Table Of ContentEngagement Annual Results 2016
Insights
Survey Findings on the Quality
of Undergraduate Education
Support for Learners
Are the students who most need support
getting it, and does it help?
Mindset Matters
How does a growth mindset affect
learning in college?
Safety and Belonging
How safe and valued do students feel on
campus? Who feels least safe and valued?
Dual Enrollment and
the First Year of College
Does taking dual-credit courses in high
school make a difference in the first
year of college?
Student-Faculty Interaction
and Effective Teaching
How do faculty identities relate to
good practice?
Quick Facts from NSSE 2016
Audiences summary reports for campus leaders and Use of Student Data
prospective students, and resources for interpreting
NSSE’s audiences include college and university Participating colleges and universities agree
results and using them to inform practice.
leaders, faculty members, advisors, teaching and that NSSE can use the data for aggregate
learning center staff, assessment professionals, reporting and other research and improvement
Survey
institutional researchers, student life staff, initiatives. NSSE may not disclose institutionally
governing boards, students, higher education The Center for Postsecondary Research at identified results without permission. Colleges
scholars, accreditors, government agencies, Indiana University’s School of Education and universities may use their own data for
higher education organizations, prospective administers NSSE, in partnership with the institutional purposes, including public reporting,
students and their families, high school Indiana University Center for Survey Research. which NSSE encourages.
counselors, and journalists. Completed in about 15 minutes, the online
survey represents a census or a random sample Other Programs & Services
Participating Colleges & of first-year and senior students. Institutions
The NSSE Institute offers workshops and
Universities may append to the core survey up to two topical
webinars, faculty and staff retreats, custom
modules, permitting deeper examination of
More than 1,600 four-year colleges and analyses, and consulting. Companion surveys
particular interest areas.
universities in the US and Canada have include the Beginning College Survey of Student
participated in NSSE since its launch in 2000, Validity & Reliability Engagement (BCSSE) and the Faculty Survey of
with 530 U.S. and 27 Canadian institutions Student Engagement (FSSE).
NSSE is continuously and extensively tested to
participating in 2016. Participating institutions
ensure validity and reliability. A Psychometric Partners
generally mirror the national distribution
Portfolio available on the NSSE website provides
of institutions in the 2015 Basic Carnegie NSSE was established with a grant from The Pew
more information about NSSE data quality.
Classification (Figure 1). Charitable Trusts. For more about NSSE’s
origins, visit:
In addition to the participation of individual Response Rate
nsse.indiana.edu/html/origins.cfm
institutions, state and multi-campus systems may
The average institutional response rate in 2016
coordinate system-level participation in NSSE.
was 29%. The highest response rate among U.S.
Institutions sharing a common interest or mission
institutions was 77%, and 3 out of 5 institutions The National Survey of Student
also can coordinate to add questions to the core
achieved a response rate of 25% or higher. Engagement (NSSE) documents
survey through consortium participation.
dimensions of quality in undergraduate
NSSE Findings education and provides information and
Participation Benefits
assistance to colleges, universities, and
Visit the NSSE website for summary tables of
Participation benefits include uniform third-party other organizations to improve student
Engagement Indicators, High-Impact Practices,
survey administration with several customization learning. Its primary activity is annually
and individual items. The website also provides
options. Deliverables include a student-level data surveying college students to assess the
access to NSSE publications, examples of
file of all respondents, a comprehensive report extent to which they engage in educational
institutional data use, lists of participating
package with results for three customizable practices associated with high levels of
institutions, and much more.
comparison groups, major field reports, concise learning and development.
nsse.indiana.edu
Figure 1: NSSE 2016 Participating Colleges and Univversities
35%
Carnegie 2015 Basic Classification
30%
Doc/Highest Doctoral Universities (Highest Research Activity)
NSSE 2016 National
Doc/Higher Doctoral Universities (Higher Research Activity)
25%
Doc/Moderate Doctoral Universities (Moderate Research Activity)
Master’s L Master’s Colleges and Universities (larger programs)
20%
Master’s M Master’s Colleges and Universities (medium programs)
Master’s S Master’s Colleges and Universities (smaller programs)
15%
Bac/A&S Baccalaureate Colleges—Arts & Sciences Focus
Bac/Diverse Baccalaureate Colleges—Diverse Fields
10%
Percentages are based on U.S. institutions that belong to one of the eight
Carnegie classifications above.
