University of Wisconsin – Stevens Point National Survey of
Student Engagement (NSSE)
2001, 2004 and 2006 Comparisons
The University of Wisconsin – Stevens Point participated in the National
Survey of Student Engagement (NSSE) in the spring of 2006. The survey was
distributed via the Web to a random sample of 1,846 first-year students and
1,809 seniors. First-year students returned 704 surveys and seniors
returned 808 for an overall response rate of 41%. The 2004 survey was
distributed via the Web to a random sample of 952 first-year students and
987 seniors. First-year students returned 385 surveys and seniors returned
441 for an overall response rate of 43%. The 2001 survey was distributed by
mail and Web to a random sample of 350 first-time first-year students and
350 graduating seniors. First-time first-year students returned 201 surveys
and seniors returned 223 for an overall response of 62%. The samples are
slightly different. The 2001 sample was composed of first-time first-year
students and seniors who had applied for May graduation. The spring 2004
and 2006 samples are composed of all first-year students and seniors as of
the previous fall.
The following tables compare the mean responses of UWSP students in 2001,
2004 and 2006.
[The single sample t-test is used to test for statistical significance.
Two plus signs
after a mean indicate that the mean is significantly higher than the
previous survey, p < .05. Two minus signs- indicate the mean is
significantly lower.] The tables are organized according to NSSE’s
“five areas of effective educational practice.” Additional information is
located at
http://www.iub.edu/~nsse.
Level of Academic Challenge
|
|
1st
Year
|
Senior
|
|
2001
|
2004
|
2006
|
2001
|
2004
|
2006
|
|
Preparing for class per week (studying, reading,
writing, rehearsing, and other activities
related to your academic program)
|
3.99
|
3.83--
|
3.85
|
4.22
|
3.99--
|
4.15++
|
| Number of assigned textbooks,
books, or book-length packs of course readings
|
3.20
|
3.16
|
3.19
|
3.01
|
3.13++
|
3.00--
|
| Number of written papers or
reports of 20 pages or more
|
1.13
|
1.19
|
1.19
|
1.61
|
1.47--
|
1.49
|
| Number of written papers or
reports of between 5 and 19 pages
|
2.06
|
1.91--
|
2.01++
|
2.60
|
2.31--
|
2.38++
|
| Number of written papers or
reports of fewer than 5 pages
|
3.33
|
3.12--
|
3.00--
|
3.31
|
3.32
|
3.28
|
|
Coursework emphasized analyzing the basic elements of an idea,
experience or theory
|
2.99
|
3.01
|
2.92--
|
3.12
|
3.18
|
3.10--
|
| Course work emphasized
synthesizing and organizing ideas, information, or experiences
into new, more complex interpretations and relationships
|
2.66
|
2.68
|
2.66
|
2.93
|
3.01++
|
2.90--
|
| Course work emphasized making
judgments about the value of information, arguments, or methods
|
2.72
|
2.77
|
2.67--
|
2.78
|
2.89++
|
2.89
|
| Course work emphasized applying
theories or concepts to practical problems or in new situations
|
2.85
|
2.97++
|
2.89--
|
3.09
|
3.17++
|
3.20
|
| Worked harder than you thought
you could to meet an instructor’s standards or expectations
|
2.52
|
2.41--
|
2.47++
|
2.61
|
2.64
|
2.63
|
| Campus environment emphasized
spending significant amounts of time studying and on academic
work
|
3.06
|
3.06
|
2.98--
|
2.95
|
3.07++
|
3.01--
|
The following analysis focuses on trends over the three survey
years which reflect relatively consistent changes—increase or decrease. As
previously indicated, the 2001 sample is different from the 2004 and 2006
samples which may have influenced the survey results.
First-year students reported spending significantly fewer hours
preparing for class in 2004 than 2001. The 2006 mean is not significantly
different from 2004 but remains significantly lower than the 2001 mean.
There is a significant decline in the number of written papers or reports of
fewer than five pages reportedly done by first-year students from 2001 to
2004 and from 2004 to 2006. While the number of written papers between 5
and 19 pages significantly declined from 2001 to 2004, there is a
significant increase from 2004 to 2006 and the 2006 mean is not
significantly different from 2001. The number of written papers or reports
of 20 pages or more is stable across the three years.
