NSSE 2022 Engagement Indicators
University of Houston-Downtown
Engagement Indicators: Overview
Engagement Indicators are summary measures based on sets of NSSE questions examining key dimensions of student engagement. The ten indicators are organized within four broad themes: Academic Challenge, Learning with Peers, Experiences with Faculty, and Campus Environment. The tables below compare average scores for your students with those in your comparison groups. Use the following key:
5 ▲ Your students’ average was significantly higher (p < .05) with an effect size at least .3 in magnitude.
4 △ Your students’ average was significantly higher (p < .05) with an effect size less than .3 in magnitude.
3 -- No significant difference.
2 ▽ Your students’ average was significantly lower (p < .05) with an effect size less than .3 in magnitude.
1 ▼ 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 your institutional context. You may not see all of these symbols in your report.
First-Year Students
Theme Engagement Indicator
Higher-Order Learning
Reflective & Integrative Learning
Learning Strategies
Quantitative Reasoning
Collaborative Learning
Discussions with Diverse Others
Student-Faculty Interaction
Effective Teaching Practices
Quality of Interactions
Supportive Environment
Seniors
Theme Engagement Indicator
Higher-Order Learning
Reflective & Integrative Learning
Learning Strategies
Quantitative Reasoning
Collaborative Learning
Discussions with Diverse Others
Student-Faculty Interaction
Effective Teaching Practices Quality of Interactions
Supportive Environment
first-year students
Your first-year students compared with Your first-year students
NSSE 2022 Engagement Indicators
Academic Challenge University of Houston-Downtown
Academic Challenge: First-year students
Challenging intellectual and creative work is central to student learning and collegiate quality. Colleges and universities promote student learning by challenging and supporting them to engage in various forms of deep learning. Four Engagement Indicators are part of this theme: Higher-Order Learning, Reflective & Integrative Learning, Learning Strategies, and Quantitative Reasoning. Below and on the next page are three views of your results alongside those of your comparison groups.
Mean Comparisons
Engagement Indicator Higher-Order Learning
Reflective & Integrative Learning
Strategies
Quantitative Reasoning
Your first-year students compared with
Notes: Results weighted by institution-reported sex and enrollment status (and institution size for comparison groups); Effect size: Mean difference divided by pooled standard deviation; Symbols on the Overview page are based on effect size and p before rounding; *p < .05, **p < .01, ***p < .001 (2-tailed).
Score Distributions
&
Notes: Each box-and-whiskers chart plots the 5th (bottom of lower bar), 25th (bottom of box), 50th (middle line), 75th (top of box), and 95th (top of upper bar) percentile scores. The dot represents the mean score. Refer to Detailed Statistics for your institution’s sample sizes.
NSSE 2022 Engagement Indicators
Academic Challenge
University of Houston-Downtown
Academic Challenge: First-year students (continued)
Performance on Indicator Items
The table below displays how your students responded to each EI item, and the difference, in percentage points, between your students and those of your comparison group. Blue bars indicate how much higher your institution's percentage is from that of the comparison group. Dark red bars indicate how much lower your institution's percentage is from that of the comparison group.
Percentage point difference a between your FY students and
UHD
Large Pub Carnegie Class Large TX Unv.
Percentage responding "Very much" or "Quite a bit" about how much coursework emphasized…
Applying facts, theories, or methods to practical problems or new situations
Analyzing an idea, experience, or line of reasoning in depth by examining its parts
Evaluating a point of view, decision, or information source
Forming a new idea or understanding from various pieces of information
&
Percentage of students who responded that they "Very often" or "Often"…
Combined ideas from different courses when completing assignments
Connected your learning to societal problems or issues
Included diverse perspectives (political, religious, racial/ethnic, gender, etc.) in course discussions or assignments
Examined the strengths and weaknesses of your own views on a topic or issue
Tried to better understand someone else's views by imagining how an issue looks from his or her perspective
Learned something that changed the way you understand an issue or concept
Connected ideas from your courses to your prior experiences and knowledge
Percentage of students who responded that they "Very often" or "Often"…
Identified key information from reading assignments
Reviewed your notes after class
Summarized what you learned in class or from course materials
Quantitative Reasoning
Percentage of students who responded that they "Very often" or "Often"…
Reached conclusions based on your own analysis of numerical information (numbers, graphs, statistics, etc.)