5% carnegieclassifications.iu.edu
0%
Doc/ Doc/ Doc/ Master’s Master’s Master’s Baac/ Bac/
Highest Higher Moderate L M S A&&S Diverse
NSSE National Advisory Board
James A. Anderson Susan Whealler Johnston Elsa M. Núñez
Chancellor, Fayetteville State University Executive Vice President and Chief Operating President, Eastern Connecticut State University
Jo Michelle Beld Officer, Association of Governing Boards of Lauren K. Robel
Universities and Colleges
Vice President for Mission, Professor of Political Provost and Executive Vice President, Indiana
Science, St. Olaf College Christine M. Keller University Bloomington
Daniel J. Bernstein Vice President, Research and Policy Analysis,
and Executive Director, Voluntary System
Professor of Cognitive Psychology, The
of Accountability and Student Achievement Ex officio
University of Kansas
Measure, Association of Public and
Chris Conway Alexander C. McCormick
Land-grant Universities
Director of Institutional Research and Planning, Associate Professor, Educational Leadership
Paul E. Lingenfelter, Vice Chair
Queen’s University and Policy Studies, and NSSE Director, Indiana
President Emeritus, State Higher Education
Mildred García University Bloomington
Executive Officers Association
President, California State University, Fullerton Evelyn Waiwaiole
Anne-Marie Nuñez
Debra Humphreys Director, Center for Community College Student
Associate Professor, Higher Education and
Engagement
Vice President of Strategic Engagement,
Student Affairs, The Ohio State University
Lumina Foundation
Pat Hutchings, Chair
Senior Scholar, National Institute for Learning
Outcomes Assessment
Contents
Director’s Message ..............................................................2
Selected Results and Institutional Stories ..............................................3
Support for Learners and Its Link to Academic Effort, Academic Performance,
and Retention ..............................................................3
Rose-Hulman Institute of Technology: Assessing the Effectiveness of Campus Programs and
Services for First-Year Students and Seniors ........................................3
Oregon Institute of Technology: Exploring General Education and Learning Outcomes .........4
Mindset Matters ............................................................... 5
Winthrop University: Improving Retention and Graduation for Special Populations ............6
Perceptions of Safety and Belonging ..............................................7
Dual Enrollment and the First-Year Academic Experience ..............................8
Carlow University: Assessing Learning with Technology to Enhance Instructional Practice. . . . . . .8
Instructional Staff Race and Gender Relate to Experiences with Faculty ...................10
Use of Rubrics Common Among Faculty ..........................................11
Institution-Level Correlations: Engagement, Retention, and Graduation ...................12
A Report from the First Annual Teaching and Learning National Institute:
Using Evidence for Improvement ...................................................13
Northwestern College
Engagement Indicators & High-Impact Practices .......................................14
Resources Available Online .......................................................16
References ...................................................................17
Cover Image: University of Guelph
NSSE Staff ...................................................................17
Suggested citation: National Survey of Student Engagement (2016). Engagement Insights: Survey Findings on the Quality of Undergraduate Education—
Annual Results 2016. Bloomington, IN: Indiana University Center for Postsecondary Research
2
Director’s Message
The National Survey of Student Engagement The BCSSE analysis focuses on dual • Faculty Practices: Black or African American
and its companion projects serve colleges enrollment—taking college courses while in high men and women faculty interacted with
and universities committed to monitoring and school—and how that experience can prepare students most often, while White and Asian men
improving the quality of the undergraduate students for what awaits them in college. We did so the least, on average. Asian and Hispanic
experience. While participating institutions used FSSE results to investigate variations in or Latina women faculty were most likely to
receive detailed customized reports, the Annual selected teaching practices as related to faculty implement effective teaching practices, while
Results series presents noteworthy aggregate gender and racial/ethnic identity. White men faculty were the least likely.
findings from the most recent administration.
