NSSE 2019 Topical Module Report Academic Advising University of Houston-Downtown
IPEDS: 225432
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2 • NSSE 2019 TOPICAL MODULE REPORT
NSSE 2019 Academic Advising Administration Summary
University of Houston-Downtown About This Topical Module This module examines students' experiences with academic advising, including frequency, accessibility, and types of information provided. It also asks students to identify their primary source of advice. The module complements a question on the core survey about the quality of students’ interactions with academic advisors. Complementary FSSE set available.
Comparison Group This section summarizes how this module's comparison group was identified, including selection criteria and whether the default option was taken. This is followed by the resulting list of institutions represented in the 'Texas Schools' column of this report.
Group label
Texas Schools
Date submitted
5/13/19
How was this comparison group constructed?
Your institution customized this comparison group by selecting institutions from all module participants.
Group description
Texas Public 4-year Institutions similar in demographics, size and/or level as UHD.
Texas Schools (N=6) Lamar University (Beaumont, TX) Stephen F. Austin State University (Nacogdoches, TX) Texas Southern University (Houston, TX)* University of Texas at Arlington, The (Arlington, TX)* University of Texas of the Permian Basin, The (Odessa, TX) West Texas A&M University (Canyon, TX)
*2018 participant
NSSE 2019 TOPICAL MODULE REPORT • 3
NSSE 2019 Academic Advising Frequencies and Statistical Comparisons
University of Houston-Downtown First-Year Students Frequency Distributions UHD Item wording or description
Variable name
a
Texas Schools
Statistical Comparisons UHD
Texas Schools
Mean
Mean
size
2.1
.12
2.9 ***
.31
3.0 ***
.28
Effect Values
c
Response options
Count
%
Count
%
d
1. During the current school year, about how many times have you and an academic advisor discussed your academic interests, course selections, or academic performance? ADV01
0
0
15
9
48
7
1
1
27
16
222
25
2
2
65
36
304
36
3
3
47
25
144
17
4
4
13
8
69
9
5
5
6
3
14
2
6
6 or more
5
3
26
3
178
100
827
100
Total
2.3
2. During the current school year, to what extent have your academic advisors done the following? a. Been available when needed
b. Listened closely to your concerns and questions
c. Informed you of important deadlines
d. Helped you understand academic rules and policies
e. Informed you of academic support options (tutoring, study groups, help with writing, etc.)
ADV02a
ADV02b
ADV02c
ADV02d
ADV02e
1
Very little
10
6
81
10
2
Some
20
13
178
20
3
Quite a bit
61
35
276
34
4
Very much
82
43
247
30
—
Not applicable
6
3
41
6
Total
179
100
823
100
1
Very little
13
7
68
8
2
Some
19
12
174
20
3
Quite a bit
47
28
279
33
4
Very much
89
47
258
33
—
Not applicable
11
5
46
6
Total
179
100
825
100
1
Very little
17
10
125
14
2
Some
19
12
171
20
3
Quite a bit
55
32
244
30
4
Very much
77
41
246
31
—
Not applicable
9
5
35
4
Total
177
100
821
100
1
Very little
13
7
108
13
2
Some
25
15
183
21
3
Quite a bit
58
33
253
31
4
Very much
73
39
235
29
—
Not applicable
10
6
43
6
Total
179
100
822
100
1
Very little
15
8
116
14
2
Some
19
11
184
21
3
Quite a bit
52
30
243
30
4
Very much
83
45
230
29
—
Not applicable
10
6
46
6
Total
179
100
819
100
*p<.05, **p<.01, ***p<.001 (2-tailed); Refer to the endnotes page for the key to triangle symbols. 4 • NSSE 2019 TOPICAL MODULE REPORT
3.2
3.2
▲
△
3.1
2.8 ***
.28
△
3.1
2.8 ***
.28
△
3.2
2.8 ***
▲
.39
b
NSSE 2019 Academic Advising Frequencies and Statistical Comparisons
University of Houston-Downtown First-Year Students Frequency Distributions UHD Item wording or description
f. Provided useful information about courses
g. Helped you when you had academic difficulties
h. Helped you get information on special opportunities (study abroad, internships, research projects, etc.)
