1. NC State Office of Institutional Research & Planning September, 2017

2. Presentation Overview
NSSE and the Concept of Student Engagement
Selected NSSE Results for NC State
User Resources
Using NSSE Data
Contact Information
Adapt this slide to fit the outline of your presentation.

3. NSSE and the Concept of Student Engagement

4. What is Student Engagement?
What students do – Time and energy devoted to studies and other educationally purposeful activities What institutions do – Using resources and effective educational practices to induce students to do the right things Educationally effective institutions channel student energy toward the right activities
Development of Concept of Student Engagement
C. Robert Pace (1970s)
Pioneer of looking at the entire student experience versus just looking at test scores or grades to assess student learning.
Explored students’ academic and social experiences in college – and assessed the quality of effort students put forth in their educational experiences
Alexander Astin (Hired by Pace at UCLA in 1980s)
Promoted theory of student involvement
Amount of learning taking place directly proportional to quantity and quality of energy invested in educational activities
Vincent Tinto (Also in the 1980s)
Retention model – focus on greater social and academic integration, both formal and informal processes -> greater satisfaction -> more likely to stay
Ernest Pascarella & Patrick Terenzini
Examined impact of college experience.
Arthur Chickering and Gamson (1980s analysis of hundreds of studies over several decades)
Good practice in undergraduate education includes: 1) Student-faculty contact, 2) Cooperation among students, 3) Active learning, 4) Prompt feedback, 5) Time on task, 6) High expectations, 7) Respect for diverse talents and ways of learning
George Kuh (1990s – idea of student engagement)
What students do -- time and energy devoted to educationally purposeful activities
What institutions do -- using effective educational practices to induce students to do the right things 4

5. Seven Principles of Good Practice in Undergraduate Education
Student-faculty contact
Active learning
Prompt feedback
Time on task
High expectations
Experiences with diversity
Cooperation among students
Chickering, A. W. & Gamson, Z. F. (1987). Seven principles for good practice in undergraduate education. AAHE: Bulletin, 39 (7), 3-7. 5

6. Other Supporting Literature
After reviewing approximately 2,500 studies on college students from the 1990s, in addition to the more than 2,600 studies from 1970 to 1990, Ernest Pascarella and Patrick Terenzini concluded student engagement is a central component of student learning.
Pascarella, E. & Terenzini, P (2005). How college affects students: A third decade of research. San Francisco: Jossey-Bass Publishers.
Presents institutional policies, programs, and practices that promote student success. Provides practical guidance on implementation of effective institutional practice in a variety of contexts.
Kuh, G. D., Kinzie, J., Schuh, J. H., Whitt, E.J., & Associates (2005). Student success in college: Creating conditions that matter. San Francisco: Jossey-Bass. 6

7. NSSE Background
Launched with grant from The Pew Charitable Trusts in 1999, supported by institutional participation fees since 2002.
Institution types, sizes, and locations represented in NSSE are largely representative of U.S. baccalaureate institutions.
More than 1,600 baccalaureate-granting colleges and universities in the US and Canada have participated to date.
Year
Institutions
2001 thru 2011
1476
2012
577
2013
613
2014
713
2015
585
2016
557
2017
722
How and why was the NSSE survey developed?
NSSE was specifically designed to assess the extent to which students are engaged in empirically derived effective educational practices and what they gain from their college experiences. Voluminous research on college student development shows that the time and energy students devote to educationally purposeful activities is the single best predictor of their learning and personal development. Therefore, the main content of the NSSE instrument represents student behaviors that are highly correlated with many desirable learning and personal development outcomes of college.
The original Design Team, convened by The Pew Charitable Trusts in 1988, consisted of Alexander Astin, Gary Barnes, Arthur Chickering, Peter Ewell, John Gardner, George Kuh, Richard Light, and Ted Marchese with input from C. Robert Pace to help draft a survey instrument.

8. Goals of NSSE Project Focus conversations on undergraduate quality
Enhance institutional practice and improvement initiatives
Foster comparative and consortium activity
Provide systematic national data on “effective educational practices”

9. Engagement in meaningful Engagement in High-Impact Practices
NSSE Survey Content
Engagement in meaningful
academic experiences
Student learning
& development
Engagement in High-Impact Practices
Student reactions
to college
The NSSE survey asks students to report the frequency with which they engage in activities that represent effective educational practice. Students also record their perceptions of the college environment associated with achievement, satisfaction, and persistence. Then, students estimate their educational and personal growth since starting college. Finally, students provide information about their background, including age, gender, race or ethnicity, living situation, educational status, and major field.
Student background
information

10. NSSE Engagement Indicators
Meaningful Academic Engagement Themes
Engagement Indicators
Academic Challenge
Learning with Peers
Experiences with Faculty
Student – Faculty Interaction
Campus Environment 10