This report presents selected results from Preview of Key
students at 512 U.S. institutions or subsets of Findings
that group where supplemental survey items “These findings offer valuable insights
• Support for Learners:
were appended to the survey. We also report
into how colleges and universities—
About one in five first-year
selected results from NSSE’s two companion
students had difficulty and high schools, too—can help their
surveys, the Beginning College Survey of
with both learning course
Student Engagement (BCSSE) and the Faculty students succeed.”
material and getting
Survey of Student Engagement (FSSE).
help with coursework.
Colleges and universities increasingly prioritize Compared to their peers
interventions that promote success for all who were able to get
students. Are these interventions working? Are help, these students
they reaching the students who need them? What studied fewer hours, made less frequent use These findings offer valuable insights into how
else should colleges and universities be doing of effective learning strategies, were less likely colleges and universities—and high schools,
to ensure that all students thrive and derive the to earn high grades, and were more likely to too—can help their students succeed. They also
maximum educational benefit? These important seriously consider leaving their institution. call attention to the continuing need to make our
questions motivate this year’s report. We institutions hospitable and welcoming places
• Growth Mindset: Seniors who were more inclined
examined NSSE results that bear on support for for traditionally underserved populations, and
toward a growth mindset—meaning they
learners who are challenged by their coursework suggest that a diverse faculty confers educational
embrace challenges and believe that rising to
and how a “growth mindset” corresponds to benefits that go beyond mere representation.
those challenges can enhance their capabilities—
student engagement. We also present findings on
made more frequent use of effective learning NSSE’s aim is not merely to survey
students’ perceptions of safety and belonging at
strategies and showed higher levels of reflective undergraduates, but to promote evidence-
their institution.
and integrative learning. They also believed their informed improvement of the undergraduate
college experience contributed to higher levels of experience by providing rich diagnostic
learning and personal development. information that includes results from comparison
institutions. To illustrate, we present data-use
• Feelings of Safety and Belonging: The vast
examples provided by Carlow University, Oregon
majority of undergraduates felt safe and
Institute of Technology, Rose-Hulman Institute
comfortable being themselves at their institution,
of Technology, and Winthrop University. For
and at least three-quarters felt valued and part
more examples, refer to the latest volume in our
of a campus community. However, certain
Lessons from the Field series:
populations—such as those with a gender
identity other than man or woman as well as nsse.indiana.edu/links/lessons
African American, Alaska Native or American NSSE is a team effort, involving staff at hundreds
Indian, and multiracial students—expressed less of institutions who work to ensure a successful
agreement with statements about safety and administration, collaborators at Indiana
belonging. University’s Center for Survey Research, project
• Dual Enrollment: About one in four beginning staff committed to quality in all aspects of our
college students took college-level courses work, and a National Advisory Board representing
while in high school as part of a dual enrollment diverse roles and constituencies that keeps us
program. Students who took dual credit (DC) current and relevant. It is a privilege to work with
courses had more accurate expectations of how such a team.
much time they would devote to class preparation
in college, and those whose DC courses were Alexander C. McCormick, Ph.D.
more academically rigorous were significantly
Associate Professor of Educational Leadership
more engaged in the first year of college.
and Policy Studies, Indiana University
Bloomington
Mississippi State University
3
National Survey of Student Engagement | Annual Results 2016
Selected Results and Institutional Stories
Support for Learners and Its Link to Academic Effort, Academic
Performance, and Retention
Academic challenge is an important element first-year students) and those who had high
in college-level learning, but challenge needs difficulty (21%) getting such help. The latter Rose-Hulman Institute of
to be complemented by support for learning group—about one in five first-year students—
Technology: Assessing the
(Sanford, 1962; Upcraft, Gardner, Barefoot, merits special concern: They had difficulty
Effectiveness of Campus
& Associates, 2005). Students can get help learning course material and getting help
Programs and Services for
with coursework from many sources including with coursework.
