NSSE 2007- Level of Academic Challenge (LAC) Benchmark Score Results

Level of Academic Challenge • NSSE 2007 Survey Results • NSSE 2007 Table of Contents

2007 LAC Comparison with Peers

2007 LAC First-Year Peer Comparison

UNL first-year score for the Level of Academic Challenge (LAC) benchmark is significantly higher than the Big 12 first-year score and similar to the Carnegie first-year score but significantly lower than AAU first-year (as noted by the asterisks in the graph above).

In comparison to all peer groups UNL first-year respondents were more likely to have more writing assignments but less likely to believe courses emphasized higher order thinking skills (analysis, synthesis, making judgments, application). These peer differences in emphasis of higher order thinking skills and number of writing assignments occurred on 2002 and 2004 NSSE as well.

In comparison with Big 12 first-year respondents, UNL first-year respondents were more likely to have more reading assignments but less likely to spend time preparing for class.

In comparison with AAU first-year respondents, UNL first-year respondents were less likely to spend time preparing for class.

2007 LAC Senior Peer Comparison

UNL senior score for LAC benchmark was similar to Carnegie and Big 12 peer scores and significantly lower than the AAU peer score (as noted by the asterisk in the graph above).

Like first-year respondents, in comparison to all peer groups, UNL senior respondents were more likely to have more writing assignments but less likely to believe courses emphasized higher order thinking skills (analysis, synthesis, making judgments, application). These peer differences in emphases of higher order thinking skills and number of writing assignments occurred on 2002 and 2004 NSSE as well.

In comparison with AAU senior respondents, UNL senior respondents were less likely to have more reading assignments.

Trend in LAC since 2002 NSSE

Over time, UNL LAC score has not changed significantly (see chart below). Although there was a decrease in the first-year score between 2002 and 2004, 2002 sample was significantly smaller than 2007 and 2004 samples making 2002 comparison less reliable. Only one item showed significant change in 2007. First-year respondents in 2007 more likely to believe UNL emphasizes spending significant amount of time studying than did 2004 and 2002 first-year respondents.

Trend in LAC since 2002

Contextual Interpretation of LAC Results

Although UNL responses regarding how much respondents believe their courses emphasize higher order thinking skills might be cause for concern, the amount of writing students are asked to complete suggests they may engage in higher order thinking skills more often than they realize. This result prompts two questions; One, how do students know when their course is emphasizing higher order thinking skills? Two, isn't use of higher order thinking skills necessary in completing most writing assignments? UNL's new general education program, Achievement-Centered Education (ACE) may possibly improve students' understanding and awareness of higher order thinking skills. The student learning outcomes of the new ACE program clearly state the use of higher order thinking skills (e.g. evaluate, incorporate, solve).  The sharing of these outcomes with students at the institutional-level (undergraduate bulletin and orientations) and at the course-level (syllabi) will improve students understanding of how their courses are emphasizing these important skills.

The score for amount of time spent studying is understood better when responses to other questions are examined. Student responses to amount of time studying suggests that although students are not studying as much as is recommended (60% spend 11 hours or more a week). When asked how much UNL emphasizes spending time studying a higher percentage, and large majority of respondents, say UNL emphasizes spending a significant amount (80%). Two possible reasons for this difference include: students may think that amount of time they are spending is significant, or they may realize they are not studying as much as is recommended.