11. A Commitment to Data Quality
NSSE’s Psychometric Portfolio presents evidence of validity, reliability, and other indicators of data quality. It serves higher education leaders, researchers, and professionals who use NSSE.
See the Psychometric Portfolio
nsse.indiana.edu/html/psychometric_portfolio.cfm

12. Research Design, NC State Comparison Groups, & Response Rate

13. Survey Administration
Spring 2017
Census of first-year students & graduating seniors
Online survey
invitation and 4 reminders to increase response rates
Additional survey modules:
Civic Engagement
Global Learning
The Center for Survey Research at Indiana University helps NSSE administer the survey in the field. See: csr.indiana.edu for more information.
NSSE survey design:
Relatively short survey
Items directly related to college outcomes
Administered to first-year and senior students at 4-year institutions
Administered directly by a credible third-party survey organization

14. NSSE 2017 Respondents by Race, Ethnicity, and Nationality
U.S. Bachelor’s-Granting Population
African American/Black
10%
12%
American Indian/Alaska Native 1%
Asian 6% 7%
Native Hawaiian/other Pacific Islander
<1%
Caucasian/White
63%
57%
Hispanic/Latino
14%
15%
Multiracial/multiethnic 4%
Foreign/nonresident alien
Note: Percentages are unweighted and may not sum to 100 due to rounding. The NSSE 2017 sampling frame consists of first-year and senior undergraduates. Data were provided by participating institutions. U.S. percentages are based on data from the 2015 IPEDS Institutional Characteristics and Enrollment data. Includes all class years. Institution-reported, using categories provided in IPEDS. Excludes students whose race/ethnicity was unknown or not provided.

15. NSSE 2017 Survey Population and Respondents
Approximately 2 million students were invited to participate in NSSE 2017, with 517,850 responding
8,030 NC State students were invited to participate, with 1,300 responding
***** Update numbers

16. NSSE 2017 U.S. Institution Response Rates
NC State’s response rate = 16%
All NSSE 2017 institutions = 30%
NSSE U.S. Average Institutional Response Rates by Enrollment:
Undergraduate Enrollment
Number of Institutions
Avg. Institutional Response Rate
2,500 or fewer
302
36%
2,501 to 4,999
124
29%
5,000 to 9,999
114
23%
10,000 or more 96
22%
All institutions
636
30%
Note: The NSSE 2017 response rate is the average institutional response rates (not the overall student response rate)

17. NC State NSSE Comparison Groups
Group 1: Participating Official Peers (Peers)
8 Institutions:
Colorado State University
Georgia Institute of Technology
Iowa State University
Michigan State University
Ohio State University
University of Illinois at Urbana- Champaign
University of Wisconsin- Madison
Virginia Polytechnic Institute and State University
Group 2: Carnegie Classification: Doctoral Universities - Highest Research Activity (Carnegie / R1)
48 institutions
Participated in NSSE in AY16-17 or in the two prior years
Group 3: Large Public, Doctoral - Very High Research (Doc VH/H)
33 institutions
Participated in NSSE in AY16-17 or in the two prior years
Enrollment of 20,000+ undergraduates
Doctoral – very high research
The Center for Survey Research at Indiana University helps NSSE administer the survey in the field. See: csr.indiana.edu for more information.
NSSE survey design:
Relatively short survey
Items directly related to college outcomes
Administered to first-year and senior students at 4-year institutions
Administered directly by a credible third-party survey organization

18. Response Rates: NC State & Comparison Groups
NC State’s response rate for both first-year students and seniors was similar to that of our official peers, but slightly lower than those in the Carnegie comparison group, as well as other large public very high research institutions.
Comparison
First-Year
Senior
Resp Rate
Margin of Error
NC State
16%
(625 of 3,980)
+/- 3.6%
17%
(675 of 4,050)
+/- 3.4%
Official Peers
18%
+/- .9%
+/- .8%
Carnegie Group
22%
+/- .4%
21%
+/- .3%
Large/Public/VH Research
+/- .5%

19. NC State Respondents by Gender & Race/Ethnicity/Nationality
The race/ethnicity distribution of NC State’s NSSE respondents generally matches that of the student population overall. While females are over-represented among NC State respondents, NSSE results are weighted to accurately reflect the true proportion of males and females in the population.
First-Year
Senior
Resp %
Pop %
Pop &
Female
51%
46%
52%
Full-time
100%
96%
95%
92%
Race/Ethnicity
American Indian/Alaskan Native 1% 0%
Asian 5% 7% 6%
Black or African American
Hispanic or Latino 4%
Native Hawaiian/Other Pac. Islander
White
68%
70%
75%
74%
Foreign or Nonresident Alien 8% 3%
Two or more Races/Ethnicities
Unknown 2%

20. Selected NSSE Results for NC State

21. Overall Satisfaction How would you evaluate your entire educational experience at this institution?
NC State seniors were more likely than first-year students to rate their educational experience as “excellent.” Both first-year students and seniors at NC State were more likely than students at R1 institutions to rate their experience as “excellent.”