Used numerical information to examine a real-world problem or issue (unemployment, climate change, public health, etc.)
Evaluated what others have concluded from numerical information
Notes: Refer to your Frequencies and Statistical Comparisons report for full distributions and significance tests. Item numbering corresponds to the survey facsimile available on the NSSE website.
a. Percentage point difference = Institution percentage – Comparison group percentage. Because results are rounded to whole
display a bar. Small, but nonzero differences may be represented as +0 or -0.
Academic Challenge: Seniors
NSSE 2022 Engagement Indicators
Academic Challenge
University of Houston-Downtown
Challenging intellectual and creative work is central to student learning and collegiate quality. Colleges and universities promote student learning by challenging and supporting them to engage in various forms of deep learning. Four Engagement Indicators are part of this theme: Higher-Order Learning, Reflective & Integrative Learning, Learning Strategies, and Quantitative Reasoning. Below and on the next page are three views of your results alongside those of your comparison groups.
Mean Comparisons
Engagement Indicator
Learning
& Integrative Learning
Strategies
Reasoning
Notes: Results weighted by institution-reported sex and enrollment status (and institution size for comparison groups); Effect size: Mean difference divided by pooled standard deviation; Symbols on the Overview page are based on effect size and p before rounding; *p < .05, **p < .01, ***p < .001 (2-tailed).
Score Distributions
Quantitative Reasoning
Notes: Each box-and-whiskers chart plots the 5th (bottom of lower bar), 25th (bottom of box), 50th (middle line), 75th (top of box), and 95th (top of upper bar) percentile scores. The dot represents the mean score. Refer to Detailed Statistics for your institution’s sample sizes.
NSSE 2022 Engagement Indicators
Academic Challenge
University of Houston-Downtown
Academic Challenge: Seniors (continued)
Performance on Indicator Items
The table below displays how your students responded to each EI item, and the difference, in percentage points, between your students and those of your comparison group. Blue bars indicate how much higher your institution's percentage is from that of the comparison group. Dark red bars indicate how much lower your institution's percentage is from that of the comparison group.
Percentage point difference a between your seniors and
Large Pub Carnegie Class Large TX Unv.
Percentage responding "Very much" or "Quite a bit" about how much coursework emphasized…
Applying facts, theories, or methods to practical problems or new situations
Analyzing an idea, experience, or line of reasoning in depth by examining its parts
Evaluating a point of view, decision, or information source
Forming a new idea or understanding from various pieces of information
Percentage of students who responded that they "Very often" or "Often"…
Combined ideas from different courses when completing assignments
Connected your learning to societal problems or issues
Included diverse perspectives (political, religious, racial/ethnic, gender, etc.) in course discussions or assignments
Examined the strengths and weaknesses of your own views on a topic or issue
Tried to better understand someone else's views by imagining how an issue looks from his or her perspective
Learned something that changed the way you understand an issue or concept
Connected ideas from your courses to your prior experiences and knowledge
Percentage of students who responded that they "Very often" or "Often"…
Identified key information from reading assignments
Reviewed your notes after class
Summarized what you learned in class or from course materials
Percentage of students who responded that they "Very often" or "Often"…
Reached conclusions based on your own analysis of numerical information (numbers, graphs, statistics, etc.)
Used numerical information to examine a real-world problem or issue (unemployment, climate change, public health, etc.)
Evaluated what others have concluded from numerical information
Notes: Refer to your Frequencies and Statistical Comparisons report for full distributions and significance tests. Item numbering corresponds to the survey facsimile available on the NSSE website.
a. Percentage point difference = Institution percentage – Comparison group percentage. Because results are rounded to whole
display a bar. Small, but nonzero differences may be represented as +0 or -0.
