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A Summary of Student Engagement Results Engagement Indicators 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 High-Impact Practices △ Your students’ average was significantly higher (p < .05) with an effect size less than .3 in magnitude. ▽ Your students’ average was significantly lower (p < .05) with an effect size less than .3 in magnitude. Learning with Peers Experiences with Faculty Campus Environment ▲ NSSE 2015 Snapshot University of the Virgin Islands Your students compared with See your Selected Comparison Groups report for details. Inst. Peers Plus Comparison Group The comparison group featured in this report is Your students’ average was significantly higher (p < .05) with an effect size at least .3 in magnitude. This Snapshot is a concise collection of key findings from your institution’s NSSE 2015 administration. We hope this information stimulates discussions about the undergraduate experience. Additional details about these and other results appear in the reports referenced throughout. Student engagement represents two critical features of collegiate quality. The first is the amount of time and effort students put into their studies and other educationally purposeful activities. The second is how institutional resources, courses, and other learning opportunities facilitate student participation in activities that matter to student learning. NSSE surveys first-year and senior students to assess their levels of engagement and related information about their experience at your institution. Sets of items are grouped into ten Engagement Indicators, organized under four broad themes. At right are summary results for your institution. For details, see your Engagement Indicators report. Key: Academic Challenge -- -- Due to their positive associations with student learning and retention, special undergraduate opportunities are designated "high- impact." For more details and statistical comparisons, see your High-Impact Practices report. Senior Learning Community, Service- Learning, Research w/Faculty, Internship, Study Abroad, and Culminating Senior Experience No significant difference. -- -- First-year Learning Community, Service- Learning, and Research w/Faculty ▲ -- -- -- ▼ Your students’ average was significantly lower (p < .05) with an effect size at least .3 in magnitude. Inst. Peers Plus First-year Senior -- -- -- -- -- -- -- -- -- -- -- -- 78% 74% 13% 16% UVI Inst. Peers Plus Participated in two or more HIPs Participated in one HIP 13% 22% 50% 45% 0% 25% 50% 75% 100% UVI Inst. Peers Plus 2 • NSSE 2015 SNAPSHOT Academic Challenge: Additional Results Time Spent Preparing for Class First-year Senior Reading and Writing First-year Senior Challenging Students to Do Their Best Work Academic Emphasis First-year Senior NSSE 2015 Snapshot University of the Virgin Islands First-year Senior How much did students say their institution emphasizes spending significant time studying and on academic work? Response options included "Very much," "Quite a bit," "Some," and "Very little." The Academic Challenge theme contains four Engagement Indicators as well as several important individual items. The results presented here provide an overview of these individual items. For more information about the Academic Challenge theme, see your Engagement Indicators report. To further explore individual item results, see your Frequencies and Statistical Comparisons, the Major Field Report, the Online Institutional Report, or the Report Builder—Institution Version. This figure reports the average weekly class preparation time for your first-year and senior students compared to students in your comparison group. To what extent did students' courses challenge them to do their best work? Response options ranged from 1 = "Not at all" to 7 = "Very much." These figures summarize the number of hours your students spent reading for their courses and the average number of pages of assigned writing compared to students in your comparison group. Each is an estimate calculated from two or more separate survey questions. 7.1 6.4 5.6 5.6 0 10 20 30 Inst. Peers Plus UVI Inst. Peers Plus UVI Average Hours per Week on Course Reading 82.8 85.5 43.7 48.1 0 50 100 150 Average Pages of Assigned Writing, Current Year 13.1 10.9 11.2 11.7 0 10 20 30 Inst. Peers Plus UVI Inst. Peers Plus UVI Average Hours per Week Preparing for Class 36% 43% 31% 32% 62% 54% 66% 67% 0% 25% 50% 75% 100% UVI Inst. Peers Plus UVI Inst. Peers Plus 80% 80% 78% 89% 0% 25% 50% 75% 100% Inst. Peers Plus UVI Inst. Peers Plus UVI Percentage Responding "Very much" or "Quite a bit" NSSE 2015 SNAPSHOT • 3 Item Comparisons First-year Highest Performing Relative to Inst. Peers Plus Analyzing an idea, experience, or line of reasoning in depth by examining its partsc (HO) Quality of interactions with studentsd (QI) Quality of interactions with other administrative staff and offices (…)d (QI) Explained course material to one or more studentsb (CL) Evaluated what others have concluded from numerical informationb (QR) Lowest Performing Relative to Inst. Peers Plus Talked about career plans with a faculty memberb (SF) Institution emphasis on attending campus activities and events (…)c (SE) Participated in a learning community or some other formal program where… (HIP) Discussed your academic performance with a faculty memberb (SF) Institution emphasis on providing opportunities to be involved sociallyc (SE) Senior Highest Performing Relative to Inst. Peers Plus Reached conclusions based on your own analysis of numerical information (…)b (QR) Discussions with… People with religious beliefs other than your ownb (DD) Worked with a faculty member