22. Overall Satisfaction If you could start over, would you go to the same institution you are now attending?
Ninety percent of NC State first-year and senior students said they would “probably” or “definitely” choose NC State again if they were starting over. Both groups were much more likely than students at official peer institutions to say they would “definitely” choose to do so.

23. Highest and Lowest Performing Items Relative to Official Peers
NC State first-year students were much more likely than students at Peer institutions to give positive ratings to the institution’s emphasis on encouraging contact among students of different backgrounds and student well-being, and much less likely than their peers to report spending more than 10 hours weekly on assigned reading.

24. Highest and Lowest Performing Items Relative to Official Peers
NC State seniors were much more likely than students at Peer institutions to indicate completing a culminating senior experience (e.g., capstone course, senior project/thesis, etc.), and to give positive ratings to the institution’s emphasis on encouraging contact among students of different backgrounds.

25. Engagement Indicators: NC State vs. Official Peers
NC State seniors gave more positive ratings than seniors at Peer institutions on experiences with faculty, the campus environment, and collaborative learning. While NC State first-year students are also more likely than those at peer institutions to say we provide a supportive environment and encourage collaborative learning, they were less likely than Peers to say we emphasize higher-order learning and quantitative reasoning.

26. Higher-Order Learning: NCSU
Majorities of NC State first-year students and seniors indicated that their coursework in the current semester “very much” or “quite a bit” emphasized higher-order learning. However, NC State seniors were more likely to say their course work “very much” emphasized such experiences.
Applying facts, theories, or methods to practical problems or new situations
First-Year
Senior
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

27. Higher-Order Learning: First-Years
NC State first-year students were more likely than their peers at R1 institutions to say that they apply facts, theories, or methods to problems and new situations. NC State first-year students were less likely to evaluate points of view, decisions, or sources of information, or to form new ideas or understanding from various pieces of information.
Applying facts, theories, or methods to practical problems or new situations
Carnegie
NCSU
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

28. Higher-Order Learning: Seniors
Similar to the findings for first-year students, NC State seniors were slightly more likely than their peers at R1 institutions to say that they apply facts, theories, or methods to problems and new situations, but less likely evaluate points of view, decisions, or sources of information, or to form new ideas or understanding from various pieces of information.
Applying facts, theories, or methods to practical problems or new situations
Carnegie
NCSU
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

29. Reflective & Integrative Learning: NCSU
NC State seniors gave more positive ratings on all Reflective & Integrative Learning engagement indicators than first-year students. Both groups were least likely to have had courses that included diverse perspectives.
Combined ideas from different courses when completing assignments
First-Year
Senior
Connected your learning to societal problems or issues
Included diverse perspectives 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

30. Reflective & Integrative Learning: First-Years
NC State first-year students gave lower ratings than R1 peers on most Reflective & Integrative Learning engagement indicators.
Combined ideas from different courses when completing assignments
Carnegie
NCSU
Connected your learning to societal problems or issues
Included diverse perspectives 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

31. Reflective & Integrative Learning: Seniors
NC State seniors gave lower ratings than R1 peers on all Reflective & Integrative Learning engagement indicators.
Combined ideas from different courses when completing assignments
Carnegie
NCSU
Connected your learning to societal problems or issues
Included diverse perspectives 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

32. Learning Strategies: NCSU
NC State seniors were twice as likely than first-year students to say that they identified key information from reading assignments “very often.” Seniors were, however, less likely than first-year students to report reviewing notes after class or summarizing course materials.
Identified key information from reading assignments
First-Year
Senior
Reviewed your notes after class
Summarized what you learned in class or from course materials

33. Learning Strategies: First-Years
NC State first-year students were slightly more likely than their R1 peers to indicate reviewing notes after classes and summarizing what they learned from course materials. However, they were much less likely than their R1 peers to say that they “very often” identified key information from reading assignments.
Identified key information from reading assignments
Carnegie
NCSU
Reviewed your notes after class
Summarized what you learned in class or from course materials

34. Learning Strategies: Seniors
NC State seniors had similar scores to their R1 peers on all Learning Strategies items, although they were slightly less likely to indicate practicing these strategies “very often.”
Identified key information from reading assignments
Carnegie
NCSU
Reviewed your notes after class
Summarized what you learned in class or from course materials

35. Quantitative Reasoning: NCSU
NC State seniors gave notably more positive ratings to all Quantitative Reasoning items compared to first-year students. Seniors were especially more likely than first-year students to report using numerical information to examine a real-world problem or issue.
Reached conclusions based on your own analysis of numerical information (numbers, graphs, statistics, etc.)
First-Year
Senior
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

