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.
Your students' average was significantly higher (p<.05) with an effect size at least .3 in magnitude.
Your students' average was significantly higher (p<.05) with an effect size less than .3 in magnitude.
-- No significant difference.
Your students' average was significantly lower (p<.05) with an effect size less than .3 in magnitude.
Your students' average was significantly lower (p<.05) with an effect size at least .3 in magnitude.
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.
| Engagement Indicator | Compared with NCHEMS | Compared with Carnegie Class | Compared with NSSE 2013 & 2014 |
|---|---|---|---|
| Higher-Order Learning | -- | -- | -- |
| Reflective & Integrative Learning | -- | -- | -- |
| Learning Strategies | -- | -- | -- |
| Quantitative Reasoning | -- | -- | -- |
| Engagement Indicator | Compared with NCHEMS | Compared with Carnegie Class | Compared with NSSE 2013 & 2014 |
|---|---|---|---|
| Higher-Order Learning | -- | -- | -- |
| Reflective & Integrative Learning | |
-- | -- |
| Learning Strategies | -- | -- | -- |
| Quantitative Reasoning | -- | -- | -- |
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
| Engagement Indicator | Compared with NCHEMS | Compared with Carnegie Class | Compared with NSSE 2013 & 2014 |
|---|---|---|---|
| Collaborative Learning | -- | -- | -- |
| Discussions with Diverse Others | -- | -- | -- |
| Engagement Indicator | Compared with NCHEMS | Compared with Carnegie Class | Compared with NSSE 2013 & 2014 |
|---|---|---|---|
| Collaborative Learning | -- | |
|
| Discussions with Diverse Others | -- | -- | |
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.
| Engagement Indicator | Compared with NCHEMS | Compared with Carnegie Class | Compared with NSSE 2013 & 2014 |
|---|---|---|---|
| Student-Faculty Interaction | -- | -- | -- |
| Effective Teaching Practices | -- | -- | -- |
| Engagement Indicator | Compared with NCHEMS | Compared with Carnegie Class | Compared with NSSE 2013 & 2014 |
|---|---|---|---|
| Student-Faculty Interaction | |
|
-- |
| Effective Teaching Practices | -- | -- | -- |
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.
| Engagement Indicator | Compared with NCHEMS | Compared with Carnegie Class | Compared with NSSE 2013 & 2014 |
|---|---|---|---|
| Quality of Interactions | |
-- | -- |
| Supportive Environment | |
-- | -- |
| Engagement Indicator | Compared with NCHEMS | Compared with Carnegie Class | Compared with NSSE 2013 & 2014 |
|---|---|---|---|
| Quality of Interactions | -- | |
|
| Supportive Environment | |
-- | |
