NSSE 2016
Multi-Year Report
University of Houston-Downtown
About Your Multi-Year Report
NSSE 2016 Multi-Year Report
About This Report
For institutions participating in multiple NSSE administrations since 2013, the year of the last survey update, this report presents year-to-year results for Engagement Indicators (EIs), High-Impact Practices (HIPs), and key academic challenge items to illustrate patterns of change or stability. It also provides details such as number of respondents, standard deviation, and standard error so that statistical tests can be calculated.
For more information and recommendations for analyzing NSSE data over time, consult the Multi-Year Data Analysis Guide on the NSSE website. nsse.indiana.edu/pdf/MYDAG.pdf
This report contains three main parts: (a) a page that provides a quick reference to important information about each year’s administration, (b) multi-year figures, and (c) detailed statistics. Key terms and features are illustrated below.
Report sections
Administration Summaries (p. 3) A summary of respondent counts, response rates, sampling errors, and administration details for each participation year.
Engagement Results by Theme (pp. 4-7)
High-Impact Practices (pp. 8-9)
Detailed Statistics (pp. 10-13)
Interpreting year-to-year results
Results for ten EIs and selected individual survey items are displayed, organized under four broad themes. The Academic Challenge theme is represented by four EIs as well as several individual items. The three remaining engagement themes (Learning with Peers, Experiences with Faculty, and Campus Environment) follow, each represented by two EIs.
Results for six HIPs are displayed. First-year results indicate students who participated in a Learning Community, ServiceLearning, and Research with Faculty, and who planned to do an Internship or Field Experience, Study Abroad, and a Culminating Senior Experience. Senior results indicate students who participated in all six.
Displays detailed information for results including counts, standard errors, and confidence intervals (CIs) for each measure.
When examining year-to-year results, you may wonder whether observed differences signify meaningful change and whether a trend is indicated. Figures display CIs around each score showing the range of values that will contain the population score 95% of the time. Upper and lower CI bounds are also reported in the Detailed Statistics section.
For further investigation
The Report Builder Institution Version, updated with current data in the fall, allows for multi-year analysis of Engagement Indicators and individual items. It also affords the analysis of results by subpopulation.
NSSE 2016 Multi-Year Report
University of Houston-Downtown
The precision of an institution's population estimates can vary between administrations. An important early step in conducting a multi-year analysis is to review data quality. The values in the tables below were drawn from your Administration Summary reports.
Recruitment
Note: All of your institution's participation years since 2013 (the first year of the updated NSSE) are reported. Years in which your institution did not participate are blank.
a. Response rates (number of respondents divided by sample size) are adjusted for ineligibility, nondeliverable addresses, and students who were unavailable during the survey administration.
b. Sampling error gauges the precision of results based on a sample survey. It is an estimate (at the 95% confidence level) of how much survey item percentages for your respondents could differ from those of the entire population of students at your institution. While data with larger sampling errors (such as +/-10%) need not be dismissed out of hand, such results should be interpreted more conservatively.
c. This is the count used to calculate response rates and sampling errors for each year's Administration Summary report. This number includes all census-administered and randomly sampled students.
NSSE 2016 Multi-Year Report
Engagement Results by Theme University of Houston-Downtown
Engagement Indicators (EIs) provide valuable information about distinct aspects of student engagement, organized within four themes. EI scores represent the averaged student responses to a set of related survey questions. The Academic Challenge theme contains four EIs as well as several important individual items. See page 10 for detailed statistics. For more information, including the items that make up each EI, refer to your Engagement Indicators report.
Academic Challenge: First-year students
Higher-Order Learning Reflective & Integrative Learning
Learning Strategies
Quantitative Reasoning
a.
Academic
Challenge (additional items): First-year students
Preparing for Class (hrs/wk)
NSSE 2016 Multi-Year Report
Engagement Results by Theme University of Houston-Downtown
Engagement Indicators (EIs) provide valuable information about distinct aspects of student engagement, organized within four themes. EI scores represent the averaged student responses to a set of related survey questions. The Academic Challenge theme contains four EIs as well as several important individual items. See page 10 for detailed statistics. For more information, including the items that make up each EI, refer to your Engagement Indicators report.
Academic Challenge: Seniors
Higher-Order Learning Reflective & Integrative Learning Learning Strategies Quantitative Reasoning
Academic Challenge (additional
items): Seniors
Preparing for Class (hrs/wk) Course Reading (hrs/wk)
a. Values for Course Reading and Assigned Writing are estimates calculated from two or more survey questions. The Course Reading question was modified after 2013; comparability between
b. Extent to which courses challenged students to do their best work (from 1 = "Not at all" to 7 = "Very much").
c. How much students said the institution emphasizes spending significant time studying and on academic work (1 = "Very little," 2 = "Some," 3 = "Quite a bit," and 4 = "Very much").
NSSE 2016 Multi-Year Report
Engagement Results by Theme University of Houston-Downtown
Engagement Indicators (EIs) provide valuable information about distinct aspects of student engagement, organized within four themes. EI scores represent the averaged student responses to a set of related survey questions. The Learning with Peers, Experiences with Faculty, and Campus Environment themes are each represented by two EIs. See pages 10-11 for detailed statistics. For more information, including the items that make up each EI, refer to your Engagement Indicators report.
