NSSE 2019 Snapshot University of Houston-Downtown A Summary of Student Engagement Results Student engagement represents two critical features of collegiate quality. The first is the amount of time and effort students put into their studies and other educationally purposeful activities. The second is how institutional resources, courses, and other learning opportunities facilitate student participation in activities that matter to student learning. NSSE surveys undergraduate students in their first and final years to assess their levels of engagement and related information about their experience at your institution.
Comparison Group The comparison group featured in this report is
Carnegie Class See your Selected Comparison Groups report for details.
This Snapshot is a concise collection of key findings from your institution’s NSSE 2019 administration. We hope this information stimulates discussions about the undergraduate experience. Additional details about these and other results appear in the reports referenced throughout. Engagement Indicators Sets of items are grouped into ten Engagement Indicators, organized under four broad themes. At right are summary results for your institution. For details, see your Engagement Indicators report.
Theme
Academic Challenge
Key:
Your students compared with Carnegie Class First-year Senior
Engagement Indicator
Higher-Order Learning
--
--
Reflective & Integrative Learning
--
--
Learning Strategies
--
Quantitative Reasoning
Your students’ average was significantly
(p < .05) with an effect size at least ▲ higher .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
Experiences with Faculty
Your students’ average was significantly lower (p < .05) with an effect size at least .3 in magnitude.
Campus Environment
(p < .05) with an effect size less than ▽ lower .3 in magnitude.
▼
Learning with Peers
Collaborative Learning Discussions with Diverse Others
--
Student-Faculty Interaction
--
Effective Teaching Practices
--
--
Quality of Interactions
--
--
Supportive Environment
--
High-Impact Practices Due to their positive associations with student learning and retention, special undergraduate opportunities are designated "highimpact." For more details and statistical comparisons, see your High-Impact Practices report.
First-year
Service-Learning, Learning Community, and Research w/Faculty
UHD
10%
Carnegie Class
9%
Senior
Service-Learning, Learning Community, Research w/Faculty, Internship, Study Abroad, and Culminating Senior Experience
0% UHD Carnegie Class
64% 49%
25% 41% 55%
Participated in two or more HIPs
50%
75%
100%
42% 28%
Participated in one HIP
NSSE 2019 Snapshot University of Houston-Downtown Academic Challenge: Additional Results The Academic Challenge theme contains four Engagement Indicators as well as several important individual items. The results presented here provide an overview of these individual items. For more information about the Academic Challenge theme, see your Engagement Indicators report. To further explore individual item results, see your Frequencies and Statistical Comparisons, the Major Field Report, the Online Institutional Report, or the Report Builder.
Time Spent Preparing for Class This figure reports the average weekly class preparation time for your students compared to students in your comparison group.
First-year
UHD
12.4
Carnegie Class
13.7
UHD
14.1
Carnegie Class
14.5
Senior
0
10
20
30
Average Hours per Week Preparing for Class
Reading and Writing These figures summarize the number of hours your students spent reading for their courses and the average number of pages of assigned writing compared to students in your comparison group. Each is an estimate calculated from two or more separate survey questions.
First-year
UHD
5.4
Carnegie Class
6.4
60.2 53.2
Senior
UHD
8.1
Carnegie Class
7.3 0
69.3 85.8 10
20
Average Hours per Week on Course Reading
30
0
50
100
Average Pages of Assigned Writing, Current Year
150
Challenging Students to Do Their Best Work
Academic Emphasis
To what extent did students' courses challenge them to do their best work? Response options ranged from 1 = "Not at all" to 7 = "Very much."
How much did students say their institution emphasizes spending significant time studying and on academic work? Response options included "Very much," "Quite a bit," "Some," and "Very little."
First-year
Senior
100%
First-year
UHD 75%
46%
48% 62%
57%
50%
25%
Senior 53%
50% 35%
40%
74%
Carnegie Class
78%
UHD
78%
Carnegie Class
78% 0%
0%
UHD
Carnegie Class
2 • NSSE 2019 SNAPSHOT
UHD
Carnegie Class
25%
50%
75%
Percentage Responding "Very much" or "Quite a bit"
100%
NSSE 2019 Snapshot University of Houston-Downtown Item Comparisons By examining individual NSSE questions, you can better understand what contributes to your institution's performance on the Engagement Indicators. This section displays the five questionsa on which your students scored the highest and the five questions on which they scored the lowest, relative to students in your comparison group. Parenthetical notes indicate whether an item belongs to a specific Engagement Indicator or is a High-Impact Practice. While these questions represent the largest differences (in percentage points), they may not be the most important to your institutional mission or current program or policy goals. For additional results, see your Frequencies and Statistical Comparisons report. First-year
Highest Performing Relative to Carnegie Class
Item #
About how many courses have included a community-based project (service-learning)? e (HIP)
12.
Asked another student to help you understand course material b (CL)
1e.
b
Worked with other students on course projects or assignments (CL) c
Institution emphasis on attending events that address important social/econ./polit. issues (SE) b
Used numerical information to examine a real-world problem or issue (…) (QR)
+17 +14
1h.
