Show simple item record

dc.contributor.author National Survey of Student Engagement
dc.date.accessioned 2019-08-22T16:16:35Z
dc.date.available 2019-08-22T16:16:35Z
dc.date.issued 2017
dc.identifier.uri https://hdl.handle.net/2022/23392
dc.description.abstract The 2017 release of NSSE’s annual report, Engagement Insights: Survey Findings on the Quality of Undergraduate Education, presents findings from the most recent administration of NSSE and its companion surveys, the Beginning College Survey of Student Engagement (BCSSE) and the Faculty Survey of Student Engagement (FSSE), to first-year and senior students attending more than 630 bachelor’s degree-granting institutions across the United States in spring 2017. This report provides responses to new survey questions about inclusiveness and engagement with cultural diversity as well as findings offering fresh insights into the experiences of first-generation college students; students of color; gender-variant students; and LGBQ+ students, those who identify as lesbian, gay, bisexual, or other non-heterosexual orientation. Reflecting the national attention on issues of racial equity, social justice, and political polarization, the report also investigates student activism and its relationship to engagement in educationally purposeful activities. Rather than a threat to the ideals of higher education, student activism appears to signal reflection, critical thinking, and engagement with ideas—combined with a vision for change. Other noteworthy findings from NSSE, BCSSE, and FSSE include: • Seniors from traditionally underrepresented groups gave higher ratings than the average senior to the quality of interactions with others and campus support. • First-generation seniors were less likely than their peers with college-educated parents to participate in five of six educationally beneficial High-Impact Practices. • Gender-variant first-year students rated their interactions with peers, advisors, and faculty as high as cisgender students did, but their interactions with administrative staff and offices garnered lower ratings relative to other students. • LGBQ+ students were more engaged than their straight peers in reflective and integrative learning activities. • Results from BCSSE on students’ expectations for student-faculty interaction compared to NSSE results on their actual experiences indicate that unmet expectations may be a predictor for student departure. • Comparison of results from a special question set in FSSE 2007 and 2017 found little change in the incorporation of diversity in courses over the last decade. • Analysis of FSSE results on the time faculty allocate to teaching, research, and service revealed five distinct patterns accounting for 9–33% of faculty. The report also features examples of the use of NSSE results to inform improvement efforts at Biola University, California State University San Bernardino, Keene State College, University of Minnesota Duluth, Southern Connecticut State University, Winthrop University, and Youngstown State University. en
dc.language.iso en en
dc.publisher Indiana University Center for Postsecondary Research en
dc.rights.uri https://creativecommons.org/licenses/by/4.0/ en
dc.subject College Freshmen en
dc.subject College Seniors en
dc.subject Learner Engagement en
dc.subject Student Surveys en
dc.subject National Surveys en
dc.subject Undergraduate Students en
dc.subject Educational Quality en
dc.subject Student Characteristics en
dc.subject Student Attitudes en
dc.subject Educational Indicators en
dc.title Engagement Insights: Survey Findings on the Quality of Undergraduate Education—Annual Results 2017 en
dc.type Report en
dc.identifier.doi 10.5967/sshw-xq20


Files in this item

This item appears in the following Collection(s)

Show simple item record

Search IUScholarWorks


Advanced Search

Browse

My Account