i. Discussed your career interests and post-graduation plans
Variable name
ADV02f
ADV02g
ADV02h
ADV02i
a
Texas Schools
Statistical Comparisons UHD
Texas Schools
Mean
Mean
size
2.9 ***
.27
b
Effect Values
c
Response options
Count
%
Count
%
1
Very little
10
6
99
12
2
Some
28
16
170
20
3
Quite a bit
52
30
274
34
4
Very much
82
43
252
31
—
Not applicable
7
4
25
4
Total
179
100
820
100
1
Very little
19
10
128
14
2
Some
32
19
181
22
3
Quite a bit
43
26
189
23
4
Very much
61
32
188
24
—
Not applicable
24
13
137
17 100
Total
179
100
823
1
Very little
32
19
197
23
2
Some
32
20
170
20
3
Quite a bit
40
23
160
20
4
Very much
47
24
150
19
—
Not applicable
28
15
142
18
Total
179
100
819
100
1
Very little
26
15
210
24
2
Some
31
18
177
21
3
Quite a bit
51
30
162
20
4
Very much
51
27
170
21
—
Not applicable
20
10
101
14
Total
179
100
820
100
3.2
d
△
2.9
2.7 **
.23
△
2.6
2.4 *
.17
△
2.8
2.4 ***
.28
△
3. During the current school year, how often have your academic advisors reached out to you about your academic progress or performance? ADV04 _15
1
Never
30
17
294
35
2
Sometimes
56
31
305
36
3
Often
71
40
153
20
4
Very often
21
12
64
8
Total
178
100
816
100
2.5
2.0 ***
▲
.50
4. During the current school year, which of the following has been your primary source of advice regarding your academic plans? (Select one.) ADV03
—
Academic advisor(s) assigned to you
97
56
310
39
—
Academic advisor(s) available to any student
14
8
93
11
—
Faculty or staff not formally assigned as an advisor
10
5
64
8
—
Online advising system (degree progress report, etc.)
2
1
37
5
—
Website, catalog, or other published sources
8
5
37
4
—
Friends or other students
20
11
110
14
—
Family members
17
9
119
13
—
Other, please specify:
2
1
13
1
—
I did not seek academic advice this year
7
4
35
5
177
100
818
100
Total
*p<.05, **p<.01, ***p<.001 (2-tailed); Refer to the endnotes page for the key to triangle symbols.
NSSE 2019 TOPICAL MODULE REPORT • 5
NSSE 2019 Academic Advising Frequencies and Statistical Comparisons
University of Houston-Downtown Seniors Frequency Distributions UHD Item wording or description
Variable name
a
Texas Schools
Statistical Comparisons UHD
Texas Schools
Mean
Mean
size
2.0 ***
-.11
Effect Values
c
Response options
Count
%
Count
%
d
1. During the current school year, about how many times have you and an academic advisor discussed your academic interests, course selections, or academic performance? ADV01
0
0
203
19
459
17
1
1
299
28
651
26
2
2
272
26
607
26
3
3
164
15
324
15
4
4
51
5
159
7
5
5
25
2
50
2
6
6 or more
55
5
163
7
1,069
100
2,413
100
Total
1.8
▽
2. During the current school year, to what extent have your academic advisors done the following? a. Been available when needed
ADV02a
1
Very little
104
9
233
9
2
Some
225
21
493
20
3
Quite a bit
292
28
727
31
4
Very much
347
33
764
33
—
Not applicable Total
b. Listened closely to your concerns and questions
ADV02b
ADV02c
ADV02d
ADV02e
109
10
236
10
Some
226
21
448
19
3
Quite a bit
270
26
682
29
4
Very much
351
33
770
33
—
Not applicable
112
11
274
10
1,068
100
2,410
100
1
Very little
183
17
336
14
2
Some
204
19
452
19
3
Quite a bit
230
22
634
27
4
Very much
320
30
773
33
—
Not applicable
131
12
212
8
1,068
100
2,407
100
1
Very little
162
15
355
15
2
Some
222
21
472
20
3
Quite a bit
229
22
583
24
4
Very much
310
29
687
30
—
Not applicable
144
14
310
12
1,067
100
2,407
100
1
Very little
209
19
535
22
2
Some
228
21
451
19
3
Quite a bit
208
20
470
20
4
Very much
256
24
503
22
—
Not applicable Total
*p<.05, **p<.01, ***p<.001 (2-tailed); Refer to the endnotes page for the key to triangle symbols. 6 • NSSE 2019 TOPICAL MODULE REPORT
7 100
Very little
Total e. Informed you of academic support options (tutoring, study groups, help with writing, etc.)
