Memorial University of Newfoundland St. John's NL (2022)

Sharing NSSE Results in a Video

Memorial University in Newfoundland Canada created an attractive and informative video introducing NSSE and the interpretation of their NSSE 2020 results, focusing on data that captured the attention of the ad-hoc committee of faculty and staff who were formed to review and interpret their 2020 results. 

Memorial participates in NSSE every three years, having done so for the first time in 2008, and shares highlights of its results and a report from the NSSE Review Committee Fall 2020 on the Centre for Institutional Analysis and Planning website. 

The ad-hoc committee review of results emphasized engagement as a priority in the institution’s Teaching and Learning Framework and goals for their learner-centered culture. With a 38% response rate, the committee felt confident identifying Memorial's successes and areas for improvement, while simultaneously considering how the results align with the priorities in their Teaching and Learning Framework.  The committee found it was most meaningful to use the Canadian Comprehensive Universities as a comparison group, since these universities hold similar characteristics to that of Memorial.

The committee identified notable successes including: students' overall satisfaction; the quality of their interactions with faculty; and their experiences with academic advising and learning support services. For example, Memorial students are more satisfied with their experiences than students in the comparison group, with 80% of first-years and 83% of fourth-year students rating their educational experience as  "excellent" or "good". They also report a higher quality of interaction with faculty and with academic advisors than students in the comparison group.

While it's important to acknowledge and celebrate successes it's even more important to understand where there is room to grow. Three areas to improve engagement include: high-impact practices (HIPs); first-year experiences; and diversity. In 2020 NSSE data, HIPs appear relatively strong for fourth year students, but less so for first-year students. These results suggest that incorporating HIPs into first-year courses and curricula could be a priority. Memorial's first-year students appear to be working less with their classmates on things like team projects and assignments, and participating less in classroom discussions. These results suggest that first-year students may require greater support to engage meaningfully with their peers, and that instructional practices should be designed to help students transform their course preparation into active learning, promoting opportunities for greater participation, interaction and cooperation. A third area of focus to improve student engagement at Memorial is diversity. Students report having fewer diverse interactions, yet the majority indicate that their university experiences have contributed to their knowledge, skills and personal development in understanding people of other backgrounds. Given this information, it would be valuable to further investigate curricular strategies that support students' experiences with and understandings of diversity, and to create meaningful opportunities for more students to work and engage with diverse others. 

NSSE results provide Memorial with a gauge for success and a helpful guide for strengthening students’ educational experience.

Youngstown State University Youngstown OH (2022)

Youngstown State University (YSU), in Youngstown, Ohio, has participated in NSSE for many years, and it allows the university to view trends in student perceptions and behavior. NSSE data points are used as Key Performance Indicators to the Board of Trustees for their university strategic plan. Many of their co-curricular units utilize NSSE data as part of their assessment reporting, as well as some of the academic departments/colleges utilizing NSSE data for both accreditation and assessment reports. A multi-year analysis of NSSE data, particularly around Learning Strategies and Effective Teaching Practices, in combination with data from other student surveys was a key part of the rationale for the creation of YSU's Institute for Teaching and Learning. From 2013 to 2018, YSU saw downwards trends in Learning Strategies and Effective Teaching Practices Engagement Indicators for both first-year and senior students (at the same time their incoming student body had higher GPA and ACT scores). Relevant results from the YSU's 2018 Faculty Survey of Student Engagement (FSSE) revealed faculty reporting engagement in continuous improvement activities at lower rates than desired. In 2019, a team of stakeholders visited academic departments on campus to explore these trends in more detail and find out what faculty needed in terms of institutional support for effective teaching. Utilizing this faculty feedback, the Institute for Teaching and Learning was launched, bringing together assessment of student learning and faculty development initiatives on campus. Since 2019, the Institute for Teaching and Learning has supported 838 unique faculty, staff, administrators, and students on YSU's campus through workshops and consultation. Importantly, NSSE and FSSE 2021 results are already showing improvements in some indicators that YSU believes point to the impact of some of the Institute's programming and services. For example, FSSE results indicate that faculty are spending more time on active learning-type activities over lecture.

Maximizing NSSE Data Use

• As a Key Performance Indicator (KPI) to their Board of Trustees, they report multi-year data on seniors rating of their entire educational experience, as well as all students' responses to the ?Would you go to the same institution?? question.
• In 2021, they specifically looked at data from 2018 to 2021, to further analyze the ?belonging series of questions.' Prior work in this area using the Inclusiveness module had been conducted in 2018 which generated data that was used to explore trends prior to and during COVID and discuss ways to help students feel valued and a part of the campus community after remote and hybrid instruction. These data were shared with various stakeholders, from campus leadership to student leaders, to discuss strategies for building community. In both years, they also disaggregated the data by various student characteristics. This past spring a group of graduate students worked on an additional survey for Student Veterans to explore their campus belonging, since Student Veterans rated their perception of value and belonging lower than the campus average.
• YSU recently launched a new first-year seminar course, YSU 1500. They matched NSSE data with data from their Division of Student Success to begin exploring the impact of first-year student participation in that course.
• In 2021, YSU also participated in the Academic Advising module under their regular NSSE administration and saw first-year students responding positively to their perceptions of advising compared to YSU seniors and first-year students at peer institutions. Disaggregated NSSE data and module data were used to triangulate retention data and direct feedback collected by the Division of Student Success.

Sharing NSSE Results More Widely

Florida A&M University Tallahassee FL (2021)

FAMU's approach to sharing NSSE and FSSE results exemplifies the importance of tailoring reports and using data to inform productive campus conversations. Specifically, their Office of University Assessment created two reports, "Results of the 2017 National Survey of Student Engagement" and "Comparative Analysis of the 2017 NSSE and 2018 FSSE" based off their NSSE 2017 and FSSE 2018 results. These companion reports include an executive summary, introduction to the NSSE and FSSE, a comparative summary of student engagement results, population demographics of the faculty, select item comparisons, and a thematic summary of open-ended items. Highlights include that FAMU first-year students and seniors perceived higher levels of engagement with faculty when compared to other students from institutions in the Peer and Aspirational category, Carnegie Classification category and NSSE 2016 & 2017 aggregate. The NSSE & FSSE results show that faculty perceived students to spend considerably less time preparing for class and more time in leisure activities; while students conversely reported that they spent considerable time preparing for class and less time in leisure activities, resonated with several campus audiences. These selected findings quickly helped campus partners identify how they compare to other peer institutions, and the combined NSSE & FSSE results showed areas of congruence and misalignment in perception between faculty and students.

The reports also explain the Engagement Indicators and High-Impact Practices and highlighted the select item comparisons for the five questions on which first-year and senior students scored the highest and the five questions on which they scored the lowest relative to students in the comparison group. The combined NSSE & FSSE report discussed how the comparison results contain a great deal of information; but rather than analyzing and reporting all items, the report intentionally highlighted key indicators of areas of growth or improvement as reported by both faculty and students.

These reports provide a great summary of FAMU's NSSE and FSSE results and provide a model for other campuses as they work to share their results and engage campus partners in using evidence to improve.

Indiana University Northwest Gary IN (2021)

Every institution is unique, with its own story to tell. While many schools see NSSE as a comparative tool to measure themselves against similar institutions, Indiana University Northwest recognizes the need to contextualize their data in ways that help tell their story and make improvements to their campus. Located in Gary, Indiana, IU Northwest is a regional commuter campus within the IU system, serving approximately 3,800 students. As a commuter campus, how IU Northwest promotes the survey and what it looks for in the data, is distinct.

John Novak, assistant vice chancellor of institutional effectiveness and research, has found success partnering with others at IU Northwest, who then provide information and promote the survey to their deans, departments, faculty, and staff. Having moved away from paper flyers and closed–circuit television ads, their most effective forms of promotion have been online via the school?s LMS system on Canvas, the institutional website, and direct emails. In addition to receiving promotional messages about NSSE, students who complete the survey receive $3 added to their Crimson Card (a student ID and debit card for spending around campus). Recognizing that students respond well to receiving feedback early and often, incentives are provided at the end of each week instead of when the survey closes. IU Northwest faces challenges like other commuter campuses. The students tend to come to campus for classes only, and their NSSE responses reflect this. Students report lower co–curricular engagement and engagement outside the classroom compared to peer institutions. But as John Novak shared, rather than a deficiency, this indicates engagement just looks different at IU Northwest. Instead of trying to change the behaviors of students whose lives are busy with competing priorities such as work and family, the need is about meeting students where they are—in the classroom.

Much of the focus at IU Northwest is on student–faculty interactions and course–based pedagogical initiatives to improve student engagement and performance. While co–curricular engagement may be low, IU Northwest students report positive interactions with faculty and peers in the classroom. Results like these assist in both acknowledging the work faculty put into creating an engaging classroom as well as finding areas for future curricular improvement. One area the institution is exploring is campus climate and cross–cultural development.

Recently classified as a Hispanic–Serving Institution, IU Northwest has a diverse student population. And while many may think having a diverse student population automatically means inclusion, NSSE results show there is room for enhancing diverse interactions. First–year students report lower interactions with diverse others compared to seniors. While IU Northwest is urban, it also attracts students from rural and suburban locales. Many students come from segregated communities, and IU Northwest may be one of the first places they interact with students from another culture. It takes time to grow in this area and step out of your comfort zone as a student.

Even with this contextualized understanding of IU Northwest student engagement, there is still room to explore what IU Northwest students need. Moving forward, Novak has plans to use NSSE data to examine campus climate. This includes combining NSSE data with other survey and assessment data already available on campus as well as with data from focus groups—to shed light not only on students? needs but also on the needs of the surrounding community of Gary.

Marian University Indianapolis IN (2021)

At Marian University, assessment and learning are viewed as inextricably linked, so much so that the Director of Educational Assessment, Dr. Tony Ribera, works within Marian's Center for Teaching and Learning and serves on the Teaching and Learning Committee along with faculty and staff from across departments. This committee includes an assessment activities subcommittee whose members serve as key players in examining and sharing NSSE results and information.

Tasked with the review of Marian's NSSE 2019 results, the assessment activities subcommittee chose to focus on both the quantitative and qualitative data during multiple subcommittee meetings. Subcommittee members used this time as well as a shared Canvas page to read and discuss the NSSE data and reports, including students' comments in response to the survey's open–ended prompts. Although these comments were viewed and analyzed in an informal manner, key themes and trends emerged from them that were still quite impactful.

While the quantitative data suggested that students were engaging with diverse peers relatively often, the qualitative data—the student comments—provided another dimension and a more detailed picture of diversity on campus. The open–ended prompt Marian students received for their comments was:

"What one change would most improve the educational experience at this institution?"

As members of the assessment activities subcommittee viewed the approximately 200 responses, a theme began to emerge around the topic of diversity, equity, and inclusion.

Read more.

University of Rhode Island Kingston RI (2021)

Ensuring student success is a top priority at the University of Rhode Island (URI), where since 2003 NSSE has been used to measure students' perceptions of the institution. More recently, URI's Vice President of Enrollment Management formed the Student Success Team, bringing together about 30 faculty, staff, and administrators from across multiple departments and disciplines who were to focus on removing structural impediments to student learning and improving graduation rates. Two initiatives the team has already implemented are curriculum maps for every major and the Take 5, Finish in 4 program that encourages students to complete five three-credit courses every semester in order to graduate in four years. Measuring the effectiveness of these programs requires a comprehensive assessment plan that includes NSSE data.

Recognizing the contribution of people's time and resources while meaningfully sharing and utilizing results is also a top priority at URI. The Student Success Team has been intentionally working to create a deeper understanding of data and action items among individual faculty and across the institution to improve student learning. A new team initiative, called the Sandbox, was implemented to bring together educators from across campus to dig into URI's NSSE results.

The Sandbox, emulating the idea of playing with the data, brought together approximately 40 faculty and staff to learn more about NSSE and student assessment. The Sandbox took place in an "active classroom" within the institution's library—a space equipped with a dozen electronic whiteboards connected to laptops in the room, allowing small groups of participants to play with the data, take notes, and present their own findings.

The Sandbox session began with an introduction to NSSE, including a description and explanation of the items, survey themes, Engagement Indicators, and additional survey questions. After familiarizing participants with the survey, members of the Student Success Team shared examples of results the team had already analyzed. To keep participants engaged, facilitators shared graphs of their analysis and asked participants to interpret the data, to share their conclusions, and to ask any further questions they may have had about the data.

Read more.

California State University-Dominguez Hills Carson CA (2020)

Affirming the Importance of Belonging

California State University, Dominguez Hills (CSUDH) is using its NSSE 2020 sense of belonging results in a variety of ways, including as part of their integrated assessment of their First Year Experience, in their routine sharing of results with Associate Vice Presidents and Vice Presidents, the General Education curriculum committee, and advising council, and other groups, and in an analysis of retention. The institution's first-year student belonging averages looked very good overall, providing affirmation that CSUDH has created space that is inclusive.

Though the circumstances for COVID-19 have kept students distanced from institution, the campus has used their results to encourage engagement practices that the Faculty Development Center has emphasized to underscore the faculty's role in helping students feel valued and part of the community. Belonging results will be added to institutional dashboards to make the results more transparent. Analyses of belonging in relation to retention are underway, including a study of the 18% of students who noted they would not attend the institution again and had a poor quality experience, and an analysis of interaction effects with student characteristics (first-generation status and racial identity) and high and low levels of belonging.

D'Youville University Buffalo NY (2020)

Academic Advising Topical Module Results Inform Advising Re–Design at D'Youville

During the 2017–18 academic year, D'Youville conducted a nine month Student EcoSystem Study that focused on four areas, including Academic Advisement and Planning. Each team comprised key stakeholders, including faculty and staff who reviewed policies and applicable university–level data, conducted numerous surveys and focus groups, and researched regional and national best practices. As a direct result of the team's recommendations, a Student Success Center opened in August 2018 providing the essential service of academic advising.

D'Youville's results from their NSSE 2018 Academic Advising Topical Module were among the data sources consulted to shape the advisement model in the Student Success Center. Students reported that their advisors were not available when needed, and they did not feel they were receiving important information regarding program information, deadlines, and other support services available to them on campus. This information guided the development of the Student Success Team Model where every student is assigned:

• A professional academic advisor who is their advisor from entry through graduation. Advisors reach out to students several times throughout the semester just to check in and send regular emails utilizing their Education Advisory Board (EAB) system reminding them of important dates such as drop/add, advisement, and registration.
• A faculty mentor to have meaningful conversations about their field of study, research opportunities, and networking opportunities; and
• A career coach to guide them through the job process beginning when they enter the institution.

To help gauge the effectiveness of the new advising model, D'Youville administered NSSE and the Academic Advising Topical Module during the past two years. Overall, results show increased student satisfaction and experiences in advising that are now on par or exceeding peer comparison institutions. Results have also helped staff enhance services and practices.

The Student Success Center continues to learn from data about students' advising experience. The staff are enacting additional enhancements to advising to increase the comprehensiveness of their student–centered coordinated care network. Advisors have improved their referral services to wrap–around support services, including personal counseling and tutoring as a result of increased collaboration and training with their Student Engagement team. Advisors are also stepping up course planning from entry through graduation to ensure on–time degree completion. Students' plans are reviewed and updated each semester during advisement appointments, which also affords greater opportunity for dialogue about other important topics, including career planning and discussions about finances and debt. Finally, the Student Success Center staff are committed to implementing and redesigning important academic and student support services, and removing barriers that can prevent students from completing degree requirements in a timely manner.

Georgia Southwestern State University Americus GA (2020)

Complementary Efforts to Study and Act on Belonging

As part of Georgia's statewide effort to increase college graduation rates, institutions in the University System are assessing and designing interventions to develop students' productive academic mindsets which include learning from setbacks, having a sense of purpose, and finding their place in the institutional environment. The NSSE 2020 sense of belonging results provide Georgia Southwestern State University (GSW) a complementary measure to examine alongside their belonging data from the institutions' results on the University System of Georgia's Mindset Survey. Specifically, first-year student belonging results and several measures in the Supportive Environment and Quality of Interactions Engagement Indicators offer the University a broader perspective on belonging by connecting it to institutional support and interaction.

These data are being considered alongside data from the Student Strength Inventory (SSI) on Campus Engagement and Social Comfort to form a deeper picture of social belonging during the first year. Using SSI, USG Mindset Survey, and NSSE data gives GSW data points from the beginning of the first year, the end of the first semester of the first year, and the second semester of the first year, respectively. Results will be analyzed to identify topics for institutional action, with a focus on how aspects of student life such as contact among students from different backgrounds, being involved socially, and attending campus events, could be redesigned to focus more intentionally on their contribution to productive academic mindsets.

Indiana University Bloomington Bloomington IN (2020)

Using NSSE to Enhance Advising Practice at Indiana University Bloomington

Quality advising appointments engage students in meaningful conversation about their academic interests, course selections, academic performance, and personal goals.

One source of information about advising quality is a multi–year collection of NSSE results. Specifically, results about quality of interaction with academic advisors demonstrate that IUB first–year students' and seniors' ratings were consistently good, and significantly higher than peer comparison groups. Advisors also reviewed results from the Academic Advising Topical Module to identify what might help augment the advising experience and sharpen the focus on advising practices.

The University Division at Indiana University Bloomington (IUB) routinely examines the advising experience to enhance the quality of appointments and ensure the implementation of best practices.

Guided by NSSE 2019 Annual Results showing that the quality of academic advising is far more important than the number of advising visits, IUB advising leaders explored the effect of longer appointment times as a way to encourage more meaningful discussions. Advisors found that slightly longer appointment times – by as little as 15 minutes – had positive outcomes. For example, they:

• Contributed to the establishment of deeper interpersonal connections.
• Encouraged a greater likelihood of addressing topics beyond transactional exchanges (e.g., "How do I drop a class?") to students' goals and explorations into the IU programs and opportunities that will help them achieve their goals.
• Helped advisors implement more best practices, including aspects from coaching models and appreciative advising.

Notably, advisors reported that the focus on a longer advising appointment enhanced the critical relationship dimension of advising quality, including engendering students' trust in the advisor's ability to help, demonstrating how much advisors care about students as individuals, encouraging students to broach topics they think may not be related to advising, but that affect their educational experience, and promoting greater receptivity to any advising outreach.

The investment in advising resources needed to facilitate longer appointment times has a two–fold payoff in that both students and advisors appreciate the depth of resulting interactions. Finally, the test of the differences made by varying appointment lengths to improve overall quality helped create an environment in which students feel that their academic success matters and that the institution has a vested interest in their progress.

Indiana University-Purdue University Indianapolis Indianapolis IN (2020)

Enhancing Access and Quality

Indiana University–Purdue University Indianapolis (Indianapolis, IN) stakeholders are interested in increasing participation in and measuring the quality of High–Impact Practices (HIPs). One key campus initiative targeting this goal is the RISE Initiative—Research, International experiences, Service–learning, and Experiential learning—which provides maps for students to enroll in RISE courses and resources for faculty (e.g., taxonomies and funding for course development). To measure the quality of RISE, the Office of Institutional Research and Decision Support uses retention data, follow–up surveys, qualitative interviews, and NSSE data. Triangulated with data from the other sources, NSSE data help illuminate the relationship between HIP participation and desired student outcomes. NSSE results have indicated that, among first–year and senior students, RISE participation is related to increases in engagement behaviors associated with Higher–Order Learning and Discussions with Diverse Others.

Marian University Indianapolis IN (2020)

Enhancing Access and Quality

Marian University (Indianapolis, IN) has an institutional effort to increase student participation in internships and field experiences. NSSE results helped the University assess these important career–related HIPs. Participation in these HIPs has grown by 16 percentage points since 2015. In NSSE 2019, 82% of Marian's seniors reported participating in an internship. This program's success has largely been driven by Marian's institutional culture of cross–department support as well as an institutional focus on remaining learning centered. Housed within The Exchange, Marian's career development office, the program comprises an institutional system for internships that includes partnerships between academic departments and the Office of Institutional Research, which oversees the administration of NSSE and strives to make both quantitative and qualitative data accessible to all stakeholders through presentations across campus and intranet access. Marian is also committed to assessment to ensure equity and quality. For example, they plan to examine which students participate in internships and how their engagement outcomes compare to those of nonparticipants.

Middle Georgia State University Macon GA (2020)

Accreditation and Quality Improvement Projects

Middle Georgia State University (Macon, GA) designed a Quality Enhancement Plan (QEP) for the Southern Association of Colleges and Schools Commission on Colleges entitled "Experiential Learning@MGA." It detailed a plan for students to engage in several high–impact practices (HIPs) with the goal of reinforcing the "student–centered focus of the University's strategic plan." The experiential learning approach was selected after analysis of NSSE results and internal assessment data indicated MGA students were participating in some HIPs less frequently than their peers at comparison institutions. For example, NSSE findings showed MGA seniors participated less often in undergraduate research, collaborative learning, and service–learning. MGA's QEP fosters students' progress through four tiers of experiential learning activities throughout their time at the university. MGA developed a rubric with specific evaluative criteria that allows them to qualify courses and activities as experiential learning and to help ensure consistency across these experiences. As MGA carries out their phased implementation of this QEP, NSSE will serve as an important assessment tool.

Pitzer College Claremont CA (2020)

Pitzer College tracks HIP participation

Pitzer College (Claremont, CA) tracks students' participation in HIPs, highlighting their strong rates in comparison to peer institutions "Far West Privates" and within their Carnegie Classification. Pitzer results show strong initial engagement among first–year students (71% with at least one HIP) and continued interest and growth with seniors (97% with at least one HIP), higher than comparable institutions. These findings are shared with faculty and staff to emphasize the importance of students' early engagement with HIPs and the relationship to higher retention and graduation rates.

Samford University Birmingham AL (2020)

Samford University HIP results affirm institutional efforts

Samford University (Birmingham, AL) promotes its strong HIP results as affirmation of the commitment of their faculty and staff to deliver rigorous academic programs and a variety of learning experiences. NSSE 2020 HIP results are featured in comparison to private institutions in the Southeast. NSSE results are also essential data sources for various levels of accreditation and academic program review.

Taylor University Upland IN (2020)

Sense of Belonging as Validation of the Power of Community

Taylor University, a faith–based liberal arts institution in Upland, Indiana, teaches students that community extends beyond the physical campus. They challenge students to live authentically, while also supporting others in their community. In essence, they promote sense of belonging through their campus culture, and their NSSE 2020 results validate this notion. Their data show strong belonging scores overall, and specifically in comparison to peer institutions. Sense of belonging data is particularly important to note considering the COVID–19 pandemic.

In Fall 2020, Taylor's retention rate was 89%, which indicated to them that students had a strong desire to return to campus, even with all the safety protocols in place due to the pandemic. For Taylor, the high retention rate was also an indication that the on–campus experience is a vital part of the students' education. Knowing the power of belonging in student success, Taylor University is enthusiastic about using NSSE 2020 sense of belonging data and has already started considering campus partners with whom they can collaborate, such as the marketing and admissions departments and faculty.

The University of Tennessee Southern Pulaski TN (2020)

Accreditation and Quality Improvement Projects

Martin Methodist College (Pulaski, TN) created a Quality Enhancement Plan (QEP) to help infuse evidence–based high–impact practices (HIPs) into the MMC academic curriculum. Affirmed by research indicating that HIPs have a positive educational effect for students from widely varying backgrounds, MMC deemed that the college is in a unique position to help its primarily rural, low–income, and first–generation college students be successful. Their QEP proposes to increase the number of HIPs and student's participation, and to create robust faculty development activities to support HIP development and systematically create multiple HIPs per program area. NSSE and FSSE will be used to monitor and assess QEP progress, with a particular focus on examining HIP participation and impact among students from various underserved and traditionally advantaged groups.

University of North Georgia Dahlonega GA (2020)

Enhancing the Quality of Advising at the University of North Georgia

UNG has a strong commitment to building a student–focused environment and to developing students into leaders for a diverse global society. Facilitating success and educational goal attainment for all students and fostering a welcoming environment that values and reflects diversity and inclusion is an important institutional goal. To study its effectiveness in success and educational attainment for all students, and prepare for its reaffirmation with the Southern Association of Colleges and Schools Commission on Colleges (SACSCOC), UNG participated in five successive NSSE administrations. More specifically, data from NSSE's Academic Advising Topical Module helped guide the development and monitor overall progress on UNG's narrative for its recent SACSCOC Quality Enhancement Plan (QEP), which is based on improving and expanding advising.

UNG's QEP, "On Time & On Target" elaborates a model of blended advising that begins with Professional Advisors to provide foundational advising for all students and then transitions to faculty advisors for the junior and senior years where the focus is on mentoring and identifying discipline–specific experiences and career opportunities.

Early evidence of the enhancements to advising stimulated by the goals in the QEP include a shift in advising culture that enacts advising as teaching through a curriculum that supports student self–efficacy and self–regulated learning and provides accurate and timely advising and program planning tools. Advisors are more able to direct students to online and institutional tools and support student responsibility for their academic success. Since the shift, advisors have observed changes in student self–efficacy as well as their understanding of, and ability to use, the curriculum, program of study, and planning guides to develop and achieve their educational goals.

UNG's recent Academic Advising Topical Module results show improved results for first–year students across multiple items that reflect effective advising practice, including: advisors being available when needed, offering prompt and accurate information, and providing outreach and follow–up. Advisors were also rated highly in terms of providing help to students in the development of their academic goals and future plans. Notably, UNG first–year students outperformed their peers at comparison institutions on the vital advising qualities of active listening, empathy, and cultural sensitivity, known as the Listening, Respecting and Caring scale. This scale captures the extent to which advisors are interpersonally attentive to students. These results provide further confirmation of the impact of the shifts in advising culture and in increased student use of advising resources. The Academic Advising Topical Module results will be included in UNG's Fifth Year Interim Report to SACSCOC and to support conclusions at the end of the process.

UNG will continue to implement its QEP goals in full and collect a variety of forms of evidence to evaluate improvements in student learning outcomes and identify strengths and weaknesses of the blended advising model.

Utah State University Logan UT (2020)

Utah State allows users to explore NSSE-FSSE data

Utah State University (Logan, UT) features their NSSE–FSSE comparable results, including student–reported HIP participation and how important faculty think it is for students to do HIPs, in their Tableau dashboard. The dashboard allows filtering by college and department, gender, race or ethnicity, enrollment status and class level. Students' behavior and faculty ratings of importance on average display the correspondence between what faculty identify as important and what students do.

Washington State University Pullman WA (2020)

Washington State University features HIPs on webpage

Washington State University (Pullman, WA) features HIP results on a dedicated HIPs assessment webpage to demonstrate a commitment to ensuring that the University's Common Requirements (UCORE) curriculum provides opportunities for participation in HIPs, including the senior capstone experience course (CAPS) requirement, Academic Success and Career Center Internship Support for Students, the International Programs Study Abroad, along with other experiences as appropriate to the course and discipline.

Beloit College Beloit WI (2019)

Putting Student Comments to Use

The Beloit College Office of Institutional Research, Assessment, and Planning (IRAP) reviews their NSSE student comments data for specific mentions of offices, services, and people. Compliments about the quality of services, the helpfulness of staff, or the encouragement of faculty are passed along to appropriate individuals. By sharing positive and sometimes constructive feedback from the Student Comments report, IRAP generates goodwill about NSSE and Beloit's participation while also promoting the value of student voices in assessment.

Eastern Connecticut State University Willimantic CT (2019)

Using NSSE Data in Strategic Decision Making for Advising

Dr. Elsa Núñez arrived as new president at Eastern Connecticut State University in 2006 with a reputation as a proponent of strategic planning and data–driven decision making. Within a year, more than 300 faculty and staff were hard at work crafting the first five–year strategic plan of her presidency.

One of the most important elements of Eastern's 2008–2013 Strategic Plan was a multi–tiered advisement program driven by results from the National Survey of Student Engagement (NSSE) to overcome the politics of change. This initiative created an advising program that Eastern depends on to serve students and to help them persist on their path to academic success.

When the strategic planning committee charged with supporting student success looked at Eastern's NSSE 2010 data, they paid particular attention to students' written qualitative responses to the survey's open–ended questions. Student comments, such as the two below, clearly indicated that Eastern's advising system was broken and that depending on faculty to advise students wasn't working.

"Trying to figure out my major was hard, because I was not advised well at all."

"I've seen my advisor only once all year; she causes me more stress than my schoolwork!"

The hard data from NSSE were also compelling. When asked if they talked with a faculty member about their career plans, only 46 percent of freshmen and 49 percent of seniors said yes. Asked to evaluate Eastern's academic advising program on a scale of 1–5, students rated it only 2.9.

While the problem was clear enough, how to build a better advising system—one that the administration could sell to the faculty—was a challenge. Dr. Núñez felt she needed a faculty champion who could help to gain faculty buy–in and to ensure implementation at the academic department level. She found such a champion in an environmental earth science professor—a scientist and an award–winning teacher respected by his peers and loved by his students.

President Núñez asked this professor to work with her to convince the faculty that the new advising model—far from taking advising away from them—supported their natural role as mentors for their students. The plan was for a professional advising office to take over some aspects of advising outside of the faculty's subject matter expertise so that professors could focus on providing students with program– and course–specific counseling and support. Faculty would also continue to have the critical role of advising students on career opportunities in collaboration with the Center for Internships and Career Development.

Dr. Núñez and her faculty champion went to each academic department to share NSSE data. They reminded the faculty that surveys such as NSSE are typically completed by self–motivated, higher–achieving students. If these students were having problems with the advising program, odds were good that the program needed to be stronger.

These discussions with faculty were not quiet conversations, Dr. Núñez recalls. The faculty challenged the model being presented and questioned the findings, but NSSE results were hard to ignore as they came directly from students. The fact that the faculty champion was a highly respected research scientist with student–centered classes was a major reason why the faculty were finally convinced to endorse the new advising model.

A student academic advising committee—also led by faculty members—was created to finalize the plan for a multi–tiered advising model. The new structure included a newly staffed office of professional advisors; clear roles for that office and for faculty; and programs to provide advising at four critical stages in a student's life: (1) pre–enrollment, (2) first–year experience, (3) choosing a major, and (4) career planning. Eastern even brought advising into the residence halls so that students are "at home" when talking about their academic and career futures.

Using funds from a Title III grant, as well as other university resources, Eastern invested $4 million in the advising program. The year after the program was implemented, student satisfaction rose from 69 percent to 78 percent. NSSE data showed that from 2008 to 2012 student ratings increased 31 percentage points for faculty accessibility, 11 points for Eastern as a supportive campus, and 12 points for prompt feedback from faculty.