NSSE 2022 Engagement Indicators
Comparisons with High-Performing Institutions
University of Houston-Downtown
Comparisons with Top 50% and Top 10%
Institutions
While NSSE’s policy is not to rank institutions (see go.iu.edu/NSSE-PnP), the results below are designed to compare the engagement of your students with those attending two groups of institutions identified by NSSEa for their high average levels of student engagement: (a) institutions with average scores placing them in the top 50% of all 2021 and 2022 NSSE institutions, and (b) institutions with average scores placing them in the top 10% of all 2021 and 2022 NSSE institutions.
While the average scores for most institutions are below the mean for the top 50% or top 10%, your institution may show areas of distinction where your average student was as engaged as (or even more engaged than) the typical student at high-performing institutions. A check mark (✓) signifies those comparisons where your average score was at least comparableb to that of the high-performing group. However, the presence of a check mark does not necessarily mean that your institution was a member of that group.
It should be noted that most of the variability in student engagement is within, not between, institutions. Even "high-performing" institutions have students with engagement levels below the average for all institutions.
First-Year Students
Learning
and Integrative Learning
with Diverse Others
Seniors
Your first-year students compared with
Your seniors compared with
Integrative
Notes: Results weighted by institution-reported sex and enrollment status (and institution size for comparison groups); Effect size: Mean difference divided by the pooled standard deviation; *p < .05, **p < .01, ***p < .001 (2-tailed).
a. Precision-weighted means were used to determine the top 50% and top 10% institutions for each Engagement Indicator from all NSSE 2021 and 2022 institutions, separately by class. Using this method, Engagement Indicator scores of institutions with relatively large standard errors were adjusted toward the mean of all students, while those with smaller standard errors received smaller corrections. As a result, schools with less stable data—even those with high average scores—may not be among the top scorers. NSSE does not publish the names of the top 50% and top 10% institutions because of our commitment not to release institutional results and our policy against ranking institutions.
b. Check marks are assigned to comparisons that are either positive or non-significant with an effect size > -.10.
NSSE 2022 Engagement Indicators
Detailed Statisticsa
University of Houston-Downtown
Detailed Statistics: First-Year Students
Mean statistics
Academic Challenge
Higher-Order Learning
Reflective & Integrative Learning
Quantitative Reasoning
Learning with Peers
Collaborative Learning
Discussions with Diverse Others
Percentiled scores Comparison results
NSSE 2022 Engagement Indicators
University of Houston-Downtown
Detailed Statistics: First-Year Students
Experiences with Faculty Student-Faculty Interaction
a. Results weighted by institution-reported sex and enrollment status (and institutional size for comparison groups).
b. Standard deviation is a measure of the amount the individual scores deviate from the mean of all the scores in the distribution.
c. Standard error of the mean, used to compute a confidence interval (CI) around the sample mean. For example, the 95% CI (equal to the sample
is the range that is 95% likely to contain the true population mean.
d. A percentile is the point in the distribution of student-level EI scores at or below which a given percentage of EI scores fall.
e. Degrees of freedom used to compute the t-tests. Values vary from the total Ns due to weighting and whether equal variances were assumed.
f. Statistical significance represents the probability that the difference between the mean of your institution and that of the comparison group occurred by chance.
g. Effect size is the mean difference divided by the pooled standard deviation.
NSSE 2022
Engagement Indicators
University of Houston-Downtown
NSSE 2022 Engagement Indicators
About This Report
About Your Engagement Indicators Report
Engagement Indicators (EIs) provide a useful summary of the detailed information contained in your students’ NSSE responses. By combining responses to related NSSE questions, each EI offers valuable information about a distinct aspect of student engagement. Ten indicators, based on three to eight survey questions each (a total of 47 survey questions), are organized into four broad themes as shown at right. The specific items within each EI are listed below, starting on page 5.
Report Sections
Overview (p. 3)
Theme Reports (pp. 4-13)
Comparisons with HighPerforming Institutions (p. 15)
Theme
Academic Challenge
Learning with Peers
Experiences with Faculty
Campus Environment
Engagement Indicator
Higher-Order Learning
Reflective & Integrative Learning
Learning Strategies
Quantitative Reasoning
Collaborative Learning
Discussions with Diverse Others
Student-Faculty Interaction
Effective Teaching Practices
Quality of Interactions
Supportive Environment
Displays how average EI scores for your students compare with those of students at your comparison group institutions.
