NSSE 2019 High-Impact Practices University of Houston-Downtown
IPEDS: 225432
NSSE 2019 High-Impact Practices About This Report
About Your High-Impact Practices Report Due to their positive associations with student learning and retention, certain undergraduate opportunities are designated "high-impact." High-Impact Practices (HIPs) share several traits: They demand considerable time and effort, facilitate learning outside of the classroom, require meaningful interactions with faculty and students, encourage collaboration with diverse others, and provide frequent and substantive feedback. As a result, participation in these practices can be life-changing (Kuh, 2008). NSSE founding director George Kuh recommends that institutions should aspire for all students to participate in at least two HIPs over the course of their undergraduate experience—one during the first year and one in the context of their major (NSSE, 2007). NSSE asks students about their participation in the six HIPs shown in the box at right. Unlike most questions on the NSSE survey, the HIP questions are not limited to the current school year. Thus, senior students' responses include participation from prior years.
High-Impact Practices in NSSE Service-Learning Courses that included a community-based project Learning Community Formal program where groups of students take two or more classes together Research with Faculty Work with a faculty member on a research project Internship or Field Experience Internship, co-op, field experience, student teaching, or clinical placement Study Abroad Culminating Senior Experience Capstone course, senior project or thesis, comprehensive exam, portfolio, etc.
Report Sections Participation Comparisons (p. 3)
Displays HIP participation for your students compared with that of students at your comparison group institutions. Two views present insights into your students' HIP participation: Overall HIP Participation Displays the percentage of students who participated in one HIP and in two or more HIPs, relative to those at your comparison group institutions. Statistical Comparisons Comparisons of participation in each HIP and overall for your students relative to those at comparison group institutions, with tests of significance and effect sizes.
Response Detail (pp. 4-5)
Provides complete response frequencies for the relevant HIP questions for your students and those at your comparison group institutions. First-year results include a summary of their expectations for future HIP participation.
Participation by Student Characteristics (p. 6)
Displays your students' participation in each HIP by selected student characteristics.
Interpreting Comparisons HIP participation varies more among students within an institution than it does between institutions, like many experiences and outcomes in higher education. As a result, focusing attention on overall participation rates amounts to examining the tip of the iceberg. It is equally important to understand how student engagement (including HIP participation) varies within your institution. The table on page 6 provides an initial look at how HIP participation varies by selected student characteristics. The Report Builder and your Major Field Report (both to be released in the fall) offer further perspectives on internal variation and can help you investigate your students’ HIP participation in depth.
Kuh, G. D. (2008). High-impact educational practices: What they are, who has access to them, and why they matter. Washington, DC: Association of American Colleges and Universities. National Survey of Student Engagement (2007). Experiences that matter: Enhancing student learning and success—Annual Report 2007. Bloomington, IN: Indiana University Center for Postsecondary Research. Rocconi, L.M., & Gonyea, R.M. (2018). Contextualizing effect sizes in the National Survey of Student Engagement: An empirical analysis. Research & Practice in Assessment, 13 (Summer/Fall), pp. 22-38.
2 • NSSE 2019 HIGH-IMPACT PRACTICES
NSSE 2019 High-Impact Practices Participation Comparisons
University of Houston-Downtown Overall HIP Participation The figures below display the percentage of students who participated in High-Impact Practices. Both figures include participation in service-learning, a learning community, and research with faculty. The senior figure also includes participation in an internship or field experience, study abroad, and culminating senior experience. The first segment in each bar shows the percentage who participated in at least two HIPs, and the full bar (both colors) represents the percentage who participated in at least one. First-year
Senior
UHD
10%
Southwest Public
10%
49%
Southwest Public
Carnegie Class
9%
49%
Carnegie Class
Texas Institutions
11% 0%
UHD
64%
41% 48%
25%
50%
Participated in two or more HIPs
75%
100%
28%
47% 0%
Participated in one HIP
31%
55%
Texas Institutions
52%
42%
32%
25%
50%
Participated in two or more HIPs
75%
100%
Participated in one HIP
Statistical Comparisons The table below displays the percentage of your students who participated in a given High-Impact Practice, including the percentage who participated in at least one or in two or more HIPs. It also graphs the difference, in percentage points, between your students and those of your comparison groups. Blue bars indicate how much higher your institution's percentage is compared to the comparison group. Dark red bars indicate how much lower your institution's percentage is compared to the comparison group. (Comparison group percentages appear on the following pages.) Your students' participation compared with: UHD
Southwest Public
First-year
%
Difference
Service-Learning
71
+17
Learning Community
9
Research with Faculty
5
+1
Participated in at least one
74
+14
Participated in two or more
10
a
Carnegie Class ES
*** -3
b
.35
Difference
+17
-.10 +1
.31
+15
.00
+1
***
.39
+12
-0
Texas Institutions ES
*** -2
.03 ***
a
b
.35
Difference
+12
-.05
***
a
ES
** -3
.04
+0
.33
+11
.03
b
.25 -.10 .02
** -1
.23 -.03
Senior
Service-Learning
75
Learning Community
17
-3
*
-.07
Research with Faculty
13
-5
***
Internship or Field Exp.