There is a significant decline in the reported number of written papers or
reports between 5 and 19 pages done by seniors from 2001 to 2004. While
there is a significant increase between 2004 and 2006, the 2006 mean is
significantly lower than the 2001 mean. The number of written papers or
reports of 20 pages is also significantly lower for 2004 and 2006 compared
to 2001 while the 2006 mean is not significantly different from 2004. The
number of written papers fewer than five pages is stable across the three
years.
Seniors are significantly more likely to report that their course work
emphasized applying theories or concepts to practical problems or in new
situations in 2004 compared to 2001. There is a non-significant increase in
the means from 2004 to 2006.
Active and Collaborative Learning
|
|
1st
Year
|
Senior
|
|
2001
|
2004
|
2006
|
2001
|
2004
|
2006
|
|
Asked questions in class or contributed to class
discussions
|
2.63
|
2.63
|
2.55--
|
2.96
|
2.95
|
2.99
|
| Made a class presentation
|
2.04
|
2.22++
|
2.20
|
2.86
|
2.69--
|
2.89++
|
| Worked with other students on
projects during class
|
2.50
|
2.35--
|
2.44++
|
2.65
|
2.53--
|
2.70++
|
| Worked with classmates outside
of class to prepare class assignments
|
2.13
|
2.13
|
2.28++
|
2.95
|
2.83--
|
2.93++
|
|
Tutored or taught other students
|
1.34
|
1.42++
|
1.62++
|
1.86
|
1.97++
|
2.05++
|
|
Participated in a community-based project as part of a regular
course
|
1.17
|
1.26++
|
1.45++
|
1.58
|
1.64
|
1.71++
|
|
Discussed ideas from your readings or classes with others
outside of class (students, family members, co-workers, etc.)
|
2.60
|
2.61
|
2.52--
|
2.94
|
2.81--
|
2.77
|
There is a significant increase in the tutoring and teaching of other
students by first-year and senior students from 2001 to 2004 and from 2004
to 2006. They are also increasingly more likely to have participated in a
community-based project as part of a regular course although the increase
from 2001 to 2004 for seniors is not significant. Seniors are less likely
to have discussed ideas from their readings or classes with others outside
of class in 2006 than they were in 2001 and 2004. While the decline from
2001 to 2004 is significant, the decline from 2004 to 2006 is not.
Student Interactions with Faculty Members
|
|
1st
Year
|
Senior
|
|
2001
|
2004
|
2006
|
2001
|
2004
|
2006
|
| Discussed grades or assignments with an
instructor
|
2.27
|
2.40++
|
2.44
|
2.76
|
2.64--
|
2.73++
|
| Talked about career plans with a faculty
member or advisor
|
2.20
|
2.08--
|
2.19++
|
2.64
|
2.40--
|
2.52++
|
| Discussed ideas from your readings or classes
with faculty members outside of class
|
1.51
|
1.64++
|
1.77++
|
1.99
|
1.88--
|
2.01++
|
| Worked with faculty members on activities
other than coursework (committees, orientation, student-life
activities, etc.)
|
1.39
|
1.45
|
1.56++
|
1.98
|
1.91
|
2.01++
|
| Received prompt feedback from faculty on your
academic performance (written or oral)
|
2.53
|
2.43--
|
2.52++
|
2.74
|
2.76
|
2.74
|
| Worked with a faculty member on a research
project outside of course or program requirements*
|
.21
|
.25
|
.31++ |
.21
|
.29++
|
.30
|
*The format for these questions was changed from 2001 to 2004. In 2001 students
were asked which of the following have you done or do you plan to do before you
graduate from your institution. The response categories were yes, no,
undecided. Thus, yes includes done or plan to do. The same question was asked
in 2004 but the response categories were changed to done, plan to do, do not
plan to do, and undecided. For 2004 and 2006 done and plan to do responses are
coded 1 and do not plan to do and undecided are coded 0. Therefore, caution
should be used in comparing across years for these items.
First-year students are increasingly likely to have discussed ideas from their
readings or classes with faculty members outside of class, worked with faculty
members on activities other than coursework, and worked or planned to work with
a faculty member on a research project outside of course or program requirements
from 2001 to 2004 and from 2004 to 2006. The increases from 2001 to 2004 for
the latter two items are not significant. Seniors are increasingly likely to
have worked or plan to work with a faculty member on a research project outside
of course or program requirements. The 2001 to 2004 change is significant but
the 2004 to 2006 change is not.