36. Quantitative Reasoning: First-Years
NC State first-year students were less likely than first-year students at R1 peer institutions to say that they used various quantitative reasoning skills, especially to have used numerical information to examine a real-world problem or issue.
Reached conclusions based on your own analysis of numerical information (numbers, graphs, statistics, etc.)
Carnegie
NCSU
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

37. Quantitative Reasoning: Seniors
NC State seniors reported use of quantitative reasoning was generally similar to those at R1 peer institutions, with the exception that they were slightly more likely than peers to say that they reached conclusions based on their own analysis of numerical information.
Reached conclusions based on your own analysis of numerical information (numbers, graphs, statistics, etc.)
Carnegie
NCSU
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

38. Time Usage: Preparing for Class
About 30% of both first-year students and seniors at NC State reported spending 20 or more hours per week preparing for class, slightly more than their R1 peers.
Spent 20 or more hours per week preparing for class
Class
NC State
Carnegie Peers
First-Year
30%
27%
Senior
31%

39. Time Usage: Participating in Co-Curricular Activities
Similar to their R1 peers, first-year students at NC State were slightly more likely than seniors to report spending 5 or more hours per week participating in co-curricular activities.
Spent 5 or more hours per week participating in
co-curricular activities
Class
NC State
Carnegie Peers
First-Year
42%
40%
Senior
37%
34%
While college is organized around formal learning venues (classrooms, laboratories, studios), it is clear from the many desired outcomes associated with out-of-class experiences that engaging students in more educationally purposeful activities outside the classroom would be valuable. Students of all backgrounds seem to benefit from such experiences.
Kuh, G.D. (1995). The other curriculum: Out-of-class experiences associated with student learning and personal development. Journal of Higher Education, 66,
Kuh, G.D., Douglas, K.B., Lund, J.P., & Ramin-Gyurnek, J. (1994). Student learning outside the classroom: Transcending artificial boundaries. ASHE‑ERIC Higher Education Report No. 8. Washington, D.C.: The George Washington University, School of Education and Human Development.

40. Collaborative Learning: NCSU
NC State first year students were more likely than seniors to report asking another student for help understanding course material and to work with other students when preparing for exams. However, seniors were much more likely than first-year students to report working with other students on course projects or assignments.
Asked another student to help you understand course material
First-Year
Senior
Explained course material to one or more students
Prepared for exams by discussing or working through course material with other students
Worked with other students on course projects or assignments

41. Collaborative Learning: First-Years
NC State first-year students scored higher than first-year students at R1 peer institutions on all Collaborative Learning items. NC State first-year students were especially more likely than their R1 peers to report asking another student for help understanding course material.
Asked another student to help you understand course material
Carnegie
NCSU
Explained course material to one or more students
Prepared for exams by discussing or working through course material with other students
Worked with other students on course projects or assignments

42. Collaborative Learning: Seniors
NC State seniors scored higher than seniors at R1 peer institutions on three of the four Collaborative Learning items. NC State seniors were especially more likely than their R1 peers to report working with other students on course assignments.
Asked another student to help you understand course material
Carnegie
NCSU
Explained course material to one or more students
Prepared for exams by discussing or working through course material with other students
Worked with other students on course projects or assignments

43. Discussions with Diverse Others: NCSU
There were no differences between NC State first-year students and seniors in the extent to which they report having discussions with people of a different race/ethnicity, economic background, religious belief, or political views than their own.
People of a race or ethnicity other than your own
First-Year
Senior
People from an economic background other than your own
People with religious beliefs other than your own
People with political views other than your own

44. Discussions with Diverse Others: First-Years
NC State first-year students were slightly more likely than first-year students at R1 institutions to report having discussions with people from an economic background different than their own and with political views different than their own.
People of a race or ethnicity other than your own
Carnegie
NCSU
People from an economic background other than your own
People with religious beliefs other than your own
People with political views other than your own

45. Discussions with Diverse Others: Seniors
NC State seniors scored slightly higher than seniors at R1 peer institutions on two of four Discussions with Diverse Others measures, including having discussions with people from different economic backgrounds and with different political views than their own.
People of a race or ethnicity other than your own
Carnegie
NCSU
People from an economic background other than your own
People with religious beliefs other than your own
People with political views other than your own

46. Student-Faculty Interaction: NCSU
NC State seniors were more likely than first-year students to report interacting with faculty outside of class, especially regarding non-course related activities (e.g., committees, students groups), to discuss course topics, ideas, or concepts, with a faculty member outside of class and to talk about career plans.
Talked about career plans with a faculty member
First-Year
Senior
Worked with faculty on activities other than coursework (committees, student groups, etc.)
Discussed course topics, ideas, or concepts with a faculty member outside of class
Discussed your academic performance with a faculty member