192 2,409
1
Total d. Helped you understand academic rules and policies
9 100
2
Total c. Informed you of important deadlines
101 1,069
168
16
438
17
1,069
100
2,397
100
2.9
2.9
-.02
2.9
2.9
-.03
2.7
2.8 **
-.10
▽
2.7
2.8
-.03
2.6
2.5
.07
b
NSSE 2019 Academic Advising Frequencies and Statistical Comparisons
University of Houston-Downtown Seniors Frequency Distributions UHD Item wording or description
f. Provided useful information about courses
Variable name
ADV02f
ADV02g
c
Response options
ADV02h
ADV02i
%
Count
%
1
Very little
177
16
389
16
Some
228
21
469
20
3
Quite a bit
242
23
636
27
4
Very much
301
28
663
28
—
Not applicable
120
11
245
9
1,068
100
2,402
100
1
Very little
200
19
404
17
2
Some
185
17
413
17
3
Quite a bit
189
17
422
18
4
Very much
241
23
526
23
—
Not applicable
250
24
635
25
1,065
100
2,400
100
1
Very little
280
26
518
22
2
Some
156
14
325
15
3
Quite a bit
177
16
301
14
4
Very much
185
18
373
17
—
Not applicable Total
i. Discussed your career interests and post-graduation plans
Count
2
Total h. Helped you get information on special opportunities (study abroad, internships, research projects, etc.)
Texas Schools
Statistical Comparisons UHD
Texas Schools
Mean
Mean
size
2.7
2.7
-.03
2.6
2.6
-.04
2.3
2.4
-.02
2.3
2.3
.04
1.9 ***
-.22
b
Effect Values
Total g. Helped you when you had academic difficulties
a
271
26
878
33
1,069
100
2,395
100
1
Very little
305
28
665
28
2
Some
179
17
400
18
3
Quite a bit
170
16
327
14
4
Very much
210
20
397
18
—
Not applicable Total
200
19
605
23
1,064
100
2,394
100
d
3. During the current school year, how often have your academic advisors reached out to you about your academic progress or performance? ADV04 _15
1
Never
574
54
1,006
41
2
Sometimes
306
28
810
34
3
Often
114
11
391
17
4
Very often
73
7
189
8
1,067
100
2,396
100
Total
1.7
▽
4. During the current school year, which of the following has been your primary source of advice regarding your academic plans? (Select one.) ADV03
—
Academic advisor(s) assigned to you
321
30
756
34
—
Academic advisor(s) available to any student
170
16
313
11
—
Faculty or staff not formally assigned as an advisor
97
9
188
9
—
Online advising system (degree progress report, etc.)
110
11
348
13
—
Website, catalog, or other published sources
67
6
125
5
—
Friends or other students
131
12
218
9
—
Family members
68
6
172
7
—
Other, please specify:
25
2
81
4
—
I did not seek academic advice this year
81
8
196
8
1,070
100
2,397
100
Total
*p<.05, **p<.01, ***p<.001 (2-tailed); Refer to the endnotes page for the key to triangle symbols.
NSSE 2019 TOPICAL MODULE REPORT • 7
NSSE 2019 Academic Advising Detailed Statistics
e
University of Houston-Downtown First-Year Students Effect
Standard N
Mean
Variable name
UHD
UHD
ADV01
175
ADV02a ADV02b
Standard error
f
deviation
g
DF
h
Sig.
