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NSSE17 Snapshot UWG NSSE 2017 Snapshot

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--
First-year
Senior
K
ey:
△
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.
No significant difference.
▲
Your students’ average was significantly
higher (p < .05) with an effect size at least
.3 in magnitude.
▼
Your students’ average was significantly
lower (p < .05) with an effect size at least
.3 in magnitude.
Learning Community, Service-
Learning, and Research w/Faculty
Learning Community, Service-
Learning, Research w/Faculty,
Internship, Study Abroad,
and Culminating Senior
Experience
61%
58%
24%
27%
UWG
Peers_17
Participated in two or more HIPs Participated in one HIP
11%
12%
46%
49%
0% 25% 50% 75% 100%
UWG
Peers_17
NSSE 2017 Snapshot
University of West Georgia
A Summary of Student Engagement Results
Comparison Group
The comparison group
featured in this report is
Peers_17
See your Selected Comparison Groups
report for details.
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 2017 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.
Your students compared with
Peers_17
Theme Engagement Indicator First-year Senior
Higher-Order Learning
△ △
Reflective & Integrative Learning
Academic
△ △
Challenge
Learning Strategies
△ △
Quantitative Reasoning
△
--
Collaborative Learning
Learning
△ ▲
with Peers
Discussions with Diverse Others
--
△
Student-Faculty Interaction
Experiences
△ △
with Faculty
Effective Teaching Practices
△ △
Quality of Interactions
Campus
▽
--
Environment
Supportive Environment
△ △
High-Impact Practices
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.
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 2017 Snapshot
University of West Georgia
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 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.
6.6
6.6
5.7
6.1
0 10 20 30
Peers_17
UWG
Peers_17
UWG
Average Hours per Week
on Course Reading
67.3
59.5
42.0
41.5
0 50 100 150
Average Pages of
Assigned Writing, Current Year
14.0
13.4
13.2
12.9
0 10 20 30
Peers_17
UWG
Peers_17
UWG
Average Hours per Week
Preparing for Class
49%
55%
38%
44%
48%
42%
59%
53%
0%
25%
50%
75%
100%
UWG Peers_17 UWG Peers_17
80%
83%
80%
78%
0% 25% 50% 75% 100%
Peers_17
UWG
Peers_17
UWG
Percentage Responding
"Very much" or "Quite a bit"
2 • NSSE 2017 SNAPSHOT
Item Comparisons
First-year
Highest Performing Relative to Peers_17
Prepared for exams by discussing or working through course material w/other students
b
(CL)
Talked about career plans with a faculty member
b
(SF)
Discussed your academic performance with a faculty member
b
(SF)
Asked another student to help you understand course material
b
(CL)
Discussed course topics, ideas, or concepts with a faculty member outside of class
b
(SF)
Lowest Performing Relative to Peers_17
Quality of interactions with other administrative staff and offices (…)
d
(QI)
Instructors taught course sessions in an organized way
c
(ET)
Quality of interactions with students
d
(QI)
Assigned more than 50 pages of writing
g
About how many courses have included a community-based project (service-learning)?
e
(HIP)
Senior
Highest Performing Relative to Peers_17
Prepared for exams by discussing or working through course material w/other students
b
(CL)
Included diverse perspectives (…) in course discussions or assignments
b
(RI)
Explained course material to one or more students
b
(CL)
Asked another student to help you understand course material
b
(CL)
Institution emphasis on attending campus activities and events (…)
c
(SE)
Lowest Performing Relative to Peers_17
Quality of interactions with students
d
(QI)
Quality of interactions with other administrative staff and offices (…)
d
(QI)
Quality of interactions with academic advisors
d
(QI)
Assigned more than 50 pages of writing
g
About how many courses have included a community-based project (service-learning)?
e
(HIP)
NSSE 2017 Snapshot
University of West Georgia
Percentage Point Difference with Peers_17
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 questions
a
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_17
-2
-2
-3
-5
-9
13e.
5b.
13a.
7.
12.
+12
+10
+9
+9
+8
-30 -20 -10 0 10 20 30
1g.
3a.
3d.
1e.
3c.
Item #
Item #
-3
-3
-5
-7
-7
13a.
13e.
13b.
7.
12.
+16
+13
+11
+11
+9
-30 -20 -10 0 10 20 30
1g.
2c.
1f.
1e.
14h.
NSSE 2017 SNAPSHOT • 3
How Students Assess Their Experience
Perceived Gains Among Seniors Satisfaction with UWG
First-year
Senior
First-year
Senior
Administration Details
Response Summary Additional Questions
What is NSSE?
IPEDS: 141334
73%
556
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 sets:
Experiences with Writing
University System of Georgia
See your Topical Module and Consortium reports for results.
First-year
79%
See your Administration Summary and Respondent Profile reports for
more information.
72%
Full-time
Female
96%
Count
Resp. rate
Senior
1,034
43%
40%
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
72%
71%
Writing clearly and effectively
Understanding people of other backgrounds
(econ., racial/ethnic, polit., relig., nation., etc.)
Speaking clearly and effectively
Acquiring job- or work-related knowledge
and skills
64%
62%
Developing or clarifying a personal code
of values and ethics
NSSE 2017 Snapshot
University of West Georgia
Solving complex real-world problems
Being an informed and active citizen
Analyzing numerical and statistical information
67%
68%
67%
79%
73%
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.
85%
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)
85%
88%
82%
76%
0% 25% 50% 75% 100%
Peers_17
UWG
Peers_17
UWG
81%
82%
81%
74%
0% 25% 50% 75% 100%
Peers_17
UWG
Peers_17
UWG
4 • NSSE 2017 SNAPSHOT
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NSSE17 Snapshot UWG NSSE 2017 Snapshot

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Completed 2 March 2020

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