Detailed views of EI scores within the four themes for your students and those at comparison group institutions. Three views offer varied insights into your EI scores:
Mean Comparisons
Straightforward comparisons of average scores between your students and those at comparison group institutions, with tests of significance and effect sizes (see below).
Score Distributions
Box-and-whisker charts show the variation in scores within your institution and comparison groups.
Performance on Indicator Items
Responses to each item in a given EI are summarized for your institution and comparison groups.
Comparisons of your students’ average scores on each EI with those of students at institutions whose average scores were in the top 50% and top 10% of 2021 and 2022 participating institutions.
Detailed Statistics (pp. 16-19)
Interpreting Comparisons
Detailed information about EI score means, distributions, and tests of statistical significance.
Mean comparisons report both statistical significance and effect size. Effect size indicates the practical importance of an observed difference. For EI comparisons, NSSE research has concluded that an effect size of about .1 may be considered small, .3 medium, and .5 large (Rocconi & Gonyea, 2018). Comparisons with an effect size of at least .3 in magnitude (before rounding) are highlighted in the Overview (p. 3).
EIs vary more among students within an institution than between institutions, like many experiences and outcomes in higher education. As a result, focusing attention on average scores alone amounts to examining the tip of the iceberg. It’s equally important to understand how student engagement varies within your institution. Score distributions indicate how EI scores vary among your students and those in your comparison groups. Your NSSE Tableau dashboards and Report Builder (released in the fall) offer valuable perspectives on internal variation and help you investigate your students’ engagement in depth.
How Engagement Indicators are Computed
Each EI is scored on a 60-point scale. To produce an indicator score, the response set for each item is converted to a 60-point scale (e.g., Never = 0; Sometimes = 20; Often = 40; Very often = 60), and the rescaled items are averaged. Thus a score of zero means a student responded at the bottom of the scale for every item in the EI, while a score of 60 indicates responses at the top of the scale on every item.
For more information on EIs and their psychometric properties, refer to the NSSE website: nsse.indiana.edu
of Student Engagement: An empirical analysis. Research & Practice in Assessment, 13 (Summer/Fall), pp. 22-38.
Rocconi, L.M., & Gonyea, R.M. (2018). Contextualizing effect sizes in the National Survey
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.
NSSE 2022 Engagement Indicators
Learning with Peers
University of Houston-Downtown
Learning with Peers: First-year students
Collaborating with others in mastering difficult material and interacting with peers from different backgrounds prepares students to deal with complex, unscripted problems they will encounter during and after college. Two Engagement Indicators make up this theme: Collaborative Learning and Discussions with Diverse Others. Below are three views of your results alongside those of your comparison groups.
Mean Comparisons
Engagement Indicator
Learning
Discussions with Diverse Others
Notes: Results weighted by institution-reported sex and enrollment status (and institution size for comparison groups); Effect size: Mean difference divided by pooled standard deviation; Symbols on the Overview page are based on effect size and p before rounding; *p < .05, **p < .01, ***p < .001 (2-tailed).
Score Distributions
Notes: Each box-and-whiskers chart plots the 5th (bottom of lower bar), 25th (bottom of box), 50th (middle line), 75th (top of box), and 95th (top of upper
percentile scores. The dot represents the mean score. Refer to Detailed Statistics for your institution’s sample sizes.
Performance on Indicator Items Collaborative Learning
The table below displays how your students responded to each EI item, and the difference, in percentage points, between your students and those of your comparison group. Blue bars indicate how much higher your institution's percentage is from that of the comparison group. Dark red bars indicate how much lower your institution's percentage is from that of the comparison group.
point difference a between your FY students and
of students who responded that they "Very often" or "Often"…
1b. Asked another student to help you understand course material
1c. Explained course material to one or more students
1d. Prepared for exams by discussing or working through course material with other students
1e. Worked with other students on course projects or assignments
Discussions with Diverse Others
Percentage of students who responded that they "Very often" or "Often" had discussions with…
8a. People of a race or ethnicity
with
Notes: Refer to your Frequencies and Statistical Comparisons report for full distributions and significance tests. Item numbering corresponds to the survey facsimile available on the NSSE website.
a. Percentage point difference = Institution percentage – Comparison group percentage. Because results are rounded to whole numbers, differences of less than 1 point may or may not display a bar. Small, but nonzero differences may be represented as +0 or -0.