More recent data from NSSE 2017 compared Eastern to its peers in the Council of Public Liberal Arts Colleges (COPLAC) and found Eastern students outperforming their COPLAC peers when it comes to discussing careers and topics beyond the classroom with faculty.

Retention at Eastern has risen as well. The recent 2018 freshman–to–sophomore cohort was at an all–time high of 79.3 percent, up more than two percentage points from 2017 and almost six points from a decade ago. Knowing that this measure impacts graduation rates, even though Eastern's four–year graduation rate is the highest in the Connecticut State University System, the university continues to work on it. Most important, however, is the success of individual Eastern students.

Eastern's improvement of student advising is a good example of how the university uses data in making strategic decisions, and this success has built confidence in using data in other critical decisions that require innovation and change. Only by listening to student voices can colleges and universities ensure that the changes we make improve educational outcomes. Sharing credible data—the hard quantitative data as well as the anecdotal, qualitative data found in NSSE results—is a powerful way to mobilize faculty in leading change efforts and in making decisions to enhance student learning.

Middle Georgia State University Macon GA (2019)

Enhancing High-Impact Practices

In their 2015?2020 Quality Enhancement Plan (QEP) submitted to the Southern Association of Colleges and Schools Commission on Colleges titled "Experiential Learning@MGA," Middle Georgia State University (MGA) planned to offer students an array of experiential learning opportunities including several High-Impact Practices (HIPs), with the goal of reinforcing the "student-centered focus of the university's strategic plan." The experiential learning approach was selected after analysis of NSSE results and internal assessment data indicated MGA students were participating in some HIPs less frequently than their peers at comparison institutions. For example, NSSE data showed MGA seniors participated less often in undergraduate research, collaborative learning, and service-learning.

MGA's QEP is designed to foster students' progress through four tiers of experiential learning activities. Students are introduced to the QEP and experiential learning ideas at a "bronze level" event prior to their first experiential learning course or activity. They then have the opportunity to achieve "silver level," "gold level," or "platinum level" by completing additional qualified experiential learning courses and activities throughout their time at the university.

MGA developed a rubric with specific evaluative criteria that allows them to qualify courses and activities as experiential learning and to help ensure consistency across these experiences. As MGA carries out their phased implementation of this QEP, NSSE will serve as an important assessment tool.

San Francisco State University San Francisco CA (2019)

Putting Student Comments to Use

San Francisco State University (SFSU) analyzed responses to the prompt "What one change would most improve the educational experience at this institution, and what one thing should not be changed?" Comments revealed three salient themes: class availability, graduation, and diversity. SFSU is using specific results to support positive aspects and minimize negative issues found in comments associated with these themes to help increase student engagement. SFSU's student comments are displayed in attractive, colorful infographics available at the Institutional Research website.

Southern New Hampshire University Manchester NH (2019)

Putting Student Comments to Use

At Southern New Hampshire University (SNHU) University College campus, NSSE results and questions that arise from them serve as the content of a one-credit School of Education course, "Inquiry Scholars." Each semester, students enrolled in this course are asked to take up an authentic problem related to improving student learning that can be illuminated with their campus data. After SNHU's administration of NSSE 2017, eight Inquiry Scholars classmates completed an analysis of the open-ended NSSE item, "What one change would you most like to see implemented that would improve the educational experience at this institution, and what one thing should not be changed?"

The Inquiry Scholars put each comment from the 270 respondents who answered this question on a strip of paper and sorted these into thematic affinity groups. After analyzing the results by gender and year, they shared their findings with more than 150 faculty and staff members. Faculty, in turn, were asked to answer the same prompt during this event, and the Inquiry Scholars analyzed those results as well.

University of Missouri Columbia MO (2019)

It Takes a Committee: Improving Mizzou's NSSE Response Rate

The University of Missouri resolved to use its NSSE results for strategic planning starting with the 2018?19 school year. To have more reliable data for planning and assessment, the university set the goal for its response rate at 30%—nearly double its previous response rate of 17%.

Mizzou's Vice Provost for Institutional Research, and the Vice Provost Undergraduate Studies, in partnership with the Interim Vice Chancellor for Student Affairs formed a committee to focus on boosting NSSE response rates as well as increasing uses of NSSE data. The committee membership represented the Division of Student Affairs; the Office of Diversity, Equity, and Inclusion; the Office of Institutional Research; the undergraduate deans; the Honors College; the Center for Academic Success and Excellence; and an assistant professor in the Department of Educational Leadership and Policy Analysis who uses NSSE data in his research and explained in depth how NSSE data could be used by the different campus areas.

The main areas of the university's strategic plan concerning the committee were those of students' success and experiences. While the committee did not have a specific question in approaching NSSE data, they resolved during the year to develop a full plan for the use of NSSE data.

The NSSE Committee carried its message across the Mizzou community in a NSSE Campus Tour, meeting with advisors, undergraduate deans, social justice centers, and any other campus groups that regularly interact with students. The committee made presentations about the value of NSSE data, explaining how and why NSSE is important and how each group can use NSSE results. They also discussed methods to increase response rates of response to the survey.

These discussions revealed the close connection between the various groups across the university and the needs and activities of institutional research and assessment. This served to increase investment among the various representatives of these groups to more vigorously promote the survey to their students.

The Undergraduate Dean advocated using Canvas learning management system software this year. To advertise the survey, digital display screens across campus were used. Social media provided students easy access to Canvas. To boost the response rate still higher, students were offered attractive incentives—which had administration support because of the importance of NSSE in the strategic plan.

The incentives were a chance to win an Apple Watch Series 3, a $1,000 gift card for an Apple Product, an MU parking pass, or a $100 Mizzou Store gift card. These incentives certainly helped, but the buy-in from academic units helped even more. Fully 60% of the first-year students' survey responses came via Canvas (the university's learning management platform), a mode for responding that students likely considered trustworthy.
Mizzou's campaign resulted in a final response rate of 44%—surpassing the university's ambitious goal!

Looking ahead, the committee has noted that NSSE will be useful in continued implementation of the university's strategic plan. The committee intends to meet again in the fall, when they will share this year's NSSE results and develop methods to use them across campus. The work of the NSSE Committee at the University of Missouri demonstrates that campus partnerships are essential to the success of efforts to promote survey participation and to use survey results to improve undergraduate education.

Andrews University Berrien Springs MI (2017)

Multi-Year Findings Spark Efforts to Improve Feedback to Students

According to Andrew University's results from NSSE 2013, their students received feedback from faculty less frequently than students at comparison institutions—specifically, in the extent to which their instructors provided (a) feedback on a draft or work in progress and (b) prompt and detailed feedback on tests or completed assignments. Examining responses to these two survey items, the Office of Institutional Effectiveness noticed that the university's average score was lower than those of the comparison group, the peer institutions, and NSSE overall that year. When these findings were presented to faculty, however, they were met with skepticism—and with comments such as "I give grades back in a week"—motivating the presenters to further investigate this aspect of education and to attempt to expand the understanding on their campus of what constitutes effective feedback.

To mitigate possible faculty apprehension about NSSE data, the office conducted a separate follow-up student survey focusing on feedback from faculty. Students were asked about the value of different types of feedback such as opportunities outside of class to ask the instructor questions, rating scales with detailed descriptions of performance, rubrics for grading, and written comments. Students were also asked about the timeframe within which feedback should given for different types of assignments (e.g., drafts of papers or projects; quizzes and short assignments; long assignments, papers, or projects; and major exams).

The results from this survey indicated that over 80% of students found most forms of feedback either "valuable" or "very valuable" and that they expected feedback in the next class period for quizzes and short assignments and within a week for larger assignments. These findings showed that Andrews University students found multiple types of feedback (beyond grades alone) valuable to their education and that the students had reasonable expectations regarding the timeframe for feedback. Presented at the general faculty meeting in April 2014, the findings informed faculty of the multiple ways they could provide feedback to students and deepened their understanding of students' needs and expectations regarding feedback.

To evaluate the effects of this intervention, the same office compared the university's NSSE 2013 and NSSE 2015 scores. Using their Multi-Year Report from NSSE, researchers were able to track the change in the Student-Faculty Interaction Engagement Indicator—a factor comprising four NSSE items, two of which (mentioned above) began this campus conversation. By using that report, the Assistant Provost of the Office of Institutional Effectiveness was able to see improvements in student engagement related to interaction with faculty by both first-year and senior students. In this effort, Andrews University used NSSE data to identify an area of concern; to explore it further on their campus; to provide faculty with actionable evidence on how to improve their teaching; and, by comparing old and new results in their Multi-Year Report, to measure the intervention's effects.

Biola University La Mirada CA (2017)

Using Results to Incorporate Diversity on a Faith-Based Campus

Results from Biola University's first administration of NSSE, in 2013, indicated lower scores than those of their peer groups on the Discussions with Diverse Others Engagement Indicator. For their administration of NSSE 2015, Biola intentionally customized their comparison groups and had similar findings—providing the basis for investigating further their students' engagement with individuals different from themselves. In an effort to fully understand these data, Biola conducted additional analyses including individual item analysis, disaggregating by race/ethnicity, and reviewing open-ended responses for diversity-related themes. Among the findings that stood out, compared to their peers at other faith-based institutions, Biola students scored lower on items querying the frequency of discussions with "people with religious beliefs other than your own" and "people with political views other than your own."
The NSSE findings were especially noteworthy given the responses of Biola students on the Taylor University Christian Life survey indicating that over 90% of them felt the institution had helped them connect their faith with culture and society. These potentially conflicting findings called for deeper probing, inspired new conversations on campus, and raised the question: What is Biola doing to prepare students to truly engage with culture and society, particularly with individuals who are different from them?
All of these findings were shared with the University Academic Council, which is chaired by the Provost and consists of academic deans and members of the Provost's cabinet, promoting a powerful campus discussion on how the institution was incorporating diversity into the curriculum. Using data from the various sources helped the council identify where students are exposed to diversity as well as opportunities to introduce diversity within the curriculum; for example, the council considered ways to incorporate diverse voices and texts in required theology courses. To encourage faculty to incorporate a more diverse curriculum, as part of Faculty Investment Day, faculty were offered a one-day training opportunity including breakout sessions and faculty panels with titles such as Teaching the Complex and Controversial: Practical Strategies for Engaging Students in Transformational Learning; The Black Lives Matter Movement, Evangelical Churches, and Biola Classrooms; Engaging Online Students in Cross-Cultural Learning; and Transforming the Classroom into a Real Life Experience: Engaging Students Cross-Culturally in the Community.
While Biola continues thinking about how to address the diversity-related NSSE findings on their campus, a staff member from the office of the Vice Provost of Inclusion and Cross-Cultural Engagement has been added to the undergraduate curriculum committee to help them critically examine how the curriculum addresses diversity. Biola also intends to continue the conversation about creating more opportunities for faculty training in pedagogy and inclusion in the classroom.

Biola University La Mirada CA (2017)

Biola University paired its NSSE data with its results from the Taylor University Christian Life survey and found some possible discrepancies related to students' engagement with people with different religious beliefs and political views. In response, Biola created more opportunities for faculty training in inclusive pedagogy with Faculty Investment Day sessions such as "The Black Lives Matter Movement, Evangelical Churches, and Biola Classrooms" and the installation on the undergraduate curriculum committee of a staff member from the office of the Vice Provost of Inclusion and Cross-Cultural Engagement.

Bowling Green State University Bowling Green OH (2017)

Student Learning Analysts Build Campus Interest and Investment in Assessment

Using assessment data innovatively at Bowling Green State University (BGSU) has become a priority in the last few years. To aid in this effort, in 2016, the Office of Academic Assessment created the Student Learning Analysts (SLA) position, "in which undergraduate students take an active role in gathering information on student learning experiences," to help ensure student voices are truly represented in the assessment of student learning—including in the interpretation of the data and the recommendations for practice. Students in the SLA position learn to design assessment projects, collect and analyze data, and present findings to various members of the BGSU community. The Vice Provost of Institutional Effectiveness and Associate Director of Academic Assessment, who work with these students, believe the SLAs support the larger data-driven philosophy on campus and increase investment by campus units in institutional assessment work. Incorporating students' interpretation of data and recommendations for practice can have a significant impact on campus unit decisions.

Students hired for the SLA program were drawn from a variety of majors, class standings, and experience levels—but all demonstrated an interest in assessment and student learning. After receiving training in assessment techniques, the SLAs started their projects. In their first semester, they conducted focus groups related to students' expectations about learning and engagement in the classroom (see Figure 9). In their second semester, as they developed assessment projects directly related to NSSE, they learned about engagement and the types of data NSSE provides—and used these new skills to craft focus group questions related to three NSSE Engagement Indicators: Learning Strategies, Higher-Order Learning, and Reflective and Integrative Learning. One of the focus group questions related to Learning Strategies was "How do you study and review your notes?" Another question, related to Higher-Order Learning, was "How is critical thinking applicable in other aspects, such as internship, organizations, etc.?" In a question related to Reflective and Integrative Learning, the SLAs asked "Explain how your classes help you look at issues or topics with a new perspective." Following the focus groups, the SLAs analyzed and coded their data and began to identify findings to share with various groups on campus (e.g., Teaching and Learning Fair, General Education Committee, Faculty Administrator groups, etc.). The SLAs are also committed to finding unique visual ways to share their findings to make them as accessible as possible.

Although still new, the SLA program has already seen some unintended—but positive—outcomes. Students who participated in the focus groups, for example, have expressed interest in the SLAs' assessment work and are thinking about how they can use assessment to inform their own experiences (e.g., activities with student organizations). To build on this growing interest, the Office of Academic Assessment at BGSU is considering ways to expand the SLA program in the future after ensuring its short-term success.

Bucknell University Lewisburg PA (2017)

Sharing and Using NSSE Data to Drive Sustainable Improvement

In 2014, during a board of trustees meeting, Bucknell University President John C. Bravman outlined five attributes critical to the institution's long-term sustainability: being forward looking, data driven, highly intentional, prudently bold, and student centered. Applying that vision to become highly intentional about sharing and making data as accessible as possible to administration, faculty, staff, students, and external constituents, Bucknell has developed a number of dashboards focused on specific topics.

One of these dashboards, dedicated solely to NSSE data, provides means for each of the NSSE Engagement Indicators (EI) and frequencies for the items they comprise and, further, allows users to disaggregate data by race, gender, residential college, Greek life affiliation, Pell recipient status, and first-generation status. On a number of other dashboards, NSSE data supplement the institution's internal data as well as data from other instruments. Bucknell's Diversity Dashboard, for example, includes items from NSSE's Discussions with Diverse Others Engagement Indicator, among others, and allows for comparisons by various student demographic characteristics.

The university's Student Learning Outcomes web page pairs NSSE results with data from the Hart Research Associates survey of employer priorities for college learning and success (see Figure 1; www.aacu.org/leap/public-opinion-research/2015-survey-results) and with the Higher Education Data Sharing Consortium's HEDS Alumni Survey (see Figure 2; www.hedsconsortium.org/alumni-survey). Results are also displayed of students' participation in High-Impact Practices (see Figure 3).

Two additional dashboards in development at Bucknell will combine data from multiple surveys. One, the Campus Climate Dashboard, will be an invaluable resource for numerous campus offices by providing a summary of findings related to campus climate issues from NSSE, the College Senior Survey (CSS), the Consortium on High Achievement and Success (CHAS) survey, and the National College Health Assessment (NCHA) survey. The other, the General Education Dashboard, will provide a mix of direct and indirect measures (from NSSE and alumni surveys) that will support the assessment efforts of faculty and administrators.

The purpose of making data more accessible is to encourage departments and units across campus to use this information more effectively to improve practice. Demonstrating this, Bucknell has used NSSE data to review the impact on student success of participating in the Residential Colleges—living-learning communities that have been a part of campus life at Bucknell for 30 years.

For this analysis, Bucknell researchers linked NSSE data with institutional retention and first-year GPA data, which served as a proxy for first-year student success. Also, Beginning College Survey of Student Engagement (BCSSE) data were used to compare the pre-college and first-year experiences of Residential College participants and nonparticipants, controlling for student background characteristics.

The researchers found Residential College participation significantly linked to positive results for the Reflective and Integrative Learning and the Discussions with Diverse Others Engagement Indicators, participation in High-Impact Practices, and retention. Based on these findings, Bucknell has prioritized Residential College participation, achieving a nearly 40% increase in that participation over the last three years.

Bucknell has also used NSSE findings to enhance diversity initiatives on campus. Specifically, researchers looked at responses by racial and ethnic group to individual items in the Discussions with Diverse Others Engagement Indicator and in High-Impact Practices participation. Informed by these findings, changes were then made to the training for both Orientation Assistants (OAs) and Resident Advisors (RAs) to include new topics and offices focused on diversity and inclusion. The revised OA training includes a session on critically examining first-year students' experiences through a diversity lens, specifically paying attention to the needs of students with disabilities and students with different religious and political views as well as those who have experienced exclusion or discrimination on campus. The revised RA training emphasizes diversity and cultural fluency as core themes and has sessions dealing with power and privilege, campus climate, identity development, and global and world events. Additionally, the revised RA selection and interview process incorporates considerations related to cultural competency and diversity.

California State University San Marcos San Marcos CA (2017)

NSSE Data-Informed HIP Planning and Accreditation Reporting

California State University San Marcos (CSUSM) is a Hispanic-Serving Institution that is focused on the students they serve, an undergraduate population among whom 42% identify as Latino/a, 54% are first-generation, and 47% come from low-income backgrounds. Institutional researchers at CSUSM use NSSE data to learn more about their student population and to provide evidence that can be used to best serve them—for example, to confirm that CSUSM students spend more hours working for pay than do students at similar institutions. Findings like this inform the collective understanding of the student population and guide campus conversations on how to best support these students.

NSSE data are also used to underpin efforts like the benchmarking of Co-Curricular Competencies conducted annually by the Division of Student Affairs. The division reorganizes data from NSSE and from the Cooperative Institutional Research Program (CIRP) College Senior Survey under domains such as Civic Engagement and Social Responsibility or Critical Thinking and Ethical Reasoning, using the data to inform conversations regarding student learning in these areas.

High-Impact Practices (HIPs) such as the first-year seminar, internships, and undergraduate research are a leading priority at CSUSM. Emblematic of this institutional emphasis, a HIP task force composed of faculty, staff, and administrators with interest or involvement in campus HIPs used NSSE data to disaggregate student participation in these practices by student major and demographic characteristics. These data can help educators identify student groups that are less likely to participate in HIPs and to direct them to HIP opportunities— interventions that are especially impactful for students such as first-generation or low-income students who might not otherwise seek out these opportunities. CSUSM stakeholders have used NSSE data to measure the overall effect of efforts to improve HIP participation, and the data suggest interventions like these are working. Encouragingly, results from the institution's NSSE 2016 administration indicated that HIP participation has increased. Also, using common data reference points has facilitated cross-division collaboration at the university, as all entities work from the same data points and share a common framework for conversations to identify needs and plan interventions.

NSSE data have also played an important role in the CSUSM WASC Senior College and University Commission (WASC) accreditation process—providing evidence in their institutional report of achievements in university-wide Undergraduate Learning Outcomes (ULOs), mapped to WASC standards. For example, CSUSM found that their students were more likely than those at other California State University institutions to engage in behaviors associated with higher-order learning and used this information to articulate the ways in which their students had developed skills as Comprehensive and Critical Thinkers (one of the four ULOs). Similarly, for the Skilled Communicators ULOs, the institutional report noted high scores for the frequency at which students give presentations in class and for crediting their university experience for the development of oral communication skills. Lastly, the CSUSM institutional report used NSSE data to illustrate high levels of satisfaction among students.

In concert with other data sources, such as CIRP's freshman and senior surveys and the American College Health Association?National College Heath Assessment survey, CSUSM expertly aligned their own institution's ULOs with WASC standards and used evidence from NSSE to highlight achievements in student learning on their campus. CSUSM is making progress toward establishing a culture of data to inform action and to demonstrate student learning outcomes.

California State University, San Bernardino San Bernardino CA (2017)

Engaging Student Affairs in Student Engagement Improvements

The California State University (CSU) system has a clear goal: to increase graduation rates for all students across all 23 campuses to meet California workforce demands. Graduation Initiative 2025 outlines CSU's key objectives for first-time first-year and transfer students. At California State University, San Bernardino (CSUSB), working toward these goals has meant ensuring all institutional divisions are involved in the process, including each student affairs unit. Cautious of too hastily developing and implementing new programs and initiatives, CSUSB's approach has been to thoughtfully consider ways to increase intentionality and efficiency in work already being done on campus, identifying areas already improving as well as areas needing further improvement. Figures 4 and 5 show how these data have been made accessible to campus constituents.

The Department of Housing and Residential Education (DHRE) has used NSSE to assess the impact that living on campus has on student engagement, comparing effects not only of on- and off-campus living but also of specific housing programs (e.g., faculty-in-residence, sustainability programs). DHRE's assessments of various initiatives have looked at the relationship of students' living environment with NSSE Engagement Indicators and High-Impact Practices participation to determine which DHRE practices have the most impact on student learning and success. These findings are especially important as the institution moves toward increasing the number of students living on campus. Simply getting more students to live on campus is not enough; their experience must intentionally offer the resources and support to assist them toward graduation.

Other CSUSB offices find NSSE gives insight into populations of students who face unique challenges that other surveys may not capture. Services to Students with Disabilities (SSD), for example, searches NSSE data for trends among students with disabilities. These data combined with resources from the Council for Learning Disabilities inform the development and implementation of SSD's strategies.
The Veterans Success Center (VSC), using NSSE data to inform programmatic decisions about how best to support student veterans, created a Veterans Learning Community where military-affiliated students receive support in transitioning to the university (e.g., selecting courses, choosing a major, understanding campus requirements), participate in a seminar series to enhance academic skills (e.g., study practices) and personal skills (e.g., social networking), engage in community service and family-based activities, explore career options, and prepare for life after CSUSB. To develop coping skills for life challenges on the path to graduation, student veterans also receive on-site academic support, personal development and academic skills building workshops, a mental health support group, community enrichment projects, and family engagement activities. NSSE data were also instrumental in the development of a dedicated tutoring program and study space for military-affiliated students. VSC has partnered with the Communications Studies Department in a collaborative effort featuring military leaders; VA representatives; and CSUSB staff, faculty and student veterans to expand faculty training for successfully instructing and interacting with military-affiliated students.

To support students of color from communities who have historically graduated at lower rates, CSUSB has recently opened three student success centers: the Pan-African Student Success Center, the LatinX Student Success Center, and the First People's Student Success Center. NSSE data along with Lumina, AAC&U, and institutional and systemwide data informed the need for these centers—as illustrated, for example, in CSU system's very low graduation rates for First Nations students. Increasing resources and support for all students will be central to CSUSB's work toward meeting the Graduation Initiative 2025 goals.

Lastly, to improve the transition experience for both students coming from high schools and those transferring from community colleges, CSUSB's orientation programs have become transition programs—and NSSE data have been embedded in this change. The new student convocation, for example, incorporates NSSE data on students' engagement on campus and supplements this with student leaders sharing stories about their own engagement and encouraging new students to take advantage of campus support and resources. Given the many ways CSUSB is working to improve the student experience and increase engagement, its next NSSE administration will be important for assessing the impact of these strategies.

California State University-Stanislaus Turlock CA (2017)

The Data-Sharing and Assessment Showcase series at Stanislaus State hosted an event open to the entire campus community of students, faculty, and staff for the presentation of the university's NSSE and FSSE 2017 results as well as the Noel-Levitz Student Persistence and Analysis Report—highlighting six risk factors associated with reduced retention. Following an overview of the results, attendees were given an opportunity for discussion. See more>> https://www.csustan.edu/event/information-session/data-sharing-assessment-showcase-nsse-fsse-and-noel-levitz-persistence-and

Humboldt State University Arcata CA (2017)

On a web page of the Center for Teaching and Learning entitled "Who Is the HSU Student?" at the website of Humboldt State University, visitors can view findings from HSU's 2017 participation in the NSSE and FSSE core surveys and NSSE's Inclusiveness and Engagement with Diversity Module. Findings are presented in several user-friendly formats: video, PowerPoint, PDF, and text. Visit the web page>> http://ctl.humboldt.edu/content/who-hsu-student

Indiana University-Purdue University Indianapolis Indianapolis IN (2017)

Longstanding Commitment to Use NSSE Data in Many Ways

Indiana University?Purdue University Indianapolis (IUPUI) has been administering NSSE since 2002. In its NSSE 2006 results, IUPUI's first-year students indicated they were less likely than students at peer institutions to report either serious conversations with students different from themselves or to include diverse perspectives in class discussions or writing assignments. These results informed curricular discussions on campus and led to the development of more Themed Learning Communities to create opportunities for students to discuss issues of diversity, inclusion, and equity.

At IUPUI, a Themed Learning Community (TLC) is comprised of a first-year seminar and two or more disciplinary courses in which a group of 25 freshmen co-enroll. Throughout a semester, the TLC group explores a theme, makes integrative connections between courses, and engages in out-of-class experiences guided by the TLC's faculty team. In 2016, IUPUI had 11 different TLCs focusing on diversity. Also in 2016, TLCs formed a partnership with IUPUI's Diversity, Enrichment, and Achievement Program from which four new TLCs were created, in 2017, to support the success of students from populations traditionally underrepresented in higher education. To monitor the effectiveness of TLCs in helping students achieve institutional learning goals, IUPUI researchers have used NSSE data. In one report, NSSE items mapped to the institution's Principles of Undergraduate Learning (PULs) learning outcomes showed that TLC participants had higher scores than nonparticipants along these outcomes (see Figure 6).
In addition to advancing diversity, inclusion, and equity at the institution, IUPUI stakeholders are interested in increasing participation in and measuring the quality of High-Impact Practices (HIPs). One key campus initiative targeting this goal is RISE—Research, International experiences, Service-learning, and Experiential learning—which provides maps for students to enroll in RISE courses and resources for faculty (e.g., taxonomies and funding for course development). To measure the quality of RISE, the Office of Institutional Research and Decision Support uses retention data, follow-up surveys, qualitative interviews, and NSSE data. Triangulated with data from the other sources, NSSE data are used to illuminate the relationship between HIP participation and desired student outcomes. NSSE results have indicated that, among first-year and senior students, RISE participation is related to increases in engagement behaviors associated with Higher-Order Learning and Discussions with Diverse Others.

NSSE data continue to be vital in shaping conversations at IUPUI regarding student engagement and learning. Dynamic reporting from the Office of Institutional Research and Decision Support via Tableau data visualization software allows users to examine student HIP participation by (a) the total number of HIPs completed or (b) participation in a specific HIP (e.g., service-learning, undergraduate research, internships). Users can disaggregate the data by student characteristic (e.g., gender, race/ethnicity, full-time or part-time status) and by school within the university; they can also compare participation rates between IUPUI and peer institutions and other public research universities (see Figure 7).

This tool presents a data-rich way to inform educators skeptical of their department's contribution to low institutional participation numbers, those interested in how they "stack up" with peers, and those who want to ensure equitable HIP participation across different student groups.

Conversations about future initiatives at IUPUI have also drawn on NSSE data. For example, NSSE 2015 results informed discussions at the winter retreat of the nationally recognized IUPUI Center for Service and Learning (CSL). Specifically, discussing IUPUI's low scores (relative to those of peer institutions) on the Diverse Interactions Engagement Indicator, CSL staff used Design Thinking strategies to better conceptualize how diversity affects their work and how reflection strategies might be used to enhance student development around diversity. CSL staff have also used data from the Deep Approaches to Learning Scales in their scholarly work on the relationship between participation in service-learning and deep approaches to learning. Data like these were used in the 2015 application for the Carnegie Foundation's Community Engagement Classification, which identified IUPUI as one of the 240 engaged campuses in the US. IUPUI has historically used data to inform the creation of educational interventions, and the institution's ongoing innovation keeps data alive in present-day conversations about the institution's future. IUPUI continues to put NSSE results to good use. Over several NSSE administrations, both IUPUI senior and first-year respondents were more likely to indicate that they were working more than 20 hours per week off campus compared to similar students at peer institutions.

As a result, IUPUI plans to remain focused on several initiatives designed to encourage more students to work on campus. In the last 15 years, IUPUI has used NSSE data in comprehensive ways, from measuring achievements related to their PULs to informing needed conversations regarding campus diversity.

Judson College Marion AL (2017)

Using HIPs to Prepare Students to Serve and Lead

One of the ways Judson College fulfills its commitment to prepare students to "serve and lead" is by instilling a passion for learning, and one of the ways they fulfill this commitment is by encouraging participation in High-Impact Practices (HIPs). Because they believe that HIPs illustrate the academic community's rigor in a way that caters to the needs and interests of those involved and that students' success in these opportunities gives them skills for success in many contexts, Judson strives for high participation in HIPs among its students at all levels, facilitated by the college's learning-focused community. Judson's most recent NSSE administration showed that first-year and senior students are participating in HIPs at higher rates than students at peer institutions. For example, first-year students take service-learning courses at significantly higher rates than peers in all comparison groups. About these numbers, the college's HIPs web page says, "We hope the numbers speak for themselves: Our results on the HIPs portion of NSSE show we're serious about offering our students
life-changing opportunities at every stage of their college development."

Keuka College Keuka Park NY (2017)

Enhancing Students? Off- and On-Campus Experiences

Keuka College, an institution with a unique and unmatched emphasis on real-world experience, uses NSSE data to monitor student satisfaction and engagement in key educational experiences. Every year, every undergraduate student at Keuka College completes a Field Period®—a credit- bearing, off-campus learning opportunity that can resemble an internship or may take the form of community service, spiritual exploration, creative endeavor, cultural exploration, or international travel. These experiences are critical, with 94% of the most recently graduating seniors describing Field Period® as important in assisting with their career development and 20% of Field Period® experiences resulting in full-time employment of graduates. A cornerstone of the Keuka College curriculum since 1942, Field Period® is represented in 10% of degree requirements for every undergraduate major. For the college's first-year students, the First-Year Experience seminar is crucial because it is their first opportunity to learn about the Field Period® process.

While Keuka College has been intentional in supporting its first-year students through traditional methods like orientation and academic advising, institutional stakeholders noticed that NSSE results indicated first-year students reported low quality interactions with students, advisors, faculty, and staff. This finding led to numerous conversations on campus about how best to foster interaction between first-year students and other campus community members, and changes to the curriculum and campus culture were implemented. For example, the first-year experience course was revamped to allow for more opportunity for students to interact with faculty on interesting topics such as Exploration of Multicultural Education, Adventure and Recreation, and Leadership.

