The office of Institutional Research and Assessment at Champlain College conducts and interprets the results of campus-wide surveys about students, faculty, programs, campus, and more. Some of the surveys conducted include NSSE, Student Satisfaction Inventory (SSI) (Ruffalo Noel-Levitz), MISO, Incoming Student Survey, Culture of Consent Survey, and Cybersecurity Survey.
In order to ensure that high-quality and useful information is obtained from surveys, and to minimize survey fatigue, the College provides a Survey Policy that applies to faculty, staff, and students.
National Survey of Student Engagement (NSSE) is a survey designed to measure and gauge student participation at Champlain College. It is used by other colleges and universities throughout the United States to measure student engagement. The results help administrators and professors assess student engagement and understanding of the material.
In this web-based, quantitative survey, responses exist on a four point Likert scale for all questions. In the first question block, students rank their self-reported frequency of personal information use on a scale of (1) never; (2) sometimes; (3) often; and (4) very often. In the second and third question blocks, students rank how much their instructors emphasized proper information use and their experience at the institution¡¯s contribution to effective information use from (1) very little; (2) some; (3) quite a bit; to (4) very much.?For the first time, the college included the Experiences with Information?Literacy module?¡ª an additional, optional module developed in collaboration with academic librarians.
At Champlain College, the NSSE Survey is conducted every three years during the students’ first years and senior years, in rotation with the?SSI Survey?and?MISO Survey; it has been offered for the following years:?2007,?2009,?2012,?2015, and?2018.
The NSSE survey is made up of four sections, each being modified to cover a different area of research:
The Student Satisfaction inventory (SSI) (Ruffalo Noel-Levitz) measures not only how satisfied students are with the college, but also which issues are important to them.
The survey asks students to rate 73 items for both satisfaction and importance on diverse topics affecting the entire campus, including academics, student life, admissions, financial aid, and security. The SSI calculates the difference between the average satisfaction score and the average importance for each item; this difference is referred to as the ¡°performance gap.¡± A large performance gap for an item indicates a relatively low level of satisfaction for an item of relatively high importance.
At Champlain College, the SSI Survey is conducted in rotation with the?NSSE Survey?and the?MISO Survey; past years include:?2004,?2008,?2011,?2014, and?2017.
The survey inquires about student experience on campus, offering a 1-7 scale for Importance and Satisfaction, as rated by the students.
The survey is interpreted using six criteria:
http://survey.noellevitz.com/index.cfm?personID=1931257703&sAction=login?(electronic)
https://www.noellevitz.com/NR/rdonlyres/FAB17FD7-9588-4BB4-B4E3-8371817FB590/0/SSI4yr.pdf?(paper)
The Measuring Information Service Outcomes (MISO) is designed to measure how faculty, staff, and students consider library and computing services at Champlain College. Its objectives include finding services and resources that can benefit students and ensure delivery from faculty; communicating with members and communities within the college; ensuring that students, faculty, and staff are familiar with campus-wide technologies and services; and analyzing programs, skills, and sources used campus-wide to perform tasks.
The MISO analyzes student input about the importance and satisfaction of library and computer services around campus, including group study spaces, quiet study spaces, database collections, and overall service of the library.
At Champlain College, the MISO survey is conducted in rotation with the?SSI Noel-Levitz Survey?and the?NSSE Survey; it has been offered during the following years:?2010,?2014, and?2016.