47. Student-Faculty Interaction: First-Years
While only a minority of first-year students said they “often” or “very often” interacted with faculty outside of class, NC State students were less likely than their R1 peers to do so at least sometimes. NC State first-year students were more likely than their R1 peers to say they “often” or “very often” talk with faculty members about career plans, but were less likely to talk with faculty about their academic performance.
Talked about career plans with a faculty member
Carnegie
NCSU
Worked with faculty on activities other than coursework (committees, student groups, etc.)
Discussed course topics, ideas, or concepts with a faculty member outside of class
Discussed your academic performance with a faculty member

48. Student-Faculty Interaction: Seniors
NC State seniors were more likely than seniors at R1 peer institutions to report talking about career plans with a faculty member and working with faculty on activities other than coursework.
Talked about career plans with a faculty member
Carnegie
NCSU
Worked with faculty on activities other than coursework (committees, student groups, etc.)
Discussed course topics, ideas, or concepts with a faculty member outside of class
Discussed your academic performance with a faculty member

49. Quality of Interactions: NCSU
Seniors were more likely than first-year students at NC State to report higher quality interactions with fellow students, and with faculty members.
Students
First-Year
Seniors
Academic advisors
Faculty
Student services staff
Other admin. staff and offices

50. Quality of Interactions: First-Years
NC State first-year students were more likely than students at R1 peer institutions to report higher quality interactions with all groups asked about.
Students
Carnegie
NCSU
Academic advisors
Faculty
Student services staff
Other admin. staff and offices

51. Quality of Interactions: Seniors
NC State seniors were more likely than students at R1 peer institutions to report higher quality interactions with all groups asked about
Students
Carnegie
NCSU
Academic advisors
Faculty
Student services staff
Other admin. staff and offices

52. Supportive Environment: NCSU
Both first-year students and seniors gave NC State high ratings on supportive environment measures although first-year students gave consistently higher ratings than seniors.
Providing support to help students succeed academically
First Year
Senior
Using learning support services (tutoring services, writing center, etc.)
Encouraging contact among students from diff. backgrounds (soc., racial/eth., relig., etc.)
Providing opportunities to be involved socially
Providing support for your overall well-being (recreation, health care, counseling, etc.)
Helping you manage your non-academic responsibilities (work, family, etc.)
Attending campus activities and events (performing arts, athletic events, etc.)
Attending events that address important social, economic, or political issues

53. Supportive Environment: First-Years
First-year students at NC State gave higher rankings than R1 peers on 7 of 8 Supportive Environment measures.
Providing support to help students succeed academically
Carnegie
NCSU
Using learning support services (tutoring services, writing center, etc.)
Encouraging contact among students from diff. backgrounds (soc., racial/eth., relig., etc.)
Providing opportunities to be involved socially
Providing support for your overall well-being (recreation, health care, counseling, etc.)
Helping you manage your non-academic responsibilities (work, family, etc.)
Attending campus activities and events (performing arts, athletic events, etc.)
Attending events that address important social, economic, or political issues

54. Supportive Environment: Seniors
Seniors at NC State were more likely than R1 peers to report that their campus environment provides support for students’ overall well-being.
Providing support to help students succeed academically
Carnegie
NCSU
Using learning support services (tutoring services, writing center, etc.)
Encouraging contact among students from diff. backgrounds (soc., racial/eth., relig., etc.)
Providing opportunities to be involved socially
Providing support for your overall well-being (recreation, health care, counseling, etc.)
Helping you manage your non-academic responsibilities (work, family, etc.)
Attending campus activities and events (performing arts, athletic events, etc.)
Attending events that address important social, economic, or political issues

55. High Impact Practices: First-Years
NC State first-year students were less likely than first-year students at R1 peer institutions to report participating in courses with a service learning component.

56. High Impact Practices: Seniors
NC State seniors were more likely than R1 peers to have participated in 5 of 6 high impact practices. NC State seniors were especially more likely to have completed a capstone experience or an internship/field experience.

57. High Impact Practices: First-Years
Half of NC State first-year students reported participating in at least one high impact learning experience. NC State first-year students were slightly less likely than their R1 peers to have participated in two or more high impact learning experiences.

58. High Impact Practices: Seniors
Nearly three-fourths of seniors participated in two or more high impact practices at NC State; less than 10% indicated having no such experience.

