations occurred on 2002 and 2004 NSSE as well.

Like first-year respondents, senior respondents were more likely than Big 12 senior respondents to ask questions class/contribute to class discussions, have made a class presentation, work with other students on projects during class but less likely to work with class mates outside of class to prepare assignments.

Trend in ACL since 2002 NSSE

Over time UNL ACL first-year and senior scores have increased although not significantly so (see chart below). Survey items contributing to this increase include:

  • For UNL first-year respondents, participation in a community-based project as part of a course has increased significantly over time.
  • For UNL senior respondents, participation in having made a class presentation and working with students in projects during class has increased significantly over time.

Trend in ACL since 2002

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Contextual Interpretation of ACL Results

UNL ACL score indicates that UNL students are appropriately engaged in active and collaborative learning activities when compared to their peers. UNL first-year and senior scores compare favorably with Big 12 and Carnegie peers. Although a lower first-year score compared to AAU first-year peers may suggest room for improvement, UNL seniors compare favorably with AAU senior peers on ACL. On the specific ACL activity of making oral presentation UNL respondents stand out when compared to their peers by consistently being engaged in this activity. Institutional emphasis of this important skill continues with UNL's new general education program, Achievement-Centered Education (ACE), which has a learning outcome that emphasizes the importance of oral/visual communication.