on activities other than coursework (…)b (SF) Learned something that changed the way you understand an issue or conceptb (RI) Combined ideas from different courses when completing assignmentsb (RI) Lowest Performing Relative to Inst. Peers Plus Quality of interactions with facultyd (QI) Discussed course topics, ideas, or concepts with a faculty member outside of classb (SF) Institution emphasis on attending campus activities and events (…)c (SE) Institution emphasis on encouraging contact among students from different backgrounds...c (SE) Institution emphasis on attending events that address important social/econ./polit. issuesc (SE) NSSE 2015 Snapshot University of the Virgin Islands Percentage Point Difference with Inst. Peers Plus By examining individual NSSE questions, you can better understand what contributes to your institution's performance on Engagement Indicators and High-Impact Practices. This section displays the five questionsa on which your first-year and senior students scored the highest and the five questions on which they scored the lowest, relative to students in your comparison group. Parenthetical notes indicate whether an item belongs to a specific Engagement Indicator or is a High-Impact Practice. While these questions represent the largest differences (in percentage points), they may not be the most important to your institutional mission or current program or policy goals. For additional results, see your Frequencies and Statistical Comparisons report. Percentage Point Difference with Inst. Peers Plus -8 -10 -11 -12 -13 3a. 14h. 11c. 3d. 14e. +16 +14 +14 +13 +11 -30 -20 -10 0 10 20 30 4c. 13a. 13e. 1f. 6c. Item # Item # -12 -13 -19 -20 -21 13c. 3c. 14h. 14d. 14i. +15 +12 +12 +11 +11 -30 -20 -10 0 10 20 30 6a. 8c. 3b. 2f. 2a. 4 • NSSE 2015 SNAPSHOT a. The displays on this page draw from the items that make up the ten Engagement Indicators (EIs), six High-Impact Practices (HIPs), and the additional academic challenge items reported on page 2. Key to abbreviations for EI items: HO = Higher-Order Learning, RI = Reflective & Integrative Learning, LS = Learning Strategies, QR = Quantitative Reasoning, CL = Collaborative Learning, DD = Discussions with Diverse Others, SF = Student-Faculty Interaction, ET = Effective Teaching Practices, QI = Quality of Interactions, SE = Supportive Environment. HIP items are also indicated. Item numbering corresponds to the survey facsimile included in your Institutional Report and available on the NSSE website. b. Combination of students responding "Very often" or "Often." c. Combination of students responding "Very much" or "Quite a bit." d. Rated at least 6 on a 7-point scale. e. Percentage reporting at least "Some." f. Estimate based on the reported amount of course preparation time spent on assigned reading. g. Estimate based on number of assigned writing tasks of various lengths. NSSE 2015 SNAPSHOT • 5 How Students Assess Their Experience Perceived Gains Among Seniors Satisfaction with UVI First-year Senior First-year Senior Administration Details Response Summary Additional Questions What is NSSE? Full-time Female 83% Count 75% 51 First-year 65% See your Administration Summary and Respondent Profile reports for more information. 73% Resp. rate Senior 71 17% 18% Percentage Rating Their Overall Experience as "Excellent" or "Good" Analyzing numerical and statistical information Thinking critically and analytically Percentage Who Would "Definitely" or "Probably" Attend This Institution Again 74% 73% Writing clearly and effectively Working effectively with others Perceived Gains (Sorted highest to lowest) Speaking clearly and effectively Acquiring job- or work-related knowledge and skills 53% 51% Understanding people of other backgrounds (econ., racial/ethnic, polit., relig., nation., etc.) Percentage of Seniors Responding "Very much" or "Quite a bit" Your institution did not choose to administer additional questions. In future administrations, you may customize NSSE by participating in a topical module or a consortium. See our website for more information. nsse.indiana.edu NSSE 2015 Snapshot University of the Virgin Islands Solving complex real-world problems Developing or clarifying a personal code of values and ethics Being an informed and active citizen 59% 72% 59% 82% 77% Students' perceptions of their cognitive and affective development, as well as their overall satisfaction with the institution, provide useful evidence of their educational experiences. For more details, see your Frequencies and Statistical Comparisons report 84% Students reported how much their experience at your institution contributed to their knowledge, skills, and personal development in ten areas. Students rated their overall experience at the institution, and whether or not they would choose it again. 81% 82% 76% 71% 0% 25% 50% 75% 100% Inst. Peers Plus UVI Inst. Peers Plus UVI 73% 73% 69% 77% 0% 25% 50% 75% 100% Inst. Peers Plus UVI Inst. Peers Plus UVI 6 • NSSE 2015 SNAPSHOT IPEDS: 243665 NSSE annually collects information at hundreds of four-year colleges and universities about student participation in activities and programs that promote their learning and personal development. The results provide an estimate of how undergraduates spend their time and what they gain from attending their college or university. Institutions use their data to identify aspects of the undergraduate experience that can be improved through changes in policy and practice. NSSE has been in operation since 2000 and has been used at more than 1,500 colleges and universities in the US and Canada. More than 90% of participating institutions administer the survey on a periodic basis. Visit our website: nsse.indiana.edu