Learning with Peers: Seniors
NSSE 2022 Engagement Indicators
Learning with Peers University of Houston-Downtown
Collaborating with others in mastering difficult material and interacting with peers from different backgrounds prepares students to deal with complex, unscripted problems they will encounter during and after college. Two Engagement Indicators make up this theme: Collaborative Learning and Discussions with Diverse Others. Below are three views of your results alongside those of your comparison groups.
Mean Comparisons
Engagement Indicator
Discussions with Diverse Others
Your seniors compared with
Notes: Results weighted by institution-reported sex and enrollment status (and institution size for comparison groups); Effect size: Mean difference divided by pooled standard deviation; Symbols on the Overview page are based on effect size and p before rounding; *p < .05, **p < .01, ***p < .001 (2-tailed).
Score Distributions
Collaborative Learning
Notes: Each box-and-whiskers chart plots the 5th (bottom of lower bar), 25th (bottom of box), 50th (middle
scores. The dot represents the mean score. Refer to Detailed Statistics for your institution’s sample sizes.
Performance on Indicator Items
Discussions with Diverse Others
and
The table below displays how your students responded to each EI item, and the difference, in percentage points, between your students and those of your comparison group. Blue bars indicate how much higher your institution's percentage is from that of the comparison group. Dark red bars indicate how much lower your institution's percentage is from that of the comparison group.
Percentage point difference a between your seniors and
Learning
Percentage of students who responded that they "Very often" or "Often"…
1b. Asked another student to help you understand course material
1c. Explained course material to one or more students
1d. Prepared for exams by discussing or working through course material with other students
1e. Worked with other students on course projects or assignments
Discussions with Diverse Others
Percentage of students who responded that they "Very often" or "Often" had discussions with…
8a. People of a race or ethnicity other than
Notes: Refer to your Frequencies and Statistical Comparisons report for full distributions and significance tests. Item numbering corresponds to the survey facsimile available on the NSSE website.
a. Percentage point difference = Institution percentage – Comparison group percentage. Because results are rounded to whole numbers, differences of less than 1 point may or may not display a bar. Small, but nonzero differences may be represented as +0 or -0.
NSSE 2022 Engagement Indicators
Experiences with Faculty University of Houston-Downtown
Experiences with Faculty: First-year students
Students learn firsthand how experts think about and solve problems by interacting with faculty members inside and outside of instructional settings. As a result, faculty become role models, mentors, and guides for lifelong learning. In addition, effective teaching requires that faculty deliver course material and provide feedback in student-centered ways. Two Engagement Indicators investigate this theme: Student-Faculty Interaction and Effective Teaching Practices. Below are three views of your results alongside those of your comparison groups.
Mean Comparisons
Your first-year students compared with
Notes: Results weighted by institution-reported sex and enrollment status (and institution size for comparison groups); Effect size: Mean difference divided by pooled standard deviation; Symbols on the Overview page are based on effect size and p before rounding; *p < .05, **p < .01, ***p < .001 (2-tailed).
Score Distributions
Student-Faculty Interaction
Percentage of students who responded that they "Very often" or "Often"… Effective Teaching Practices
Notes: Each box-and-whiskers chart plots the 5th (bottom of lower bar), 25th (bottom of box), 50th (middle line), 75th (top of box), and 95th (top of upper bar) percentile scores. The dot represents the mean score. Refer to Detailed Statistics for your institution’s sample sizes.
The table below displays how your students responded to each EI item, and the difference, in percentage points, between your students and those of your comparison group. Blue bars indicate how much higher your institution's percentage is from that of the comparison group. Dark red bars indicate how much lower your institution's percentage is from that of the comparison group.