In another implemented change, advising and course registration were incorporated into New Student Orientation to encourage engagement with faculty. Additional initiatives are being considered to actively engage students past the first semester through additional revisions of the first-year experience. Also, in the fall of 2016, every incoming student was assigned both a major advisor and a student success advisor, forming a team committed to collaborative and proactive advisement to support each student's persistence and success. As a participant in NSSE every other year, Keuka College is excited to see if these implemented changes enhance their Quality of Interaction scores.

North Central College Naperville IL (2017)

Campus Transitions Open Pathways for Data Use

After several years of modest NSSE data use, North Central College realized a significant increase in interest in student engagement results by a number of campus constituents. Organic conversations about using NSSE data to inform campus practices followed a few transitions in campus leadership and faculty involvement: a new provost, who has encouraged a greater use of partnerships between academic and student affairs; a new director of the Center for the Advancement of Faculty Excellence, who had used engagement research in her own scholarship; a new director of undergraduate research, who has been eager to learn more about the kinds of students engaging in undergraduate research; and faculty who have been increasingly embracing the idea of greater participation in High-Impact Practices (HIPs). Capitalizing on the potential of these transitions, North Central gave new faculty an orientation session that encouraged them to think about their influence on students' engagement. Facilitated by North Central's vice president for student affairs and dean of students and a group of student leaders, this session sought to empower faculty to think about small adjustments they could make in their own classrooms and in their interactions with students outside the classroom to increase student engagement. North Central also hosted a similar conversation with student affairs staff—having them look at findings within subpopulations including HIP participation by race/ethnicity and gender and in the aggregate to get an idea of how students were experiencing the institution.

Meanwhile, a strategic planning process has been under way at North Central College, and the college has reflected intentionally on the measures important to this process. Instead of relying solely on college and university rankings for progress benchmarks, institutional leaders have asked to know more about what students actually do. In response, at a presentation to the college's board of trustees, the vice president for student affairs and dean of students used NSSE data to illustrate student engagement as an indicator of educational quality and to provide the board a view of the college's performance through its NSSE results and reports. A similar presentation using NSSE data was given to student affairs staff, and the attendees also discussed ways to improve student learning and development with NSSE indicators in mind. North Central continues its efforts to ensure that all campus units know how the construct of student engagement and the data from NSSE can help create successful educational environments for students.

Oklahoma State University Stillwater OK (2017)

Investing All Units and Faculty in Using Results

Like many institutions, Oklahoma State University (OSU) is challenged by decentralization. This has complicated its efforts to disseminate NSSE data and reports and to implement change. In the past, although the university's assessment office provided an executive summary report of NSSE results to various offices and academic colleges, this report was not consistently helpful because its broad findings were not specific to the units' various needs and students.

The assessment office has since prioritized providing each unit with data pertinent to that unit's work and the students it serves. The office has also developed resources to make data more accessible to faculty and staff across campus, including a new internal OSU website, dedicated to data and reports, that provides links to NSSE resources and information on accessing the NSSE Report Builder.
Getting faculty more invested in using NSSE results has also been a priority at OSU. In this effort, the assessment office has made it easier for faculty to access NSSE data for their own research endeavors. For example, two faculty members are comparing the engagement levels of in-state students who received need-based state-sponsored scholarships and those who did not.

Additionally, working with the Institute for Teaching and Learning Excellence (ITLE), the assessment office has helped inform faculty workshops on using NSSE results. In a meeting with the ITLE's support unit of instructional designers and various faculty members, for example, the assessment office provided a two-and-a-half-hour presentation on the implications of NSSE findings for faculty practice at OSU. The presentation included an overview of NSSE, information about the university's recent NSSE response rates and respondent demographics, details about OSU's selected comparison groups, and descriptions of areas of strength and areas for potential improvement. The presentation also included findings from Topical Modules and from BCSSE. The goal of the presentation was to identify what faculty were doing in their classrooms related to student engagement and what they could do to enhance it. One critical area of faculty practice that was identified correlates with NSSE's Higher-Order Learning Engagement Indicator.

Since that presentation to ITLE, enhancing students' higher-order learning across campus has become a focus at OSU. For example, among the newly developed ITLE faculty courses, which are hybrid in-person and online workshops, one of the courses focuses on more thoughtfully matching student needs with teaching methods; more deeply engaging students in content through activities that highlight analysis, application, and evaluation skills; and more closely aligning content assessments to teaching practices so that evaluation is more relevant and reliable. As evidence of this ITLE course's impact, a chemical engineering faculty member who completed the course has converted his lecture-based course into a course incorporating guided problem-solving tasks with embedded informal, formative assessments that allow him to gauge student learning immediately and to make adjustments where necessary.

OSU is committed to finding new uses of NSSE data and to reaching a broader range of faculty with college-specific resources and support.

Rose-Hulman Institute of Technology Terre Haute IN (2017)

Developing and Assessing Opportunities for Entrepreneurial Learning

In 2014, Rose-Hulman Institute of Technology received a grant from the Kern Family Foundation as part of the Kern Entrepreneurial Engineering Network to develop for engineering students entrepreneurial minded learning (EML) opportunities that foster an entrepreneurial mindset and enterprising attitudes. Rose-Hulman President James Conwell said that the grant—combined with the goals and mission of the institution—would play an important role in preparing graduates to positively contribute to the American workforce. This grant has supported a number of educational initiatives at Rose-Hulman, such as engaging faculty in multidisciplinary groups to create EML-infused courses in each academic discipline, including the humanities and social sciences. Rose-Hulman has also developed a new living-learning community, the Engineering Student Community Actively Learning Advanced Technical Entrepreneurship (ESCALATE), in which 50 first-year students who live and take courses together are connected to student and alumni mentors. To assess the impact of their efforts to infuse EML initiatives throughout the institution both in and outside the classroom, in their NSSE 2015 administration, Rose-Hulman appended the First-Year Experiences and Senior Transitions Topical Module. A number of items in this module were identified as having the potential to measure progress toward EML goals—particularly, in the senior students' section of the module, the items related to entrepreneurial skills, self-employment, and starting your own business. The module findings are serving as benchmarks as Rose-Hulman extends EML initiatives across the institution, with plans to readminister the module in 2018.

Rather than wait for the 2018 data for longitudinal comparisons, however, Rose-Hulman chose to use the existing data to examine what was already happening on their campus. Results from the module's first-year experience section, for example, gave insight into the impact of College and Life Skills—a course designed to help first-year students make a smooth transition from high school and to introduce them to important resources and individuals at Rose-Hulman. Compared to first-year students at peer institutions, the results showed that Rose-Hulman students were much more likely to seek additional information for course assignments when they didn't understand the material and to ask instructors for help when they struggled with course assignments.


Rose-Hulman has also been working to be more intentional in how data are shared across campus. For example, to address some challenges in using the Major Field Report as a small institution with most students in engineering programs, Rose-Hulman used the Report Builder?Institution Version to break down the findings by specific engineering majors. Each academic program received its own individualized report including institution-wide findings, departmental findings, departmental comparisons to other U.S. institutions, and data use resources. Supporting greater use of NSSE results at the program-level and outlining a plan to employ student engagement results to monitor the infusion of EML have been effective approaches for making data use more widespread at Rose-Hulman.

San Francisco State University San Francisco CA (2017)

Student comments in responses to four prompts for open-ended feedback from San Francisco State students who participated in NSSE 2017 are displayed in attractive, colorful infographics available at the university website. The display also provides information about response rates by gender and class (freshman or senior). Additionally, several areas of interest are identified for further exploration in SFSU's 2020 administration of NSSE. See more>> http://ir.sfsu.edu/sites/default/files/NSSE%202017%20Qualitative%20Analysis.pdf

Southern Connecticut State University New Haven CT (2017)

Using BCSSE and NSSE Data to Inform Predictions and Improvements

Every year since its inauguration in 2007, the Beginning College Survey of Student Engagement (BCSSE) has been administered at Southern Connecticut State University during orientation, and the institution has been pushing the boundaries of how colleges and universities use BCSSE data. As part of the First-Year Experience (FYE) Program, all incoming students are enrolled in a seminar that promotes their academic habits of mind, research skills, and preparedness for more advanced coursework. This seminar extends students' orientation into the future and guides them in developing action steps in the here-and-now to achieve their desired futures.

Prior to the first day of classes, the FYE seminar instructors receive a BCSSE Student Advising Report for each student, which provides individualized information regarding a student's commitment to the institution, expected academic difficulty, and self-perception of academic preparation for college. When guiding faculty on how to use this information to gauge a student's confidence and needs, the Office of Assessment and Planning emphasizes that, rather than spelling out a student's destiny, BCSSE data provide a roadmap on how best to support the student during this crucial transition. At Southern Connecticut State University, the focus is on that which is amenable to change rather than unchangeable demographic characteristics and prior learning.

The Student Success Task Force, chaired by the Dean of the School of Arts and Sciences and the Vice President for Student Affairs, used BCSSE data along with other sources of data in predictive modeling to identify the most important predictors of student academic learning, persistence, and graduation outcomes. Of the information collected by BCSSE, the item "Do you expect to graduate from this institution?" was a significant predictor; not surprisingly, students who responded "Uncertain" were less likely to be retained compared with students who answered in the affirmative. Other important predictors included students' expected difficulty with time management; preparedness to speak clearly and effectively; and frequency of talking with a counselor, teacher, or other staff member about university or career plans.

More than this, the results of the predictive models using BCSSE data indicated that student success is all about relationships. The Student Success Task Force's recommendations led to the creation of the Academic Success Center and the modification of academic programs, policies, and instruction as part of a drive to advance a culture of student-centeredness at the university. Specifically to help students plan for the cost of education and manage their financial obligations, a new position was created: Coordinator of Student Financial Literacy and Advising.

BCSSE and NSSE data have been used at Southern Connecticut State University in numerous other ways as well. For example, using data from NSSE's Academic Advising Topical Module (along with other sources of information) to identify issues with the campus's advising practices, the institution implemented the Education Advisory Board's Student Success Collaborative advising platform, and university staff continue to use data from the advising module to evaluate this initiative. Additionally, analysis of BCSSE and NSSE data trends conducted by the Office of Assessment and Planning underscored the importance of paying attention to the specific needs of students who are the first in their families to attend college.

One outcome from this analysis was the implementation of a special High-Impact Practice offering, First-Generation College Student Living and Learning Communities, whose students are enrolled together in focused FYE seminars and live together in dorms and with staff members who themselves had been first-generation college students. This program has had real success. First-generation students who participated in this High-Impact Practice had the highest score on the NSSE item measuring students' overall evaluation of their entire educational experience at the institution, and they were almost 10% more likely than their nonparticipating counterparts to persist at the institution.

Southern Connecticut State University is currently considering the factors that promote and impede on-time graduation. The most important predictors of on-time graduation include the characteristics of the students' incoming profile, the students' goal-directed activities, their confidence that they would seek and identify additional resources to better understand course-related materials, and their expected difficulty in getting help if they are struggling with coursework. Results from BCSSE and NSSE can provide data illuminating these predictors.

Overall, BCSSE and NSSE results inform important conversations at Southern Connecticut State University about the most effective ways to promote students' learning and development. Infographics depicting key survey findings and important predictors of student success are used to spark discussions during meetings. BCSSE and NSSE data highlight areas in which the university has scored higher than its peer institutions—particularly in the Discussions with Diverse Others and Student-Faculty Interaction Engagement Indicators—and the data also identify areas in need of improvement. BCSSE and NSSE results contribute to the university's data-driven process of educational change and, in response, the university changes the way it works on behalf of students.

St. Olaf College Northfield MN (2017)

Weaving Data into Decision Making

At St. Olaf College, NSSE data are woven into the decision making of the Board of Regents, the President's Leadership Team, the Academic Leadership Team, the Curriculum Committee, and the Provost. For example, NSSE items and Engagement Indicators are incorporated into the Board of Regents Community Life Committee metrics for campus diversity, student well-being, and student engagement. These data are triangulated with other sources of information such as the St. Olaf Student Information System, the National College Health Assessment, and the St. Olaf Learning Goals Questionnaire. Beyond establishing reliable metrics, mapping different sources of data to desired goals allows the committee to more strongly align these goals with the St. Olaf College president's vision and to identify important areas where data are not currently being collected.

Additionally, NSSE data have recently been used by St. Olaf staff (a) to inform a particular line of decision making within the institution and (b) to analyze data collected previously to answer constituents' questions. NSSE results are also used to communicate institutional achievements to the public. For example, on St. Olaf's institutional learning outcomes website, StOGoals, NSSE data are used to show evidence for Insightful Integration and Application of Learning and Intentional and Holistic Self-Development.

After a St. Olaf College NSSE administration a number of years ago, the college's Institutional Research and Effectiveness office conducted student focus groups to examine the institution's survey responses. Among the concerning issues that emerged from these focus groups was students' uncertainty about formal and informal advising and the different types of encounters with each. A task force was convened to evaluate the academic advising received by St. Olaf's students.

Expanding the institution's data collection on this issue, in its next NSSE administration, St. Olaf used the Academic Advising Topical Module, enabling the comparison of St. Olaf's academic advising efforts with those of participating peer institutions. The resulting information gathered through the focus groups and NSSE, as well as other surveys conducted on campus and with alumni, guided the restructuring of St. Olaf's new academic advising office and also informed the hiring process for a new director of that office. In summary, to address an emergent issue in its academic advising, St. Olaf took a specific course of action—reworking academic advising—and gathered high-quality information to carry out that action successfully.

The Institutional Research and Effectiveness office has also used NSSE data to answer questions posed by the Board of Regents about the quality of the St. Olaf student experience. In one instance, board members were curious about how St. Olaf students would score in areas measured on the Gallup-Purdue Index, a national study linking college student success to high-impact experiences such as internships and extracurricular activities. Although St. Olaf had not participated in this study, the Institutional Research and Effectiveness office was able to answer the board's question by leveraging data already collected through the NSSE survey and the Higher Education Data Sharing (HEDS) Consortium alumni survey—for example, to provide the percentage of St. Olaf seniors who participated in an internship, co-op, field experience, student teaching, or clinical placement, and, further, to contextualize this percentage by providing comparison group data.

It is not uncommon for members of St. Olaf's Board of Regents to read about trends in higher education and to wonder, "How well are we doing?" With extensive high-quality data on hand—along with the knowledge of how to weave these data into decision making—St. Olaf's institutional research office is prepared to answer.

The Ohio State University Columbus OH (2017)

Centering Improvements in Academic Advising for Student Success

Because advisors can direct students to multiple resources and support services to help them along their education pathways, The Ohio State University (Ohio State) believes improvements in academic advising are essential to ensuring that all students flourish and succeed. To establish a baseline from the student perspective for planning these improvements, Ohio State appended the Academic Advising Topical Module to their 2013 NSSE administration. Additionally, advisors' perceptions about their training and professional development were collected in a survey administered in 2014 by Ohio State. Enhancing Academic Advising, Ohio State's 2014 Higher Learning Commission quality initiative, defined the framework for the improvement effort: "Academic advising requires a collaborative relationship between advisors and students—an active, sustained, and intentional process, rather than passive, sporadic, and casual contacts." This initiative implemented programs focused on advancing advising to the next level through the following ongoing activities and offerings:

• Training and professional development for advisors


• Assessment of academic advising learning outcomes


• Increased advisor accessibility to and engagement with information to guide and support students


• Enhanced collaboration between advisors and other university offices

Universidad de Monterrey Monterrey Mexico (2017)

Developing and Assessing Opportunities for Entrepreneurial Learning

Universidad de Monterrey (UDEM) prides itself on graduating students who go on to positively impact their communities, yet 2015 results from the Civic Engagement Topical Module indicated students felt UDEM could better prepare them for informed, active citizenship. In response, a committee of faculty and student affairs staff identified more than 15 experiences including courses, community service activities, internships, and organization membership that can promote students' civic engagement. Campus actors responsible for these experiences then set benchmarks and goals for improvement and collaborated in revising initiatives to deliberately promote civic engagement. For example, manuals for leadership development programs now include strategies for stimulating dialogue with students on themes related to community and citizenship. Both faculty and staff at UDEM are enthusiastic for the potential positive change in these areas and will assess the impact of these changes in future administrations of Civic Engagement.

University of Hawaiâ??i at Manoa Honolulu HI (2017)

Blueprint for Maximizing Participation and Data Use

The University of Hawai'i at Manoa exemplifies how investing in student buy-in to raise response rates and creating innovative tools to inform and engage users enable an institution to get the most out of its National Survey of Student Engagement (NSSE) data. The Manoa Institutional Research Office (MIRO) shifted from its past supporting role in producing NSSE reports to a proactive role in leading campus efforts to improve the NSSE response rate. Its focus now is on efforts to use NSSE data to support improvements in key areas. As part of MIRO's follow-up research and the creation of an action plan, a cross-functional team will attend the second annual National Institute for Teaching and Learning, where participating campus teams will develop evidence-based action plans aimed at improving instructional practices, student engagement, and student learning and success. In an attempt to get NSSE data into the hands of those who can use the information to inform decision making, MIRO has reached out to campus units through strategies such as customized reports, online interactive data reporting tools, video tutorials, and face-to-face discussions and training.

For NSSE 2015, MIRO carried out a comprehensive marketing strategy that included several key steps to promote survey participation among first-year and senior students. First, the office coordinated campus-wide advertisements for the survey on dozens of banners and boards as well as hundreds of flyers in first-year and senior residence halls. Second, based on research on the relationship between the use of incentives and increases in response rates, rewards for participants were offered through a drawing for prizes such as an iPad Air 2 and 20 bookstore gift cards. Third, student resources with information about the survey were provided, including a landing page on the MIRO website featuring frequently asked questions such as: "What is the National Survey of Student Engagement (NSSE)?" and "Why should I take part?" The office also organized visits to some of the largest first-year classes to present information about the survey and to encourage participation.

On days when the survey was being administered, information tables were staffed around campus—a service coordinated by student members of the American Marketing Association. With the currency of social exchange as the guiding principle, students were offered snacks and pens with NSSE information notes as they gained awareness about the survey. Prior to the survey administration, MIRO presented its marketing plans to the academic deans, who in turn supported the effort by advertising the survey in their buildings, hosting survey administration parties, doing their own tabling for the survey, and encouraging faculty to promote the survey. Finally, during administration, advertisements were updated to include the end date of the survey period, thereby reminding students to complete the survey before the deadline. To better understand the effectiveness of those promotion strategies, MIRO entered survey response rate data on a daily basis and used the NSSE interface to track changes in response rates.

It was clear that the efforts put forth by MIRO paid off. Compared to the 2011 administration of NSSE at the University of Hawai'i at Manoa, response rates for NSSE 2015 doubled from 16% to 32%. Closing the loop on this project, MIRO posted an online video showing the steps taken to improve survey participation and the university's favorable response rate compared with those of other institutions. MIRO also compared NSSE responses with enrollment data to demonstrate that the survey sample adequately represented the overall student population along the characteristics of class standing, gender and race. This final comparison can (a) persuade skeptics of the representativeness of information derived from NSSE and (b) provide strong evidence of the success of campus partners in promoting the survey. These efforts complement other efforts of MIRO to expand access to NSSE data.

MIRO has also created innovative ways to disseminate NSSE findings to different academic units and offices on campus to enhance their capacity for data-based decision making. Outreach efforts include developing interactive data tools to help departments and academic units access NSSE data and conduct data mining in ways that answer specific questions about student engagement. Central to the design and functionality of the web apps that MIRO developed for NSSE data is the ability to "slice and dice" the data based on one or more variables (e.g., gender, race/ethnicity, college, department and many others). The visually appealing report designs enable users to quickly identify data trends. The office also created customized presentations and video reports for student affairs and academic affairs units to focus on three aspects of student engagement: supportive environment, diverse perspectives and student accountability. In addition, MIRO hosted face-to-face training sessions on how to use NSSE data (eight sessions in one semester) and developed virtual tools that include video tutorials, scenarios for use, and follow-up surveys. These tools and data sharing strategies have garnered positive feedback from various offices on campus. By placing data into users' hands, creative ways of using data to drive decisions have become possible.

To gain a better understanding of one of the areas identified for improvement, MIRO administered a follow-up survey, in July 2016, consisting of five open-ended questions looking at different perspectives of the University of Hawai'i at Manoa's supportive environment. Nearly 1,800 students responded, generating nearly 9,000 total responses. MIRO created an interactive online reporting tool allowing decision makers to quickly locate students' responses from different student populations on specific issues and campus services. These qualitative results provided critical and meaningful information from student voices. To generate real campus change using NSSE results, in August 2016, MIRO's director led a cross-functional Manoa team at the National Institute for Teaching and Learning, where they used data from NSSE and the supportive environment survey to develop an action plan to enhance the university's supportive environment for student success.

All of these efforts to put NSSE data into users' hands and to link data with program improvements provides the Manoa community with a better understanding and appreciation of the importance and usefulness of NSSE results. With increased awareness, the University of Hawai'i at Manoa is likely to enjoy an even more desirable NSSE response rate in the next administration period, which will bring more NSSE data to use for campus decision makers. This healthy and sustainable process works and can be replicated at other institutions.

While recognizing that individual units are in charge of making changes in their educational practice and policy, the institutional research office at the University of Hawai'i at Manoa serves as an excellent resource in assuring these decisions are informed by NSSE data. Its investment in both the participation and the data use aspects of survey research provides a blueprint for how users can maximize NSSE data to better serve their students.

University of Houston-Victoria Victoria TX (2017)

NSSE, FSSE, and BCSSE Results for Undergraduate Research Projects

Dr. Sharon M. Bailey, the Director of Institutional Research and Effectiveness at the University of Houston?Victoria, invented an undergraduate research project with the goal of disseminating NSSE results to the greater campus. For this project, two work-study students devised a creative, interactive approach to sharing results. They designed, printed, and folded paper fortune tellers, a form of origami used in children's games, with the institution's BCSSE, NSSE, and FSSE results, making several different versions of the fortune tellers based on different research questions. One showed the average number of hours students work for pay (from NSSE) and faculty perceptions of student time working for pay (from FSSE), providing a conversation-starter about the differences between actual student behavior and faculty perceptions of student behavior. Another compared students' expectations about how often they would go to class unprepared (BCSSE) with the percentage of freshmen and seniors who reported going to class unprepared (NSSE).

Using the University of Houston?Victoria's NSSE and FSSE reports, the students assigned to this project developed key research skills such as collaborating with peers to coordinate the project and interpret the data and effective reporting skills such as identifying important information, reviewing data for accuracy, and tailoring data to a particular audience.

In the guidebook these student researchers developed to help others create similar paper fortune tellers, they wrote, "Look for pieces of data from each survey that would go good together. Make sure the data used would appeal to targeted audience." The experiences of these students engaged them in communication, quantitative reasoning, and teamwork. Developing this advertisement for NSSE data required creative energy, and the students were proud of their results.

In the end, these two students designed 14 distinct paper fortune tellers with facts from survey results, and they printed and folded more than 300. The fortune tellers were placed on tables in the student cafeteria and at the faculty and staff appreciation lunch, and the extras were used by the alumni office.

The project was successful in getting campus partners who otherwise might not be familiar with NSSE data to actually see some of the results in their hands. Even a year later, Dr. Bailey ran into faculty and staff who remembered the paper fortune tellers and, in spring 2017, she reprised the project, this time with a message encouraging faculty to participate in FSSE.

University of Mary Washington Fredericksburg VA (2017)

Enhancing the First-Year Seminar with Data on Writing

University of Mary Washington's (UMW) 2013 Quality Enhancement Plan (QEP)—"UMW's First-Year Seminar: Research, Write, Speak"—was developed to enhance the first-year seminar experience. UMW had established the First-Year Seminar (FSEM) requirement, in 2008, based on NSSE results indicating lower levels of engagement among first-year students. Designed as a three-credit course and featuring a student/faculty ratio of 15:1, FSEM focused on building a skill set for success in a rigorous academic environment to be learned in a content-driven context of mutual interest to the students and faculty. Topics of these FSEM courses have included Game Theory, Making a Difference, and Race and Revolution.

Since the creation of the required course, student learning at UMW has been monitored via institutional surveys and data, along with NSSE findings. Continued evidence indicated that FSEM could be improved, and this became the focus of the Quality Enhancement Plan advanced as part of UMW's 2013 reaffirmation of accreditation by the Southern Association of Colleges and Schools Commission on Colleges. For example, results from NSSE 2010 and 2012 indicated that, in most cases, UMW first- year students perceived that their institution contributed less in the areas of writing and integration of ideas compared with first-year students at peer institutions. Other institutional data, such as surveys of admitted students and graduating seniors, corroborated these findings.

In response to the concerns about student writing, the faculty-authored QEP established uniform and measurable learning outcomes for all FSEM courses including, "Improve development and organization of written arguments" and "Demonstrate the ability to edit and revise in the writing process." Also, under the direction of the QEP office, staff in UMW's academic learning centers (writing, speaking, and library) developed online learning modules to support student development in the areas of information literacy, writing proficiency, and oral communication. Instruments to measure student learning across FSEM courses included embedded assessments of core learning modules (information literacy, writing, and speaking) and standardized rubrics. Lastly, UMW identified resources to support faculty development in adopting course learning outcomes, incorporating online learning modules, and implementing assessment tools such as rubrics to evaluate student work. To further support this ambitious initiative, the institution made FSEM a premier experience for first-year students by moving all seminars to the fall semester, having the first-year seminar instructor serve as the student's first-year academic advisor, and attaching a learning community based on the student's FSEM course assignment. As a result, almost all first-year students live in a residence hall community built around the FSEM course. Results following these changes show increases in student GPA and retention.

University of Mary Washington has a culture of positive restlessness—continually looking for ways to improve the student experience and monitor interventions. As a demonstration of this culture, UMW participated in the NSSE Academic Advising Topical Module in 2014 and 2016, and results indicate strong improvements in advising experiences since involving faculty as advisors for first-year students. Future UMW improvement efforts will include examining changes in behaviors related to the Academic Challenge Engagement Indicator and increasing opportunities for faculty to speak with students regarding career plans.

University of Minnesota Duluth Duluth MN (2017)

Data-Infused Campus Conversations About the Needs of Diverse Student Populations

Every summer and January, in preparation for the upcoming term, the University of Minnesota Duluth (UMD) Division of Student Life holds a retreat for the division directors on a topic both related to the goals of the institution and applicable to the work of the division's departments and programs—student activities, recreational outdoor sports, student conduct, housing and residence life, diversity and inclusion, and others. In 2016, the retreat included a common reading of Diverse Millennial Students in College: Implications for Faculty and Student Affairs (Bonner, Marbley, & Howard-Hamilton, 2011) and conversations about how these implications related to students at UMD, identifying areas where UMD was successfully meeting the needs of its various student populations and where it might be having some difficulty. Infused into these conversations were UMD's NSSE 2014 results—with a focus on data related to retention and student success, particularly for students of color. Important findings included the following: UMD's first-year students of color rated their interaction with staff lower than did their peers at other institutions; first-year female students were more likely to utilize academic support resources than were their male peers; and senior students of color had more outside responsibilities (work, family, etc.) potentially impacting their ability to manage academic commitments than did their peers in other racial-ethnic groups.

These data elicited a number of questions: Is the Division of Student Life doing all it can to proactively meet the needs of diverse populations of students? How should the division retool its approach to recruiting and retaining students of color? Further, how is the division creating a positive environment for all students? At UMD, these questions are being actively considered as the campus's student population grows increasingly diverse.

With a recent plateau in enrollment after a decade of steady enrollment growth, UMD recognizes that it cannot wait for students to tell the institution what they need. Instead, UMD must adjust its practices to provide a high-quality equitable experience for all students on campus. Moving forward, UMD plans to continue infusing NSSE data into its campus conversations, with the intention of making evidence-based decisions to improve practice.

University of Nebraska at Lincoln Lincoln NE (2017)

Creating Specialized NSSE Reports

In an effort to reimagine how NSSE data are shared by distilling actionable and tangible findings from the survey, the Office of Academic Affairs at the University of Nebraska?Lincoln (UNL) reorganized the institution's NSSE data into four UNL Brief Reports: one for instructors; one for student support services; and one each with results from the Global Learning and the Experiences with Diverse Perspectives Topical Modules. Each report contains an overview of NSSE, a description of strengths within the institution, identified areas for improvement, and a conclusion. What makes this effort so innovative is how these reports are specialized for each audience.

The report for instructors includes findings related to teaching such as (a) engagement indicators regarding student-faculty interaction, effective teaching, and quality of interactions; (b) student behaviors related to reading and writing; and (c) the degree to which students engage in discussions with diverse others or perceive the campus environment as supportive. Among the highlighted strengths in results for the three Engagement Indicators are the higher means for UNL seniors compared to seniors from other Big Ten and Regents institutions.

The instructors' report also includes "A Closer Look," a section in which UNL's item-level successes are detailed (for example, the 6% increase in first-year students who reported "talking about career plans with a faculty member," compared with first-year students at peer institutions). The report provides a similar granular look at the areas for improvement, as first-year students reported significantly lower levels related to whether or not instructors (a) clearly explained course goals and requirements, (b) taught course sessions in an organized way, and (c) used examples or illustrations to explain difficult points.

This specialized report is important for instructors, for whom assessment of student learning is only part of their job. For them, relating NSSE information to their work can be overwhelming due to the massive amount of data presented in the institutional report. By detailing the ways faculty are succeeding or could better enhance the students' educational experience, the report presents data in a digestible format featuring only the most useful information. Furthermore, this strategy creates specialized tools for the academic affairs staff to use when working with either staff or faculty. The report for instructors and the other UNL specialized reports are excellent demonstrations of assessment experts lowering barriers between data and those who can act on data.

University of San Diego San Diego CA (2017)

Strengthening Information Literacy Awareness and Skills

Information literacy has become a growing priority and a new core competency for the University of San Diego (USD), where it is recognized as a student learning outcome spanning all disciplines and critical to the success of all USD graduates. Information literacy is also emphasized in the Western Association of Schools and Colleges Senior College and University Commission (WSCUC) accreditation standards as a core competency that prepares students for future careers and life-long learning.

Therefore, in 2011, USD began core revision work for assessing students' progress in this area. The first step consisted of assessing the baseline level of students' information literacy skills. Subsequent pilot interventions sought faculty volunteers who worked closely with a librarian in an effort to demonstrate how various disciplines could incorporate information literacy into their courses. To raise faculty awareness of the need for information literacy training, these faculty-librarian teams assessed the strategies employed during the pilot stage.