peers, instructors, and learning support First-Year Students
Of students who had difficulty learning course
services (e.g., tutoring, writing centers, and and Seniors
material, first-generation, African American,
success coaching). We investigated the
and Hispanic or Latino students were more Rose-Hulman Institute of Technology
experiences of students who encountered
likely to have difficulty getting help with has used findings from NSSE’s First-Year
difficulty learning course material as related to
coursework (Table 1). Students who had Experiences and Senior Transitions module
their ease or difficulty getting help, and how
difficulty both learning course material and to shed light on the positive impact of three
this was related to academic effort, grades, getting help also had lower average SAT ongoing efforts to ensure student success:
and risk for attrition. scores, devoted about one hour less per week a first-year student transition course, career
planning initiatives, and efforts to inform
Data were from nearly 25,000 first-year to class preparation on average, and were less
the improvement and expansion of campus
students at 140 institutions who completed likely to use effective learning strategies—
efforts to encourage entrepreneurial
NSSE’s Topical Module on First-Year identifying key information from readings,
learning.
Transitions in spring 2016. In this analysis reviewing notes after class, and summarizing
Rose-Hulman’s College and Life Skills
we focused on students who had difficultya what they have learned. Importantly, they
course assists first-year students in the
learning course material, dividing them into were also more likely to say they had seriously
transition to college and introduces
two groups: those who had low difficulty considered leaving their institution, suggesting
them to tools, people, and resources for
getting help with their courseworkb (26% of all a likely link to attrition.
a successful educational experience.
According to module findings, Rose-
Hulman students are much more likely
than their peers at other institutions to seek
out assistance with coursework and to ask
instructors for help when struggling on
assignments—highlighting the effectiveness
of the College and Life Skills course.
Table 1. Characteristics of Students Experiencing
“Students who Rose-Hulman’s Career Services Office
Difficulty Learning Course Material by Level of wants students to begin career planning
get help with Difficulty Getting Help with Coursework and develop relationships with companies
during their first year. The office hosts a
coursework invest Difficulty getting help with coursework
quarterly career fair where all students
Low High
more time in their can meet company representatives and
Female 69% 67% interview for internships and employment.
studies and make
Male 31% 33% The effectiveness of these services is
greater use of evident in Rose-Hulman’s module results
First Generationc 43% 49% on senior transitions. Among students
effective learning
indicating post-graduation plans for
strategies, and Asian 5% 6% full- or part-time employment, 81% of
Black or African American 8% 10% Rose-Hulman seniors already had a job,
these behaviors
Hispanic or Latino 15% 19% compared to 43% of the comparison
pay off in higher White 61% 54% group—offering positive feedback and
academic Other 11% 11% motivation to maintain Rose-Hulman’s high-
caliber resources and support for students.
achievement.” Seriously considered leaving the institution 31% 43%
Rose-Hulman is increasing and promoting
opportunities for entrepreneurial learning,
Average combined SAT scored 1078 1042
including a living-learning community and
Average class preparation time (hours per week) 15.8 14.9 an entrepreneurship minor. The module’s
senior questions related to entrepreneurial
Average Learning Strategies score 39.7 36.7 skills, self-employment, and starting your
own business provide useful benchmarking
information, and Rose-Hulman plans to re-
a. Responding at least 4 on a 6-point scale where 1=“Not at all difficult” and 6=“Very difficult.” administer the First-Year Experiences and
b. Low difficulty = 1–3 and high difficulty = 4–6 on the 6-point scale
Senior Transitions module with NSSE 2018.
c. Neither parent holds a bachelor’s degree.
d. ACT composite scores were converted to the SAT scale (400-1600).