3b. Worked w/faculty on activities other than coursework (committees, student groups, etc.)
3c. Discussed course topics, ideas, or concepts with a
Percentage responding "Very much" or "Quite a bit" about how much instructors have…
Notes: Refer to your Frequencies and Statistical Comparisons report for full distributions and significance tests. Item numbering corresponds to the survey facsimile available on the NSSE website.
a. Percentage point difference = Institution percentage – Comparison group percentage. Because results are rounded to whole numbers, differences of less than 1 point may or may not display a bar. Small, but nonzero differences may be represented as +0 or -0.
Experiences with Faculty: Seniors
NSSE 2022 Engagement Indicators
Experiences with Faculty University of Houston-Downtown
Students learn firsthand how experts think about and solve problems by interacting with faculty members inside and outside of instructional settings. As a result, faculty become role models, mentors, and guides for lifelong learning. In addition, effective teaching requires that faculty deliver course material and provide feedback in student-centered ways. Two Engagement Indicators investigate this theme: Student-Faculty Interaction and Effective Teaching Practices. Below are three views of your results alongside those of your comparison groups.
Mean
Comparisons
Your seniors compared with
Notes: Results weighted by institution-reported sex and enrollment status (and institution size for comparison groups); Effect size: Mean difference divided by pooled standard deviation; Symbols on the Overview page are based on effect size and p before rounding; *p < .05, **p < .01, ***p < .001 (2-tailed).
Score Distributions
Notes: Each box-and-whiskers chart plots the 5th (bottom of lower bar), 25th (bottom of box), 50th (middle line), 75th
scores. The dot represents the mean score. Refer to Detailed Statistics for your institution’s sample sizes.
Performance on Indicator Items
and
The table below displays how your students responded to each EI item, and the difference, in percentage points, between your students and those of your comparison group. Blue bars indicate how much higher your institution's percentage is from that of the comparison group. Dark red bars indicate how much lower your institution's percentage is from that of the comparison group.
Percentage point difference a between your seniors and
Student-Faculty Interaction
Percentage of students who responded that they "Very often" or "Often"…
3a. Talked about career plans with a faculty member
3b. Worked w/faculty on activities other than coursework (committees, student groups, etc.)
3c. Discussed course topics, ideas, or concepts with a faculty member outside of class
3d. Discussed your academic performance with a faculty
Percentage responding "Very much" or "Quite a bit" about how much instructors have…
5a.
Notes: Refer to your Frequencies and Statistical Comparisons report for full distributions and significance tests. Item numbering corresponds to the survey facsimile available on the NSSE website.
a. Percentage point difference = Institution percentage – Comparison group percentage. Because results are rounded to whole numbers, differences of less than 1 point may or may not display a bar. Small, but nonzero differences may be represented as +0 or -0.
NSSE 2022 Engagement Indicators
Campus Environment
University of Houston-Downtown
Campus Environment: First-year students
Students benefit and are more satisfied in supportive settings that cultivate positive relationships among students, faculty, and staff. Two Engagement Indicators investigate this theme: Quality of Interactions and Supportive Environment. Below are three views of your results alongside those of your comparison groups.
Your first-year students compared with
Notes: Results weighted by institution-reported sex and enrollment status (and institution size for comparison groups); Effect size: Mean difference divided by pooled standard deviation; Symbols on the Overview page are based on effect size and p before rounding; *p < .05, **p < .01, ***p < .001 (2-tailed).
Supportive Environment
Notes: Each box-and-whiskers chart plots the 5th (bottom of lower bar), 25th (bottom of box), 50th (middle line), 75th (top of box), and 95th (top of upper bar) percentile scores. The dot represents the mean score. Refer to Detailed Statistics for your institution’s sample sizes.
The table below displays how your students responded to each EI item, and the difference, in percentage points, between your students and those of your comparison group. Blue bars indicate how much higher your institution's percentage is from that of the comparison group. Dark red bars indicate how much lower your institution's percentage is from that of the comparison group.
Percentage point
your FY students and
Percentage rating their interactions a 6 or 7 (on a scale from 1="Poor" to 7="Excellent") with…
13d. Student services staff (career services, student activities, housing, etc.)