In 2015, USD appended the Experiences with Information Literacy Topical Module to their NSSE administration. The module's findings served two main purposes. First, they represented a baseline for how students perceived information literacy and responded to the institution's prioritizing of information literacy. Second, the findings could be used to encourage faculty and staff across the institution to recognize the importance of focusing on this area. For example, one module finding was that many first-year students did not perceive that key information literacy outcomes or skills were embedded in their courses. USD considered this problematic, as students should be developing these skills in all of their courses.

As follow-up interventions, USD librarians developed a set of curricular offerings to help faculty and their students acquire information literacy skills; USD core curriculum faculty incorporated the teaching of information literacy skills into the historical inquiry requirement; and, specifically to address the development of these skills in the first year, USD hired a writing director to work closely with librarians to ensure information literacy becomes a core piece of the first-year experience.

USD is also working with faculty to explicitly deepen students' awareness of the importance of gaining information literacy skills. For example, a faculty member in engineering identifies and describes information literacy skills to students as a part of the course and carves out time to articulate to students what to focus on to gain these skills by completing course assignments (e.g., research paper). When these connections are made explicit, students appear to be more engaged in the learning process. It is important to USD that faculty members as well as staff across the institution are involved—making increasing students' skills truly an institutional effort.

USD plans to implement the Experiences with Information Literacy Topical Module again to monitor progress in student awareness since designating information literacy an institutional core value. These results will also be incorporated into future accreditation reports in the discussion of WSCUC's five core competencies. The evidence gleaned from this NSSE module will strengthen USD's goal to equip students with the knowledge and skills foundational to 21st-century higher education.

University of South Florida Tampa FL (2017)

Data-Informed Campuswide Persistence Efforts

The University of South Florida (USF) began administering BCSSE to its first-year students in 2014, and every year the campus reassesses how it distributes and across the university. Most notably, USF uses the data to deploy predictive analytics, to inform support personnel about the students they serve, and to identify students for early intervention.
For several years, USF has been using its own persistence model to identify 10?12% of new first-year students at risk of not persisting to the second year of college. Developed at USF, this statistical model is based on pre-matriculation data taken directly from the university's student information system. Incorporating BCSSE data into this persistence model, in fall 2016, not only strengthened it as a statistical tool but also revealed which BCSSE variables were significant predictors of first-year persistence, making it possible for USF to identify students for early intervention based on their individual BCSSE responses.
Using pre-matriculation characteristics to predict the risk of attrition has allowed support offices to start intervention efforts in the first few weeks of classes, when new students are in the early stages of connecting with the institution. The lists of at-risk students are shared with academic advisors, academic foundations (first-year seminar) instructors, and housing and residential education personnel, with the expectation that these entities will provide the students targeted interventions. After reviewing their students' BCSSE Advising Reports, the academic advisors, first-year seminar instructors, and housing and residential education personnel conduct intentional conversations informed by the reports' individual student responses. USF's New Student Connections (NSC) office has been particularly effective in their use of specific BCSSE responses for targeted and proactive outreach. In fall 2016, NSC reached out to students whose BCSSE responses indicated they did not intend to or were uncertain whether they would graduate from USF, with a focus on those who also indicated they had no close friends at USF.
Because USF's persistence model found these BCSSE items to be predictive, these 244 students were selected for priority outreach and received up to six outreach contacts (email, phone call, text) from Peer Advisor Leaders (PALs) who engaged the students in conversations about their adjustment to college life, their USF experience, any struggles they were encountering, questions they might have, and their engagement in campus life. Based on their responses, these students were encouraged to connect with a PAL for coaching to help them navigate any transition or barrier to their success at USF. NSC tracked each outreach contact and shared results with appropriate campus partners and support offices. This effort paved the way for an expanded peer-coaching initiative. In 2017, NSC plans to utilize BCSSE response data earlier to inform support for first-year students who begin in the summer term.

University of Toronto Toronto ON (2017)

Data Visualization to Excite Interest in HIPs and Their Benefits

Communications, assessment, and senior leadership from the Division of Student Life at the University of Toronto (U of T) seek to share information on the success and influence of the university's educational programs. Although increasing student participation in High-Impact Practices (HIPs) is a major goal for the institution, presenting data in a way that inspires interest and change among educational units has been challenging. Through new, compelling data visualization techniques, however, NSSE data have been used to show the relationship between participation in HIPs with student satisfaction and engagement and to generate interest in and conversation about HIPs across campus.

Figure 10 links HIP participation to responses to the survey question, "If you could start over again, would you go to the same institution you are now attending?" Results indicated a small increase in affirmative responses among first-year students who participated in one HIP (5%). However, the affirmative increase among seniors who participated in at least two HIPs was substantial (18%) compared to seniors who participated in none. Simply put, seniors who participated in at least two HIPs were more satisfied with their university than those who did not participate at all in HIPs. Reimagining these data in a new, succinct display allows educators to clearly understand this relationship and creates an enticing narrative for stakeholders to articulate the value of these educational programs.

Figure 11 displays more detailed differences in engagement between seniors who participated in at least two HIPs and those who did not participate in a HIP. The results of this analysis indicate increases in each of the ten NSSE Engagement Indicators for seniors who participated in HIPs, particularly in areas of student-faculty interaction, collaborative learning, and quantitative reasoning. The layout of this display is easy to grasp and clearly communicates the message that students who participate in HIPs are more engaged than those who do not. Also, the image allows the viewer to easily understand the degree to which HIP participation increases student engagement for each of the indicators. This neat and simple graphic of a seemingly complex relationship clarifies a key point: Students who participate in HIPs are more engaged.

With design support from their communications team, senior leaders in the Division of Student Life at the University of Toronto have shared these visualizations and data across the university—with individual departments, faculty members, registrar staff, librarians, and student life staff. As a result of these new data formats, campus conversations about the implementation of HIPs have grown broad and deep. The visualization of these data present a robust case for the importance of HIPs, moving educators past "Why do them?" to "How can we best do them?"

William Jewell College Liberty MO (2017)

BCSSE and NSSE Uses Embedded in the College Culture

William Jewell College is an intimate college, in Liberty, MO, and a longtime participant in NSSE and BCSSE. Because of this long-standing commitment to the surveys, components of these instruments have been embedded in discussions about the curriculum, improving instructional practice, and in advising discussions. For example, stagnant senior scores on NSSE's Academic Challenge Engagement Indicator led to an initiative to disaggregate these data by major and to have conversations with academic departments to raise their awareness of the survey results. These conversations stimulated course-level adjustments within departments that resulted, in subsequent surveys, in seniors in most programs reporting higher scores on the Academic Challenge indicator.

The institution also uses BCSSE scores to facilitate relationship-building between the academic advisor and first-year advisee by asking them to discuss the differences in the first-year student's expectation of the college experience and their high school experience and behaviors, corresponding with items on the BCSSE instrument. At William Jewell College, as at many similar institutions, faculty serve as advisors for students. BCSSE information provides guidance for faculty on how to best support students. Advisors are asked to pay particular attention to students who plan to spend less than 15 hours a week studying, more than 10 hours a week working, or more than 10 hours a week participating in co-curricular activities. They are also asked to pay attention to low self-ratings within the sections of Expected Transition Difficulty or Academic Perseverance.

William Jewell College also exemplifies how to use NSSE Topical Module data to guide curriculum development and resource allocation. Stakeholders at the institution leveraged data from the Experiences with Diverse Perspectives module to enhance a ten-year plan to increase campus structural diversity and interactions around diverse topics and to be more inclusive. Results from years of collecting data from this module indicated that students at the institution were less likely than the institution desired to engage in activities or to participate in conversations regarding societal differences. Although comparison showed that the institution's data were similar to the data of peer institutions, the college aimed for even better performance. As a result, the faculty approved adding a required common course on identity and society for all new students (starting Fall 2017) and requiring those students by the time of graduation to complete two approved diversity and inclusion courses (at least six credits), one on diversity in the US and the other on global diversity.

The college also administered the Learning with Technology module and found changing levels of technology use in high school reported by first-year students over the last few years. This information informs on-going changes in how the institution integrates digital resources, leverages a digital commons, and maximizes its one-on-one mobile initiative that provides all students an iPad. Educationally effective technology use has become so ubiquitous at the institution that Apple has designated William Jewell College a Distinguished School for its "innovation, leadership, and educational excellence."

Auburn University Auburn University AL (2016)

First-Year Advising and Retention

Auburn University has been using BCSSE data to predict students at risk of low first fall semester GPAs and dropout. Auburn employs an interactive tool that shows, along with other student characteristics, students' BCSSE results and predicted Fall I GPA and retention to the second year. The tool also can be used to manipulate student responses to BCSSE to better understand the effect of these responses on student outcomes—specifically, GPA and retention. Interestingly, students' confidence in their ability to study when there are other interesting things to do and to finish something they have started are positively associated with predicted GPA, while confidence in the ability to stay positive in the event of poor test performance is negatively associated with predicted GPA. The particular strength of Auburn's interactive tool is that it provides advisers with better understanding of specific triggers that put students at risk. With this understanding, advisers can contact at-risk students early in the fall semester and work individually with each of them to increase their odds of success. Click here to view a description of the Auburn advising tool.

Avila University Kansas City MO (2016)

First-Year Advising, Intervention, and Campus Awareness

Avila University puts its BCSSE data to good use in ways that reach across the university community. Academic advisors and instructors of the First-Year Seminar (FS 101) receive the BCSSE Student Advising Report and are encouraged to use it to gain insight into their students' preparations for and expectations of college. In one-on-one meetings with each first-year student, the FS 101 instructor reviews the report, discusses areas of concern and success, and provides the student with appropriate campus resources. Feedback regarding the usefulness of the report is solicited from advisors and instructors, as illustrated in this sample feedback form. Additionally, to increase campus wide understanding of the characteristics of Avila's first-year class, the Coordinator of Retention and the First-Year Experience presents to faculty and staff highlights of some of the most compelling and useful information in the BCSSE institutional report. Here is an example of the 2014 presentation.

Carlow University Pittsburgh PA (2016)

To prepare for accreditation by the Middle States Commission on Higher Education, Carlow University's office of Assessment for Institutional Research, Effectiveness, and Planning used NSSE data to identify the ways Carlow students outperformed students at peer institutions and to find evidence of underachievement to drive improvement. NSSE findings provided evidence to campus constituencies and were used to track the progress of interventions aimed at improving key outcomes, such as co-curricular learning, intensive writing, and participation in High-Impact Practices. Of particular interest were Carlow's results from NSSE's Learning with Technology module, which measures student use of technology, institutional support for such use, and the contribution of technology to student learning. Results indicated less use of technology in Carlow's classrooms compared with peer institutions, corroborating evidence from other sources. These findings reinforced the need to improve the digital literacy components of student learning at Carlow, and the need for additional training of faculty to support this objective. The Carlow University professional development institute's spring 2016 faculty training focused on the use of technology in the classroom to enhance student learning. The institute was an intense educational opportunity structured as a conference, featuring a plenary, three flights of concurrent sessions, and an "open mouse" gathering where faculty demonstrated their uses of technology. Intentional and comprehensive training opportunities like this complement evidence of improvement assembled for accreditation, while also building interest in improving student engagement that will be measured in future NSSE administrations.

Harvey Mudd College Claremont CA (2016)

The focus on writing in Harvey Mudd College's 2010 core curriculum revision, based in part on the observation that students reached capstone without advanced writing skills, led to the requirement for first-year students to take Introduction to Academic Writing (Writ 1), a half-semester course taught by faculty from all disciplines. NSSE and FSSE results—in particular, responses to the Experiences with Writing Topical Module—have been important in assessing the course's impact and in identifying approaches for improvement. Prior to teaching Writ 1, faculty attend an intensive one-week workshop on current composition theory and pedagogy and on lessons learned the previous semester. At the 2015 Writ 1 workshop, looking at patterns in NSSE and FSSE results for where to expand effective practices, faculty discussed strategies to encourage reflection and to clarify and foster the application of Writ 1 skills across disciplines. As Writ 1 approached its fifth year, both NSSE and FSSE results suggested Harvey Mudd's students and faculty compared favorably to those of its Carnegie peer group. Additionally, since the implementation of Writ 1, survey responses from first-year students and seniors have indicated that most writing assignments asked students to use evidence and reasoning to argue a position, to explain the meaning of numerical and statistical data, and to write in the style and format of a specific field—all outcomes stressed in Writ 1. Going forward, by disaggregating NSSE results, the college seeks to better understand how students access resources and how faculty meet the needs of a diverse student body. These results will help bring the benefits of Writ 1 to all students—by defining expectations, addressing learning preferences, and uncovering underlying assumptions.

Indiana State University Terre Haute IN (2016)

Advising has been a focus at Indiana State University (ISU) for several years, and ISU has used FSSE as a window into academic advising on its campus. Having administered the Academic Advising Topical Module with both NSSE and FSSE, ISU has had two views by which to examine, evaluate, and respond to these faculty-student interactions. By using both instruments, they looked at advising issues from student and faculty perspectives and they also captured how first-year students, seniors, and faculty think about advising at ISU. Handouts created from module results showing areas of alignment as well as tension between instructional staff and student perspectives have been springboards for fruitful discussions on campus. This way of displaying and sharing results has also allowed the campus to drill down to college-level results, stimulating faculty conversations about areas of strength as well as opportunities for improvement across the university. Specifically, a task force on faculty advising used FSSE results to develop new directions for their advising approach and to think about ways to reward and train faculty for advising.

Lebanon Valley College Annville PA (2016)

In keeping with its deep commitment to diversity and to developing students' appreciation for human differences, in 2013, Lebanon Valley College (LVC) administered the Experiences with Diverse Perspectives Topical Module to learn more about student engagement in curricular and co-curricular activities related to diversity. While module results showed equal if not greater attendance by first-year and senior students at events or activities encouraging them to examine their understanding of diversity issues, the core survey results indicated less engagement among LVC students with people different from themselves. Combined, the module and core survey findings helped the college understand that while attendance at inclusive events and discussions about topics related to diversity remain important, greater emphasis should be given to encouraging students to interact with people from various backgrounds. In 2013?14, LVC's General Education Advisory Committee planned revisions to the college's general education curriculum, resulting in "Constellation LVC"—a general education curriculum that is more intentional about developing students' intercultural competence, providing opportunities for students to see themselves as members of a global community, and developing students' understanding of and respect for multiple cultural perspectives. This focus on diversity was echoed in the launch of LVC's new strategic plan, Envision 2020, which emphasizes inclusive excellence, and in the establishment of President Lewis Thayne's Inclusive Excellence Fund, which provides financial resources for curricular and co-curricular enhancements in support of diversity.

Missouri State University Springfield MO (2016)

First-Year Advising

Missouri State puts their BCSSE Advising Reports to good use—having made them integral to their Student Orientation, Advisement, and Registration orientation (SOAR) program. In addition, the university's advisors developed useful questions, "Conversation Catalysts," to guide academic advising. Information about how Missouri State is using BCSSE data for first-year advising can be found here.

Montana State University-Bozeman Bozeman MT (2016)

First-Year Advising and Intervention

The staff at Montana State's Allen Yarnell Center for Student Success use their BCSSE Advising Reports to determine which first-year students are at risk for early departure. By coupling BCSSE data with the university's ChampChange program, Montana State has been successful in reaching its retention targets. How they achieved this success was presented at the 2015 Annual Conference on the First-Year Experience in Dallas. Details about ChampChange can be viewed here.

Oregon Institute of Technology Klamath Falls OR (2016)

In 2013, Oregon Tech began reviewing the general education curriculum to find ways to ensure student achievement of Institutional Student Learning Outcomes (ISLO), including knowledge and skills in oral and written communication, effective collaboration, and critical thinking. NSSE has been integral to investigating disparities between the ISLOs and students' performance, including results on the Reflective and Integrative Learning Engagement Indicator, participation in High-Impact Practices
(HIPs), perceived learning gains, and data from the Experiences with Information Literacy module. While first-year students were on par with their peers from comparable institutions, seniors were less engaged than their peers—confirming concerns that Oregon Tech's general education foundation was not sufficiently reinforced throughout students' educational experience. These findings inspired a redesign of Oregon Tech's general education structure to intertwine the ISLOs throughout general education and major courses. One approach was to better incorporate HIPs into the general education curriculum. For example, although NSSE results showed that most students completed a capstone project, this had only been an expectation. In the redesigned curriculum it is a requirement of all students. Oregon Tech also designed a collaborative, interdisciplinary experience for juniors meant to increase engagement in Reflective and Integrative Learning. The new general education curriculum was approved in April 2016 and is now being implemented. Oregon Tech plans to assess its impact in a future NSSE administration.

Ramapo College of New Jersey Mahwah NJ (2016)

Following a thorough examination of its NSSE results on their students' participation in High-Impact Practices and comparisons to institutions with similar missions, Ramapo College of New Jersey charged its Committee on Student Engagement to develop a comprehensive plan to engage students more fully in their undergraduate college experience—reflecting the college's commitment to supporting and strengthening student engagement. The committee held a series of retreats and meetings where attendees reviewed NSSE results, identified how students benefit from High-Impact Practices, created an inventory of campus activities with potential to improve student engagement outcomes, and placed these activities on a four-year continuum. The committee then created a four-year development model with four—academic, social, personal, and campus/civic engagement—student learning goals. They also identified Key Points of Student Engagement (KPEs)—high-impact campus activities that provide explicit indicators for factors important to achieving student learning goals. For example, existing first-year KPEs are the summer reading program, convocation, orientation, and welcome week activities. Currently, the model is available for first-year students and sophomores. Future plans include creating a model for juniors and seniors, determining the best way to incorporate transfer students, and offering a co-curricular transcript that records student progress throughout the collegiate journey. Long-term assessment of the model will include triangulation of NSSE data with other institutional data sources—such as retention data and student satisfaction survey data—to determine the validity and effectiveness of the overall model.

Rose-Hulman Institute of Technology Terre Haute IN (2016)

Rose-Hulman Institute of Technology has used findings from NSSE's First-Year Experiences and Senior Transitions module to shed light on the positive impact of three ongoing efforts to ensure student success: a first-year student transition course, career planning initiatives, and efforts to inform the improvement and expansion of campus efforts to encourage entrepreneurial learning. Rose-Hulman's College and Life Skills course assists first-year students in the transition to college and introduces them to tools, people, and resources for a successful educational experience. According to module findings, Rose-Hulman students are much more likely than their peers at other institutions to seek out assistance with coursework and to ask instructors for help when struggling on assignments—highlighting the effectiveness of the College and Life Skills course. Rose-Hulman's Career Services Office wants students to begin career planning and develop relationships with companies during their first year. The office hosts a quarterly career fair where all students can meet company representatives and interview for internships and employment. The effectiveness of these services is evident in Rose-Hulman's module results on senior transitions. Among students indicating post-graduation plans for full- or part-time employment, 81% of Rose-Hulman seniors already had a job, compared to 43% of the comparison group—offering positive feedback and motivation to maintain Rose-Hulman's high caliber resources and support for students. Rose-Hulman is increasing and promoting opportunities for entrepreneurial learning, including a living-learning community and an entrepreneurship minor. The module's senior questions related to entrepreneurial skills, self-employment, and starting your own business provide useful benchmarking information, and Rose-Hulman plans to re-administer the First-Year Experiences and Senior Transitions module with NSSE 2018.

Salve Regina University Newport RI (2016)

Faculty Development, Advising, and Institutional Research

Salve Regina's first BCSSE administration, facilitated and implemented by the university's Center for Student Development, was to a cohort of entering students at their New Student Orientation in June prior to the 2013?2014 academic year. Since then, Salve Regina has found multiple productive uses for its BCSSE data. First, at the faculty assembly for the new academic year, Class deans have presented their cohort's profile based on the BCSSE institutional report. Second, BCSSE Student Advising Reports are shared among the director of academic advising and students' faculty advisors and also among the staff or faculty who teach the students' first-year transitions course and serve as their mentor/coach during the first semester of college. Third, under the direction of the Center for Student Development, the BCSSE data on "Expected Transition Difficulty"—particularly responses to "making new friends"—are used to help identify students who may need additional support and mentoring, whether through the First-Year Transitions course, the Seahawk to Seahawk Mentoring Program (Office of Multicultural Affairs), or other avenues of support for student engagement. Finally, the Office of Institutional Research has used BCSSE results to run regressions with retention data to inform the university's retention initiatives. More information about the Center for Student Development's programs for first-year students can be found here.

Southern Connecticut State University New Haven CT (2016)

Student Advising and Faculty Development

Based on data from NSSE, Southern Connecticut State University identified specific problem areas in their advising activities. As a result, all First-Year Experience Inquiry faculty members at Southern now receive the BCSSE Advising Report for each of their students prior to the beginning of the academic year. Because its FYE is designed to keep students and their faculty-advisers together for the entire first semester, Southern's FYE environment facilitates and encourages stronger student-faculty relationships in which students view faculty as a resource for advice and academic guidance.
One specific example of how this works is the university's First-Generation Student Living-Learning Community. A high proportion of students who come to Southern are first-generation in college. To respond to this reality, in 2014, the university created a First-Generation Student Living-Learning Community. Almost all of the faculty, administrators, staff, and student leaders involved in teaching, mentoring, and overseeing the students in this Living-Learning (L-L) Community are themselves first in their families to graduate from college. To assess this new program's effect, the academic progress of students identified by BCSSE as first-generation who were participants in the L-L Community was compared to that of first-generation students who were not participants. Both 2014 and 2015 first-generation L-L Community students had higher retention rates than did their non-L-L Community counterparts. After two years with the program in place at Southern, 91.1% of the L-L Community students are still enrolled full-time or part-time at the university in comparison to 78.7% of other first-generation students on campus. More information about the First-Generation Student Living-Learning Community can be found here.

The University of Texas at Tyler Tyler TX (2016)

The University of Texas at Tyler (UT Tyler) has made use of its NSSE data in a number of ways. The president's fall newsletter, distributed on campus and to the community-at-large, has featured information from UT Tyler's Snapshot report—the easily digested summary of key findings in NSSE's Institutional Report. The newsletter reminded faculty and staff that student engagement increases the likelihood of success and congratulated those whose efforts contributed to the institution's improvement. The university also launched an initiative to document the use of High-Impact Practices in undergraduate education. Using assessment rubrics drawn from NSSE reports and HIP criteria and curriculum-mapping templates, the institution has been documenting course-related HIPs in each academic program. NSSE results have also been used in strategic planning to increase levels of overall student engagement.

The University of West Florida Pensacola FL (2016)

NSSE data are integral to the University of West Florida's (UWF) accreditation activities with the Southern Association of Colleges and Schools Commission on Colleges. In 2015, UWF established a Quality Enhancement Plan titled "Communication for Professional Success" focusing on high-impact practices (HIPs), with an emphasis on written and spoken communication outcomes. An action team was established to review the relevant assessment data, including UWF's 2014 NSSE results. This review, in addition to reinforcing the university's interest in expanding the implementation of communication HIPs, helped spark a new focus on commuter students—a substantial proportion of the UWF student population. Unsurprisingly, less than half of these students reported participating in activities outside the classroom. Using these findings, UWF launched a campaign to connect commuter students to campus information, events, and activities—so as to facilitate their lifelong connections to the institution by broadening their awareness of campus resources, improving their participation rates, and increasing the number of students living on campus.

Tulane University New Orleans LA (2016)

Tulane University's Center for Engaged Learning and Teaching (CELT), developed as part of the university's Quality Enhancement Plan for regional accreditation, is the hub for fostering student engagement in four core areas: research, social innovation, classroom, and experiential. It also helps expand opportunities for students and faculty to participate in meaningful, High-Impact Practices and learning experiences that complement academic and career goals. To establish the warrant for CELT, Tulane used High-Impact Practices measures including service-learning, undergraduate research, and internships, plus other indicators of interest in public service and research. NSSE data related to CELT's mission—for example, NSSE items that measure participation in undergraduate research, service-learning, and other High-Impact Practices activities—will be used as baseline indicators to monitor student participation and educational effectiveness. Tulane's assessment plan includes the mapping of learning outcomes to assessment activities and the use of multiple assessment measures including NSSE.

Universidad de Monterrey Monterrey Mexico (2016)

Universidad de Monterrey (UDEM) prides itself on graduating students who go on to positively impact their communities, yet results in 2015 from the Civic Engagement Topical Module indicated students felt UDEM could do more to prepare them for informed, active citizenship. In response to these results, a committee of faculty and student affairs staff identified more than 15 experiences that can be used to promote students' civic engagement, including courses, community service activities, internships, and student organization membership. Campus actors responsible for these experiences then set benchmarks and goals for improvement and collaborate in revising initiatives to promote civic engagement more deliberately. For example, manuals for leadership development programs now include strategies for stimulating dialogue with students on themes related to community and citizenship. Both faculty and staff at UDEM are enthusiastic for the potential positive change in these areas and will assess the impact of these changes in future administrations of Civic Engagement.

University of Colorado Denver Denver CO (2016)

The most pressing goals at the University of Colorado Denver (CU Denver) and the NSSE data that best address these goals are identified by a team including the assistant vice chancellor for institutional research and effectiveness, the associate deans of education and arts and sciences, the director of CU Online, the registrar, the associate vice chancellor for undergraduate experiences, and other members of the academic and student affairs staff. In 2013, because of significant momentum to improve advising at CU Denver but little data to inform these changes, the team elected to administer the Academic Advising Topical Module. After that administration, an advising task force ensured each unit received its own module report with comparisons to other campus units as well as to selected peer groups; the assistant vice chancellor for institutional research and effectiveness also shared complete module results with all academic advisors and the student government. CU Denver has since set a goal to be more purposeful in creating consistency in advising between academic units and among faculty and staff advisors.

University of Georgia Athens GA (2016)

NSSE data revealed that the University of Georgia (UGA) students wanted more opportunities to engage in service-learning experiences. In response, to integrate service-learning into the formal curriculum, UGA created the Office of Service-Learning Fellows Program to assist faculty in incorporating service-learning into their teaching, research, and service. More than 70 faculty members from various disciplines have already participated in this program.

University of Louisville Louisville KY (2016)

For faculty, advisors, and student affairs professionals at the University of Louisville (UofL), BCSSE has become an important resource to inform decision-making. With a commitment to administer BCSSE to every incoming first-year student cohort at summer orientation, UofL continues to integrate BCSSE's results and advising reports in meaningful ways to support student success. Individualized BCSSE reports are shared with academic units to help faculty get to know their incoming students. Presentations of BCSSE data (along with NSSE data) are shared with the faculty senate. Advising reports are loaded into GradesFirst, UofL's online performance monitoring and student services system database, where academic advisors have ready access to information for appointments with students. Reports are shared with REACH, UofL's academic support services office, to inform program needs. Finally, UofL is in the beginning stages of an initiative with advisors to include hands-on work by students with their individual reports during first-year students' introduction to college course.

University of Louisville Louisville KY (2016)

Student Advising

The BCSSE has become an important resource for faculty, advisors, and student affairs professionals at the University of Louisville (UofL) to help inform decision-making. With a commitment to administer the BCSSE to every incoming first-year student cohort at summer orientation, UofL continues to integrate the BCSSE Reports and Advising Reports in meaningful ways to support student success: individualized BCSSE reports are shared with the academic units to help faculty get a sense for their incoming students, and presentations of data (along with NSSE data) are shared with the Faculty Senate; Advising Reports are loaded into GradesFirst, UofL's web-based advising system for Academic Advisors to have ready access for appointments; reports are shared with REACH, our academic support services office to inform program needs; and we're in the beginning stages of working with the advisors to include hands-on work by student with their individual reports during their "intro to college" course.

University of Mount Union Alliance OH (2016)

In fall 2012, University of Mount Union launched a new four-credit, topic-based, e-Portfolio-supported first-year seminar (FYS), replacing the former one-credit introduction to college course. In the redesigned course, all FYS instructors are full-time faculty and serve as the students' first-year academic advisors. To assess the redesigned FYS, Mount Union reviewed results from their 2013 and 2015 NSSE administrations. NSSE 2013 reports were shared with department chairs, faculty, students, and administrators, who reviewed the results in multiple forums such as student senate meetings, presentations, and focus groups. Among other findings, the 2013 results indicated that Mount Union's first-year students rated the quality of their interactions lower compared to ratings by their counterparts at peer and aspirant institutions. Based on this finding, the FYS core group decided to link additional FYS enhancements to NSSE's Quality of Interactions Engagement Indicator. To do so, faculty collaborated with the first-year experience (FYE) director to introduce co-curricular activities into the course and to encourage a seamless learning environment both inside and outside the classroom. Starting in fall 2014, each FYS class was assigned a peer mentor to guide students through co-curricular and transitional issues. Instructors also worked with the FYE director to implement early intervention strategies for students. Mount Union's NSSE 2015 Quality of Interaction results showed improvement and, indeed, were higher than those of peer and aspirant institutions. Mount Union continues to use their NSSE 2015 data to identify and explore further actions to enhance their students' first-year experience.

University of Northern Iowa Cedar Falls IA (2016)

As part of their accreditation review with the Higher Learning Commission, the University of Northern Iowa (UNI), in 2010, completed a Foundations of Excellence® self-study of nine dimensions of their first-year students' experience, using NSSE results and over 200 other sources of data to evaluate key performance indicators. Areas identified as needing better measures to track progress informed the development of an action plan to improve first-year student learning. One response to the self-study was to develop and measure first-year learning outcomes. For example, UNI's FY Outcome #1 states, "By the end of the first year, students will be able to articulate and examine their personal values." NSSE items used to track progress toward this outcome include "During the current school year, how often have you examined the strengths and weaknesses of your own views on a topic or issue?" and "During the current school year, how often have you learned something that changed the way you understand an issue or concept?" Results from these NSSE items helped UNI shape a first-year experience program that supports the academic and social transition of incoming students.

Western Michigan University Kalamazoo MI (2016)

As part of the planning priorities of Western Michigan University (WMU) for 2011?12, the University's Office of Institutional Effectiveness presented findings to the provost's council about differences between the engagement of students who transfer to WMU and that of students who began their undergraduate careers at WMU. Selected findings from the staff's examination of results from three consecutive years of NSSE administrations showed that transfer students were less likely to work with faculty outside of class, to complete a field-based experience, to participate in community service, or to complete a culminating senior project—key goals of WMU's strategic plan. Furthermore, transfer students were less likely to participate in co-curricular activities due to family responsibilities and commuting time—findings with important implications for WMU's programs and practices for nonacademic support for students. Recommendations based on these findings included a range of initiatives to support transfer student transition, including more evening course offerings and expansion of WMU offerings at local community colleges. In addition, WMU developed long-term trend workbooks that display comparison results for individual survey items—over seven years for NSSE and six years for FSSE.