59. Global Learning Institutional Emphasis: NCSU
First-Year students were more likely than seniors at NC State to report that the institution provides activities and experiences that focus on global and international topics.
Providing courses that focus on global and international topics
First-Year
Senior
Providing activities and experiences (speakers, events) that focus on global and international topics

60. Global Learning Institutional Emphasis: First-Years
First-Year students at NC State were more likely than first-year students at peers institutions* to say that NC State provides activities and experiences that focus on global and international topics.
Providing courses that focus on global and international topics
Doc VH/H
NCSU
Providing activities and experiences (speakers, events) that focus on global and international topics
*For global learning measure, NC State was compared to 15 doctoral highest/higher research institutions that also administered the module

61. Global Learning Institutional Emphasis: Seniors
Seniors at NC State were slightly more likely than seniors at peer institutions* to say that NC State emphasizes global learning through both courses and activities and experiences that focus on global and international topics.
Providing courses that focus on global and international topics
Doc VH/H
NCSU
Providing activities and experiences (speakers, events) that focus on global and international topics
*For global learning measure, NC State was compared to 15 doctoral highest/higher research institutions that also administered the module

62. Global Learning Courses: NCSU
At least half of all NC State first-year and senior students have either completed or plan to complete courses related to global learning topics.
Complete a course that focuses on global trends or issues (human rights, international relations, world health, climate, etc.)
First-Year
Senior
Complete a course that focuses on perspectives, issues, or events from other countries or regions
Complete a course that focuses on religions or cultural groups other than your own

63. Global Learning Courses: First-Years
First-year students at NC State were slightly less likely than first-year students at peer institutions* to have taken or be currently taking courses that focus on global learning topics.
Complete a course that focuses on global trends or issues (human rights, international relations, world health, climate, etc.)
Doc VH/H
NCSU
Complete a course that focuses on perspectives, issues, or events from other countries or regions
Complete a course that focuses on religions or cultural groups other than your own
*For global learning measure, NC State was compared to 15 doctoral highest/higher research institutions that also administered the module

64. Global Learning Courses: Seniors
Seniors at NC State were much more likely than seniors at peer institutions* to have taken or be currently taking courses that focused on global learning topics.
Complete a course that focuses on global trends or issues (human rights, international relations, world health, climate, etc.)
Doc VH/H
NCSU
Complete a course that focuses on perspectives, issues, or events from other countries or regions
Complete a course that focuses on religions or cultural groups other than your own
*For global learning measure, NC State was compared to 15 doctoral highest/higher research institutions that also administered the module

65. Global Learning Courses: NCSU
Seniors at NC State were more likely than first-year students to say that their coursework encouraged understanding the viewpoints of others and developing skills to interact effectively with people from different backgrounds.
Understand the viewpoints, values, or customs of different world cultures, nationalities, and religions
First-Year
Senior
Develop skills for interacting effectively and appropriately with those from different world cultures, nationalities, and religions

66. Global Learning Courses: First-Years
First-Year students at NC State were less likely than first-year students at peer institutions* to say that their coursework encouraged understanding the viewpoints of others and developing skills to interact effectively with people from different backgrounds.
Understand the viewpoints, values, or customs of different world cultures, nationalities, and religions
Doc VH/H
NCSU
Develop skills for interacting effectively and appropriately with those from different world cultures, nationalities, and religions
*For global learning measure, NC State was compared to 15 doctoral highest/higher research institutions that also administered the module

67. Global Learning Courses: Seniors
Seniors at NC State were slightly less likely than seniors at peer institutions* to say that their coursework encouraged understanding the viewpoints of others and developing skills to interact effectively with people from different backgrounds.
Understand the viewpoints, values, or customs of different world cultures, nationalities, and religions
Doc VH/H
NCSU
Develop skills for interacting effectively and appropriately with those from different world cultures, nationalities, and religions
*For global learning measure, NC State was compared to 15 doctoral highest/higher research institutions that also administered the module

68. Global Learning Activity: NCSU
First-Year students were more likely than seniors at NC State to talk about international opportunities with a faculty member or advisor, and to attend events that promoted the understanding of different cultures.
Discussed international or global topics and issues with others
First-Year
Senior
Talked about international opportunities with a faculty member or advisor
Attended events/activities that promoted the understanding of different world cultures, nationalities, and religions
Worked on out-of-class activities (events, clubs, etc.) with an international or global focus
Participated in a program that pairs domestic and international students
*For global learning measure, NC State was compared to 15 doctoral highest/higher research institutions that also administered the module

69. Global Learning Activity: First-Years
First-Year students at NC State were more likely than first-year students at peer institutions to report participating in discussions on international or global topics with others.
Discussed international or global topics and issues with others
Doc VH/H
NCSU
Talked about international opportunities with a faculty member or advisor
Attended events/activities that promoted the understanding of different world cultures, nationalities, and religions
Worked on out-of-class activities (events, clubs, etc.) with an international or global focus
Participated in a program that pairs domestic and international students
*For global learning measure, NC State was compared to 15 doctoral highest/higher research institutions that also administered the module