i
sized
Comparisons with: Texas Schools
UHD
Texas Schools
UHD
Texas Schools
2.29
2.14
.099
.028
1.31
1.33
2,366
.140
.12
171
3.20
2.90
.067
.021
0.88
0.97
2,217
.000
.31
166
3.23
2.96
.073
.021
0.94
0.95
2,211
.001
.28
ADV02c
165
3.10
2.82
.076
.023
0.98
1.05
195
.000
.28
ADV02d
166
3.10
2.82
.073
.023
0.94
1.02
198
.000
.28
ADV02e
166
3.19
2.79
.073
.023
0.94
1.04
199
.000
.39
ADV02f
169
3.15
2.88
.072
.022
0.93
1.00
2,260
.001
.27
ADV02g
154
2.92
2.67
.083
.025
1.02
1.07
183
.004
.23
ADV02h
150
2.62
2.43
.091
.027
1.12
1.12
1,915
.044
.17
ADV02i
158
2.77
2.45
.084
.026
1.05
1.13
189
.000
.28
ADV04_15
175
2.47
2.01
.069
.020
0.91
0.93
2,326
.000
.50
See the endnotes on the last page of this report. 8 • NSSE 2019 TOPICAL MODULE REPORT
Texas Schools
NSSE 2019 Academic Advising Detailed Statistics
e
University of Houston-Downtown Seniors Effect
Standard N
Mean
Variable name
UHD
UHD
ADV01
1,068
ADV02a ADV02b
Standard error
f
deviation
g
DF
h
Sig.
i
sized
Comparisons with: Texas Schools
UHD
Texas Schools
UHD
Texas Schools
1.84
2.03
.047
.026
1.54
1.66
1,780
.001
-.11
968
2.92
2.94
.032
.016
1.00
0.98
4,683
.538
-.02
953
2.91
2.94
.033
.017
1.01
1.00
4,556
.445
-.03
ADV02c
936
2.74
2.85
.037
.018
1.12
1.07
1,394
.009
-.10
ADV02d
921
2.75
2.78
.036
.018
1.10
1.08
4,452
.443
-.03
ADV02e
901
2.58
2.50
.038
.020
1.13
1.15
4,211
.061
.07
ADV02f
944
2.71
2.74
.036
.018
1.10
1.08
1,446
.384
-.03
ADV02g
811
2.58
2.63
.041
.021
1.15
1.14
3,794
.290
-.04
ADV02h
792
2.35
2.37
.042
.023
1.18
1.18
3,465
.651
-.02
ADV02i
856
2.34
2.29
.041
.021
1.19
1.18
3,941
.273
.04
ADV04_15
1,065
1.71
1.92
.028
.015
0.92
0.95
5,057
.000
-.22
See the endnotes on the last page of this report.
Texas Schools
NSSE 2019 TOPICAL MODULE REPORT • 9
NSSE 2019 Academic Advising Endnotes
University of Houston-Downtown Endnotes a. Column percentages are weighted by institution-reported sex and enrollment status (and institution size for comparison groups). Percentages may not sum to 100 due to rounding. Counts are unweighted; column percentages cannot be replicated from counts. b. All statistics are weighted by institution-reported sex and enrollment status (and institution size for comparison groups). Unless otherwise noted, statistical comparisons are two-tailed independent t -tests. Items with categorical response sets are left blank. c. These are the values used to calculate means. For the majority of items, these values match the codes in the data file and codebook. d. Effect size for independent t- tests uses Cohen's d ; z- tests use Cohen's h . e. Statistics are weighted by institution-reported sex and enrollment status (and institution size for comparison groups). Categorical items are not listed. f. The 95% confidence interval for the population mean is equal to the sample mean plus or minus 1.96 times the standard error of the mean. g. A measure of the amount individual scores deviate from the mean of all the scores in the distribution. h. Degrees of freedom used to compute the t -tests. Values differ from Ns due to weighting and whether equal variances were assumed. i. Statistical comparisons are two-tailed independent t -tests or z -tests. Statistical significance represents the probability that the difference between your students' mean and that of the students in the comparison group is due to chance. j. Statistical comparison uses z- test to compare the proportion who responded (depending on the item) "Done or in progress" or "Yes" with all who responded otherwise. k. Mean represents the proportion who responded (depending on the item) “Done or in progress” or "Yes."
Key to symbols:
▲ △ ▽ ▼
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. 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.
Note: It is important to interpret the direction of differences relative to item wording and your institutional context.
10 • NSSE 2019 TOPICAL MODULE REPORT