Winthrop University Rock Hill SC (2016)

Improving retention and graduation rates is a high priority at Winthrop University. When graduation outcomes revealed gaps by gender regardless of race, Winthrop examined NSSE data for underlying influences or differences in student engagement. Using the NSSE Report Builder?Institution Version, Winthrop staff disaggregated their NSSE 2014 data by gender to conduct preliminary analysis on engagement of first-year and senior men to inform new interventions to better support all students' success. Although this analysis was based on a single year of data, it provided insight into areas needing further investigation. Winthrop's leaders have continued this analysis using 2014 and 2016 combined data, which has shown first-year men report lower rates for three of the four Higher Order Learning Engagement Indicator items. Once Winthrop completes this gender-based analysis, expanded results will be disseminated more widely among academic and student affairs leadership to generate discussion about ways to improve retention and graduation rates for all students and lessen achievement gaps by gender. Given the ease of using the Report Builder and the institution's emphasis on improving retention, Winthrop added transfer status to their 2016 NSSE population file to facilitate additional analysis in the Report Builder. This will allow Winthrop to explore differences between those who transferred to the institution and their peers with respect to perceived learning gains, student-faculty interaction, and their perceptions of the campus environment, and to conduct a similar analysis of first-year students to examine factors associated with persistence.

Anderson University Anderson IN (2015)

Anderson University (AU), a private university in Anderson, Indiana, has participated in six NSSE administrations, including the 2015 administration. In previous NSSE administrations, the campus offered incentives for NSSE participation, like a drawing for iPods and gift certificates. Their response rate was satisfactory, but not at the level the campus would have liked. So, in response to this, for the 2012 NSSE administration, the campus decided to take a new approach to survey incentives. As they prepared for their 2012 administration, like many campuses, AU had already experienced budget cuts and so did not have much available spending for NSSE incentives. After some creative thinking, the campus decided to draw on their values as a smaller institution. With just over 2,000 undergraduate students, the campus embraces personal connections and relationships, so they decided to take a personalized approach to their NSSE incentive prizes. The revamped, personalized incentives were a huge success in 2012, with AU achieving a 62% response rate. In preparation for their 2015 administration, the director of campus assessment decided to take the same approach. She reached out across the entire campus to solicit donations for incentives. The goal was to have every campus department and office participate and donate. Many offices committed to donate baskets of baked goods, breads, or cookies, which could be offered as incentives to the students. A faculty member who is a black belt in karate donated complementary karate lessons as a prize. A gourmet chef on campus donated a custom-prepared meal at the chef?s home for that student and a number of friends. Parking services donated a parking pass for the next term. Another prize was a personal ?cake? day with an administrative department. Prizes were promoted on posters (see Figure 10) and were awarded weekly, at the required chapel on campus, via a drawing of students who have completed the survey. In addition to being less expensive than gift certificates and technology devices, these more personalized prizes emphasize the value of relationships engrained in the AU culture. Anderson?s quirky, customized incentives contributed to the institution?s high response rate.

Bethel University Saint Paul MN (2015)

Bethel University, an evangelical Christian university in St. Paul, Minnesota, has participated in 10 NSSE administrations. NSSE results have been used in various ways at Bethel, including to provide evidence of students' active learning and senior students' satisfaction with their educational experience and to promote innovative instructional practice.
After Bethel's participation in NSSE 2013, the campus prepared two reports. The first report contextualized NSSE by explaining what the results mean, comparing the 2013 results with results from Bethel's 2010 administration and identifying areas of strength. The second report, using first-year and senior NSSE responses, identified four themes for campus improvement and listed specific actions that faculty could take to improve their results, specifically targeting the existing campus initiative to improve student writing and integrative thinking. These two reports were shared with campus faculty and administrators at various department, committee, and staff meetings. Examples from both follow.
NSSE 2010 Bethel student responses to "received feedback from an instructor on a draft or a work in progress before submitting the final product" caught faculty attention, and they flagged this item as a target area for improvement. Informal follow up revealed that students expected feedback from faculty as quickly on a five-question quiz as they did on a 20-page research paper. Recognizing this as opportunity to improve, the Program Assessment Committee connected with the Faculty Development Committee to create workshops to address the issue of timely feedback. The committees collaborated to send an email to the all-faculty listserve with steps for how to discuss with students expectations for feedback on different assignments. To go further, the Faculty Development Committee developed a workshop on "how to give helpful feedback to students." For both first-year and senior students, Bethel's 2013 NSSE results on this item improved from their 2010 NSSE results, and in 2013 their students' responses on this item were more similar to those of comparison groups.

Bethel's NSSE 2013 results revealed that both first-year students and seniors were significantly less likely to say they worked harder than they thought they could to meet an instructor's expectations compared to students at colleges and universities across the country. Additionally, seniors were significantly less likely to say that their courses during the current school year challenged them to do their best work compared with seniors nationwide. The NSSE results further revealed that both first-year and senior students were much less likely to say they carefully revised the content or organization of a paper or assignment before turning it in compared to students nationwide. In response to these results, faculty were encouraged to consider their current expectations for students and how challenge could play a greater role in the classroom experience.

High-Impact Practices (HIPs) were highlighted as an area of great strength in Bethel's NSSE 2013 results, with 89% of Bethel seniors participating in at least two HIPs, including service-learning, research with faculty, internship or field experience, learning communities, and culminating senior experiences. The importance of HIPs reinforced Bethel's commitment to building in a culminating senior experience into almost all majors. Moreover, compared to seniors at other institutions, Bethel was pleased to find that, compared to seniors at other institutions, its seniors write more during a school year, spend more time studying per week, and participate more in co-curricular activities. Bethel's data use example illustrates how NSSE results can inform faculty development agendas and, more important, can influence improvements in teaching and learning. Through their future NSSE results, Bethel plans to continue monitoring their progress in addressing their areas for improvement and sustaining their strengths.

Boston University Boston MA (2015)

With approximately 15,000 undergraduate students, Boston University's overall response rate for NSSE 2014 was 59%, exceptionally high for an institution of its size (the average response rate among similar size institutions in 2014 was 22%). Boston University (BU) attributes its high response rate to (1) marketing and communication efforts, (2) a convenient and guaranteed incentive, (3) collaborative efforts across campus, and (4) BU students' desire to provide constructive feedback.

To plan its NSSE administration, BU formed a collaborative, interdepartmental committee with members from student affairs, residence life, student life, the provost's office, institutional research, marketing and communications, and the faculty. Based on both previous survey experience and recommendations from the committee, BU personnel decided to promote NSSE extensively through multiple mediums, including posters, table tents, mailbox stuffers, signs on shuttle buses, newspaper articles, tweets from the office of the dean of students, and in-class announcements. Marketing efforts began prior to the survey launch and were sustained throughout the administration. Student leaders were also a part of the promotion, as resident assistants kept their respective communities updated with current response rate information. Additionally, all students who completed the NSSE survey were provided a $5 credit on their campus card. BU faculty and staff invested time, effort, and resources in their NSSE administration, and it clearly paid dividends in a high response rate.

With the support of a new president, BU administrators sought to push the institution into the next tier of student engagement. A team of professionals from marketing and communication, residence life, the dean of students office, individual colleges, and the institutional research office reviewed BU's retention rates and found them lower than desired. This team, the campus's Student Engagement and Retention Group, identified NSSE as a way to benchmark student engagement within individual colleges, particularly around advising. As the main sponsor behind BU's first NSSE administration, the team reviewed the results first and immediately created a plan to share the data widely with the provost's cabinet and the deans and faculty within Boston's nine undergraduate colleges.

Administrators and faculty at BU found that data presented in the NSSE reports were intuitive, helpful, visually attractive, and easy to reproduce. The Student Engagement and Retention Group used BU's NSSE Snapshot as a primer for the university. However, with over 33,000 students at the campus, the team identified college- and department-level data as most important to improving outcomes. Thus, for more precise information regarding student advising experiences, BU disaggregates their data by college and major.

Chaminade University of Honolulu Honolulu HI (2015)

With 47 NSSE items, communication of results to a university-wide audience during an agenda-filled meeting can be a challenge. Chaminade University of Honolulu integrated the use of colors to communicate NSSE results in lieu of text, tables, or multiple charts and to visibly highlight trends and display differences (e.g., effect sizes). For the purposes of illustration, real data from the fictional NSSEville University are used in displays in place of Chaminade results.

The Chaminade faculty core competency assessment committee was interested in reviewing trends within the NSSE Engagement Indicators as part of their assessment cycle. With simple spreadsheet conditional formatting they displayed multiple years of all 47 Engagement Indicators as a single color index or, a single "heat map". The colors purple, green, and yellow were used because they stand-out, however, any color scheme works. For trend analysis they used only two colors: green for where the university is above a comparison group; and yellow for where the trend is below the comparison group. By restricting to just the two distinctive colors, a single image makes it possible for viewers to rapidly answer the question: "From year to year, where is the university consistently higher and consistently lower than the comparison groups?" (See Figure 3, Lessons from the Field?Volume 3: Using Data to Catalyze Change on Campus, for a sample color index using NSSEville data).

For comparison of differences, they used heat maps—matrix representations of data that display individual values and the magnitude of differences in values in colors. Purple denoted largest favorable differences, with smaller differences fading into green, then yellow, to show the largest unfavorable difference. The range of colors enables all viewers to quickly identify where the university has strengths (brightest purple) or weaknesses (brightest yellow) with respect to the NSSE Engagement Indicator items. (See Figure 4, Lessons from the Field?Volume 3: Using Data to Catalyze Change on Campus, for a sample heat map representing NSSEville data.)

This color display and communication method has been used at Chaminade University of Honolulu to facilitate campuswide discussion and rapid interpretation of the vast amount of information contained in the NSSE reports.

Denison University Granville OH (2015)

In October 2014, Denison University, in Granville, Ohio, launched on its website a new page, Student Outcomes: The Denison Difference, devoted to assisting internal and external audiences in understanding the value of a Denison education. The page displays results from Denison's NSSE 2014 administration in an innovative and interactive format. Combining the use of internal survey data, acceptance rates, and alumni narratives with NSSE results, the page is a comprehensive marketing web resource that captures positive student outcomes at Denison.

Denison has identified 13 core undergraduate student outcomes, derived from the institutional mission and general education requirements and developed by a committee of faculty and student affairs staff. These are Civic Life, Global Perspective, Difference Among Persons, Issues of Power & Justice, Agency, Identity Awareness, Quantitative Reasoning, Oral Communication, Written Communication, Analytical Thinking, Critical Thinking, Creative Thinking, and Ethical Thinking. On the new webpage, these outcomes are arrayed around a colorful wheel and, when selected, reveal corresponding NSSE data that demonstrate how students at Denison reach that core student learning outcome. For example, analysts combined response proportions from items associated with Quantitative Reasoning to demonstrate students' experiences using quantitative skills. According to their analysis, 63% of seniors at Denison reported that their experience has "contributed ?very much' or ?quite a bit' to their knowledge, skills, and personal development in analyzing numerical and statistical information." Denison also aggregated responses to NSSE items about how students spend their time, including the amount of hours spent participating in co-curricular activities and volunteering, to create a profile of civic life among seniors. Additionally, Denison presented NSSE results indicating that 93% of seniors spent at least one hour a week participating in co-curricular activities (student organizations, campus publications, student government, fraternity/sorority, intercollegiate or intramural sports) and 59% of seniors completed at least one hour per week of community service or volunteer work, with the average senior completing two and a half hours of community service each week, demonstrating Denison students' high levels of co-curricular and community engagement.

NSSE data help Denison's administrators assess the achievement of their core student learning outcomes and align their work to the institutional mission and commitment to liberal arts education. Also, as this example shows, NSSE data help the university communicate their accomplishments to the external community.

Drake University Des Moines IA (2015)

Drake University, in Des Moines, Iowa, has reviewed their 2013 results and drawn critical questions about how results align with expectations for student engagement, and has used these findings to prompt discussions about where they want their students to be. In order to better communicate their NSSE data and to translate results into something that would encourage change and action at the college and school level, the university disaggregated the data and created reports for colleges and schools. In addition to recreating many of the NSSE aggregate reports, they also recreated their NSSE Snapshot, highlighting the top five items in which each department or college excelled and the five areas in which they were below their peer comparison groups.
For initial analysis, they used the NSSE Report Builder to do some benchmarking and to create a structured report for each college and school. With the Report Builder, first, the Office of Institutional Research and Assessment ran analysis by undergraduate major and exported the data to Excel. From there they created a template, so that the reports could be easily replicated across all of Drake's many colleges and schools. They programmed each spreadsheet to automatically highlight cells with the five top and five lowest items for first-year and senior students. These custom reports focused on comparative data in two ways—national benchmarking based on major field and internal benchmarking with Drake students in different colleges. For some of the colleges and schools, they also disaggregated the data to align with the outcomes areas for the college or with disciplinary accreditation standards.

To share the reports, staff from the Office of Institutional Research and Assessment set up face-to-face meetings with deans and associate deans to discuss and present the data. Disaggregated results by major were shared side by side with comparative data. The comparative data provided information for administrators to see how the results aligned with areas of need or current priorities and informed discussions about ways to both use and share the data. In response to these reports and meetings, several colleges and schools have taken action. For example, the College of Business and Public Administration has undertaken a review of their curriculum in order to enhance students' development of writing skills. The School of Education and School of Journalism and Mass Communication have started a review of their curriculums to look for opportunities to enhance students' development of quantitative skills. Additionally, these conversations led to support for the faculty senate to review the core curriculum and contributed to a recommendation to examine their developmental sequence for greater focus on integrative learning. Reports were also prepared at the institution level to share with several campus groups, including the faculty senate, dean's council, and academic affairs council. Looking at their Collegiate Learning Assessment (CLA) and NSSE results together, these groups observed an integrative learning gap for Drake students.

Drake's NSSE Snapshot revealed that Drake students' ability to take on diverse perspectives was low in comparison that of their peers. Specifically, while Drake students were comfortable experiencing different cultures, they were less comfortable discussing values with others and trying to understand somebody else's perspective.

These results were shared with the Academic Affairs Leadership Group, which includes representatives from student life and the assessment committee. To address this issue, a group was tasked with looking at how discussions with diverse others could be addressed systematically in Drake's core curriculum. Additionally, they are looking across other internal surveys and existing data to contextualize this discussion. Overall, in response to this issue, campus conversations have shifted to finding ways to better emphasize critical thinking and integrative learning.

Drake is also using NSSE data to examine effective practices that support student engagement and learning. The graphic display in Figure 2 (Lessons from the Field?Volume 3: Using Data to Catalyze Change on Campus) was created to illustrate the positive gains in engagement at Drake related to participation in High-Impact Practices (HIPs) and mirrors an approach used in an AAC&U publication, Assessing Underserved Students' Engagement in High-Impact Practices. The display offers an accessible way to discuss HIPs that influence student-faculty interaction with the goal of determining strategies for increased impact across the university. Using a combination of data triangulation, customized report creation, and sharing results with relevant campus committees, Drake has developed a clear picture of the student experience and where it can be enhanced.

Gettysburg College Gettysburg PA (2015)

In its most recent reaccreditation review with the Middle States Commission on Higher Education, Gettysburg College, a four-year residential arts and sciences college in Gettysburg, Pennsylvania, was commended by the visiting team for its exemplary and innovative practices of effective, systematic use of indirect assessments, including NSSE, and for improving student learning. The visiting team commented, "Assessment data were among the motivators for considering improvements and change; multiple constituencies engaged in the discussions and established new goals and benchmarks; resources were allocated, despite unexpected constraints after the 2008 financial crisis; and new data demonstrate some significant achievements in each area."

Gettysburg's strong, systematic use of NSSE results and, in particular, its use of data to inform change, is fostered by the regular review and consideration of NSSE and other survey results by a wide range of groups and committees including the President's Council, the Committee on Institutional Effectiveness, the Committee on Learning Assessment, task forces (such as the Academic Advising and Mentoring Task Force and the Task Force on the Intellectual Life of First-Year Students), at faculty meetings, and at divisional meetings and retreats.

The comprehensiveness of sharing NSSE results helped inform the development and refinement of the college's strategic action goal on engagement, which states, "Gettysburg College will promote intellectual development, engagement, and leadership through active and innovative learning experiences." Within this goal the college detailed several subgoals and implementation strategies, including academic rigor/level of academic challenge and high-impact learning opportunities. In these approaches, many initiatives have been expanded or created to address areas of concern identified in NSSE and other assessments.

Two examples of NSSE data use related to the engagement strategic action goal highlight Gettysburg's practice. Results for Student-Faculty Interaction suggested the potential to enhance student participation in faculty-mentored research. In response, the college has prioritized increasing support for student summer research and senior projects, expanding opportunities for student travel to academic and professional conferences and providing a place to showcase student research and creative work. In recent years, the college has expanded student participation in research through increased financial support and new initiatives.

For example, the college launched Celebration—The Annual Colloquium on Undergraduate Research, Creative Activity, and Community Engagement to provide ongoing opportunities for students to present the results of their undergraduate research and creative projects to their faculty, peers, and others. Celebration brings together a wide range of engaged and energized students as they showcase their work from capstone research, independent study, coursework-related research, study abroad, service learning, and arts. The investment in faculty-mentored research has paid off, with more faculty and students reporting their participation in this high-impact practice.

A second effort related to addressing Gettysburg's engagement goal relied on NSSE results for student participation in internships, which were lower than expected. The college used these results as a call to action and has greatly expanded career-preparation programs for students through an initiative called "The Career Connector Challenge" and through closer collaboration between the development and alumni office and center for career development. The Career Connector Challenge was launched in 2010, by Gettysburg's Center for Career Development, to create new career-related opportunities for students, including networking dinners, summer internships, shadowing opportunities, and informational interviews, through an intensive campaign among alumni, parents, and friends. Since this initiative was launched, student-reported participation in career internships, externships, and job-shadowing experiences have increased, and Gettysburg's NSSE 2014 results affirmed that student internship participation as reported by seniors now exceeded their Carnegie Classification peers (earlier results showed that Gettysburg was similar to its peers on this measure).

Informed by NSSE results and other assessments, the college has greatly increased its support for faculty-mentored research, internship, and other high-impact learning experiences through resource allocation and new initiatives. Gettysburg College will continue to monitor its progress through various benchmarking assessments, including their next NSSE administration.

Holy Family University Philadelphia PA (2015)

Staff from the Office of Institutional Research and Assessment at Holy Family University (HFU), in Philadelphia, Pennsylvania, coordinated two lunch-and-learn sessions on campus to introduce NSSE and the Faculty Survey of Student Engagement (FSSE), to share 2013 survey results, and to encourage faculty and staff to use the results in campus assessment and improvement projects. The first session, focusing on NSSE, began with a presentation about what NSSE is, why the campus participates, how the NSSE instrument has changed, and HFU's participation history. Staff shared their gains from NSSE participation, highlighting the reports and resources from their latest administration along with results demonstrating the link between NSSE's themes and HFU's mission.

The opening presentation concluded with examples of other institutions' uses of NSSE results (from Lessons from the Field, Volumes 1 and 2). For the interactive portion of the session, the staff split the audience into two groups—one taking the role of first-year students and the other the role of seniors. Each group was tasked with predicting HFU student responses on Engagement Indicator items and how these would compare to comparison-group responses. As actual results were revealed, attendees discussed how they differed from the predicted results, why that might be, and how the campus could work together to improve student engagement. For the final portion of the session, the whole audience, taking the role of seniors, predicted senior responses on the High-Impact Practice items. HFU's second lunch-and-learn session introduced FSSE and detailed why HFU participates, presented results in HFU's NSSE?FSSE Combined Report, discussed differences between faculty and student responses, and generated suggestions from the results for improving instructional strategies. Following up on these sessions, institutional research and assessment staff created for faculty and staff an internal Blackboard webpage displaying both NSSE and FSSE reports.

Mills College Oakland CA (2015)

Mills College is a small, selective liberal arts college for women located in Oakland, California. The college has participated in several NSSE administrations, including 2014, and has also participated in the Development of Transferable Skills Topical Module.
Mills creates infographic displays of data results as standard procedure for all of the surveys they participate in. Their NSSE infographic was created after receiving their 2014 results, and highlights NSSE items with Mills student results side by side with their peer. In providing snippets of data, via text or a small table, the infographic communicates NSSE results to help all members of the Mills community better understand "who they are." The infographic also demonstrates to the students that the administration is doing something with the data and using the results.

Copies of the infographic were printed and displayed all over campus, and digital copies were shared directly with all members of the Mills executive cabinet. Further, the infographic was sent directly to offices and individuals who would find the information particularly relevant to their work. For example, the infographic and Development of Transferable Skills Topical Module results were shared with the admissions and career services offices. Admissions has used the infographic when speaking with potential students. Career services plans to discuss with students transferable skills results, paired with individual experiences and coursework at Mills and how skills such as verbal and written fluency and analytic inquiry relate to the job market. Additionally, the alumnae office has found the infographic to be very useful for their work and communication with Mills alumnae.

After the infographic was released, a full report on NSSE results was prepared and shared with the cabinet. The report was also posted on the campus intranet for all faculty and staff to access, generating more interest and campus activity around this report than ever before. The NSSE results led to a campus discussion around student social interaction and oral presentations. Specifically, the faculty were interested in the student responses to the questions about giving a course presentation. Responses revealed scores that were lower than Mills faculty would have liked, and that first-year students gave more class presentations than seniors did.

Faculty enthusiastically became involved in follow-up assessments to NSSE results. The campus is now engaging in an assessment to better understand how and where change might occur to increase the occurrences of oral presentations embedded within the general education curriculum. A committee of faculty, staff, and student representatives is collecting evidence to inform recommendations for action, including recordings of about 25 hours of senior seminar culminating presentations. Faculty will use a rubric (informed by the rubrics of MIT and the Association of American Colleges and Universities) to evaluate the oral presentations; their feedback will be shared with the committee to shape recommendations for refining the general education curriculum. The curriculum reform will reach across general education and into the disciplinary areas.

The next steps for the committee will then be to map where oral presentations are happening currently and to host faculty workshops on developing student oral presentation skills. The committee plans to map how oral presentation is first introduced in general education and how its development and practice continue within each degree program.

In addition to responding to the student oral presentation concern, Mills College was interested in responding to concerns about service-learning and deep-level processing. Mills 2014 NSSE results revealed that there was room to increase the number of opportunities for students to participate in service-learning. During spring 2015, a handful of designs to better integrate service-learning into general education were piloted. The curriculum transformation committee is also looking at NSSE results to shed light on deep-level processing, specifically, responses to "During the current school year, about how much of your coursework emphasized the following: analyzing an idea, experience, or line of reasoning in depth by examining its parts?"

The most significant factor in helping faculty become receptive to NSSE results were the insights gained through examining them, which informed existing campus conversations on general education reform. With the current strategic plan calling for an overhaul of general education, the curriculum transformation taskforce was very interested in what could be learned from NSSE results, especially the questions on oral presentations, quantitative reasoning, and social interaction. Faculty found the Engagement Indicators to be actionable because they provided insight into what the faculty could do better. Mills has always done well on the NSSE construct of Level of Academic Challenge, but the updated survey provided additional insights into how students are being challenged. Additionally, the release of the college's NSSE infographic, followed by the detailed report, may have helped gain attention and build interest in the results. Individuals at Mills are paying more attention to the NSSE reports and are interested in discussing the results. The combination of the campus already prioritizing curriculum transformation, via the strategic plan, and the release of their NSSE 2014 results seemed to be perfectly timed to focus attention on using results.

Nazareth College Rochester NY (2015)

Nazareth College, a religiously independent college with 2,000 undergraduates, located in a suburb of Rochester, New York, has participated in five NSSE administrations, including the updated survey in 2013. Institutional research (IR) staff at Nazareth implemented a comprehensive approach to introducing NSSE to the campus. To increase awareness of the upcoming NSSE administration and to stimulate student participation, they alerted faculty who taught primarily first-year or senior-level courses and encouraged them to mention the survey in their classes. Timing this email alert with the survey invitation schedule added relevance to the in-class reminders.

Following Nazareth's successful administration, and before the college received NSSE results, IR staff distributed copies of the NSSE instrument to faculty and staff, inviting them to consider first what they wanted to learn from the results. In addition, an IR staff member brought copies of the survey instrument to a meeting of all campus directors to get the attention of campus leaders and to spark their anticipation of the arrival of results. The IR staff goal was to create widespread understanding of what NSSE data could tell them.

The NSSE Snapshot from the college's Institutional Report was shared with two campus groups at Nazareth. The first group to consider the results was the President's Council, composed of individuals representing each academic division as well as staff and administrative offices across campus. The Snapshot was then shared with a wider campus audience including all directors of programs and units. The goal was to create a campus-wide understanding of how the data could help them learn about the undergraduate experience. Different aspects of reporting on the Engagement Indicators (EIs) were discussed in these meetings, including the box-and-whisker charts, which in addition to demonstrating an admirable mean score also displayed a range of experiences among students. Drawing from the faculty and staff discussions of the Snapshot, institutional researchers reviewed their data to look at students who stayed and those who left. Narrowing this examination to students who left with a 3.0 GPA or better, IR staff found that these students scored very low on survey items related to effective teaching and, in particular, the organization of instruction. Faculty examined these findings more fully and considered ways of responding.

To create more actionable and tailored student engagement reports for departments, the IR staff generated customized reports using the campus's production reporting tool, SAP Crystal Report. The first page of these reports displayed each department's student response rate along with the rate for the whole campus and also with the rate for peers in a comparison group. The department reports similarly broke out the EIs, showing the responses for all items in each EI, again, with side-by-side display of results for the department, the institution, and the comparison group. In total, IR created 20-page reports (including results for certain questions by residency status, athletes, etc.) for about 22 different departments across campus. To follow up after the reports were distributed, IR staff conducted individual meetings with department faculty to clarify findings and to examine specific differences for students in these programs. In particular, the IR staff helped faculty make sense of data from small departments.
Nazareth used results from the core survey and also from the Academic Advising Topical Module to explore the relationship between instructional and advising practice and patterns in student persistence. Students with high GPAs who left the college had lower scores on certain advising items. These results were shared with the academic advisement department and the academic departments. Nazareth adopted a personal approach to introducing the campus to NSSE and created many opportunities for discussion of results. Plans are to continue to have campus conversations to examine results.

Pace University New York NY (2015)

Pace University, a multi-campus research institution in the New York metropolitan area, administered NSSE every year from 2002 through 2012 and the updated survey in 2013. While initially saddened to bring closure to several multi-year studies, campus leaders realized that NSSE 2013 would open a new chapter of NSSE studies providing different perspectives on institutional questions. To celebrate all they had learned and the action they had taken on their institutional assessment results, Pace published a NSSE Retrospective recounting the many ways NSSE has made a difference for teaching and learning, and, especially, for students at Pace.
To investigate institutional concerns such as retention, for example, Pace matches the most recent NSSE data to each fall semester's roster of first-year students who stayed and those who left. Analysis of these results provides valuable clues to student behavior and suggests actions that faculty and student success professionals might take. A study of sophomore retention at Pace used the NSSE responses of second semester first-year students who would soon be sophomores to provide insight into how to address "sophomore slump" and resulting attrition. Results from the early years of NSSE administration at Pace highlighted the need to pay more attention to student-faculty interaction. To address this need, Pace's Center for Teaching, Learning, and Technology, along with the University Assessment Committee, developed a series of faculty development workshops using NSSE results. These workshops included breakout sessions in which faculty discussed NSSE results and shared best practices. Results from subsequent NSSE administrations showed upward trends in the student-faculty interaction scores. With NSSE 2013, Pace opens a new chapter in its increasingly sophisticated efforts for improvement. The updated survey's potential for deeper examination of student-faculty interaction through the Engagement Indicators, its expansion of the quality of relationship questions, and new quantitative reasoning items invite fresh insights and fuller understanding of important educational issues.

Rhode Island College Providence RI (2015)

Rhode Island College (RIC), the state's first public institution of higher education, now serving approximately 9,000 students in courses and programs on and off campus, has participated in NSSE five times, including in 2013. When sharing their 2013 NSSE results with the RIC community, the assessment/institutional research team prepared customized presentations that highlighted RIC's results in relation to those of carefully selected comparison institutions. In addition, identical NSSE items were compared directly, over time, between 2013 and previous years' administrations. Presentations were made to RIC's executive team, student affairs personnel, and faculty involved and interested in assessment.

To further encourage reflection on and improvements in student learning and engagement, RIC created a webpage providing a greater number of resources to faculty and staff. Through this public resource with NSSE results, the college sought to foster the use of assessment data across campus. The webpage features a comprehensive report highlighting NSSE data and longitudinal changes in RIC results alongside results from RIC's three comparison groups, as well as a short report focusing on data most relevant to faculty. Updating benchmarking for current campus initiatives related to NSSE 2013 item-level results, this short report can facilitate faculty and staff discussions of how initiatives are impacting student engagement and learning outcomes.

SUNY College at Oswego Oswego NY (2015)

In reviewing their Academic Advising Topical Module results, SUNY Oswego administrators identified an opportunity to improve their advising activities to better meet student needs. To gather more details on where improvement was specifically needed, the university's subcommittee of the campus retention committee, the academic interventions group, invited a sample of students from all class years as well as the entire faculty and staff populations to complete a survey on their advising experiences. Students noted that some advisers lacked the time or knowledge to suggest relevant experiences like internships, study abroad, and career opportunities. Faculty advisors indicated that more training and better access to resources were needed to support students experiencing academic difficulty. Further, the faculty also reported wanting a lighter advising load in order to provide more individualized advising.

The academic interventions group used the NSSE advising module results paired with the campus follow-up survey as leverage for the creation of two new student academic support specialist positions on campus. These two professionals meet with "at-risk" students to help ensure they are staying on track by providing them information about resources like tutoring, counseling, and study skills workshops.

Members of the academic interventions group also developed a set of five "advisement boot camp" sessions—two "basic training" sessions and three sessions on advanced topics. Members reached out to some of the campus's "super advisors" for suggestions of topics to be covered in each session. The provost's office incentivized attendance at three of the events with a dinner and tickets to a campus performance following the training sessions. To encourage attendance, the academic interventions group used a flier with a catchy logo, emails, campus announcements and digital signage distributed to the faculty, advisement coordinators, and department chairs.