+11
14i.
+10
6b.
+10
Lowest Performing Relative to Carnegie Class
-30
b
Reviewed your notes after class (LS) b
Discussions with… People from an economic background other than your own (DD) c
-20
-10
9b.
-7
8b.
-7
Applying facts, theories, or methods to practical problems or new situations (HO)
4b.
-9
Spent more than 15 hours per week preparing for class
15a.
-9
b
8d.
Discussions with… People with political views other than your own (DD)
0
10
20
30
-13
Percentage Point Difference with Carnegie Class
Senior
Highest Performing Relative to Carnegie Class
Item #
About how many courses have included a community-based project (service-learning)? e (HIP) c
Institution emphasis on attending events that address important social/econ./polit. issues (SE) c
Institution emphasis on encouraging contact among students from different backgrounds... (SE) b
Worked with other students on course projects or assignments (CL) b
Reviewed your notes after class (LS)
12. 14i.
+10
14d.
+9
1h.
+9
9b.
+8
-30
Lowest Performing Relative to Carnegie Class b
Discussed your academic performance with a faculty member (SF) b
Talked about career plans with a faculty member (SF) Assigned more than 50 pages of writing
g
+12
-20
-10
3d.
-7
3a.
-8
7.
Participated in an internship, co-op, field exp., student teach., clinical placemt. (HIP)
11a.
Completed a culminating senior experience (…) (HIP)
11f.
0
10
20
30
-12 -18 -20
Percentage Point Difference with Carnegie Class a. The displays on this page draw from the items that make up the ten Engagement Indicators (EIs), six High-Impact Practices (HIPs), and the additional academic challenge items reported on page 2. Key to abbreviations for EI items: HO = Higher-Order Learning, RI = Reflective & Integrative Learning, LS = Learning Strategies, QR = Quantitative Reasoning, CL = Collaborative Learning, DD = Discussions with Diverse Others, SF = Student-Faculty Interaction, ET = Effective Teaching Practices, QI = Quality of Interactions, SE = Supportive Environment. HIP items are also indicated. Item numbering corresponds to the survey facsimile included in your Institutional Report and available on the NSSE website. b. Combination of students responding "Very often" or "Often." c. Combination of students responding "Very much" or "Quite a bit." d. Rated at least 6 on a 7-point scale. e. Percentage reporting at least "Some." f. Estimate based on the reported amount of course preparation time spent on assigned reading. g. Estimate based on number of assigned writing tasks of various lengths.
NSSE 2019 SNAPSHOT • 3
NSSE 2019 Snapshot University of Houston-Downtown How Students Assess Their Experience Students' perceptions of their cognitive and affective development, as well as their overall satisfaction with the institution, provide useful evidence of their educational experiences. For more details, see your Frequencies and Statistical Comparisons report.
Perceived Gains Among Seniors
Satisfaction with UHD
Students reported how much their experience at your institution contributed to their knowledge, skills, and personal development in ten areas.
Students rated their overall experience at the institution, and whether or not they would choose it again.
Percentage of Seniors Responding "Very much" or "Quite a bit"
Perceived Gains (Sorted highest to lowest)
Thinking critically and analytically
82%
Working effectively with others
75%
Writing clearly and effectively
74%
Understanding people of other backgrounds (econ., racial/ethnic, polit., relig., nation., etc.)
71%
Analyzing numerical and statistical information
71%
Speaking clearly and effectively
70%
Developing or clarifying a personal code of values and ethics
70%
Acquiring job- or work-related knowledge and skills
68%
Solving complex real-world problems
65%
Being an informed and active citizen
63%
Percentage Rating Their Overall Experience as "Excellent" or "Good" First-year
UHD
86%
Carnegie Class
85%
UHD
86%
Carnegie Class
86%
Senior
0%
25%
50%
75%
100%
Percentage Who Would "Definitely" or "Probably" Attend This Institution Again First-year
UHD
86%
Carnegie Class
84%
UHD
86%
Carnegie Class
84%
Senior
0%
25%
50%
75%
100%
Administration Details Response Summary Count
Additional Questions Resp. rate
Female
Full-time
First-year
245
28%
61%
84%
Senior
1,311
27%
71%
55%
See your Administration Summary and Respondent Profile reports for more information.
Your institution administered the following additional question set(s):
Academic Advising Experiences with Writing See your Topical Module report(s) for results.
What is NSSE? NSSE annually collects information at hundreds of four-year colleges and universities about student participation in activities and programs that promote their learning and personal development. The results provide an estimate of how undergraduates spend their time and what they gain from attending their college or university. Institutions use their data to identify aspects of the undergraduate experience that can be improved through changes in policy and practice. NSSE has been in operation since 2000 and has been used at more than 1,600 colleges and universities in the US and Canada. More than 90% of participating institutions administer the survey on a periodic basis. Visit our website: nsse.indiana.edu IPEDS: 225432 4 • NSSE 2019 SNAPSHOT