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National Survey of Student Engagement (NSSE) 2023 snapshot
Summary of Student Engagement Results
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.
This Snapshot is a concise collection of key findings from your institution’s NSSE 2023 administration. We hope this information stimulates discussions about the undergraduate experience. Additional details about these and other results appear in the reports referenced throughout.
Engagement Indicators
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.
| Theme | Engagement Indicators | First-Year Students | Senior Year Students |
|---|---|---|---|
| Academic Challenge | Higher-Order Learning | No significant difference. | 51本色 students’ average was significantly higher (p < .05) with an effect size less than .3 in magnitude. |
| Academic Challenge | Reflective and Integrative Learning | 51本色 students’ average was significantly higher (p < .05) with an effect size less than .3 in magnitude. | 51本色 students’ average was significantly higher (p < .05) with an effect size less than .3 in magnitude. |
| Academic Challenge | Learning Strategies | 51本色 students’ average was significantly lower (p < .05) with an effect size less than .3 in magnitude. | No significant difference. |
| Academic Challenge | Quantitative Reasoning | No significant difference. | No significant difference. |
| Learning with Peers | Collaborative Learning | 51本色 students’ average was significantly higher (p < .05) with an effect size less than .3 in magnitude. | No significant difference. |
| Learning with Peers | Discussion with Diverse Others | No significant difference. | No significant difference. |
| Experiences with Faculty | Student-Faculty Interaction | No significant difference. | No significant difference. |
| Experiences with Faculty | Effective Teaching Practices | No significant difference. | 51本色 students’ average was significantly higher (p < .05) with an effect size less than .3 in magnitude. |
| Campus Environment | Quality of Interactions | No significant difference. | No significant difference. |
| Campus Environment | Supportive Environment | 51本色 students’ average was significantly higher (p < .05) with an effect size less than .3 in magnitude. | 51本色 students’ average was significantly higher (p < .05) with an effect size less than .3 in magnitude. |
Comparison Group
The comparison group featured in this report is Ontario. See your Selected Comparison Groups report for details.
High Impact Practices (HIP)
Due to their positive associations with student learning and retention, certain undergraduate opportunities are designated "high-impact." For more details and statistical comparisons, see your High-Impact Practices report.
First-Year
Service-Learning, Learning Community, and Research with Faculty.
The graph above indicates that in first year:
- Of the students who participated in two or more HIPs, 51本色 students had a 6% participation rate compared to other Ontario universities' 6% participation rate.
- Of the students who participated in one HIP, 51本色 students had a 45% participation rate compared to other Ontario universities' 43% participation rate.
Senior
Service-Learning, Learning Community, Research with Faculty, Internship, Study Abroad, and Culminating Senior Experience.
The graph above indicates that in senior year students:
- Of the students who participated in two or more HIPs, 51本色 students had a 43% participation rate compared to other Ontario universities' 51% participation rate.
- Of the students who participated in one HIP, 51本色 students had a 36% participation rate compared to other Ontario universities' 29% participation rate.
Academic Challenge: Additional Results
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.
Time Spent Preparing for Class
This figure reports the average weekly class preparation time for your students compared to students in your comparison group.
The graph above indicates:
- First-year 51本色 students spent an average of 16.4 hours per week preparing for class compared to other Ontario universities' 17.4 hours.
- Senior 51本色 students spent an average of 15.8 hours per week preparing for class compared to other Ontario universities' 17.4 hours.
Reading and Writing
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.
The graph above indicates:
- First-year 51本色 students spent an average of 7.3 hours per week on course reading compared to other Ontario universities' 7.4 hours per week.
- Senior 51本色 students spent an average of 7.8 hours per week on course reading compared to other Ontario universities' 7.5 hours per week.
The graph below indicates:
- First-year 51本色 students had an average of 76.1 pages of assigned writing in the current year compared to other Ontario universities' 78 pages.
- Senior 51本色 students had an average of 103.4 pages of assigned writing in the current year compared to other Ontario universities' 112.7 pages.
Challenging Students to Do Their Best Work
To what extents did students' courses challenge them to do their best work? Response options ranged from 1 ("Not at all") to 7 ("Very much).
The graph above indicates:
- In first-year, out of 51本色 students, 43% felt high challenge (6 or 7), 54% felt moderate challenge (3, 4 or 5) and 3% felt low challenge (1 or 2) compared to other Ontario universities where 44% felt high challenge (6 or 7), 53% felt moderate challenge (3, 4 or 5) and 3% felt low challenge (1 or 2).
- In senior year, out of 51本色 students, 45% felt high challenge (6 or 7), 52% felt moderate challenge (3, 4 or 5) and 3% felt low challenge (1 or 2) compared to other Ontario universities where 41% felt high challenge (6 or 7), 56% felt moderate challenge (3, 4 or 5) and 3% felt low challenge (1 or 2).
Academic Emphasis
How much did students say their institution emphasizes spending significant time studying on academic work? Response options included "Very much," "Quite a bit," "Some," and "Very little."