The two basic boot camp sessions, offered at two different times to fit attendees' schedules, introduced attendees to the campus resources available to help them and also provided them with a list of hyperlinks they could bookmark in their browsers to get directly to the issue at hand. The sessions were informal, with some lecture style presentations, but participants reported that the most useful part of the boot camp was the interaction between colleagues who had good tips and excellent questions for each other.

Similar to the basic session, the advanced topics session was offered multiple times to provide scheduling flexibility. This session gave advisors a great deal of information on calculating GPA's, advice to share with students on "undoing a bad semester," transfer student issues, graduation problems, campus resources for career services, international education, major exploration, and student support services. Facilitators ended these sessions with case studies that advisors worked on in small groups and on which they then presented their perspectives. The exchange between advisers sharing how they dealt with difficult situations and how they worked through the issues was one of the more valuable aspects of the sessions.

The academic intervention group members undertook an assessment of these sessions that showed advisors were ready to employ more effective practices. SUNY Oswego plans to continue the boot camp series. They will repeat both the NSSE advising module and the internal survey as measurements for growth and ways to continue to improve their advising efforts.

The Ohio State University Columbus OH (2015)

The Ohio State University (OSU), a public research university in Columbus, Ohio, has participated in NSSE six times and has launched an initiative to focus on enhancing the campus's use of NSSE data and to create systems to more effectively support assessment, reaccreditation, and institutional improvement across campus. The university is interested in merging their NSSE results with other data sets on campus. In order to do this, they initially organized a group to trend comparative data from NSSE. Next, they plan to combine the NSSE results with other data sets, and then create division- and department-level reports. While waiting for their custom reports, departments have been provided raw NSSE data for their own analysis. When asked what they were most eager to learn from the NSSE results, departments reported being particularly interested in learning about the behaviors of graduating seniors.

In an effort to systematically share NSSE data across campus, the Office of Institutional Research and Planning (OIRP) designed an innovative approach to connect with the rest of campus. First, each person in IR made two lists: (a) informal list of who they currently work with or have partnerships with on campus; and (b) a list of who they would like to partner with on campus. Next, the IR department looked across all of the lists to see who could be NSSE users, who would be great candidates of users, and who or what parts of campus were not connected to NSSE data. To better connect NSSE results with departments that have their own analysis or assessment specialist, the OIRP invited department-level analysts to meet with them about how they can use NSSE within their department and in their work (for example, internal surveys or department-level surveys). OSU has a large number of colleges and divisions on campus, so many—but not all—offices have their own assessment expert. Utilizing the lists generated internally, the OIRP will make sure the offices that need support or training on NSSE data will receive it. Over time, the OIRP will work with the parts of campus that are less connected to NSSE data to better incorporate them. Through this intentional partnership effort, OSU is working to make NSSE results salient to more campus units.

The University of Texas at Tyler Tyler TX (2015)

The University of Texas at Tyler (UT Tyler) has made use of its NSSE data in a number of ways. During the 2014 faculty and staff convocation, the president highlighted NSSE results to show that the student-faculty interaction scores among first-year students at UT Tyler were significantly higher than those for any other UT System university, Carnegie peers, and all NSSE schools—supporting the university's commitment to maintaining a 16:1 student-to-faculty ratio and its emphasis on student-faculty interaction. The president's fall newsletter, distributed on campus and to the community-at-large, featured information from UT Tyler's Snapshot report, the NSSE Institutional Report's easily digested summary of key findings. Notably, the results reflected improvement in senior student scores over time. The newsletter reminded faculty and staff that student engagement increases a student's likelihood of success and congratulated those whose efforts contributed to the institution's improved results.

NSSE's ten Engagement Indicators were included in program-level conversations at UT Tyler about assessment for ongoing improvements based on student feedback. The university also launched an initiative to fully document the use of high-impact practices (HIPs) in undergraduate education. Using assessment rubrics drawn from NSSE reports and HIP criteria and curriculum-mapping templates, the institution has been documenting course-related HIPs in each academic program. NSSE results have also been used in the campus's strategic planning to increase levels of student engagement overall.

NSSE data were used to develop UT Tyler's Quality Enhancement Plan (QEP) for regional accreditation through the Southern Association of Colleges and Schools Commission on Colleges (SACSCOC). During this process, NSSE results on diversity experiences captured the attention of faculty members and demonstrated a need for more cross-cultural exposure at UT Tyler. The data provided some evidence for the warrant in the QEP proposal, and the institution made the case that significant work could be done to develop students' understanding of others' opinions and beliefs as well as to focus on global and cultural education. To address these needs, the university developed the Global Awareness Through Education (GATE) program. After this initial use of NSSE data for the QEP rationale, for ongoing assessment of the QEP, GATE has continued to rely on NSSE results including a range of items focusing on discussions with diverse others, understanding someone else's views by imagining how an issue looks from his or her perspective, and students' level of interest in study abroad. For the specified NSSE items, GATE staff track responses and set goals for encouraging these educational practices. The results allow GATE staff to gauge the feasibility of the program to significantly impact the UT Tyler student population going forward. Preliminary results show an increase for all students in Discussions with Diverse Others, with senior responses higher than the average of all three peer groups.

NSSE results have provided UT Tyler evidence of educational effectiveness as well as needed indicators to plan, implement, and track improvement efforts.

Truman State University Kirksville MO (2015)

Truman State University, a public liberal arts and sciences university in Kirksville, Missouri, established a committee to evaluate frameworks and rubrics associated with the university's commitment to enhancing the following characteristics in its graduates: (a) understanding and articulating well-reasoned arguments; (b) demonstrating courageous, visionary, and service-oriented leadership; and (c) living emotionally and physically healthy lives. The committee looked to Truman's NSSE results on higher- and lower-order learning skills to learn more about their students' experiences. NSSE results revealed, for example, that first-year students and seniors reported a much greater emphasis on the lower-order task of memorization than Truman faculty reported in the Faculty Survey of Student Engagement (FSSE), suggesting a significant difference between the perceptions of faculty and students. More broadly, NSSE data suggested that in areas related to higher-order learning, Truman students were performing near or slightly above the level of students at comparison institutions. Truman's findings on higher-order learning influenced their Higher Learning Commission Pathways Project to assure quality and demonstrate continuous improvement. Moving forward, the university will craft rubrics for higher-order thinking to help students and faculty recognize connections across courses and among disciplines, creating an integrated understanding of the curriculum while helping faculty be more efficient and intentional in their teaching and letting students know better what is expected of them.

University of Massachusetts Dartmouth North Dartmouth MA (2015)

In the fall of 2013, the University of Massachusetts Dartmouth's Office of Institutional Research and Assessment spearheaded a campus-wide campaign called "You Spoke. We Listened" in partnership with the offices of student affairs and academic affairs. The ongoing publicity campaign advertises feedback that students provide through discussion groups and surveys like NSSE and highlights programmatic and curricular changes that are implemented as a result. The Office of Institutional Research and Assessment garnered support for the campaign from the highest levels of the university by discussing the campaign at meetings with assistant and associate deans, the faculty senate, student government leaders, and others on campus. The campaign is delivered through a wide variety of formats (see Figure 11, Lessons from the Field?Volume 3: Using Data to Catalyze Change on Campus), including large format posters, flyers, campus TV advertisements, advertisements in the student newspaper, and table-tents. Additionally, a page on the campus intranet was developed that is devoted specifically to telling students about NSSE.

Through longitudinal analysis of NSSE data and other campus surveys, university administrators identified supportiveness of the campus environment as an area in need of improvement. Trend analysis of means for the Supportive Campus Environment Benchmark across the NSSE 2005, 2008, and 2011 administrations indicated a consistent pattern of significantly lower mean scores for freshmen and seniors at UMass Dartmouth compared to the university's peers. To further investigate these findings, focus groups were conducted with freshmen and seniors in March 2013 to gather in-depth, qualitative data about overall student satisfaction and, more specifically, student satisfaction with the supportiveness of the campus environment at UMass Dartmouth.

Focus group findings that informed university changes were in the areas of academic support from advisors and administrative offices, the transition from high school to college, and seniors' comments on academic facilities. The following initiatives were informed by NSSE data analysis and were publicized in the campaign:
? Creation of an Office of Undergraduate Research Office "to promote undergraduate research, support student researchers, and disseminate the products of student research"—a formal space devoted to better support undergraduate students in their research endeavors.
? Development of The Student Transition and Achievement Resource (STAR) Center in the College of Arts and Sciences: "Professional academic advisors, peer mentors, and faculty advisors from most Arts & Sciences majors and minors help students plan their academic careers thoroughly and thoughtfully."
? Development of an engineering freshman experience course.
? Making Achievement Possible (MAP-Works): "In MAP-Works, faculty and staff connect and communicate with students and each other in a first-year community dedicated to Making Achievement Possible in the academic arena."
? Implementation of college student success plans.

Beyond the value of communicating important changes being implemented as a result of student feedback, "You Spoke. We Listened." was used strategically as a recruitment tool for NSSE 2014 to help prompt students to participate in the upcoming NSSE administration. The office of institutional research and assessment coordinated with the housing and residential education office to effectively promote NSSE 2014 (for example, by sliding handouts under students' dorm-room doors) and, as a result, the institution observed an uptick in first-year responses.

University of Massachusetts Lowell Lowell MA (2015)

The University of Massachusetts Lowell has administered NSSE numerous times since first participating in 2000, and the university triangulates findings from NSSE with their institutional research and registrar data. UMass Lowell constructed a new comprehensive strategic plan titled "UMass Lowell 2020," organized around five pillars, (1) transformational education, (2) global engagement and inclusive culture, (3) innovative research and entrepreneurship, (4) leverage our legacy and our place, and (5) entrepreneurial stewardship.

To monitor progress toward their goals, UMass Lowell created a Report Card (see Figure 8, Lessons from the Field?Volume 3: Using Data to Catalyze Change on Campus) to track and evaluate performance, guide all decision-making on campus, and inform the Strategic Planning Commission. Mapped around the five pillars, quantifiable items are listed and tracked. UMass Lowell's 2013 and 2014 NSSE results, specifically the overall student satisfaction item and High-Impact Practice results, serve as indicators for the transformational education pillar (see Figure 9, Lessons from the Field?Volume 3: Using Data to Catalyze Change on Campus). The institutional goal for 2020 is to increase overall student satisfaction and to achieve 70% of first years and 80% of seniors engaged in High-Impact Practices.

University of North Dakota Grand Forks ND (2015)

The University of North Dakota (UND), a national public research university located in Grand Forks, ND, featured NSSE results in their 2013 Higher Learning Commission (HLC) self-study for reaccreditation. NSSE results were discussed in their presentation of evidence for several dimensions specified in HLC Criterion 3, Teaching and Learning: Quality, Resources, and Support. For example, HLC Criterion 3.B.3 states, ?Every degree program offered by the institution engages students in collecting, analyzing, and communicating information; in mastering modes of inquiry or creative work; and in developing skills adaptable to changing environments.? UND discussed how they address learning goals at the program level and undergraduate core curriculum learning outcomes, and then incorporated results from the following NSSE items in response to the criteria: a. During the current school year, about how often have you examined the strengths and weaknesses of your own views on a topic or issue? b. During the current school year, about how often have you tried to better understand someone else?s views by imagining how an issue looks from his or her perspective? c. To what extent has your experience at this institution contributed to your knowledge, skills, and personal development in learning effectively on your own? d. To what extent has your experience at this institution contributed to your knowledge, skills, and personal development in solving complex real-world problems?

Senior student results on several NSSE items were discussed in response to HLC Criterion 3.B.4, which states ?The education offered by the institution recognizes the human and cultural diversity of the world in which students live and work.? Senior student scores on the educational gains item ?understanding people of other racial and ethnic backgrounds? were lower than UND desired, and these results were candidly discussed in the institution?s reflection on their effectiveness on this criterion. The full narrative contextualized results in several ways. First, they stepped back and reflected on the students? responses to the diversity-oriented questions and the relative lack of racial and ethnic diversity found within the student population. Second, they recognized that student responses to these NSSE questions were collected before the changes to their general education diversity requirements were fully implemented. The university expects improved results once required courses and curricular adaptations are fully in place.

In response to the HLC Criterion 3.C.5, ?Instructors are accessible for student inquiry,? UND paired findings from other campus assessment instruments with NSSE results to demonstrate the accessibility of faculty. Overall, their NSSE results demonstrated that the percentage of first-year students interacting with faculty inside and outside of the classroom had increased over time, while the percentage of seniors reporting interaction with faculty remained consistent since 2005. Again, the university thoughtfully resolved that although their NSSE results related to student-faculty interaction were consistent with peer institutions and other assessment results, their efforts to improve the quality of student-faculty interaction would continue.

NSSE results also informed UND response to HLC Criterion 5.C.3: ?The planning process encompasses the institution as a whole and considers the perspectives of internal and external constituent groups.? In preparation for their self-study, UND launched an Undergraduate Learning Working Group to reflect on and review local data and national best practices, and created seven recommendations for action. One of the recommendations was to create a first-year experience (FYE) pilot course. This course was launched in 2011?2012, and information obtained from the pilot was used to plan for a long-term FYE program at UND. The pilot course program was assessed using a variety of data including student inputs including ACT scores; GPAs; retention outcomes; results from the College Student Inventory (CSI), the Student Information Questionnaire (SIQ), and the Beginning College Survey of Student Engagement (BCSSE); end-of-semester course evaluation results; information from a reflective assignment completed by all students and scored by a faculty team; and more. NSSE results were then used to assess the impact of the FYE pilot course. By comparing NSSE scores for first-year students in the pilot FYE course to NSSE scores of both first-year students who did not experience the pilot and several past years of first-year students, UND concluded that the FYE pilot course made a positive contribution to student engagement in the first year.

In addition to employing NSSE results in the university?s successful reaffirmation and their quality improvement project, UND has also prepared brief reports to communicate key messages about student engagement for particular constituencies. For instance, UND presented results of questions related to the Effective Teaching Practices Engagement Indicator to demonstrate a need for clarity of communication between students and faculty, especially regarding feedback on assignments. As much as possible, UND drilled down into their data by creating dashboard reports for programs and comparing program-level data to the overall UND results. UND also mined students? comments on NSSE to provide qualitative feedback to departments. By presenting NSSE data graphically and clearly, UND provided relevant results to academic programs with comparisons to its public peers and Carnegie classification group, uncovering opportunities for improving instruction. UND transformed their NSSE results into digestible, useable formats?exemplifying how an institution can selectively present NSSE results important to specific groups within their institution.

University of Northern Iowa Cedar Falls IA (2015)

The University of Northern Iowa (UNI), in Cedar Falls, IA, has participated in NSSE annually since 2006. The campus has shared their NSSE results in a number of ways; here, we highlight three most recent examples.

In 2010, UNI completed a Foundations of Excellence® a self-study, to look within their first-year students' experience, as part of their accreditation review with the Higher Learning Commission. UNI reviewed nine dimensions of the first-year experience, using NSSE results among over 200 other sources of data when evaluating key performance indicators. Within the self-study they identified areas where they could improve and measures that would be used to track progress; these later informed the development of an action plan to improve first-year student learning.

One response to the self-study was to develop and measure first-year learning outcomes. For example, FY Outcome #1 states, "By the end of the first year, students will be able to articulate and examine their personal values." NSSE items used to track progress toward this outcome include "During the current school year, how often have you examined the strengths and weaknesses of your own views on a topic or issue?" and "During the current school year, how often have you learned something that changed the way you understand an issue or concept?"

Another response to the self-study was to develop a first-year requirement called First-Year Cornerstone—a two-semester, six-credit course sequence that focuses on intergrated communication, student success, and civility. First-Year Cornerstone credit counts toward general education requirements and is both writing and speaking intensive. It is taught by faculty, with purposeful and systematic assistance from student affairs professionals, academic learning center staff, and library professionals. NSSE results are shared with new instructors in training to teach Cornerstone to help them better understand who the first-year students are. During training, they are asked, "How many of our first-year students live on campus?" and "How many of our students work for pay off campus?" NSSE results for first-year students including residential status, employment status, and enrollment status. Using student responses to these and other NSSE items as part of the training helps to emphasize meaningful, frequent student-faculty interaction as key to an integrated learning environment in the course. Because FY outcomes are mapped to First-Year Cornerstone, UNI is able to use NSSE and Mapworks data to compare students who take the course with those who do not. For students in the course, NSSE results are also used to track these NSSE Engagement Indicators: Discussions with Diverse Others and Student-Faculty Interaction.
A second area for use of NSSE results at UNI is to provide information related to the campus diversity goals. Results for the NSSE Engagement Indicator, Discussions with Diverse Others, are used to map progress on key performance indicators (KPIs) such as "Educate all students to ensure that they are prepared to live and work successfully in a diverse world." To track progress on this KPI, campus data are paired with results for the following NSSE item:

During the current school year, how often have you had discussions with people from the following groups:
? from a race or ethnicity other than your own
? with religious beliefs other than your own
? with political views other than your own

The KPIs are posted on the campus website, on an interactive web page where faculty and staff are able to view KPIs, select progress benchmarks, and review data and progress. The results are also shared at the annual town hall meeting on diversity and inclusion, with results displayed at a booth for others to see.

Finally, UNI is incorporating NSSE results into other initiatives across campus. UNI has used NSSE results as indicators to track progress on their strategic plan. Academic advisors use NSSE item-level results as part of the assessment plan for their office. The campus has used NSSE's Report Builder to dig deeper into the data, looking at results for specific student populations such as first-generation compared to non-first-generation students. Information from NSSE and the writing Topical Module has been shared with the University Writing Committee. NSSE results have also been shared with the president's cabinet and his Executive Management Team. UNI's NSSE data use demonstrates the intentional integration of relevant NSSE results into the work of specific campus audiences and committees to inform initiatives, assess outcomes, and demonstrate educational strengths.

University of Puget Sound Tacoma WA (2015)

An infographic (see Figure 12, Lessons from the Field?Volume 3: Using Data to Catalyze Change on Campus) summarizing Beginning College Survey of Student Engagement (BCSSE) 2013 results at the University of Puget Sound in Tacoma, Washington, was distributed on postcards to new students and posted on electronic screens around campus to share the results and shape campus norms. This promotional campaign also generated interest in the spring 2014 NSSE administration, resulting in a higher response rate and allowing the university to study combined results from BCSSE and NSSE.

When faculty reviewed results from Puget Sound's past NSSE administrations, they noted, among other findings, lower-than-expected levels in students' responses to questions about experiential learning. Partly due to these findings, a task force was set up to review experiential learning at Puget Sound, with action in 2014?2015 to include more prominent web-based information about experiential learning opportunities.

University of Saint Mary Leavenworth KS (2015)

The University of Saint Mary (USM), in Leavenworth, Kansas, participates in various external and internal surveys to gather direct and indirect evidence of educational effectiveness at many levels of the university. About three years ago the campus revamped their assessment efforts, in response to feedback from their accreditor, the Higher Learning Commission (HLC), which encouraged them to make their campus assessment efforts more data-driven. HLC wanted to see more data-based and informed decision making.

In response to the feedback for expanded assessment efforts, USM faculty and staff examined the measures they had in place and solicited further feedback. The faculty unanimously echoed the desire to create a combination of internal and external assessment measures. As such, they realigned their University Learning Outcomes (ULOs) to three assessments. First, each semester faculty report student achievement of ULOs. Second, first-year students and seniors complete a direct assessment of achievement by participating in the CLA+ (CAE's collegiate level assessment). Third, first-year students and seniors report on their behaviors and time on task through annual participation in NSSE. Combined, the campus is able to look across faculty reports of student learning, students' performance, and students' reports about their behavior and engagement. Additionally, for comparisons, the campus can look at national data, usually in percentile ranks.

Upon receiving their 2014 NSSE results, USM distributed copies of their NSSE Snapshot to senior administration, vice presidents, and the campuswide assessment committee. Additionally, a series of presentations focusing on specific NSSE items and groups of students were presented to different interest groups across campus that included the faculty and student life.

NSSE results and other assessment data are also regularly discussed at USM's semi-annual faculty institute, an all-faculty meeting held at the start of each semester. During one such institute, faculty reflected on the results from the assessment metrics in place. Looking at USM's results from the CLA+, faculty saw that the students did not perform as well as they would have expected or wanted them to. To dig deeper, they looked at their NSSE 2013 results regarding students' reports of time on task, specifically, how much time they spent studying and preparing for class and the number of papers they wrote over the course of the year. The faculty were very concerned by their NSSE results. The students reported low amounts of time on task or studying and preparing for class in comparison to their NSSE comparison groups. Additionally, the students reported having written an average of 30 pages over the course of the year, far below the faculty expectation for first-year students and seniors.

In response to these results, the faculty had conversations about how to increase the time students spend studying and preparing for class and the amount of writing they do. Several efforts were also implemented across the curriculum that focused on strengthening students' critical thinking skills including critiquing and making an argument. For their NSSE 2015 administration, after debating which Topical Module to select—either Learning with Technology or Experiences with Information Literacy—the campus decided to administer Learning with Technology for two reasons. First, the campus was in the process of applying for an external grant relevant to increasing technology in the classroom for students at risk of dropping out, thus, creating the necessity for a baseline measurement of student competency in technology. Second, the questions in the technology module captured more points of interest to current USM initiatives than did the other Topical Modules.

In addition to the NSSE core survey and the technology Topical Module, USM also participates in the Catholic Colleges Consortium, which administers its own customized question set, appended to the core survey. USM has large student involvement in their campus ministry program, and, with the consortium questions, USM is able to see how they compare to other Catholic institutions. To promote campus conversations about outcomes from their first-year experience course and campus ministry program, USM has shared these results with faculty and student life.

Winthrop University Rock Hill SC (2015)

Winthrop University, a comprehensive public university in Rock Hill, South Carolina, has participated in 12 NSSE administrations, including the new survey pilot and NSSE 2014. While engaged in many NSSE data use projects on campus, two examples demonstrate Winthrop's thoughtful and extensive approach to making use of student engagement results.

Winthrop has been working to update its undergraduate core curriculum, beginning in 2009 with the design of university-level undergraduate competencies. This effort was informed by several sets of relevant information. Accreditation standards from the Southern Association of Colleges and Schools (SACSCOC), specifically Comprehensive Standards 3.3.1.1 on institutional effectiveness in educational programs and 3.5.1 on general education competencies and the Association of American Colleges and Universities (AAC&U) Essential Learning Outcomes provided initial guidance. Winthrop's NSSE results, in particular the educational gains items (ten items that invite students to report how much their experience at this institution contributed to knowledge, skills, and personal development in the following areas, writing clearly and effectively, speaking clearly and effectively, thinking critically and analytically, etc.), offered more straightforward expressions of undergraduate learning goals. In 2010, the faculty voted unanimously to adopt four undergraduate university-level competencies (ULC): (1) Winthrop graduates think critically and solve problems, (2) Winthrop graduates are personally and socially responsible, (3) Winthrop graduates understand the interconnected nature of the world and the time in which they live, and (4) Winthrop graduates communicate effectively.

To gauge the influence of ULCs on the student experience, Winthrop identified relevant NSSE measures, including Engagement Indicator (EI) items, several High-Impact Practice (HIP) items, and two Topical Modules (Civic Engagement and Experiences with Diverse Perspectives) as metrics. For example, the NSSE 2014 EIs Higher-Order Learning and Reflective Learning are mapped to Winthrop's ULC on thinking critically. Additionally, the EI Discussions with Diverse Others is a metric for the UCL on interconnectedness. NSSE results are featured on Winthrop's website, with a specific page dedicated to showcasing how NSSE items map to the ULCs.

NSSE results also influenced the development of Winthrop's Quality Enhancement Plan (QEP) Proposal for SACSCOC. When initially discussing what topic would be the focus of the project, faculty and staff gathered for a campus-wide conversation. When faculty and staff discussed what to focus on, the idea of global competence came up. Reviewing NSSE data to reflect on how Winthrop students fared against comparison groups over time on diversity measures and study abroad, faculty and staff found that Winthrop students had expectations for participating in study abroad and levels of participation that were on par with their comparison groups. However, they saw the opportunity for increasing interest and rates of participation. Informed by these results, Winthrop designed its QEP Proposal for a Global Learning Initiative. Two NSSE Topical Modules, Experiences with Diverse Perspectives and Global Perspectives?Cognitive and Social, have provided Winthrop additional information about their students' exposure to and experiences with diversity and global perspectives, and these data are serving as indirect measures to assess Winthrop's QEP, the Global Learning Initiative. Winthrop also used results from selected NSSE 2014 core instrument items (in addition to items from the Global Perspectives module) as an institutional-level metric to assess its QEP.

Winthrop has also used its NSSE Major Field Report and produced customized reports from the NSSE Report Builder?Institutional Version to provide NSSE results to specific disciplines. Faculty were particularly interested in program-, discipline-, and field-level results as metrics for demonstrating senior achievement of Winthrop's ULCs. These are important for cyclical academic program review self-studies and are a data source for SACSCOC Comprehensive Standards (CS) 3.3.1.1 and CS 3.5.1 (college-level general education competencies).

After examining NSSE's institutional website examples webpage (nsse.indiana.edu/html/inst_web_site_ex.cfm), staff members at Winthrop's Office of University Relations adapted Utah State University's NSSE infographic concept to develop Winthrop's NSSE infographic. Winthrop's videographer used the infographic to combine text, video, and pictures to create a customized Storehouse Story (technology to present visual images as an essay) using Winthrop students and featuring NSSE results. Winthrop's university relations and admissions staff worked together to create and send out an email blast using the Winthrop Storehouse Story and NSSE results.

York University Toronto ON (2015)

York University is a public research university with two campuses in Toronto, Canada. With 55,000 students, it is the third-largest university in Canada and one of the biggest in North America. York has participated in seven NSSE administrations, including in 2014. York's Office of Institutional Planning and Analysis (OIPA) led a carefully planned campaign to engage the larger campus community in a successful NSSE administration. In partnership with the Division of Students, an initial steering committee of four was formed to guide the NSSE administration and promotional efforts.

After brainstorming initial ideas, the steering committee sought one representative from every faculty (equivalent to academic department or program in U.S. colleges and universities), from every front-facing administrative department, and from the student union to serve as a "NSSE Champion" in a larger working group and to lead promotional efforts in their own units. Committee members were recruited via a call to action from the provost and through presentations to various groups on campus. The presentations aimed to raise awareness of the value of NSSE and the importance of improving response rates. They also expressed a commitment to share the results more widely than before. The working group met every two weeks to help develop and test ideas, share techniques, and to maintain promotional momentum.

After rethinking York's previous practice of not offering incentives to recruit participants, the working group created two kinds of incentives. At the end of the campaign, five $500 tuition waivers and 20 $25 bookstore coupons or student account top-ups were awarded by lottery. During the campaign, every student who completed the survey was awarded, on their student card, an electronic "virtual coupon" that was redeemable for a coffee at the campus Starbucks franchise or for $5.00 off any purchase at York Lanes—the campus retail center. The coupons were donated by the retailers. York's information technology office developed software to make sure the process from completing the survey to transmission of the coupon was as seamless as possible.

York designed the campaign to be ubiquitous on campus, so that when the initial NSSE invitation email arrived, every student would know what it was for. To promote the survey, the working group used several strategies including the following:

? Hired a student to make a teaser promotional video called "What Is NSSE?" that was shared on the York webpages, played on LCD screens around campus, and posted on social media.
? Designed an extensive set of webpages with detailed information about what NSSE is and why it matters, what the incentives are, how faculty and staff can get involved, and how to promote NSSE ethically.
? Used student-centric social media channels to generate awareness and discussion of NSSE and to encourage participation in the survey.
? Displayed professionally designed and branded promotional messages on computer monitors in labs and on screens in classrooms.
? Created a digital Communications Toolkit with information and material to help promote NSSE in faculties (e.g., departments) and classrooms. The toolkit aimed to support conversations between faculty, staff, and student groups and included downloadable promotional postcards and posters, or an online form for requesting print copies of these. Posters were posted in high-traffic areas and postcards were used as information pieces and conversation starters.

One innovative idea for the York campaign was to create an internal competition in which the academic program with the highest participation rate would receive the "NSSE Champion Cup." During the administration of the survey, the standings were updated every Thursday and displayed on York's NSSE webpage and on every LCD screen across campus at 2:00 p.m. (see Figure 7, Lessons from the Field?Volume 3: Using Data to Catalyze Change on Campus).

Results were also disseminated to the community via social media. At the end of the NSSE administration, the cup was awarded to the Schulich School of Business, which won with a final overall response rate of 52%. York's president awarded the trophy to the dean and his team of NSSE champions, who will keep the cup and bragging rights until the next administration of NSSE, in three years.

The working group continued to meet throughout the NSSE administration to share updates and best practices among the champions. One unit's faculty found that the best promotional ambassadors were other students and advisors, so they encouraged students rather than administration to talk up NSSE. Another unit's faculty found beginning-of-class announcements and distributing promotional postcards after class to be effective. Although central oversight of the campaign was critical, it was important for individual units to tailor their own campaigns to fit their culture.

Improving student participation in the NSSE 2014 administration was important to York because the results would be used to help set priorities in campus planning exercises. York replicated all of its institution-level NSSE reports as faculty-level reports with internal benchmarks. York also created item-level trend analyses using NSSE's Frequencies and Statistical Comparisons report. Because the 2014 survey instrument differed from previous versions, items were grouped into "no change," "minor change," and "other," according to NSSE's guidelines. In total, about 70 reports were produced.

After looking at their results, one unit observed that their senior students were under-using their academic advisors relative to benchmarks, so they initiated offering the option of academic advising via Skype or smartphone to give busy students more flexibility. Another unit observed that their students had longer commute times than the rest of the institution. As a result, in-person workshops are being replaced with live and recorded webinars and a student was hired to work between classes to encourage other students to complete their financial aid applications. Yet another unit is using their results to encourage departments to include more experiential learning and high-impact practices in their curricula.

When asked what advice they would give to other campuses looking to boost their response rates, York recommended involving as much of the community as possible in the campaign. For large universities in particular, it is important not only to guide the campaign centrally, but also to allow the different academic units and other groups to promote the survey according to their unique cultures. Make sure that students know NSSE is coming well before the invitation letter is sent. Tell everyone how important NSSE is for identifying areas of academic strength and challenge; then associate NSSE results with improvement initiatives once the results are known. Be creative; campaigns that catch the imagination and rally the community can become engagement tools in their own right.