4
Selected Results and Institutional Stories
continued
Oregon Institute of Technology: Exploring General Education and Learning Outcomes
In 2013, Oregon Tech began reviewing the Indicator, participation in High-Impact Practices These findings inspired a redesign of Oregon
general education curriculum to find ways to (HIPs), perceived learning gains, and data Tech’s general education structure to intertwine
ensure student achievement of Institutional from the Experiences with Information Literacy the ISLOs throughout general education and
Student Learning Outcomes (ISLO), including module. While first-year students were on par major courses. One approach was to better
knowledge and skills in oral and written with their peers from comparable institutions, incorporate HIPs into the general education
communication, effective collaboration, and seniors were less engaged than their peers— curriculum. For example, although NSSE
critical thinking. NSSE has been integral to confirming concerns that Oregon Tech’s general results showed that most students completed
investigating disparities between the ISLOs and education foundation was not sufficiently a capstone project, this had only been an
students’ performance, including results on the reinforced throughout students’ educational expectation. In the redesigned curriculum it is a
Reflective and Integrative Learning Engagement experience. requirement of all students.
For first-year students who experienced time. More engagement in Learning Strategies leaving their institution. Yet one in five first-year
difficulty learning course material, spending (LS) corresponded to higher grades, with about students experience difficulty both learning
more time preparing for class increased their 11 percentage points separating the low and course material and getting the help they need.
likelihood of earning high grades (A or A-) high LS groups (Figure 3). We also found that These results call attention to the imperative
(Figure 2). But within levels of study time, those those who had difficulty getting help were less to ensure the availability and effectiveness of
who had difficulty getting help were about 10 likely to have high grades, regardless of their learning support services and also to ensure
percentage points less likely to earn high grades use of learning strategies. that students take advantage of those services
than their peers who were more successful at when they confront academic difficulty.
Students do not necessarily enter college with
getting help. This demonstrates the importance
the tools needed to be effective learners. Our
of both study time and academic support for
findings show that students who get help with
academic performance.
coursework invest more time in their studies
How students use their study time also matters, and make greater use of effective learning
so we investigated the relationship between strategies, and these behaviors pay off in higher
the use of effective learning strategies and high academic achievement. Students who get the
grades – independent of the effect of study help they need are also less likely to consider
Figure 2. Among Students Experiencing Difficulty Learning Course Figure 3. Among Students Experiencing Difficulty Learning Course
Material, Percentage Earning High Grades by Weekly Class Material, Percentage Earning High Grades by Use of Effective Learning
Preparation Time and Level of Difficulty Getting Help with Coursework Strategies and Level of Difficulty Getting Help with Coursework
100% 100%
75% 75%
50% 50%
25% 25%
0% 0%
10 or fewer 11 to 20 21 or more Low Middle High
Hours per Week Preparing for Class Learning Strategies Score
Low difficulty High difficulty Low difficulty High difficulty
getting help getting help getting help getting help
Note: Percentages were adjusted to control for differences with regard to sex, race/ethnicity, full- or Note: Percentages were adjusted using the same variables as figure 2 plus weekly study time.
part-time enrollment, first-generation status, SAT/ACT score, and major.
5
National Survey of Student Engagement | Annual Results 2016
Oregon Tech also designed a collaborative,
interdisciplinary experience for juniors
meant to increase engagement in
Reflective and Integrative Learning. The
new general education curriculum was
approved in April 2016 and is now being
implemented. Oregon Tech plans to assess
its impact in a future NSSE administration.