Learning with Peers: First-year students
Collaborative Learning Discussions with Diverse Others
Experiences with Faculty: First-year students
Student-Faculty Interaction Effective Teaching Practices
Campus Environment: First-year students
Quality of Interactions Supportive Environment
NSSE 2016 Multi-Year Report
Engagement Results by Theme
University of Houston-Downtown
Engagement Indicators (EIs) provide valuable information about distinct aspects of student engagement, organized within four themes. EI scores represent the averaged student responses to a set of related survey questions. The Learning with Peers, Experiences with Faculty, and Campus Environment themes are each represented by two EIs. See pages 10-11 for detailed statistics. For more information, including the items that make up each EI, refer to your Engagement Indicators report.
Learning with Peers: Seniors
Collaborative Learning
Discussions with Diverse Others
Experiences with Faculty: Seniors
Student-Faculty Interaction Effective Teaching Practices
Campus Environment: Seniors
Quality of Interactions
Supportive Environment
NSSE 2016 Multi-Year Report
High-Impact Practices
University of Houston-Downtown
Due to their positive associations with student learning and retention, special undergraduate opportunities are designated "high-impact." The figures below display first-year students' participation, or intent to participate, in High-Impact Practices (HIPs) by year. See page 12 for detailed statistics. For more information, refer to your High-Impact Practices report.
High-Impact Practices: First-year students
Research with Faculty (Done or in progress)
Internship/Field Experience (Plan to do)
Study Abroad (Plan to do)
Culminating Senior Experience (Plan to do)
Overall first-year HIP participation
The figure below displays the percentages of firstyear students who participated in one, and two or more, HIPs. The figure is limited to participation in a learning community, service-learning, and research with faculty.
NSSE 2016 Multi-Year Report
High-Impact Practices
University of Houston-Downtown
Due to their positive associations with student learning and retention, special undergraduate opportunities are designated "high-impact." Participation in High-Impact Practices (HIPs) by year is displayed in the figures below. See page 12 for detailed statistics. For more information, refer to your High-Impact Practices report.
High-Impact Practices: Seniors
Learning Community (Done
Service-Learning (Some, most, or all courses)
Research with Faculty (Done or in progress)
Internship/Field Experience (Done or in progress)
Study Abroad (Done or in progress)
Culminating Senior Experience (Done or in progress)
Overall senior HIP participation
The figure below displays the percentages of seniors who participated in one, and two or more, HIPs. The figure includes all six HIPs.
Higher-Order Learning
Reflective & Integrative Learning Learning Strategies
Quantitative Reasoning
Academic Challenge (additional items)
Preparing for Class (hours/week)
Estimated hours per week calculated from two survey questions. The item was modified in 2014; comparability between 2013 and later years is limited.
NSSE 2016 Multi-Year Report
Detailed Statistics: Engagement Indicators and Additional Items
University of Houston-Downtown
First-year students Seniors
Academic Challenge (additional items, continued)
Assigned Writing
Estimated number of pages calculated from three survey questions.
Course Challenge
Extent to which courses challenged students to do their best work (1 = "Not at all" to 7 = "Very much").
Academic Emphasis
Perceived institutional emphasis on spending significant time studying and on academic work (1 = "Very little," 2 = "Some," 3 = "Quite a bit," and 4 = "Very much").
Learning with Peers
Collaborative Learning
NSSE 2016 Multi-Year Report
Detailed Statistics: Engagement Indicators and Additional Items
University of Houston-Downtown
Discussions with Diverse
Others
Notes: n = Number of respondents; SD = Standard deviation; SE = Standard error of the mean; upper and lower bounds represent the 95% confidence interval (mean +/- 1.96 *
Experiences with Faculty
Student-Faculty Interaction
Effective Teaching Practices
Campus Environment
Quality of Interactions
NSSE 2016 Multi-Year Report
Detailed Statistics: Engagement Indicators and Additional Items
University of Houston-Downtown
Supportive Environment
Notes: n = Number of respondents; SD = Standard deviation; SE = Standard error of the mean; upper and lower bounds represent the 95% confidence interval (mean +/- 1.96 * SE).
Learning Communitya
NSSE 2016 Multi-Year Report
Detailed Statistics: High-Impact Practices
University of Houston-Downtown
First-year students Seniors
Service-Learninga
Research with Facultya
Internship or Field
Experienceb Study Abroadb
Culminating Senior
Experienceb
Participated in one HIP
Participated in two or more HIPs
Notes: n = Number of respondents; SE = Standard error of the proportion (sqrt[ ( p * ( 1 - p ) ) / (n - 1) ]) where p is the proportion; upper and lower bounds represent the 95% confidence interval (p +/- 1.96 *
a. Results are the percentage who had done the activity.
b. First-year results are the percentage who planned to do the activity, and senior results are the percentage who had done the activity.
c. First-year results are limited to participation in a Learning Community, Service-Learning, and Research with Faculty; senior results include all six HIPs.