Youngstown State University Youngstown OH (2015)

Youngstown State University (YSU), in Youngstown, Ohio, has participated in five NSSE administrations. To introduce NSSE measures and overall results and to prepare campus administrators for more detailed program-level reports, the YSU assessment office edited YSU's NSSE Snapshot template of results and shared it via a webpage, with a cover sheet introducing the survey, highlighting results, and enticingly describing upcoming opportunities to learn more about results and "dive into the data." For campus members less familiar with information in the form of data, the introductory sheet also defined common statistical vocabulary.

Upon receiving their NSSE 2013 results, the assessment office created a dissemination timeline outlining how as well as when NSSE results would be shared and communicated across campus. This timeline included such activities as producing and presenting NSSE overview workshops, providing "Lunch and Learn" workshops, and sharing how to access NSSE data. The dissemination timeline was distributed to campus administrators for accountability and support.

Building from resources on NSSE's website and NSSE's standard reports, the first phase of sharing NSSE results was an overview presentation. This presentation provided the history of NSSE, NSSE's Engagement Indicators, the survey instrument, the alignment of NSSE with the YSU mission, the process of selecting comparison groups for NSSE results, and some preliminary results. Some of the charts and graphs from NSSE reports were put directly into the PowerPoint presentation. This overview appealed to individuals who were less familiar with NSSE and statistical data, and a similar overview was presented to department chairs.

At Lunch and Learn sessions, which began at noon, individuals were invited to bring their lunch and dive into Youngstown State's data. There were six different topics at the Lunch and Learns. Four of them were designed in alignment with the four NSSE themes, Academic Challenge, Learning with Peers, Experiences with Faculty, and Campus Environments, and two additional sessions looked within other NSSE question sets on High-Impact Practices, Advising, and Transferable Skills. The goal of these sessions was both to share data and to gather feedback on how to improve practice and promote a high quality learning environment. During the topical Lunch and Learns, the presenter first explained how to look at NSSE results and then distributed copies of NSSE results and gave attendees 5 to 10 minutes to look at the data. Then, they would have a group discussion about what jumped out as interesting, which items merited concern, and which items stood out as exceptional. On items that had results lower than they would have liked or lower than peers, the group would discuss why they thought the responses were lower and what they could do about it.

In an effort to disseminate NSSE data and results to as much of the campus as possible, including to faculty, department chairs, and student affairs professionals, Office of Assessment staff conducted several training sessions on opportunities to access NSSE data via the online Report Builder tool. These sessions were held in a computer resource room on campus and involved an overview and walk-through on how to use the Report Builder, with tutorial resources and time for attendees to generate their own reports with the Report Builder tool. Attendees left the workshop with an annotated guide on how to use the Report Builder, a link to access the tool later, and a sheet with comparison results for the Engagement Indicators. The faculty, staff and administrators who attended these interactive sessions left eager to work with the Report Builder to create their own reports.

Altogether, over 15 Lunch and Learns and Report Builder sessions were held. Afterwards, attendees were asked to share how they had used the NSSE data or their own analysis of NSSE results in their work. For example, the Reading and Study Skills Center, an academic as well as a service-oriented division of the Department of Counseling, Special Education, and School Psychology in the College of Education, employed results from four items in the Supportive Environment Engagement Indicator, alongside support service use statistics and retention rates of students who completed the reading and study skills course—to highlight three views of YSUs supportive campus environment. The Center for Student Progress, which is where peer tutoring and peer mentoring happens on campus, reflected on NSSE results related to students' perceived educational gains. As one of the larger student employers on campus, the Center for Student Progress wanted to better understand what their student employees were gaining from their experience. This reflection prompted them to add focused student assessment to the role of mentors and tutors who work at the center.

A common observation in discussions of YSU's NSSE results was that YSU's student demographics differ from the traditional student profile. YSU's results indicated that their first-year students spent a lot of time working off campus, that many of their full-time students worked 30+ hours, and that many students also cared for dependents. All of these points became moments for campus discussion around what student engagement looks like at a commuter campus. Follow-up discussions included reviews of pertinent literature about commuter students, including The Disengaged Commuter Student (Kuh, Gonyea, & Palmer, 2001), and considered student support and activities for commuter students.

Overall, YSU designed their NSSE dissemination plan with the intent to share data and reduce gatekeeping of the data. YSU's account demonstrates that providing some training and guidance alongside sharing NSSE results widely can help facilitate data use and action on results.

Holy Family University Philadelphia PA (2014)

Staff from the Office of Institutional Research and Assessment at Holy Family University (HFU) coordinated two lunch-and-learn sessions on campus to introduce NSSE and FSSE, share 2013 results, and encourage faculty and staff to use results in campus assessment and improvement projects. The first session, focusing on NSSE, began with a presentation about what NSSE is, why the campus participates, how the NSSE instrument has changed, and HFU's participation history. Staff shared their gains from NSSE participation, highlighting the reports and resources from their recent administration along with results demonstrating the link between NSSE's themes and HFU's mission. The opening presentation concluded with examples of other institutions' uses of NSSE results (from Lessons from the Field). For the interactive portion of the session, the staff split the audience into two groups—one taking the role of first-year students and the other the role of seniors. Each group was tasked with predicting HFU student responses on Engagement Indicator items and how these would compare to comparison-group responses. As actual results were revealed, attendees discussed how they differed from the predicted results, why that might be, and how the campus could work together to improve student engagement. For the final portion of the session, the whole audience, taking the role of seniors, predicted senior responses on the High-Impact Practice items. HFU's second lunch-and-learn session introduced FSSE and detailed why HFU participates, presented results in HFU's NSSE?FSSE Combined Report, discussed differences between faculty and student responses, and generated suggestions from the results for improving instructional strategies. Following up on these sessions, institutional research and assessment staff created for faculty and staff an internal Blackboard web page displaying both
NSSE and FSSE reports.

Nazareth College Rochester NY (2014)

For NSSE 2013, the most recent of Nazareth College's five NSSE administrations, the institutional researchers used several approaches to boost response rate and heighten awareness and interest in the survey. They encouraged faculty of mostly first-year or senior-level courses to mention the survey in class, particularly on the same day students received invitations to participate in the survey. They distributed copies of the instrument to the campus community and asked faculty and staff to think about what they wanted to learn from the results—getting the attention of campus leaders already interacting with data and alerting them to the upcoming NSSE administration. With the goal of developing a broader understanding across the campus community about NSSE results and what they reveal, when the college received its Institutional Report 2013, the Snapshot and Engagement Indicator reports were shared with the president's council, which includes representatives from each academic division as well as administrative offices. Follow-up discussions focused on different aspects of the reports, homing in on the Engagement Indicator box-and-whisker charts. While these charts displayed admirable mean scores for the college, they also revealed gaps in the range of students' experiences. Responding to questions about the Snapshot from faculty and staff, institutional researchers compared the results of students who stayed at the college with those of students who left. They found that students who left with a 3.0 GPA or better tended to score low on NSSE items in the Effective Teaching Practices indicator. Discussions of these findings at the annual faculty retreat included sharing ideas about appropriate actions to address the concerns they raised.

Rhode Island College Providence RI (2014)

Rhode Island College (RIC) has participated in NSSE five times, most recently in 2013. When sharing their 2013 NSSE results with the RIC community, the assessment/institutional research team prepared customized presentations that highlighted RIC's results in relation to those of carefully selected comparison institutions. In addition, identical NSSE items were compared directly, over time, between 2013 and previous years' administrations. Presentations were made to RIC's executive team, student affairs personnel and faculty involved and interested in assessment. Rhode Island College created a web page to provide a greater number of resources to faculty and staff. In creating a public tool with their
NSSE results, RIC is fostering the use of assessment data across campus to encourage reflection on and improvements in student learning and engagement. The web page features a comprehensive report, that highlights NSSE data and longitudinal changes in RIC results alongside results from their three comparison groups, as well as a short report that focuses on data most relevant to faculty. The short report updates benchmarking for current campus initiatives related to NSSE 2013 item-level results, and faculty and staff will begin discussions of how initiatives are impacting student engagement and student outcomes.

The University of Texas at Tyler Tyler TX (2014)

The University of Texas at Tyler (UT Tyler) has made use of its 2013 NSSE data in a number of ways. The president's fall newsletter, distributed on campus and to the community-at-large, featured information from the Snapshot, NSSE's easily digested summary of key findings. The state-of-the-university report to UT Tyler's chancellor included NSSE Engagement Indicators. The Engagement Indicators were also included in program-level conversations about assessment for ongoing improvements based on student feedback. UT Tyler's efforts related to High-Impact Practices (HIPs) use assessment rubrics that draw from NSSE reports and HIP criteria and curriculum-mapping templates that include course-related
HIPs for courses in each academic program.

University of Puget Sound Tacoma WA (2014)

An infographic summarizing BCSSE 2013 results at the University of Puget Sound was distributed on postcards to new students and posted on electronic screens around campus. This promotional campaign generated interest in the spring 2014 NSSE administration, resulting in a higher response rate allowing the university to study combined results from BCSSE and NSSE. When faculty reviewed results from Puget Sound's past NSSE administrations, they noted, among other findings, lower-than-expected levels in students' responses to questions about experiential learning. Partly due to these findings, a task force was set up to review experiential learning at Puget Sound, with action in 2014?15 to include more prominent web information about experiential learning opportunities.

Winthrop University Rock Hill SC (2014)

Winthrop University has participated in 12 NSSE administrations, including the 2012 pilot of the updated instrument and the 2014 administration. While many data-use projects are under way at Winthrop, two recent examples illustrate the university's use of results to improve undergraduate education. Winthrop initiated an update to its undergraduate core curriculum in 2009 with the design of undergraduate program university-level competencies (ULCs). To develop these, faculty reviewed the comprehensive standards of the Southern Association for Colleges and Schools Commission on Colleges (SACSCOC), the essential learning outcomes of the Association of American Colleges & Universities (AAC&U), and—for additional insights—Winthrop's NSSE results. In 2010, the faculty voted unanimously to adopt four undergraduate ULCs: Winthrop graduates (1) think critically and solve problems, (2) are personally and socially responsible, (3) understand the interconnected nature of the world and the time in which they live, and (4) communicate effectively. Winthrop is using results from selected NSSE items, Engagement Indicators, High-Impact Practices (HIPs), and the civic engagement and diversity modules as metrics to assess students' experiences across the ULCs. For example, two Engagement Indicators—Higher-Order Learning and Reflective & Integrative Learning—map to Winthrop's first ULC, to think critically. Additionally, the Engagement Indicator, Discussions with Diverse Others, is a metric for the third UCL, on understanding interconnectedness. NSSE results are featured on Winthrop's website, with a page specifically showcasing NSSE items mapped to the ULCs. Winthrop's SACSCOC Quality Enhancement Plan (QEP) proposal was informed by a review of past NSSE results and how students compared to peers over time. Faculty and staff were concerned about students' global learning experiences and noted their lower-than-desired levels of participation in study abroad; with these results, Winthrop wrote its Global Learning Initiative QEP. Winthrop is using NSSE diversity-related items and the Experiences with Diverse Perspectives module as indirect measures of students' perceptions of learning opportunities and campus climate.

Kenyon College Gambier OH (2013)

Kenyon College, a liberal arts institution in central Ohio, found in NSSE results that overall their students were engaged and highly satisfied with their educational experience. Yet digging deeper into the data on educational gains brought Kenyon new insights regarding students' perceptions of the university's contribution to their acquiring work-related skills and clarifying a personal code of values or ethics. These findings helped make the case for an initiative to reimagine general education on campus. The Working Group on Curricular Essentials at Kenyon was charged to think critically about general education; to convene discussion among faculty, staff, and administrators on the ideal liberal arts education; and to explore ways of delivering that ideal to their students. The Working Group developed guiding principles and compiled a short list of different approaches to general education to continue faculty discussion of these issues at a retreat and to develop recommendations about how best to reimagine general education on campus.

Minnesota State University, Mankato Mankato MN (2013)

Minnesota State Colleges and Universities (MnSCU) system convened member campuses for a two-day working conference to build upon efforts to promote promising practices for student success—practices aligned with the chancellor's priorities to dramatically increase student retention, successful transfer, and completion of degrees. Sessions addressed high-impact practices (learning communities, service-learning, first-year seminars, and undergraduate research) for both state university and two-year college student success. The goal of the conference was to use data, including results from NSSE and the Community College Survey of Student Engagement (CCSSE), to inform the design of such practices, with particular emphasis on first-year experience courses, supplemental instruction, and accelerated developmental education. Each MnSCU campus team—composed of chief academic officers, faculty, student affairs staff, equity officers, deans, and directors of academic support—developed their institution's plan to scale-up promising practices and to set target measures for increasing student success outcomes. As a result of these conversations, best practices in student success are being fostered across MnSCU campuses including: co-requisite, accelerated, and modularized models of developmental education; Statways and Quantways efforts (Carnegie Foundation for the Advancement of Teaching curriculum development initiatives to increase student success in mathematics); and expanded supplemental instruction, learning communities, and first-year experience programs. In the next year, MnSCU will launch a faculty-driven process to determine shared learner outcomes for developmental education and, through partnerships with secondary schools and adult basic education programs, will create a series of targeted interventions to cultivate college readiness and foster success.

Pace University New York NY (2013)

Pace University, a multi-campus research institution in the New York metropolitan area, administered NSSE every year from 2002 through 2012 and the updated version in 2013. While initially saddened to bring closure to several multi-year studies, campus leaders realized that beginning with NSSE 2013, it was time to open a new chapter of NSSE studies that would provide different perspectives on institutional questions. To celebrate all they had learned and the action they had taken on their institutional assessment results, Pace published a NSSE Retrospective recounting all the ways NSSE has made a difference for teaching, learning, and, especially, students at Pace. To investigate institutional concerns such as retention, for example, Pace matches the most recent NSSE data to each fall's rosters of first-year students who stayed and those who left. Analysis of these results provides valuable clues to student behavior and suggests actions that faculty and student success professionals might take. A study of sophomore retention at Pace used the NSSE responses of second semester first-year students who would soon be sophomores to provide insight into how to address "sophomore slump" and resulting attrition. Results from the early years of NSSE administration at Pace highlighted the need to pay more attention to student-faculty interaction. To address this need, Pace's Center for Teaching, Learning, and Technology, along with the University Assessment Committee, developed a series of faculty development workshops using NSSE results to provide evidence. These workshops included breakout sessions in which faculty discussed NSSE results and shared best practices. Results from subsequent NSSE administrations showed upward trends in the student-faculty interaction benchmark. With NSSE 2013, Pace opens a new chapter in its increasingly sophisticated efforts for improvement. The updated survey's potential for deeper examination of student-faculty interaction through the Engagement Indicators, its expansion of the quality of relationship questions, and its new quantitative reasoning items invite new perspectives, fresh insights, and fuller understanding of important educational issues.

The Catholic University of America Washington DC (2013)

In 2009, The Catholic University of America (CUA), in Washington, D.C., launched a comprehensive assessment plan for their newly implemented First-Year Experience (FYE) program. The FYE program— comprised of numerous components that support student success including a streamlined summer registration process; first-year advising; learning communities; a weekly FYE newsletter; increased tutoring and learning assistance programs; and, at its core, academic and intellectual elements—represented a substantial investment in helping the newest members of the campus community enter into the life of the university and improve student retention. CUA used a range of data to inform the creation and improvement of FYE, including NSSE, the Classroom-Level Survey of Student Engagement (CLASSE), advising surveys, course and instructor evaluations, and institutional retention data. CUA has administered NSSE annually since 2000 and examined results longitudinally to assess improvements in first-year student engagement and, in particular, to assess the impact of implementing learning communities and enhanced first-year courses. CUA's NSSE scores for student-faculty interaction increased significantly over time and in comparison to their Carnegie peers. For example, results demonstrated improvements in teaching and learning in the first year, including discussing ideas from readings with faculty members outside of class and receiving prompt feedback on academic performance. Similar improvements also occurred for collaborative learning activities such as discussing ideas with peers outside of class and participating in community-based projects. By combining NSSE with other assessment results, including course and instructor evaluations, CUA further revised the curriculum of their introductory writing course, implemented block scheduling of learning communities, and established an FYE reading room. CUA concluded that assessment results supported the incorporation of learning communities, first-year advising, and co-curricular enhancements to the FYE, and also indicated that further attention was needed to the academic core of FYE. CUA plans to invest in expanded faculty development activities and to continue striving to make the educational experience academically rich and personally nurturing to ensure student success.

Truman State University Kirksville MO (2013)

For its participation in the Wabash National Study of Liberal Education, Truman State University, a public liberal arts and sciences university in Missouri, established a committee to evaluate frameworks and rubrics associated with the university's commitment to enhancing the following characteristics in its graduates: a) understanding and articulating well-reasoned arguments; b) demonstrating courageous, visionary, and service-oriented leadership; and c) living emotionally and physically healthy lives. The committee looked to Truman's NSSE results on higher- and lower-order learning skills to learn more about their students' experiences. NSSE results revealed, for example, that first-year students and seniors reported a much greater emphasis on the lower-order task of memorization than Truman faculty reported in the Faculty Survey of Student Engagement (FSSE), suggesting a significant gap in the perceptions of faculty and students. More broadly, NSSE data suggested that in areas related to higher-order learning Truman students were performing near or slightly above the level of students at comparison institutions. The gap is now informing their North Central Association Higher Learning Commission Pathways Project to assure quality and demonstrate continuous improvement. Moving forward, they plan to craft frameworks and rubrics for higher-order thinking to help students and faculty recognize connections across courses and among disciplines, creating an integrated understanding of the curriculum while helping faculty be more efficient and intentional in their teaching and letting students know better what is expected of them.

Allegheny College Meadville PA (2012)

Concerns about retention and interest in providing students the support they need to succeed academically, motivated the creation of the Learning Commons.

In 2003, a team comprised of the dean of the college, dean of students, associate dean for faculty development, representatives from admissions and financial aid, and the director of institutional research reviewed retention rates at Allegheny College and found them lower than desired. In addition, NSSE results revealed low first year students scores on the supportive campus environment benchmark, and in particular that first-year students' did not feel well supported at the institution. These results were identified as a possible contributing factor to the low retention rates.

Concerns about retention and interest in providing students the support they need to succeed academically, motivated the creation of the Learning Commons. The campus library was transformed into a learning center to house numerous support services such as tutoring by peer consultants in writing, public speaking, effective use of technology, and study in a variety of academic subjects. The Commons' professional staff also arranges accommodations for students with disabilities; consults with students on practical study skills such as time management, effective reading, and test taking; coordinates new student orientation; and supports the academic advising program. Since dedicating attention to creating a more supportive learning environment, Allegheny has seen gains on several items in the SCE benchmark for first-year students.

Earlier NSSE results regarding students' limited experiences with diversity were shared with deans and faculty and inform the goal-setting process for Allegheny's former strategic plan. The strategic focus on diversity helped Allegheny increase the diversity of faculty, staff, students, and advance diverse experiences in the curriculum. A continued focus on diversity is evident in the "Global & Local Diversity" initiative, one of the four goals of Allegheny's new strategic plan, Combinations 2020. Other initiatives to increase diversity on campus provide international students with more opportunities to join the Allegheny community; require students to participate in study "away," either traditional study abroad or domestic internships; and offer an increased number of scholarship awards to students with limited financial resources to expand the socioeconomic background of Allegheny's student population.

An action plan standardizing and regularizing academic assessment has been in development by the college's Assessment Committee. The plan incorporates three elements—student survey self-reports of learning, faculty assessment of student achievement on the senior capstone project, and alumni outcomes.. The student survey self-reports involve using three instruments: NSSE and Higher Education's Research Institute (HERI)'s Your First College Year Survey and College Senior Survey. Survey results are to be reported in six areas:
1. Communication skills
2. Critical thinking skills
3. Integrative thinking skills
4. Academic engagement/challenge
5. Experiences with diversity
6. Overall satisfaction with education experience

Findings will be published on the Allegheny Web site for current students, prospective students and parents, and also provided to faculty. The new reporting plan will standardize the process of using survey data and allow academic and administrative departments to make better use of NSSE results.

Auburn University Auburn University AL (2012)

Auburn targeted writing for improvement and launched an initiative that established an Office of University Writing and a formal University Writing Committee.

Auburn University has participated in eight NSSE administrations since 2002. While it reviews NSSE results at the institution level to provide a general view of the student experience, Auburn also drills down to specific department data. When comparing its students' scores to those of students at peer institutions, Auburn identified areas of concern with student writing skills. Coupled with similar results from the Collegiate Learning Assessment, the institution targeted writing for improvement and launched an initiative that established an Office of University Writing and a formal University Writing Committee. The new Committee and newly hired Director of University Writing, outlined specific practices to help departments improve the writing skills of their students. These included common program-level practices, such as identifying competencies expected of graduates in the department, and common course-level practices, which provided students with the opportunity to revise their writing after receiving feedback from peers and the instructor.

To further assist departments, the Committee and the director facilitate workshops and discussions with faculty on how to better incorporate writing into the curriculum. The workshops cover various topics like strategies for providing effective feedback and developing an assessment plan. Faculty who participated in the 2010-11 workshops explained how they had revised course assignments to include writing, revision opportunities and rubrics to evaluate writing in disciplinary courses. Faculty members agreed that including writing in their courses reinforced the learning experience they wanted for their students. "Writing promotes ?deep learning' ? the kind of learning that demands both remembering and understanding of relationships, causes, effects, and implications for new or different situations," said a graduate student in the Department of Kinesiology. A Professor of Electrical and Computer Engineering agreed. "I wouldn't have thought to do some of these things if I hadn't attended the Symposium." The faculty member developed a writing assignment that asked students to create a written tutorial on information that they got wrong on an exam. His poster included data from a survey he gave students at the end of the term in which they strongly agreed that the writing assignment had helped them learn the material and improved their writing skills.

Additionally, Auburn created a writing-in-the-majors policy which requires each department to develop its own plan to meet certain standards of writing in the curriculum. Although plans vary based on the department, all plans are required to: (a) provide more than one opportunity for students to practice writing; (b) provide opportunities for students to produce more than one kind of writing; (c) provide opportunities for students to write for different purposes and audiences; (d) provide opportunities for students to revise their written work based on feedback from peers and instructors; and (e) include an assessment plan that uses gathered assessment data to improve writing experiences. One program that significantly revised its writing plan was Civil Engineering. Although the program has always emphasized writing, the new writing initiative provided an opportunity to further departmental efforts to become more intentional in developing the writing skills of students. In their plan, the department details seven different kinds of writing, five different purposes of writing, and four forms of feedback it include in its courses. Every required course, specialty elective, technical elective, and senior design project is reviewed to detail what kind of writing is present in each course, what the purpose is of the writing, whether or not the writing is assessed, and what type of feedback is provided to students. Civil Engineering's plan and all other approved plans are posted on the Office of University Writing Web site to assist other departments as they work on developing and revising their plans. See Appendix A.

Auburn University monitors progress on the student writing plans through their participation in NSSE and the NSSE Consortium for the Study of Writing in College. By reviewing results on the consortium items and surveying faculty to gain a better understanding of how faculty approach writing in the classroom, Auburn continues to assess and foster improvement in the writing skills of its students. In addition, the University Writing Committee is charged with regularly reviewing the plans developed by programs and the Office of University Writing supports faculty as they make decisions about how to continue to improve student writing and writing instruction provided in the majors. The Office of University Writing has also launched a longitudinal study of faculty conceptions of writing and their practices in teaching writing in upper level courses. The study includes analysis of teaching documents, interviews with faculty, classroom observations of writing instruction, and focus groups with students in those classes.

Brigham Young University Provo UT (2012)

BYU's Office of Institutional Assessment and Analysis prepares custom reports focused on engagement at the academic unit/degree level for each department.

Brigham Young University (BYU) participates in NSSE annually to gain a better understanding of student engagement across various departments and the extent to which BYU's educational goals are being realized. Survey items align closely with the Aims of a BYU Education: (1) spiritual strengthening, (2) intellectually enlarging, and (3) character building, leading to (4) lifelong learning and service. When an academic department comes up for review, the Office of Institutional Assessment and Analysis prepares custom reports focused on engagement at the academic unit/degree level for each department when sample size permits along with comparisons to the scores of other students at BYU and at peer institutions. This allows each department to assess their progress on associated learning outcomes in relation to student engagement.

Many departments share their custom reports during retreats where they discuss what the results reveal about their students, curriculum, and associated learning goals. For example, upon reflecting on the data, one academic unit felt its student's use of technology was lower than desired. To address this finding, the department placed greater emphasis on integrating technology into the courses it offered and the area degree requirements. Many units have made good use of NSSE data specific to critical thinking, writing, communication skills (written and oral), technology use, and satisfaction items. Additionally, items specific to student interactions with faculty (specifically, working with a faculty member doing research) have been looked at closely.

Annual participation in NSSE has allowed BYU to effectively identify emerging trends in the data over time. Additionally, multi-year participation makes possible the mapping of NSSE data to the university's annual senior survey and alumni questionnaire on many items in selected content areas. Having a repository of multi-year data provides a rich resource for some academic units at BYU who use the NSSE accreditation toolkits to align their NSSE results with accreditation standards and for future campus planning and initiatives.

California Lutheran University Thousand Oaks CA (2012)

California Lutheran University (CLU) participates in numerous external and internal surveys to gather direct and indirect evidence of educational effectiveness at many levels of the university.

CLU's Assessment Committee, comprised of senior administrators, faculty, and professional staff reviews, analyzes, and integrates survey results into reports that inform decision-making. Internal assessment survey results are also actively used for program review. Department chairs and faculty complete review templates and attach survey results and demographics as appendices.

First-year programs are assessed using BCSSE and NSSE results as part of the Foundations of Excellence process. BCSSE results and BCSSE-NSSE combined results are used by the Assessment Committee to evaluate the first year experience and are presented at faculty meetings.

The Office of Student Life is also involved in assessment activities. Given that about 40% of students at CLU are commuter students and 33% are transfer students, with the majority coming from two-year institutions in Ventura County (CA), the Office of Student Life was curious about the level of engagement of commuter and transfer students compared to residential and students who started at CLU. They reviewed NSSE results and saw a gap in the co-curricular engagement of transfer and commuter students. This finding generated an increase in programs focused on the needs of commuter students and creation of a peer mentoring program for transfer students.

NSSE results are widely shared at CLU. The provost and Office of Educational Effectiveness, along with the vice president of student affairs, disseminate NSSE results to CLU's campus constituents. The provost also presents results to the California Board of Regents. The Office of Educational Effectiveness makes assessment information available on the institution's Web site. During an annual summer retreat on student leadership, the Office of Student Life brings in institutional research and retention staff, and others to share data and help participants work this information into programming.

Case Western Reserve University Cleveland OH (2012)

Exploring BCSSE-NSSE results helped Case Western Reserve University (Case Western) better understand the experiences of incoming students and the effect of high school experiences on student engagement in college. When looking at BCSSE data, the institution found that incoming students were highly involved during high school, and more co-curricular activities during high school related to higher levels of engagement in college.
Specifically, the more involved students were in high school, the more likely they were to talk with faculty about career plans, discuss ideas with faculty outside of class, and work with faculty outside of class on activities other than coursework during their first year of college. These results provided faculty with helpful information about the student population and spoke to a need for faculty and others at Case Western to be more intentional in reaching out to students who may not have been very involved during high school.

Dalhousie University Halifax NS (2012)

Dalhousie University's 2008 NSSE results indicated that a need to help first-year students become more engage academically and form stronger connections to the Dalhousie community. A new position was established in the Centre for Learning & Teaching through the office of the vice-president academic and provost specifically to nurture and develop high-impact student engagement initiatives.

Dalhousie values its overall NSSE results, but breaking results down by program and department, helped each faculty review strengths and areas that need improvement. For example, in computer science, NSSE results revealed a need for more active and collaborative learning, so more hands-on, project-driven, first-year classes were implemented to help students link theory with everyday applications. Student response to these classes was so enthusiastic, additional sections needed to be added. The department even saw improvement in second year retention rates.

Dalhousie University Halifax NS (2012)

Dalhousie University's 2008 NSSE results indicated a need to help first-year students become more engaged academically and form stronger connections to the Dalhousie community. A new position was established in the Centre for Learning & Teaching through the Office of the Vice-President Academic and Provost specifically to nurture and develop high-impact student engagement initiatives. Dalhousie values its overall NSSE results, but breaking results down by program and department helped the faculty review strengths and areas that need improvement. For example, NSSE results revealed a need for more active and collaborative learning in computer science, so more hands-on, project-driven, first-year classes were implemented to help students link theory with everyday applications. Student response to these classes was so enthusiastic that additional sections were added. The department also saw improvement in second-year retention rates.

Denison University Granville OH (2012)

Denison University places great emphasis on effective teaching practices and establishing a community of learning. As a result, student-faculty interaction, active and collaborative learning, and undergraduate research are prioritized by faculty members across disciplines. Denison administers various assessment tools in order to show evidence of effective teaching and student learning. NSSE serves as an example of such efforts. Denison administered NSSE from 2002-2006 and in 2008 and 2010. NSSE is used as an indirect measure of student learning which serves as a compliment to the direct measures occurring in the academic departments. Denison strives to further the level of student-faculty interaction. In doing so, they reduced the teaching load for faculty from six courses per academic year to five in order to provide faculty with more opportunities for one-on-one interaction with students. Denison also established the Summer Scholars Program, which provides students with the opportunity to spend the summer engaged in research with a faculty member.

Fisk University Nashville TN (2012)

At Fisk University, FSSE findings were incorporated into annual institutional effectiveness planning procedures. FSSE data has been used alongside other assessment tools, such as course evaluations, to provide campus officials with an idea of whether or not student and faculty classroom expectations are aligned. The FSSE findings were also discussed on the academic department level to provide faculty with student feedback to improve syllabi and inform teaching strategies.

Franklin Pierce University Rindge NH (2012)

Efforts to assess quality in undergraduate education at Pierce began with an emphasis on assessing the impact of the required first-year seminar.

Franklin Pierce University has conducted four NSSE administrations and, more recently, administered FSSE. Efforts to assess quality in undergraduate education at Pierce began with an emphasis on assessing the impact of the required first-year seminar, Individual and Community IC101. The institution revised the seminar in 2008 to provide incoming students with more choices, build greater faculty enthusiasm for the course, and increase curricular commonality via common summer readings, advising, and community service projects. Two of the major common learning goals for the seminar include the development of collaborative learning skills and active involvement in the community. The seminar's requirement of a number of hours of civic and community engagement activities, which are predetermined by each professor, introduces the university mission of preparing students to become active, engaged citizens and leaders of conscience.