Bryant University
Mindset Matters To explore the relationships between mindset Reflective & Integrative Learning, and
and engagement in effective educational Perceived Gains. First, we grouped students
Students at all levels of education benefit from
practice, about 11,000 first-year students into quartiles using their average responses
a growth mindset – a belief that intelligence
and seniors from a diverse group of 38 U.S. across the seven mindset questions.
and other personality characteristics can
colleges and universities completed a set of After adjusting for differences in student
change with effort and experience. A growth
questions appended to NSSE to assess their characteristics, we then estimated average
mindset is associated with a greater openness
mindset (items were adapted from Dweck, scores for these groups on the three NSSE
to learning, willingness to confront challenges,
1995, 2006). Results indicate that a majority measures. Among seniors, the difference
and resiliency when faced with failure (Dweck,
believe intelligence is malleable, suggesting between the bottom (closer to a fixed mindset)
2006). In contrast, people with a fixed mindset
a growth mindset. In fact, depending on the and top (growth mindset) quartile groups
believe that one’s intelligence is generally
question, well over half to three-quarters showed substantial differences on the three
immutable. As a result they need to prove
agreed or strongly agreed with this basic NSSE measures favoring growth-mindset
their intelligence more often, shy away
premise (Figure 4). students (Figure 5). Results for first-year
from feedback, and avoid challenging
students were similar.
learning opportunities. We anticipated that three NSSE measures
would relate to mindset: Learning Strategies,
“To be honest, I had
Figure 4: Selected Questions About Mindset
some problems on
quizzes and exams, but I can become more
19% 34% 39%
intelligent by working
the key to solve them hard at school.
is to ask professors for
help and have more
I can always change
contact with them. how intelligent I am. 22% 32% 33%
I went to their office
hours and solved the
My intelligence is mainly
the result of life
complex problems more experiences that 30% 35% 24%
challenged me and
effectively than before,
made me work hard.
and obtained better and
better grades in every 0% 25% 50% 75% 100%
course.” Strongly disagree Disagree Somewhat disagree Somewhat agree Agree Strongly agree
FIRST-YEAR STUDENT,
ENGINEERING, Note: Includes both first-year and senior students.
MICHIGAN STATE UNIVERSITY
6
Selected Results and Institutional Stories
continued
Given a growth mindset’s emphasis by well-regarded faculty in their quest Winthrop University: Improving
on trying new strategies in the face of for learning. Consistent with this Retention and Graduation for
challenge, it is understandable that interpretation, students in the top mindset Special Populations
students were more likely to employ quartile were more likely to describe their
effective learning strategies like reviewing courses as challenging them to do their Improving retention and graduation rates is a high priority at
notes after class. It is also affirming that best work compared with those in the Winthrop University. When graduation outcomes revealed
they were more reflective in their learning bottom quartile (Figure 6). gaps by gender regardless of race, Winthrop examined
approaches and more willing to consider NSSE data for underlying influences or differences in student
These results suggest that mindset
other points of view. That growth mindset engagement. Using the NSSE Report Builder–Institution
influences how students approach
students report gaining more from their Version, Winthrop staff disaggregated their NSSE 2014 data
learning during college. Compared to
college experience in both academic by gender to conduct preliminary analysis on engagement of
those of a more fixed mindset, growth
and personal areas is consistent with a first-year and senior men to inform new interventions to better
mindset students appear to be well
stronger belief in their ability to grow support all students’ success. Although this analysis was based
served by high levels of engagement
and improve. on a single year of data, it provided insight into areas needing
in effective educational practice in
further investigation. Winthrop’s leaders have continued this
Interestingly, we found similarly strong college. Although further inquiry into
analysis using 2014 and 2016 combined data, which has
relationships between mindset and two the relationship between mindset and
shown first-year men report lower rates for three of the four
other Engagement Indicators: Higher- learning at the college level is warranted,
Higher Order Learning Engagement Indicator items. Once
Order Learning and Effective Teaching efforts to promote student awareness
Winthrop completes this gender-based analysis, expanded
Practices. It may be that growth-mindset of the malleable nature of intelligence
results will be disseminated more widely among academic and
students are more inclined than others promise to pay dividends.
student affairs leadership to generate discussion about ways to
to choose challenging courses taught
improve retention and
graduation rates for all students and lessen achievement gaps
by gender.