Enriching Educational Experiences
|
|
1st
Year
|
Senior
|
|
2001
|
2004
|
2006
|
2001
|
2004
|
2006
|
| Participating in co-curricular activities
(organizations, publications, student government, sports, etc.)
|
2.14
|
2.15
|
2.14
|
2.47
|
2.24--
|
2.25
|
| Had serious conversations with students that
have different religious beliefs, political opinions, or
personal values
|
2.76
|
2.71
|
2.53--
|
2.91
|
2.64--
|
2.60
|
| Had serious conversations with students of a
different race or ethnicity
|
2.14
|
2.29++
|
2.15--
|
2.24
|
2.20
|
2.22
|
| Campus environment encouraged contact among
students from different economic, social, and racial or ethnic
backgrounds
|
2.37
|
2.52++
|
2.44--
|
2.03
|
2.24++
|
2.28
|
| Practicum, internship, field experience,
co-op experience, or clinical assignment*
|
.78
|
.79
|
.77
|
.78
|
.81
|
.86++
|
| Community service or volunteer work*
|
.69
|
.67
|
.72++
|
.67
|
.72++
|
.79++
|
| Foreign language coursework*
|
.32
|
.41++
|
.36--
|
.26
|
.36++
|
.38
|
| Study abroad*
|
.34
|
.41++
|
.40
|
.17
|
.26++
|
.30++
|
| Independent study or self-designed major*
|
.11
|
.15
|
.16
|
.28
|
.28
|
.27
|
| Culminating senior experience (comprehensive
exam, capstone course, thesis, project, etc.)*
|
.19
|
.28++
|
.28
|
.37
|
.38
|
.48++
|
| Using electronic technology to discuss or
complete an assignment
|
2.72
|
2.50--
|
2.61++
|
2.77
|
2.64--
|
2.74++
|
*The format for these questions was changed from 2001 to 2004. In 2001 students
were asked which of the following have you done or do you plan to do before you
graduate from your institution. The response categories were yes, no,
undecided. Thus, yes includes done or plan to do. The same question was asked
in 2004 and 2006 but the response categories were changed to done, plan to do,
do not plan to do, and undecided. For 2004 and 2006 done and plan to do
responses are coded 1 and do not plan to do and undecided are coded 0.
Therefore, caution should be used in comparing across years for these items.
There is a decline in the likelihood that first-year and senior students have
had serious conversations with students that have different religious beliefs,
political opinions or personal values. The decline from 2004 to 2006 for
first-year students and from 2001 to 2004 for seniors is significant. Seniors
are increasingly likely to feel that the campus environment encouraged contact
among students from different backgrounds. The increase from 2001 to 2004 is
significant. Seniors are increasing likely to have done or plan to do
internships, community service, foreign language coursework, study abroad, and
culminating senior experience from 2001 to 2006. Not all of the year to year
increases are significant.
Supportive Campus Environment
|
|
1st
Year
|
Senior
|
|
2001
|
2004
|
2006
|
2001
|
2004
|
2006
|
| Campus environment provided the
support you need to help you succeed academically
|
3.05
|
3.02
|
2.84--
|
2.81
|
2.90++
|
2.95++
|
| Campus environment helped you
cope with your nonacademic responsibilities (work, family, etc.)
|
2.06
|
2.00
|
2.05
|
1.85
|
1.86
|
1.92
|
| Campus environment provided the
support you need to thrive socially
|
2.37
|
2.36
|
2.35
|
2.24
|
2.22
|
2.30++
|
|
Quality of relationships with other students on a scale from 1
to 7, 1 being worst and 7 being best
|
5.65
|
5.84++
|
5.43--
|
5.87
|
5.94
|
5.83--
|
|
Quality of relationships with faculty members on a scale from 1
to 7, 1 being worst and 7 being best
|
5.39
|
5.46
|
5.05--
|
5.64
|
5.77++
|
5.58--
|
|
Quality of relationships with administrative personnel and
offices on a scale from 1 to 7, 1 being worst and 7 being best
|
5.02
|
5.15
|
4.52--
|
4.89
|
5.16
|
4.67--
|
Seniors are increasingly likely to feel that the campus environment provided
the support they need to help them succeed academically. The increases from
2001 to 2004 and 2004 to 2006 are both significant. First-year students are
decreasingly likely to feel that the campus provides them with the support
they need. The decline from 2004 to 2006 is significantly. The decline
from 2001 to 2004 is not.
Prepared by Kirby L. Throckmorton
UWSP Office of Institutional Research
August 2006
