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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 First-year Senior △ -- Service-Learning, Learning Community, and Research w/Faculty Service-Learning, Learning Community, Research w/Faculty, Internship, Study Abroad, and Culminating Senior Experience -- 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. No significant difference. Learning  with Peers Experiences  with Faculty Campus  Environment ▲ ▼ Your students’ average was significantly lower (p < .05) with an effect size at least .3 in magnitude. 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 2018 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 undergraduate students in their first and final years 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 -- -- -- -- ▼ -- -- Peers Institutions First‐year Senior -- -- NSSE 2018 Snapshot University of the Virgin Islands Your students compared with See your Selected Comparison Groups  report for details.  Peers Institutions Comparison Group The comparison group  featured in this report is ▽ ▽ -- -- -- △ 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. -- -- -- 75% 67% 20% 23% UVI Peers Institutions Participated in two or more HIPs Participated in one HIP 14% 12% 56% 53% 0% 25% 50% 75% 100% UVI Peers Institutions 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 2018 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. This figure reports the average weekly class preparation time for your 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. 7.6 7.8 5.3 5.5 0 10 20 30 Peers Institutions UVI Peers Institutions UVI Average Hours per Week  on Course Reading 90.1 88.1 60.9 67.6 0 50 100 150 Average Pages of  Assigned Writing, Current Year 13.8 15.2 11.6 11.1 0 10 20 30 Peers Institutions UVI Peers Institutions UVI Average Hours per Week  Preparing for Class 45% 51% 42% 36% 52% 45% 57% 60% 0% 25% 50% 75% 100% UVI Peers Institutions UVI Peers Institutions 73% 76% 70% 72% 0% 25% 50% 75% 100% Peers Institutions UVI Peers Institutions UVI Percentage Responding  "Very much" or "Quite a bit" Item Comparisons First‐year Highest Performing Relative to Peers Institutions Quality of interactions with student services staff (…)d (QI) Quality of interactions with academic advisorsd (QI) Discussions with… People with religious beliefs other than your ownb (DD) Extent to which courses challenged you to do your best workd  Discussions with… People of a race or ethnicity other than your ownb (DD) Lowest Performing Relative to Peers Institutions Worked with a faculty member on activities other than coursework (…)b (SF) Summarized what you learned in class or from course materialsb (LS) Included diverse perspectives (…) in course discussions or assignmentsb (RI) Asked another student to help you understand course materialb (CL) Connected your learning to societal problems or issuesb (RI) Senior Highest Performing Relative to Peers Institutions Completed a culminating senior experience (…) (HIP) Participated in an internship, co‐op, field exp., student teach., clinical placemt. (HIP) Institution emphasis on using learning support services (…)c (SE) Quality of interactions with academic advisorsd (QI) Institution emphasis on providing support to help students succeed academicallyc (SE) Lowest Performing Relative to Peers Institutions Connected ideas from your courses to your prior experiences and knowledgeb (RI) Forming a new idea or understanding from various pieces of informationc (HO) Examined the strengths and weaknesses of your own views on a topic or issueb (RI) Discussions with… People from an economic background other than your ownb (DD) Discussions with… People of a race or ethnicity other than your ownb (DD) NSSE 2018 Snapshot University of the Virgin Islands Percentage Point Difference with Peers Institutions 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. By examining individual NSSE questions, you can better understand what contributes to your institution's performance on the Engagement Indicators. This section displays the five questionsa on which your 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 Peers Institutions ‐10 ‐10 ‐11 ‐12 ‐13 3b. 9c. 2c. 1e. 2b. +17 +13 +9 +7 +6 ‐30 ‐20 ‐10 0 10 20 30 13d. 13b. 8c. 10. 8a. Item # Item # ‐10 ‐11 ‐12 ‐12 ‐17 2g. 4e. 2d. 8b. 8a. +19 +15 +7 +6 +5 ‐30 ‐20 ‐10 0 10 20 30 11f. 11a. 14c. 13b. 14b. 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? IPEDS: 243665 NSSE 2018 Snapshot University of the Virgin Islands Solving complex real‐world problems Understanding people of other backgrounds    (econ., racial/ethnic, polit., relig., nation., etc.) Being an informed and active citizen 66% 69% 66% 76% 75% 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. 86% 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. Perceived Gains (Sorted highest to lowest) Percentage of Seniors Responding  "Very much" or "Quite a bit" Percentage Rating Their Overall Experience  as "Excellent" or "Good" Thinking critically and analytically Working effectively with others Percentage Who Would "Definitely" or  "Probably" Attend This Institution Again 71% 69% Writing clearly and effectively Acquiring job‐ or work‐related knowledge    and skills Analyzing numerical and statistical information Speaking clearly and effectively 111 28% 42% 75% 63% 54% Developing or clarifying a personal code    of values and ethics 118 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 1,600 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 Your institution administered the following additional question set(s): Academic Advising   See your Topical Module report(s) for results. First‐year 68% See your Administration Summary and Respondent Profile reports for more information. 73% Full‐time Female 88% Count Resp. rate Senior 75% 71% 68% 66% 0% 25% 50% 75% 100% Peers Institutions UVI Peers Institutions UVI 74% 73% 67% 63% 0% 25% 50% 75% 100% Peers Institutions UVI Peers Institutions UVI