70. Global Learning Activity: Seniors
Seniors at NC State were slightly more likely than seniors at peer institutions to report participating in discussions on international or global topics, and to have attended at least “some” campus events promoting diversity. Seniors at NC State were less likely to have talked about international opportunities with faculty members.
Discussed international or global topics and issues with others
Doc VH/H
NCSU
Talked about international opportunities with a faculty member or advisor
Attended events/activities that promoted the understanding of different world cultures, nationalities, and religions
Worked on out-of-class activities (events, clubs, etc.) with an international or global focus
Participated in a program that pairs domestic and international students
*For global learning measure, NC State was compared to 15 doctoral highest/higher research institutions that also administered the module

71. Global Learning Program Information: NCSU
First-Year students at NC State were more likely than first-year students at peer institutions* to have looked for information about global education programs and opportunities (including study abroad, international internships, international field studies or research, volunteering abroad, etc.) during the current school year.
*For global learning measure, NC State was compared to 15 doctoral highest/higher research institutions that also administered the module

72. Global Learning Program Information: NCSU
Both first-year and senior students at NC State were most likely to seek information about global education programs and opportunities such as study abroad and international internships, volunteer work, research, etc. from the study abroad office. First-year students were much more likely than seniors to seek information on global education programs from their academic advisor.

73. Global Learning Program Information: First-Years
First-Year students at NC State were more likely than first-year students at peer institutions* to seek information about global education programs and opportunities, especially from their academic advisors, from websites, newspapers and catalogs, and by attending international programs and events.
*For global learning measure, NC State was compared to 15 doctoral highest/higher research institutions that also administered the module

74. Global Learning Program Information: Seniors
Seniors at NC State were slightly more likely than seniors at peer institutions* to seek information about global education programs and opportunities from published sources such as websites, newspapers, and catalogs.
*For global learning measure, NC State was compared to 15 doctoral highest/higher research institutions that also administered the module

75. Global Learning Institutional Contribution: NCSU
Seniors were more likely than first-year students at NC State to indicate that the institution had contributed ‘very much’ to various aspect of their global learning.
Being informed about current international and global issues
First-Year
Senior
Speaking a second language
Seeking international or global opportunities out of your comfort zone
Understanding how your actions affect global communities
Preparing for life and work in an increasingly globalized era
Encouraging your sense of global responsibility

76. Global Learning Institutional Contribution: First-Years
First-year students at NC State were somewhat more likely to report that NC State encouraged students’ sense of global responsibility in comparison to peers at similar institutions.*
Being informed about current international and global issues
Doc VH/H
NCSU
Speaking a second language
Seeking international or global opportunities out of your comfort zone
Understanding how your actions affect global communities
Preparing for life and work in an increasingly globalized era
Encouraging your sense of global responsibility
*For global learning measure, NC State was compared to 15 doctoral highest/higher research institutions that also administered the module

77. Global Learning Institutional Contribution: Seniors
Seniors at NC State were more likely to report that NC State encouraged students’ sense of global responsibility in comparison to peers at similar institutions* on 5 of 6 measures.
Being informed about current international and global issues
Doc VH/H
NCSU
Speaking a second language
Seeking international or global opportunities out of your comfort zone
Understanding how your actions affect global communities
Preparing for life and work in an increasingly globalized era
Encouraging your sense of global responsibility
*For global learning measure, NC State was compared to 15 doctoral highest/higher research institutions that also administered the module

78. Global Learning Living: NCSU
Seniors at NC State were more likely than seniors at peer institutions* to have lived with students from a country other than their own since enrolling at the institution (excluding their participation in study abroad and other international programs).
*For global learning measure, NC State was compared to 15 doctoral highest/higher research institutions that also administered the module

79. Civic Engagement Ability: NCSU
Overall, seniors at NC State rated their abilities to contribute to a more positive community via civic engagement measures more highly than did first-year students.
Help people resolve their disagreements with each other
First-Year
Senior
Resolve conflicts that involve bias, discrimination, and prejudice
Lead a group in which people from different backgrounds feel welcomed and included
Contribute to the well-being of your community

80. Civic Engagement Ability: First-Years
First-Year students at NC State gave slightly lower ratings to their abilities to contribute to a more positive community via civic engagement measures than did students at peer institutions.*
Help people resolve their disagreements with each other
Peers
NCSU
Resolve conflicts that involve bias, discrimination, and prejudice
Lead a group in which people from different backgrounds feel welcomed and included
Contribute to the well-being of your community
*For civic engagement measures, NC State was compared to 6 similar institutions that also administered the module: Central Michigan University, Georgia Institute of Technology, Temple University, University of Nebraska at Omaha,University of North Carolina Wilmington, University of North Texas

81. Civic Engagement Ability: Seniors
Seniors at NC State rated their ability to resolve conflicts that involve bias, discrimination, and prejudice lower than seniors at peer institutions*.
Help people resolve their disagreements with each other
Peers
NCSU
Resolve conflicts that involve bias, discrimination, and prejudice
Lead a group in which people from different backgrounds feel welcomed and included
Contribute to the well-being of your community
*For civic engagement measures, NC State was compared to 6 similar institutions that also administered the module: Central Michigan University, Georgia Institute of Technology, Temple University, University of Nebraska at Omaha,University of North Carolina Wilmington, University of North Texas