Given the ease of using the Report Builder and the institution’s
emphasis on improving retention, Winthrop added transfer
“My advisors have been a huge part of my success! status to their 2016 NSSE population file to facilitate additional
analysis in the Report Builder. This will allow Winthrop to
They never gave up on me and I don’t think
explore differences between those who transferred to the
I would’ve gotten this far without them.” institution and their peers with respect to perceived learning
gains, student-faculty interaction, and their perceptions of the
SENIOR, HISTORY, ROCKFORD UNIVERSITY campus environment, and to conduct a similar analysis of first-
year students to examine factors associated with persistence.
Figure 5: Average Senior Learning Strategies, Reflective & Integrative Learning, Figure 6: Proportion Reporting High Course
and Perceived Gains by Top and Bottom Mindset Quartiles Challengea by Mindset Quartile Groups
Learning Strategies
100%
75%
Reflective &
Integrative Learning
50%
Perceived Gains 25%
0%
Bottom Middle Top
0 15 30 45 60
Quartile 50% Quartile
Top Quartile Bottom Quartile
Notes: ANCOVA adjusted means. Covariates included sex, race/ethnicity, first-generation status, enrollment status, and major. All differences were a. Rated 6 or 7 on a 7-point scale where 1=Very little
statistically significant at the .001 level. Perceived gains is a scale composed of 10 items that explore the degree to which students said their and 7=Very much
college experience contributed to their gains in a variety of skills and competencies. Top quartile signifies a higher growth-mindset orientation.
“Most veterans are afraid to commit to National Survey of Student Engagement | Annual Results 2016 7
higher learning because of the learning
gap in their education. This institution
has made the transition, while difficult,
easier for me with all the available extra
activities to assist me in writing.”
FIRST-YEAR STUDENT, CRIMINAL JUSTICE,
ST. JOHN’S UNIVERSITY (NY)
MMMiiissssssoouurrii UUUnnnniiivveerrssssiiiiitttttyyyyy ooffff
SSSccciiieennnncccccccccccceeeeeeeeeee aaaaaaannnndddd TTTTTTeeeeeecccccchhhhhhhnnnnnooolllooooggggyyyyy
Perceptions of Safety Fully 93% felt physically safea and 92% cisgender peers (Figure 7). Black or African
and Belonging felt comfortable being themselvesa at their American students were least likely to feel
institution, while smaller proportions—but still a safeb (14% disagreement). Multiracial students
Feelings of safety and belonging in a college
majority—felt valued by their institution (nearly and Black or African American students were
community are important to students’
four in five) or part of the campus communitya least likely to feel valued (about one in four
well-being and ability to learn. More than
(about three-quarters). disagreed), and American Indian or Alaska
13,000 first-year and senior students from
Native and multiracial students were least
34 bachelor’s degree-granting institutions Students who felt safe, comfortable being
likely to feel like part of the campus community
answered questions about their feelings of themselves, valued, and part of the community
(about two in five disagreed) (Table 3). These
safety and belonging at their institution. had more positive interactions with others
findings demonstrate the importance of
on campus, perceived greater institutional
institutional attention to building community
support, and believed more strongly that their
and addressing safety and inclusion concerns,
college experience had facilitated their growth
and point to the need to redouble efforts
Questions on Safety and development across a range of outcomes to ensure that students from historically
(Table 2). These relationships were strongest
and Belonging underrepresented backgrounds feel safe,
for students who felt valued by the institution
valued, and included members of our college
and part of the campus community.
To what extent do you agree or disagree
and university communities.