26
-12
Study Abroad
5
Culminating Senior Exp.
24
Participated in at least one
83
Participated in two or more
41
+18
***
.27
-3
**
-.09
-.13
-6
***
***
-.25
-18
-4
***
-.17
-10
***
+4 -8
***
.26
-4
**
-.10
-.17
-4
***
-.11
***
-.38
-9
***
-.20
-4
***
-.16
-1
-.22
-20
***
-.42
-4
**
.10
-0
***
-.16
-15
-.01 ***
-.30
+12
+4 -7
-.04 **
-.10
**
.10
***
-.13
a. Percentage point differences (institution – comp. group) rounded to whole numbers. Values less than one may not display a bar and may be shown as +0 or -0. b. Cohen's h (standardized difference between two proportions). Effect sizes indicate the practical importance of observed differences. For service-learning, internships, study abroad, and culminating senior experiences, an ES of about .2 may be considered small, .5 medium, and .8 large. For learning community and research with faculty, an ES of about .1 may be considered small, .3 medium, and .5 large (Rocconi & Gonyea, 2018). *p < .05, **p < .01, ***p < .001 (z- test comparing participation rates). Note: Participation includes the percentage of students who responded "Done or in progress" except for service-learning which is the percentage who responded that at least "Some" courses included a community-based project. All results weighted by institution-reported sex and enrollment status (and by institution size for comparison groups). NSSE 2019 HIGH-IMPACT PRACTICES • 3
NSSE 2019 High-Impact Practices Response Detail
University of Houston-Downtown First-Year Students Service-Learning About how many of your courses at this institution have included a communitybased project (servicelearning)?
% Most or all
% Some
% None
UHD
24
48
29
Southwest Public
11
44
45
Carnegie Class
11
44
45
Texas Institutions
11
48
40
% Done or in progress
% Plan to do
% Have not decided
% Do not plan to do
UHD
9
41
33
18
Southwest Public
12
32
31
24
Carnegie Class
11
28
35
27
Texas Institutions
12
32
32
24
% Done or in progress
% Plan to do
% Have not decided
% Do not plan to do
UHD
5
29
41
25
Southwest Public
5
34
36
25
Carnegie Class
4
30
39
26
Texas Institutions
5
30
39
26
Learning Community Participate in a learning community or some other formal program where groups of students take two or more classes together.
Research with a Faculty Member Work with a faculty member on a research project.
Plans to Participate a Knowing whether first-year students plan to participate in upper-division HIPs can reveal insights about HIP demand, awareness of opportunities, and the clarity of institutional information. These results might also point to topics for additional exploration, such as what contributes to students’ expectations, their assumptions about who can participate, or why other students are undecided or have no plans to participate in the activity.
Percentage responding "Plan to do"
Culminating Senior Experience
Internship or Field Experience Participate in a study abroad program.
Complete a culminating senior experience (capstone course, senior project or thesis, comprehensive exam, portfolio, etc.).
UHD 75
38
47
Southwest Public 72
39
50
Carnegie Class 70
35
51
Texas Institutions 71
36
43
Participate in an internship, co-op, field experience, student teaching, or clinical placement.
Study Abroad
a. Refer to your Frequencies and Statistical Comparisons for details on the other response options.
Note: Results weighted by institution-reported sex and enrollment status (and institutional size for comparison groups).
4 • NSSE 2019 HIGH-IMPACT PRACTICES
NSSE 2019 High-Impact Practices Response Detail
University of Houston-Downtown Seniors Service-Learning About how many of your courses at this institution have included a communitybased project (servicelearning)?
