NSSE 2016 Institutional Report

Academic Challenge: Seniors

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 are three views of your results alongside those of your comparison groups.

Mean Comparisons

	NSSEville State	Your seniors compared with
		GLC Peers				Carnegie Peers				NSSE 2015 & 2016
Engagement Indicator	Mean	Mean		Effect size		Mean		Effect size		Mean		Effect size
Higher-Order Learning	41.9	39.8	***	.15		40.7		.08		40.8		.08
Reflective & Integrative Learning	38.9	37.9		.08		38.6		.02		38.7		.02
Learning Strategies	41.1	36.8	***	.30		40.4		.05		39.9	*	.08
Quantitative Reasoning	32.8	32.2		.04		29.8	***	.18		30.3	***	.15
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 5^th (bottom of lower bar), 25^th (bottom of box), 50^th (middle line), 75^th (top of box), and 95^th (top of upper bar) percentile scores. The dot represents the mean score.

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. Purple bars indicate how much lower your institution's percentage is from that of the comparison group.

Percentage point differencea between your seniors and

Higher-Order Learning

NSSEville State

GLC Peers

Carnegie Peers

NSSE 2015 & 2016

Percentage responding "Very much" or "Quite a bit" about how much coursework emphasized...

%

4b.

Applying facts, theories, or methods to practical problems or new situations

83

+3

+4

+4

4c.

Analyzing an idea, experience, or line of reasoning in depth by examining its parts

78

+2

+2

+2

4d.

Evaluating a point of view, decision, or information source

76

+10

+4

+5

4e.

Forming a new idea or understanding from various pieces of information

77

+8

+5

+5

Reflective & Integrative Learning

Percentage of students who responded that they "Very often" or "Often"...

2a.

Combined ideas from different courses when completing assignments

69

-3

-2

-1

2b.

Connected your learning to societal problems or issues

65

+5

+1

+1

2c.

Included diverse perspectives in course discussions or assignments

59

+9

+4

+4

2d.

Examined the strengths and weaknesses of your own views on a topic or issue

72

+9

+6

+6

2e.

Tried to better understand someone else's views by imagining how an issue looks from his or her perspective

75

+7

+4

+4

2f.

Learned something that changed the way you understand an issue or concept

73

+2

+4

+3

2g.

Connected ideas from your courses to your prior experiences and knowledge

82

-1

-1

-1

Learning Strategies

Percentage of students who responded that they "Very often" or "Often"...

9a.

Identified key information from reading assignments

83

+4

+1

+1

9b.

Reviewed your notes after class

67

+15

+1

+4

9c.

Summarized what you learned in class or from course materials

70

+13

+4

+5

Quantitative Reasoning

Percentage of students who responded that they "Very often" or "Often"...

6a.

Reached conclusions based on your own analysis of numerical information (numbers, graphs, statistics, etc.)

61

+1

+6

+5

6b.

Used numerical information to examine a real-world problem or issue

52

+5

+8

+7

6c.

Evaluated what others have concluded from numerical information

50

-2

+6

+5

Notes: Refer to your Frequencies and Statistical Comparisons report for full distributions and significance tests. Item numbering corresponds to the survey facsimile.

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.

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