13e. Other administrative staff and offices (registrar, financial aid, etc.)
Percentage responding "Very much" or "Quite a bit" about how much the institution emphasized…
14b.
writing
(soc.,
(recreation, health care, counseling, etc.)
(work, family, etc.)
14h.
14i.
Notes: Refer to your Frequencies and Statistical Comparisons report for full distributions and significance tests. Item numbering corresponds to the survey facsimile available on the NSSE website.
a. Percentage point difference = Institution percentage – Comparison group percentage. Because results are rounded to whole numbers, differences of less than 1 point may or may not display a bar. Small, but nonzero differences may be represented as +0 or -0.
Campus Environment: Seniors
NSSE 2022 Engagement Indicators
Students benefit and are more satisfied in supportive settings that cultivate positive relationships among students, faculty, and staff. Two Engagement Indicators investigate this theme: Quality of Interactions and Supportive Environment. Below are three views of your results alongside those of your comparison groups.
Mean Comparisons
Notes: Results weighted by institution-reported sex and enrollment status (and institution size for comparison groups); Effect size: Mean difference divided by pooled standard deviation; Symbols on the Overview page are based on effect size and p before rounding; *p < .05, **p < .01, ***p < .001 (2-tailed).
Score Distributions
Quality of Interactions
Notes: Each box-and-whiskers chart plots the 5th (bottom of lower bar), 25th (bottom of box), 50th (middle line), 75th (top of box), and 95th (top of upper bar) percentile scores. The dot represents the mean score. Refer to Detailed Statistics for your institution’s sample sizes.
Performance on Indicator Items
The table below displays how your students responded to each EI item, and the difference, in percentage points, between your students and those of your comparison group. Blue bars indicate how much higher your institution's percentage is from that of the comparison group. Dark red bars indicate how much lower your institution's percentage is from that of the comparison group.
Percentage rating their interactions a 6 or 7 (on a scale from 1="Poor" to 7="Excellent") with…
13d. Student services staff (career services, student activities, housing, etc.)
13e. Other administrative staff and offices (registrar, financial aid, etc.)
Supportive Environment
Percentage responding "Very much" or "Quite a bit" about how much the institution emphasized…
14b.
writing center, etc.)
14d. Encouraging contact among students from diff. backgrounds (soc., racial/eth., relig., etc.)
14f. Providing support for your overall well-being (recreation, health care, counseling, etc.)
14g. Helping you manage your
14h.
14i.
(work, family, etc.)
Notes: Refer to your Frequencies and Statistical Comparisons report for full distributions and significance tests. Item numbering corresponds to the survey facsimile available on the NSSE website.
a. Percentage point difference = Institution percentage – Comparison group percentage. Because results are rounded to whole numbers, differences of
may or may not display a bar. Small, but nonzero differences may be represented as +0 or -0.
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Detailed Statistics: Seniors
Mean statistics
NSSE 2022 Engagement Indicators
Detailed Statisticsa
University of Houston-Downtown
Percentiled scores Comparison results
Quantitative Reasoning
Learning with Peers Collaborative Learning
Discussions with Diverse Others
Detailed Statistics: Seniors
NSSE 2022 Engagement Indicators
University of Houston-Downtown
Campus Environment Quality of Interactions
a. Results weighted by institution-reported sex and enrollment status (and institutional size for comparison groups).
b. Standard deviation is a measure of the amount the individual scores deviate from the mean of all the scores in the distribution.
c. Standard error of the mean, used to compute a confidence interval (CI) around the sample mean. For example, the 95% CI (equal to the sample mean +/- 1.96 x SE) is the range that is 95% likely to contain the true population mean.
d. A percentile is the point in the distribution of student-level EI scores at or below which a given percentage of EI scores fall.
e. Degrees of freedom used to compute the t-tests. Values vary from the total Ns due to weighting and whether equal variances were assumed.
f. Statistical significance represents the probability that the difference between the mean of your institution and that of the comparison group occurred by chance.
g. Effect size is the mean difference divided by the pooled standard deviation.