82. Civic Engagement Activity: NCSU
Seniors reported greater levels of civic engagement than first-year students at NC State on every measure.
Informed yourself about local or campus issues
First-Year
Senior
Informed yourself about state, national, or global issues
Discussed local or campus issues with others
Discussed state, national, or global issues with others
Raised awareness about local or campus issues
Raised awareness about state, national, or global issues

83. Civic Engagement Activity: First-Years
NC State first-year students were more likely to report informing themselves of state, national, and global issues and to discuss such issues with others compared to those at peer institutions*. NC State first-year students were less likely to report raising awareness about issues.
Informed yourself about local or campus issues
Peers
NCSU
Informed yourself about state, national, or global issues
Discussed local or campus issues with others
Discussed state, national, or global issues with others
Raised awareness about local or campus issues
Raised awareness about state, national, or global issues
*For civic engagement measures, NC State was compared to 6 similar institutions that also administered the module: Central Michigan University, Georgia Institute of Technology, Temple University, University of Nebraska at Omaha,University of North Carolina Wilmington, University of North Texas

84. Civic Engagement Activity: Seniors
NC State seniors were more likely to report informing themselves of state, national, and global issues, and discussing these issues with others compared to seniors at peer institutions*.
Informed yourself about local or campus issues
Peers
NCSU
Informed yourself about state, national, or global issues
Discussed local or campus issues with others
Discussed state, national, or global issues with others
Raised awareness about local or campus issues
Raised awareness about state, national, or global issues
*For civic engagement measures, NC State was compared to 6 similar institutions that also administered the module: Central Michigan University, Georgia Institute of Technology, Temple University, University of Nebraska at Omaha,University of North Carolina Wilmington, University of North Texas

85. Civic Engagement Activity: NCSU
NC State first-year students and seniors reported similar levels of civic engagement activity, with both being most likely to have asked others to address state, national or global issues.
Asked others to address local or campus issues
First-Year
Senior
Asked others to address state, national, or global issues
Organized others to work in local or campus issues
Organized others to work on state, national, or global issues

86. Civic Engagement Activity: First-Years
NC State first-year students were slightly less likely than first-year students at peer institutions* to report asking others to address local or campus issues.
Asked others to address local or campus issues
Peers
NCSU
Asked others to address state, national, or global issues
Organized others to work in local or campus issues
Organized others to work on state, national, or global issues
*For civic engagement measures, NC State was compared to 6 similar institutions that also administered the module: Central Michigan University, Georgia Institute of Technology, Temple University, University of Nebraska at Omaha,University of North Carolina Wilmington, University of North Texas

87. Civic Engagement Activity: Seniors
NC State seniors were less likely than seniors at peer institutions* to report organizing others to work on campus, local, state, national, or global issues.
Asked others to address local or campus issues
Peers
NCSU
Asked others to address state, national, or global issues
Organized others to work in local or campus issues
Organized others to work on state, national, or global issues
*For civic engagement measures, NC State was compared to 6 similar institutions that also administered the module: Central Michigan University, Georgia Institute of Technology, Temple University, University of Nebraska at Omaha,University of North Carolina Wilmington, University of North Texas

88. User Resources and the NSSE Institute
The NSSE Institute for Effective Educational Practice develops user resources and responds to requests for assistance in using student engagement results to improve student learning and institutional effectiveness.
Resources:
Free Webinars
NSSE Item Campuswide Mapping
User Workshops
System and Consortium Workshops
A Pocket Guide to Choosing a College
Accreditation Toolkits
Voluntary System of Accountability (VSA)
Guides to Data Use
nsse.indiana.edu/institute/

89. Contact Information
NC State Contact:
Nancy Whelchel, Ph.D.
Director for Survey Research
Office of Institutional Research & Planning
Phone:
Web:
Center for Postsecondary Research Indiana University School of Education 1900 East Tenth Street, Suite 419 Bloomington, IN Phone: Web: Blog: NSSEsightings.Indiana.edu
If you have additional questions, feel free to contact the NSSE main office at
The NSSE Web site has updated information on NSSE project initiatives, background information, research, news articles, and more. On the website, you can find:
Complete list of all participating colleges and universities for NSSE 2000 through NSSE 2017
NSSE origins, conceptual framework, and psychometrics information
Electronic copies of NSSE national reports
Articles in national publications and colleges/university newspapers about NSSE
Research articles on web and paper mode, the disengaged commuter student, using focus groups to establish validity and reliability, and more
List of recent and upcoming NSSE conference presentations
NSSE electronic newsletter (NSSE e-News) with updates, tips and current events
Registration information for NSSE, BCSSE, or FSSE .