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Institutional Research

National Survey of Student Engagement (NSSE)

Engagement Indicators: Overview

Engagement Indicators are summary measures based on sets of NSSE questions examining key dimensions of student engagement. The ten indicators are organized within four themes: Academic Challenge, Learning with Peers, Experiences with Faculty, and Campus Environment. The tables below compare average scores for your students with those in your comparison groups.

Use the following key:

indicator - significantly higher (p<.05) with an effect size at least .3 in magnitudeYour students' average was significantly higher (p<.05) with an effect size at least .3 in magnitude.

indicator - significantly higher (p<.05) with an effect size less than .3 in magnitudeYour students' average was significantly higher (p<.05) with an effect size less than .3 in magnitude.

--     No significant difference.

indicator - significantly lower (p<.05) with an effect size less than .3 in magnitudeYour students' average was significantly lower (p<.05) with an effect size less than .3 in magnitude.

indicator - significantly lower (p<.05) with an effect size at least .3 in magnitudeYour students' average was significantly lower (p<.05) with an effect size at least .3 in magnitude.


Academic Challenge

Challenging intellectual and creative work is central to student learning and collegiate quality. Colleges and universities promote student learning by challenging and supporting them to engage in various forms of deep learning. Four Engagement Indicators are part of this theme: Higher-Order Learning, Reflective & Integrative Learning, Learning Strategies, and Quantitative Reasoning.

First-Year Students

Engagement Indicator Compared with NCHEMS Compared with Carnegie Class Compared with NSSE 2013 & 2014
Higher-Order Learning -- -- --
Reflective & Integrative Learning -- -- --
Learning Strategies -- -- --
Quantitative Reasoning -- -- --

Seniors

Engagement Indicator Compared with NCHEMS Compared with Carnegie Class Compared with NSSE 2013 & 2014
Higher-Order Learning -- -- --
Reflective & Integrative Learning indicator - significantly lower (p<.05) with an effect size less than .3 in magnitude -- --
Learning Strategies -- -- --
Quantitative Reasoning -- -- --

Learning with Peers

Collaborating with others in mastering difficult material and developing interpersonal and social competence prepare students to deal with complex, unscripted problems they will encounter during and after college. Two Engagement Indicators make up this theme: Collaborative Learning and Discussions with Diverse Others

First-Year Students

Engagement Indicator Compared with NCHEMS Compared with Carnegie Class Compared with NSSE 2013 & 2014
Collaborative Learning -- -- --
Discussions with Diverse Others -- -- --

Seniors

Engagement Indicator Compared with NCHEMS Compared with Carnegie Class Compared with NSSE 2013 & 2014
Collaborative Learning -- indicator - significantly lower (p<.05) with an effect size less than .3 in magnitude indicator - significantly lower (p<.05) with an effect size less than .3 in magnitude
Discussions with Diverse Others -- -- indicator - significantly lower (p<.05) with an effect size less than .3 in magnitude

Experience with Faculty

Students learn firsthand how experts think about and solve problems by interacting with faculty members inside and outside of instructional settings. As a result, faculty become role models, mentors, and guides for lifelong learning. In addition, effective teaching requires that faculty deliver course material and provide feedback in student-centered ways. Two Engagement Indicators investigate this theme: Student-Faculty Interaction and Effective Teaching Practices.

First-Year Students

Engagement Indicator Compared with NCHEMS Compared with Carnegie Class Compared with NSSE 2013 & 2014
Student-Faculty Interaction -- -- --
Effective Teaching Practices -- -- --

Seniors

Engagement Indicator Compared with NCHEMS Compared with Carnegie Class Compared with NSSE 2013 & 2014
Student-Faculty Interaction indicator - significantly lower (p<.05) with an effect size less than .3 in magnitude indicator - significantly lower (p<.05) with an effect size less than .3 in magnitude --
Effective Teaching Practices -- -- --

Campus Environment

Students benefit and are more satisfied in supportive settings that cultivate positive relationships among students, faculty, and staff. Two Engagement Indicators investigate this theme: Quality of Interactions and Supportive Environment.

First-Year Students

Engagement Indicator Compared with NCHEMS Compared with Carnegie Class Compared with NSSE 2013 & 2014
Quality of Interactions indicator - significantly lower (p<.05) with an effect size at least .3 in magnitude -- --
Supportive Environment indicator - significantly higher (p<.05) with an effect size at least .3 in magnitude -- --

Seniors

Engagement Indicator Compared with NCHEMS Compared with Carnegie Class Compared with NSSE 2013 & 2014
Quality of Interactions -- indicator - significantly higher (p<.05) with an effect size less than .3 in magnitude indicator - significantly higher (p<.05) with an effect size less than .3 in magnitude
Supportive Environment indicator - significantly higher (p<.05) with an effect size less than .3 in magnitude -- indicator - significantly higher (p<.05) with an effect size less than .3 in magnitude