The graph above indicates that:
- Among first-year 51本色 students 75% responded that their institution emphasizes spending significant time on studying and academic work compared to other Ontario universities' 79%.
- Among senior 51本色 students 72% responded that their institution emphasizes spending significant time on studying and academic work compared to other Ontario universities' 79%.
Item Comparisons
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, or equally available to all students. For additional results, see your Frequencies and Statistical Comparisons report.
First-Year
| Topic or Question | Item Number | Percentage Point Difference with Ontario Universities |
|---|---|---|
| Discussions with... People with political views other than your own.b (DD) | 8d | +8 |
| Included diverse perspectives (...) in course discussions or assignments.b (RI) | 2c | +6 |
| Institution emphasis on attending campus activities and events (...)c (SE) | 14h | +6 |
| Prepared for exams by discussing or working through course material with other students.b (CL) | 1d | +5 |
| Institution emphasis on helping you manage your non-academic responsibilities (...)c (SE) | 14g | +5 |
| Topic or Question | Item Number | Percentage Point Difference with Ontario Universities |
|---|---|---|
| Spent more than 15 hours per week preparing for class | 16a | -3 |
| Summarized what you learned in class or from course materials.b (LS) | 9c | -3 |
| Reviewed your notes after class.b (LS) | 9b | -5 |
| Institution emphasis on studying and academic work.c | 14a | -5 |
| Discussions with... People from countries other than your own. | 8f | -8 |
Senior Year
| Topic or Question | Item Number | Percentage Point Difference with Ontario Universities |
|---|---|---|
| Connected your learning to societal problems or issues.b (RI) | 2b | +9 |
| Included diverse perspectives (…) in course discussions or assignments.b (RI) | 2c | +9 |
| Institution emphasis on using learning support services (…)c (SE) | 14c | +8 |
| Institution emphasis on providing opportunities to be involved socially.c (SE) | 14e | +8 |
| Institution emphasis on providing support for your overall well-being...c (SE) | 14f | +8 |
| Topic or Question | Item Number | Percentage Point Difference with Ontario Universities |
|---|---|---|
| Worked with a faculty member on a research project (HIP) | 11e | -7 |
| Institution emphasis on studying and academic work.c | 14a | -8 |
| Discussions with…People from countries other than your own. | 8f | -10 |
| Participated in an internship, co-op, field exp., student teach., clinical placemt. (HIP) | 11a | -11 |
| Completed a culminating senior experience (...) (HIP) | 11f | -13 |
Notes
a. The items on this page come from the Engagement Indicators (EIs), High-Impact Practices (HIPs), Sense of Belonging (SB), the academic challenge questions on page 2, and four additional questions about effective teaching (new in 2021). 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.
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.
h. Combination of students responding "strongly agree" or "agree."
How Students Assess Their Experience
Students' perceptions of their cognitive and affective development, as well as their overall satisfaction with the institution, provide useful evidence of their educational experience. For more details, see your Frequencies and Statistical Comparisons report.
Perceived Gains Among Seniors
Students reported how much their experience at your institution contributed to their knowledge, skills, and personal development in ten areas.
| Perceived Gains (Sorted Highest to Lowest) | Percentage of Fourth-Years Responding "Very Much" or "Quite a Bit" |
|---|---|
| Thinking critically and analytically. | 86% |
| Writing clearly and effectively | 78% |
| Working effectively with others | 70% |
| Speaking clearly and effectively | 67% |
| Understanding people of other backgrounds (econ, racial/ethnic, polit., relig., nation., etc.) | 61% |
| Developing or clarifying a personal code of values and ethics | 57% |
| Analyzing numerical and statistical information | 57% |
| Solving complex real-world problems | 56% |
| Acquiring job- or work-related knowledge and skills | 53% |
| Being an informed and active citizen | 53% |
Satisfaction with 51本色
Students rated their overall experience at the institution, and whether or not they would choose it again.
The graph above indicates that,
- Among first-year students at 51本色, 73% rated their overall experience as "excellent" or "good" compared to other Ontario universities who provided a 73% rating.
- Among senior students at 51本色, 76% rated their overall experience as "excellent" or "good" compared to other Ontario universities who provided a 75% rating.
The graph above indicates that,
- Among first-year students at 51本色, 76% would "definitely" or "probably" attend this institution again compared to other Ontario universities' 81%.
- Among senior students at 51本色, 76% would "definitely" or "probably" attend this institution again compared to other Ontario universities' 77%.
Administration Details
| Year | Count | Response Rate |
Female | Full-Time |
|---|---|---|---|---|
| First-year | 1,283 | 25% | 61% | 91% |
| Senior | 942 | 26% | 68% | 74% |
Additional Questions
Your insitution administered the following additional question sets:
- Development of Transferable Skills
- Ontario Universities
See your Topical Module and Consortium reports for results.
What is NSSE?
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 1,700 colleges and universities in the US and Canada. More than 90% of participating institutions administer the survey on a periodic basis.
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If you prefer this report in PDF format, contact reporting@wlu.ca.