with the following statements? While these results affirm that our campuses
(Strongly agree, Agree, Disagree, Strongly disagree) are generally safe and welcoming places,
a. “Agree” or “Strongly agree”
• I feel physically safe at my institution perceptions varied among demographic b. “Disagree” or “Strongly disagree”
• I feel comfortable being myself at groups. Students with a gender identity other
my institution than man or woman disagreedb with these
• I feel valued by my institution statements nearly twice as often as their
• I feel like part of the campus community
Table 2: Correlations Between Figure 7: Percentage of Students Who Table 3: Lack of Safety and
Selected Measures and Feelings of Disagreed with Statements about Safety Belonging by Racial/Ethnic
Safety and Belonging and Belonging, by Gender Identity Identification
I feel I feel like part
I feel physically I feel valued
comfortable of the
safe at my by my
being myself at campus
Quality of Supportive Perceived 100% institution my institution institution community
Interactions Environment Gains
American Indian or
I feel physically safe 75% Alaska Native 10 9 21 38
.34 .27 .26
at my institution
g Asian, Native Hawaiian,
n 6 9 18 24
gi 50% or other Pacific Islander
n I feel comfortable being
o .38 .32 .33
d Bel myself at my institution 25% BAflariccka no rA merican 14 10 24 27
an I feel valued
Safety by my institution .50 .45 .46 0% Hispanic or Latino 5 8 20 26
I feel like part of the I feel I feel comfortable I feel valued by I feel like part
campus community .46 .44 .43 physically safe being myself at my institution of the campus White 5 6 21 25
at my institution my institution community
Man Woman Another gender identity
Multiracial 9 11 26 31
Notes: Bivariate correlations; All are positive and statistically
significant at p < .001.
Note: Percentages are those who “Disagree” or “Strongly disagree.”
8
Selected Results and Institutional Stories
continued
Dual Enrollment and the First- enrollment programs can potentially reduce Because many high school students complete
Year Academic Experience college costs and improve students’ readiness both AP and DC courses, our analysis sought
for college-level work. to isolate the impact of DC courses on the
The number of students who earn college
first-year experience. To do this, students were
credits prior to high school graduation has risen Yet some are concerned that DC courses lack
categorized into four groups:
dramatically over the past several years (Marken the academic rigor of their college equivalents
& Lewis, 2013), and part of this increase is (Tobolowsky & Allen, 2016), leading students 1. No DC/AP: Completed no DC or AP
due to growth in dual enrollment programs to misjudge the demands of college. Using data courses in high school
in which students simultaneously earn high from the Beginning College Survey of Student 2. DC only: Completed only DC courses in
school and college credits (i.e., dual credits). Engagement (BCSSE) and NSSE, we examined high school
Unlike advanced placement (AP) courses, dual the relationship between first-year students’ 3. Both DC & AP: Completed both DC and
credit (DC) courses do not require students perceptions of the academic rigor of their DC AP courses in high school
to take a standardized test to earn the credits courses relative to other high school courses 4. AP only: Completed only AP courses in
(Tobolowsky & Allen, 2016). In addition, dual and their experiences in the first year of college. high school
Carlow University: Assessing Learning with Technology to Enhance Instructional Practice
To prepare for accreditation by the Middle Of particular interest were Carlow’s results The Carlow University professional
States Commission on Higher Education, from NSSE’s Learning with Technology development institute’s spring 2016 faculty
Carlow University’s office of Assessment for module, which measures student use of training focused on the use of technology in
Institutional Research, Effectiveness, and technology, institutional support for such the classroom to enhance student learning.
Planning used NSSE data to identify the use, and the contribution of technology to The institute was an intense educational
ways Carlow students outperformed students student learning. Results indicated less use of opportunity structured as a conference,
at peer institutions and to find evidence of technology in Carlow’s classrooms compared featuring a plenary, three flights of concurrent
underachievement to drive improvement. with peer institutions, corroborating evidence sessions, and an “open mouse” gathering
NSSE findings provided evidence to campus from other sources. These findings reinforced where faculty demonstrated their uses of
constituencies and were used to track the the need to improve the digital literacy technology. Intentional and comprehensive
progress of interventions aimed at improving components of student learning at Carlow, and training opportunities like this complement
key outcomes, such as co-curricular learning, the need for additional training of faculty to evidence of improvement assembled for
intensive writing, and participation in High- support this objective. accreditation, while also building interest in
Impact Practices. improving student engagement that will be
measured in future NSSE administrations.
Brescia University