% Most or all
% Some
% None
UHD
21
54
25
Southwest Public
13
44
43
Carnegie Class
14
49
37
Texas Institutions
18
45
37
% Done or in progress
% Plan to do
% Have not decided
% Do not plan to do
UHD
17
20
24
39
Southwest Public
19
13
16
51
Carnegie Class
20
11
17
52
Texas Institutions
21
13
18
48
% Done or in progress
% Plan to do
% Have not decided
% Do not plan to do
UHD
13
19
28
40
Southwest Public
18
15
19
49
Carnegie Class
19
12
17
51
Texas Institutions
17
13
21
49
% Done or in progress
% Plan to do
% Have not decided
% Do not plan to do
UHD
26
41
16
17
Southwest Public
37
31
13
19
Carnegie Class
44
25
12
20
Texas Institutions
35
32
13
20
% Done or in progress
% Plan to do
% Have not decided
% Do not plan to do
UHD
5
14
22
59
Southwest Public
10
9
15
66
Carnegie Class
10
7
14
70
Texas Institutions
6
9
17
67
% Done or in progress
% Plan to do
% Have not decided
% Do not plan to do
UHD
24
41
18
17
Southwest Public
34
29
14
24
Carnegie Class
43
27
11
19
Texas Institutions
28
26
18
28
Learning Community Participate in a learning community or some other formal program where groups of students take two or more classes together.
Research with a Faculty Member Work with a faculty member on a research project.
Internship or Field Experience Participate in an internship, co-op, field experience, student teaching, or clinical placement.
Study Abroad Participate in a study abroad program.
Culminating Senior Experience Complete a culminating senior experience (capstone course, senior project or thesis, comprehensive exam, portfolio, etc.).
Note: Results weighted by institution-reported sex and enrollment status (and institutional size for comparison groups). NSSE 2019 HIGH-IMPACT PRACTICES • 5
NSSE 2019 High-Impact Practices Participation by Student Characteristics
University of Houston-Downtown Participation in High-Impact Practices by Student Characteristics The table below displays the percentage of your students who participated in each HIP by selected student characteristics. Examining participation rates for different groups offers insight into how engagement varies within your student population.
Culminating Senior Experience
Study Abroad
%
%
%
%
%
%
%
6 4
77 73
19 15
13 13
29 23
6 5
24 26
— 76 61 71 — 73 — — —
— 24 22 5 — 18 — — —
— 5 6 5 — 0 — — —
— 74 74 78 — 70 — 76 —
— 16 14 18 — 18 — 17 —
— 20 12 12 — 12 — 14 —
— 28 23 30 — 24 — 24 —
— 2 4 6 — 7 — 7 —
— 22 27 23 — 24 — 17 —
72 45
10 9
6 0
76 76
21 16
16 11
35 24
8 4
24 25
69 71
29 6
9 5
72 77
17 18
18 11
27 27
4 6
25 24
78 70
7 10
4 6
71 80
14 21
11 16
20 34
4 7
20 27
70 —
10 —
6 —
76 —
18 —
13 —
27 —
5 —
24 —
— 82 77 86 63 — 54 71 60 82 —
— 11 9 0 5 — 15 12 30 9 —
— 7 9 7 3 — 0 0 0 14 —
66 71 55 59 82 48 90 69 100 78 —
13 23 24 12 10 8 39 21 19 26 —
13 43 25 27 5 4 11 21 10 16 —
31 26 23 34 13 28 58 41 24 33 —
9 9 6 4 3 4 6 7 5 12 —
25 18 16 27 23 12 31 10 19 25 —
71
9
5
75
17
13
26
5
24
Research with Faculty
%
10 9
Learning Community
Internship or Field Experience
Female Male
ServiceLearning
Research with Faculty
%
73 68
ServiceLearning Sexa
Senior
Learning Community
First-year
Race/ethnicity or international a American Indian or Alaska Native Asian Black or African American Hispanic or Latino Native Hawaiian/Other Pac. Islander White Other Foreign or nonresident Two or more races/ethnicities
Age Traditional (FY < 21, Seniors < 25) Nontraditional (FY 21+, Seniors 25+)
First-generationb Not first-generation First-generation
Enrollment statusa Not full-time Full-time
Residence Not on campus On campus
Major category c Arts & humanities Biological sciences, agriculture, natural res. Physical sciences, math, computer science Social sciences Business Communications, media, public relations Education Engineering Health professions Social service professions Undecided/undeclared
Overall
Notes: Percentage of students who responded "Done or in progress" except for service-learning which is the percentage who responded that at least "Some" courses included a communitybased project. Percentages are not reported (—) for row categories containing fewer than 10 students. Results are unweighted, except for overall percentages which are weighted by sex and enrollment status. a. Institution-reported variable. If provided, “Another” and “Unknown” categories for sex are not displayed due to low Ns, but do appear in the data file. b. Neither parent (or guardian) holds a bachelor's degree. c. These are NSSE's default related-major categories, based on first major if more than one was reported. Institution-customized major categories will be included on the Major Field Report, to be released in the fall. Excludes majors categorized as "all other."
6 • NSSE 2019 HIGH-IMPACT PRACTICES