NSSE results showing that first-year and senior involvement in community service and volunteer work far exceeded students' at comparison institutions provided confirmation of the learning goal of active involvement in the community and for strengthening students' responsibility toward and contribution to the community. Student feedback suggested that entering students who had participated in community service in high school did not necessarily expect to continue their efforts in college due to academic demands. However, the first-year seminar requirement created time for community service and positively influenced their continued involvement in service throughout their years at Pierce. Additional efforts to combine NSSE results with a full inventory of student involvement in other high-impact educational practices, including active and collaborative learning, common reading, undergraduate research, and capstone experiences, are part of the university's program review process.

Georgia State University Atlanta GA (2012)

GSU's assessment efforts inform accreditation and strategic planning.

Georgia State University (GSU) participated in NSSE's from the beginning, seeking an assessment instrument that would go beyond student satisfaction and help measure student engagement in curricular and co-curricular activities. GSU has administered NSSE six times to date and triangulates findings from NSSE with other assessment instruments including BCSSE, FSSE, and the institution's Survey of Recent Graduates. As a member of the Voluntary System of Accountability (VSA), GSU uses NSSE data for its College Portrait. NSSE results are also used to inform GSU's internal assessment of critical thinking and writing.

These assessment efforts provide GSU faculty, staff, and administration with a much broader understanding of student engagement - one that includes the perspectives of incoming students, first-year students, seniors who are graduating, and faculty. NSSE results are shared with and used by a variety of stakeholders. For example, the Office of Undergraduate Studies explores retention by comparing the NSSE responses of those students who left the institution with those who are still enrolled. This comparison is part of an important initiative at GSU to develop a retention model based on both direct data and indirect data.

GSU is also crafting a new comprehensive strategic plan focused on the advancement of undergraduate student success and seeks to become a national model for undergraduate education. NSSE data have informed the way the university has positioned itself as an institution whose students value diversity, academic achievement, and community and global engagement.

NSSE results were used in the preparation of GSU's Quality Enhancement Plan (QEP) for reaccreditation by the Southern Association of Colleges and Schools (SACS) in 2008. The focus of the QEP was to increase undergraduate students' critical thinking and writing skills in their major field of study. Upon review by the QEP Leadership Committee, NSSE data revealed that when compared to their Carnegie peers, GSU seniors wrote fewer short papers and felt their undergraduate experience did not contribute to their critical thinking abilities. The Committee found similar results from an internal survey administered each semester to recent graduates that measures learning outcomes and academic program satisfaction. These findings informed the final QEP, Critical Thinking Through Writing, which proposed targeted efforts to improve students' critical thinking and writing skills in their major field of study.

Grand View University Des Moines IA (2012)

Grand View?s NSSE results initiated a Faculty- Student Engagement program that encourages faculty and staff members to engage with their students outside of the classroom.

The Center for Excellence in Teaching and Learning at Grand View University was launched in 2005 with Title III grant funds. The Title III Activity Director/Learning Specialist, was charged with directing programs to improve the retention and achievement of Grand View students. One of the assessment tools funded in the Title III grant was NSSE. The Title III grant has allowed Grand View to increase awareness of the uses of the data for assessment as well as promote NSSE results to senior administration for use in strategic planning and benchmarking. Grand View also administers the Noel-Levitz College Student Inventory (CSI) and results from this survey are well embedded in their assessment protocols.

NSSE results have been great conversation starters across campus constituencies resulting in formation of a team to move beyond simply review of the assessment data. Using findings from focus groups with students the team discovered that first-year students felt Grand View provided a very supportive campus environment; whereas, seniors felt that the institution was not providing enough help for them to succeed academically. Another disappointing NSSE result concerned the less than desirable percentage of seniors who indicated they would choose to attend Grand View if they could start over again.

A major initiative motivated by Grand View's NSSE results is the Faculty- Student Engagement program that encourages faculty and staff members to engage with their students in educationally purposeful activities outside of the classroom. Mini-grants are available to faculty for special programs that are based on specific learning outcomes. Groups of 20 or less students participate in field trips, cultural activities, academic support sessions, and attendance at conferences. For example, an English professor hosted a dinner in her home for students in her cross-cultural communications class, featuring foods from a variety of ethnic traditions and Education students were able to attend the Iowa Teachers Conference.

Looking ahead, Grand View is determining how to continue to use NSSE results in its assessment plan and has decided on a three year participation cycle. The institution is implementing a new core in 2012 and plans to analyze NSSE results over time to assess the impact of the curricular changes on students. Grand View is also reviewing the best ways to incorporate NSSE results into its 2014 reaccreditation self-study for the Higher Learning Commission (HLC).

Grinnell College Grinnell IA (2012)

Grinnell College incorporated NSSE data in program assessments for two projects. NSSE results contributed to an exploration of the long-term impact of the Grinnell Science Project (GSP). The GSP, implemented in 1992 to increase the number of students from underrepresented groups earning degrees in the sciences, involves new students in a preorientation, weeklong program and then employs a range of activities rooted in intensive mentoring, engaged pedagogy, and community building that support persistence in science. An analysis using 2005 and 2008 NSSE data showed that GSP students were more engaged over time in, for example, conversations with faculty and collaboration with classmates in group settings. Grinnell also incorporated NSSE data in a broad assessment of peer mentoring and tutoring programs. Another analysis revealed that participating as a tutor was associated with higher levels of engagement overall, supplementing extensive qualitative data demonstrating similar benefits for tutors.

Harvey Mudd College Claremont CA (2012)

Results from Harvey Mudd College's (HMC)participation in the 2008 NSSE administration revealed that students felt they were not acquiring as high a level of professional writing skills as the other students in their peer comparison group institutions. Viewed in light of fi ndings from its Strategic Planning Process (SPP), HMC began an overhaul of its core curriculum. A Writing Course Subcommittee was charged with working on a new curriculum. The committee recommended the addition of two required writing courses ? research-based and academic writing ? to help bridge what was seen as the gap in skills. The core curriculum was implemented in 2010 and HMC continues to assess its progress.

Juniata College Huntingdon PA (2012)

Faculty had become increasingly interested in NSSE results as they relate to study abroad and writing programs.

Juniata College can be described as a "data rich" institution. Senior administrators are firm believers in gathering as much data as possible to inform their planning efforts. NSSE results feed into Juniata's planning efforts and were used in the reaccreditation process beginning in Juniata's 2001 Self-Study for the Middle States Commission on Higher Education (MSCHE) and will be used for their upcoming review in 2012-13. NSSE benchmarks and high-impact practices are integrated into their strategic plan, and results on survey items such as study abroad, internships, and critical and analytical skills will be monitored in their long-range planning.

Faculty members at Juniata have shown increasing interest in NSSE results, and the International Learning Assessment Committee has been charged with reviewing the impact of study abroad. Because a large student cohort participated in study abroad in 2010, the Committee plans to examine NSSE results for correlations between study abroad and levels of engagement.

Faculty members have also used NSSE items related to attendance at cultural events ? some are mandatory for Juniata students ? to study their impact on student engagement. A number of faculty members have expressed interest in pursuing research on NSSE to find new ways to use the data. The faculty Academic Planning and Assessment Committee (APAC) works with the director of institutional research to interpret and disseminate NSSE results to the faculty at large. One expected use of NSSE results is in the periodic review of academic departments.

Results from NSSE and other national learning assessments were also used to evaluate the writing program at Juniata. When compared with their peers, Juniata students were not as effective as desired in their critical thinking and analytical writing skills. In addition, faculty members expressed a lack of confidence in the efficacy of the first-year writing program and about student writing competencies across the curriculum. NSSE results revealing that Juniata students wrote fewer long papers and more short papers than their counterparts at peer institutions informed a large part of the revision of the program.

Kalamazoo College Kalamazoo MI (2012)

Kalamazoo College's NSSE results reveal consistently high results on items that reflect the hallmarks of the institution's academic and experiential programs. However, when a downward trend was noticed on a particular NSSE benchmark, the institution planned specific action and sought more information through campus-wide discussions. For example, student focus groups were conducted to better understand student perceptions of aspects of the supportive campus environment benchmark. Findings from both NSSE and the focus groups informed several policy changes and influenced how student space is designed on campus, including major renovation of the student center.

Loyola Marymount University Los Angeles CA (2012)

Loyola Marymount University (LMU) uses NSSE results as direct and indirect evidence in the assessment of almost all of its four broad Undergraduate Learning Goals and Outcomes that focus on (a) critical thinking and integration of knowledge from multiple disciplines, (b) in-depth understanding of at least one academic discipline, (c) demonstration of transformative personal growth, and (d) application of acquired knowledge and reason to potential leadership roles in a socially just world. NSSE results on a number of survey items, such as preparing two or more drafts of a paper, making presentations in class, and the number and length of papers or reports written, provide evidence for fulfilling the written and oral communication outcome under LMU's Goal 1: "Written and oral communication: Students will effectively express information both in writing and orally using conventions and forms appropriate to the intended audience." For example, LMU's NSSE 2010 results on writing practices showed that first-year students were completing drafts of a paper before submitting a final version more often than seniors. Because writing multiple drafts is considered an effective practice, faculty wanted to encourage first-year students to continue doing so and to heighten awareness of this best practice for all students. NSSE results helped faculty address the written and oral communication outcome and communicate the value of requiring students to complete drafts before submitting a final paper or assignment.

Luther College Decorah IA (2012)

Luther College's Faculty Assessment Committee, which operates under the umbrella of the Office of Assessment and Institutional Research, assists in packaging student engagement data in a manner that will be most useful to colleagues across campus. Also, Student Engagement in Learning: Luther Faculty & Senior Students , a report comparing Luther College's faculty responses on FSSE to student responses on previous NSSE administrations, was developed and disseminated.

McKendree University Lebanon IL (2012)

In Fall 2010, the Student Learning, Assessment, and Teaching Effectiveness (SLATE) committee at McKendree University renewed focus on its assessment plans. The SLATE team developed seven learning outcomes derived from the four principles of McKendree's institutional mission: Responsible Citizenship, Engagement, Academic Excellence, and Lifelong Learning. The seven learning outcomes are (1) Appreciation of Diversity, (2) Personal, Social, Ethical, and Civic Responsibility, (3) Engagement, (4) Effective Communication, (5) Inquiry and Problem Solving, (6) Discipline-Specific Competence, and (7) Lifelong Learning.

This new phase of McKendree's assessment activity emphasizes the systematic assessment of programs, services, and student learning by selecting an individual learning outcome to focus on annually. This focused work is conducted by subcommittees of faculty, administrators, and student affairs professionals using a three-year cycle of planning, development, and implementation.
The learning outcome of "Engagement" was developed during the 2010?11 academic year and implemented the following year. The "Year of Engagement" as an institutional theme quickly became a catalyst for many changes across the McKendree campus. All major divisions, including the president and provost, incorporated the theme of Engagement into programming efforts.

NSSE results were an obvious data source to assess the Engagement outcome. Though McKendree first-year students scored at or above the mean for many items in the Enriching
Educational Experiences Benchmark, the SLATE committee wanted to improve areas where seniors scored below the mean. NSSE 2011 results were used in conjunction with results from their Fall Student Survey to demonstrate the need for increased service-learning opportunities and improvements in teaching resources for faculty. Specifically, the Provost's Office dedicated its Teaching for Excellence fall and spring workshops to the institutional theme. McKendree plans to administer NSSE every three years to continuously measure student engagement scores.

Norfolk State University Norfolk VA (2012)

Norfolk State University (NSU) has participated in several administrations of NSSE, BCSSE, and FSSE. Results from all three surveys were used in their Wal-Mart Minority Student Success Grant. Specifically, NSU featured BCSSE, NSSE, and FSSE results to demonstrate the gap between student expectations, student experiences, and faculty perceptions. They paid special attention to in-class engagement and followed up on the topics with the largest gaps, including class presentations and group work, by conducting interviews with faculty and students. Results from these efforts helped the institution realize that attention from faculty was needed to improve the student experience. The grant focused on a faculty-led mentoring program for first-generation students who participate in Summer Bridge. Mentoring clusters of five to seven students, one faculty member, and peer leaders were established to promote collaboration and student success. NSSE has helped to encourage faculty interest in student learning processes and effective ways to contribute to student learning, as well as how faculty can further measure student engagement in the classroom.

Norfolk State University Norfolk VA (2012)

Norfolk State University (NSU) has effectively used entering student data and engagement results to study gaps between students' high school experiences, their expectations for college, and their actual patterns of engagement during the first year. NSU also integrated BCSSE results into its Quality Enhancement Plan for its accreditor, the Southern Association of Colleges and Schools (SACS). NSU developed a comprehensive approach to assessment with a focus on improving advising, developing a more meaningful partnership between student and academic affairs, and tailoring academic and social support initiatives to advance
student persistence and success.

North Dakota State University Fargo ND (2012)

North Dakota State University (NDSU) developed a computer program that allows departments and colleges to generate a set of PowerPoint presentations for each of the five benchmarks and all other survey items. This program and NSSE data are provided to each department and college to promote a clearer understanding of engagement indicators.

Quinnipiac University Hamden CT (2012)

Quinnipiac University's FSSE and NSSE findings are presented to the deans' council and other campus constituents. The findings are also integrated on campus as part of a campus program that assesses student achievement of campus learning outcomes. This program helps students develop their own learning plans and in- and out-of-classroom experiences, and fosters a team-based model of academic advising, which involves the student, faculty, and alumni. Additionally, Quinnipiac is currently improving its curriculum based on FSSE items that focus on service learning, faculty feedback, and undergraduate research opportunities, among others.

Ramapo College of New Jersey Mahwah NJ (2012)

The Committee on Student Engagement at Ramapo College of New Jersey was charged to develop a comprehensive plan to more fully engage students in their undergraduate college experience, motivated in large part by a thorough examination of NSSE results relating to high-impact practices and comparisons to institutions with similar missions. The committee held a series of retreats and meetings that reviewed results, created an inventory of campus experiences that meet student engagement outcomes, placed these activities on a four-year continuum, and identified what students get out of the experiences. The committee then created a four-year development model that included four student learning goals for academic, social, personal, and campus/civic engagement. They also identified Key Points of Student Engagement (KPEs)—high-impact activities that contribute to student learning and achieve the four goals. For example, existing first-year KPEs are the summer reading program, Convocation, Orientation, and Welcome Week activities. KPEs provide an explicit indicator about factors important to achieving student learning goals, and they represent institutional commitments to supporting and strengthening student engagement. Currently, the model is available for first-year and sophomore students. Future plans include creating a model for juniors and seniors, determining the best way to incorporate transfer students, and offering a co-curricular transcript that records student progress throughout the collegiate journey. Long-term assessment of the model will include a triangulation of NSSE data with other institutional data sources, such as retention data and student satisfaction surveys, to determine the validity and effectiveness of the overall model.

South Dakota School of Mines and Technology Rapid City SD (2012)

In an effort to disseminate and build interest in NSSE and FSSE findings, the South Dakota School of Mines and Technology (School of Mines) developed a card game to engage small groups of campus constituents—including faculty, staff, and students—in discussions about student engagement data. According to the School of Mines, the game was deemed useful in raising awareness about the types of data collected as well as stimulating conversations regarding future implications and applications of survey findings. Most importantly, the game helped to reduce some of the barriers that exist among faculty, staff, and students. The School of Mines has published and presented on this technique, resulting in the card game being adapted by other campuses.

Southern Connecticut State University New Haven CT (2012)

Southern Connecticut State University (SCSU) has participated in BCSSE and NSSE since 2004, and is following cohorts of students who completed both BCSSE and NSSE to learn more about their college experiences and persistence toward a degree. They also track students in the cohort who have left SCSU through the National Student Clearinghouse. Their analyses indicate that the non-returning students had a different level of relationships with faculty members, peers, and administrative personnel and offices than did the returning students. At SCSU, one of the two most important predictors of whether students in the cohort persisted to their junior year was the Supportive Campus Environment (SCE) benchmark. The importance of this factor in student persistence is emphasized with faculty and staff working with students in the first-year experience.

Southern Connecticut State University New Haven CT (2012)

Knowing who your students are, particularly their expectations and misconceptions about educational activities, is part of good teaching (Bain, 2004). At Southern Connecticut State University (SCSU), some of the "disconnects" between students' expectations revealed by BCSSE and their actual first-year experience reported in NSSE surprised and concerned faculty. During faculty development events, BCSSE and NSSE results were reported and discussed with faculty to provide more insight into the high school experiences and college expectations of their first-year students. A panel of SCSU upper-class students who attended the discussion was asked to comment on some of the findings, resulting in in-depth discussion between students and faculty. Faculty commented that they thought they knew their students, but seeing the data provided them with new insight into students' experiences and presented provocative challenges for pedagogy.

Spelman College Atlanta GA (2012)

Spelman College engaged the entire campus community to double their NSSE response rates.

In 2010, NSSE wanted to learn more about and document successful efforts by institutions to encourage or increase student participation in the survey. We identified eight institutions with high response rates based on categories of size and control. In addition, we identified Spelman College as having the largest improvement in response rate between a recent administration and 2010.

Spelman College, a private, liberal arts, historically Black college for women, has participated in four NSSE administrations. After experiencing an unexpected decline in its 2007 response rate, Spelman launched a plan to increase this rate by 50% in its 2010 administration. The Office of Institutional Research, Assessment, and Planning implemented a multi-faceted approach to engage the entire campus community, which included the following strategies:

? Coordinated joint efforts with the Dean's Office of Undergraduate Studies to provide incentives for participation
? Disseminated campus-wide e-mails on the importance of NSSE participation and weekly updates on response rates
? Solicited involvement from the entire campus, particularly atypical areas, such as Alumnae Affairs, Career Placement, and Web Design
? Provided visual reminders for students by placing flyers in high traffic areas, including residence halls and dining areas
? Enlisted the support of faculty members

Spelman's improved response rate is a result of the coordinated efforts of the Office of Undergraduate Studies, including the First-Year Experience (FYE) instructors and senior advisors. Instructors encouraged students to voluntarily participate and emphasized NSSE's importance to the college's assessment activities. In addition, several departments promoted NSSE among their senior majors. For instance, sociology, anthropology, biology, dual-degree engineering, and educational studies highlighted the value of student input on the quality of their experience in their classes. These initiatives yielded greater participation and led to a higher response rate.

Increased student participation in the NSSE 2010 administration was important to Spelman because it was completing a 10-year span of assessment that included four NSSE administrations, which allowed Spelman to use multi-year results to (a) support the college's reaffirmation of accreditation; (b) strengthen the Sophomore Experience by identifying gaps in FYE; and (c) assess trends in student engagement to improve services and programs. By challenging the entire campus community to improve student participation in NSSE, Spelman was able to significantly improve their response rate from 28% in 2007 to 70% in 2010.

SUNY College at Oneonta Oneonta NY (2012)

In fall 2009, a task force composed of faculty, administrative staff, and one student was charged with establishing a plan to highlight the "distinctiveness" of the State University of New York Oneonta (SUNY Oneonta) from other comparable institutions. To derive "important attributes" and "distinguishing strengths," the task force reviewed numerous resources including internal and external survey results including, the Student Opinion Survey (SOS), NSSE, Collegiate Learning Assessment (CLA), strategic planning documents, and enrollment data. Additional information was collected through an e-mail survey of academic department heads and an open forum held for the campus community. Four themes of "distinctiveness" emerged: reputation, engagement, service, and environment. Scores from the SOS from 2009, admissions data, a rigorous assessment program, and participation as an early adopter in the VSA program were used as evidence of SUNY Oneonta's reputation of excellence in teaching and learning.

NSSE benchmark scores from 2008 provided support that SUNY Oneonta fostered high levels of student engagement inside and outside of the classroom. In addition, NSSE results for seniors on survey items related to technology demonstrated that students were using computer and information technologies more frequently than their SUNY system counterparts.

Tarleton State University Stephenville TX (2012)

Tarleton uses NSSE and BCSSE results to assess of the effectiveness of an off-campus orientation program for first-year students.

Tarleton State University has administered NSSE on a biennial basis since 2001 as a member of the Texas A&M University system. An ad hoc group of campus leaders holds ongoing discussions to review Tarleton's NSSE results and compare its scores with other Texas A&M University institutions, institutions within its Carnegie classification, and the annual NSSE cohort.

In 2010, Tarleton administered BCSSE during new student orientation sessions then chose a local NSSE administration in the spring 2011 semester. Combined results from the surveys are being used to continue the assessment of the effectiveness of Duck Camp, a three-day, off-campus orientation program for first-year students designed to assist in the transition from high school to college and promote engagement. The initiative was created in 1995 to help first-year students develop friendships with their peers prior to the start of the academic year as well as learn about the opportunities and activities available at Tarleton. In 2010, approximately one-half of the incoming first-year class participated in the camp. A committee of student affairs, academic affairs, and enrollment management administrative staff have been examining BCSSE and NSSE data and other information about first year student retention and satisfaction to better understand the camp and other orientation experiences on first-year student engagement. This effort to bring stakeholders from across campus to review assessment data has served as a model for increasing collaboration across the institution. Tarleton staff also hope that disseminating information about the effectiveness of Duck Camp will also promote more partnerships among campus departments and groups.

The State University of New York at Geneseo Geneseo NY (2012)

NSSE results at the State University of New York at Geneseo revealed that diversity and academic advising were two important areas of concern. Responses to items related to diversity reinforced the need to address issues repeatedly brought up by students. A number of initiatives were implemented including: the Campus Diversity Plan, Real World Geneseo, and Deliberative Dialogues. The Multi-Cultural Organization Space for Activities, Inclusion, and Collaboration (MOSAIC) was also installed on campus. The goals of the Campus Diversity Plan included: recruitment, support, and retention of a diverse student body, faculty, staff, and administration; addition of international learning, experiences, and perspective important components to the curriculum; promotion of an inclusive campus community; and enhancement of students' knowledge and appreciation of diverse populations and cultures.

MOSAIC provides a dedicated meeting space where activities such as the Deliberative Dialogues sessions led by faculty, staff, and student moderators provide an opportunity to discuss diversity issues and suggest solutions. "Real World Geneseo" modeled on MTV's "Real World" is a four-day intensive workshop held in a Rochester hotel where students explore their differing perspectives on such issues as race, gender, sexual identity, and class differences.

All major divisions at Geneseo also sponsor diversity-related activities. The Vice President's Diversity Grant provides funding for innovative programs that promote campus diversity. Departments report to Academic Affairs annually on progress made toward advancing diversity through their curricular offerings and opportunities for research with Geneseo faculty. A number of administrative departments also sponsor workshops and speakers as evidence of a continued commitment to diversity on campus.

The State University of New York at Geneseo Geneseo NY (2012)

NSSE results at the State University of New York at Geneseo (SUNY Geneseo) revealed that student engagement in diversity experiences—including diverse perspectives in writings and assignments, having serious conversations with students of a different race or ethnicity, and encouraging contact among students from different economic, social, and racial or ethnic backgrounds—were lower than comparison groups and what the institution desired. Results also reinforced student feedback to the coordinator of multicultural programs about their interest in more opportunities to interact across cultures. These combined findings helped make the case for a number of initiatives to increase diversity and expand diverse learning experiences on campus. These include the Campus Diversity Plan, Real World Geneseo, Deliberative Dialogues, and The Multi-Cultural Organization Space for Activities, Inclusion, and Collaboration (MOSAIC). MOSAIC provides a dedicated meeting space where activities such as the Deliberative Dialogues sessions led by faculty, staff, and student moderators provide an opportunity to discuss diversity issues and suggest solutions. "Real World Geneseo," modeled on MTV's "Real World," is a four-day intensive workshop held in a Rochester hotel where students explore their differing perspectives on such issues as race, gender, sexual identity, and class differences.

The State University of New York at Potsdam Potsdam NY (2012)

SUNY Potsdam used its results from nine NSSE administrations to support its 2010 Self-Study for reaffirmation from the Middle States Commission on Higher Education (MSCHE). Specific NSSE items were aligned with MSCHE standards to report levels of student participation in undergraduate research and service learning, as well as to measure the degree of student interaction with faculty, administrators, and student affairs personnel. NSSE results were also used to review general education and academic advising at the institution.

SUNY Potsdam has made great efforts to encourage data use at the department level. Its NSSE results are featured on the institution's Web site and use of NSSE data has been promoted across campus. Department chairs disseminate disaggregated results in break-out reports and facilitate getting the data into the hands of faculty to help improve pedagogical practice.

The University of Tennessee, Knoxville Knoxville TN (2012)

The University of Tennessee, Knoxvile, reviewed NSSE items that aligned with the university?s advising program goals and learning outcomes.

To accomplish its goal of improving the effectiveness of advising programs, the administration and advising community at the University of Tennessee (UT Knoxville) examined a number of indicators such as the ratio of students per advisor, information from student focus groups regarding their advising experiences, and a comprehensive program review by external consultants. They also examined student responses on NSSE items that align with the university's advising program goals and learning outcomes, which include guiding students toward academic support services, programs in service-learning and undergraduate research:

? use of academic support programs
? frequency of discussions about career plans with advisors or faculty
? perceptions of the academic experience
? participation in service-learning and undergraduate research
? frequency of diverse interactions

A comprehensive campus initiative, Ready for the World, is designed to enhance students' understanding of intercultural diversity and global affairs, As a result of a two-year assessment process, the UT Knoxville has increased the number of full-time academic advisors, restructured orientation advising for first-year students - which includes extended contact with college academic advisors and individual advising sessions - and implemented a new advising policy that targets at-risk students, such as new transfers, students on probation, and those without declared majors.

The University of Texas at Tyler Tyler TX (2012)

The University of Texas at Tyler (UT Tyler) participates in NSSE to gather evidence for strategic planning and accreditation. UT Tyler's 2009-2015 strategic plan, "Inspiring Excellence," incorporates assessment of study abroad and global citizenship using NSSE results. Along similar lines, UT Tyler's Quality Enhancement Plan (QEP), "Global Awareness through Education" (GATE), was submitted in 2010 for reaffirmation by the Southern Association of Colleges and Schools (SACS). The goals of the QEP are to infuse the general education curriculum with global issues and topics, create new student learning communities centered on a study abroad experience, and provide greatly expanded co-curricular activities on campus led by the GATE learning community students and faculty.

Tulane University New Orleans LA (2012)

Tulane University used NSSE results on students' involvement in service-learning to establish a new learning center as part of its QEP.

Tulane University used NSSE results related to students' expectations for and involvement in service-learning, undergraduate research, and internships, plus other indicators of students' interest in public service and research, to establish the warrant for the Center for Engaged Learning and Teaching (CELT).Developed as part of its Quality Enhancement Plan (QEP) for the Southern Association of Colleges and Schools (SACS) reaffirmation, the CELT will be the hub for fostering engagement in four core areas: (1) research engagement; (2) social innovation engagement; (3) classroom engagement; and (4) experiential engagement. Growing out of Tulane's recognized strength in public service and service-learning, as well as students' keen interest in engaging in public service programs, the project will expand opportunities for more students and faculty to participate in meaningful, high-impact practices and learning experiences that complement their academic and career goals.

NSSE data related to the activities of CELT will be used as baseline indicators, and future results will be used to monitor student participation and educational effectiveness. For example, NSSE items related to working with other students on projects during class will serve as a proxy for engaged classroom activity, and participation in undergraduate research and service-learning will provide feedback on participation in high-impact activities. Highlights of Tulane's assessment plan include the mapping of learning outcomes to assessment activities and the use of multiple measures and methods. To assess the extent to which involvement in CELT activities relates to the learning outcome of "effectively live and work in a culturally complex society," Tulane will collect evidence using the Association of American Colleges and Universities' Intercultural Knowledge and Competence rubric and review NSSE results on diverse interactions and gains in understanding people of other racial and ethnic backgrounds. Tulane's plan promises to create an enriched environment for student learning and promote innovative approaches to teaching.

University of Colorado Boulder Boulder CO (2012)

Data from a national pilot of a joint NSSE and Writing Program Administrators survey of student engagement and writing allows the University of Colorado at Boulder to assess connections between good writing practices and student learning. Over 24 survey items related to writing skills will allow CU Boulder's data to compare its performance to that of other schools in the Consortium for the Study of Writing in College (CSWC).

A major focus of CU-Boulder's NCA Self-Study described the Program for Writing and Rhetoric(PWR) and the creation of the campus Writing Center to address a decentralized and diffuse writing curriculum and lack of focus on fi rst-year writing programs. PWR expanded upper-division courses, redesigned lower-division courses, and established a full-service Writing Center to reinforce pedagogical reforms driven by assessment. Results on several NSSE survey items related to student writing from the 2000, 2002, 2006, and 2009 NSSE administrations showed that CU-Boulder students improved over time and compared well to students at peer institutions.

University of North Carolina Wilmington Wilmington NC (2012)

The University of North Carolina Wilmington (UNCW) has used five administrations of NSSE and one administration of the Collegiate Learning Assessment (CLA) as indirect and direct measures, respectively, to assess and guide revision of its general education core curriculum, the Basic Studies Program. UNCW is an Association of American Colleges and Universities (AAC&U) VALUE: Valid Assessment of Learning in Undergraduate Education Partner campus, part of a multi-year, national project to develop rubrics for assessing general education learning outcomes. In 2008, UNCW's efforts focused on developing 37 common learning outcomes that were used to select departments and courses from which student work would be assessed.

CLA scores were used to assess critical thinking and written communications skills. NSSE results were used to establish trends and to plan for longitudinal disaggregation of data by department and school. Concern over less than desirable results on NSSE items relating to integrating ideas or information from various sources also generated a rubric-based plan for assessing information literacy.

University of Wisconsin-Green Bay Green Bay WI (2012)

The University of Wisconsin?Green Bay (UWGB) uses BCSSE data to support and assess their award-winning outreach program for school-age youth in Northeast Wisconsin: Phuture Phoenix (www.uwgb.edu/phuturephoenix/). The program relies on UWGB peer mentors to develop college awareness and increase educational aspirations among participants by targeting attitudes and behaviors identified on BCSSE. Program leaders also use summaries of BCSSE results for student-mentor training related to engagement themes, such as "What does it mean to be a college student?" (while tapping information about time use and important behaviors) and "How is college different from high school?" BCSSE results inform the university's precollege programs and are shared with local school districts to improve academic programs related to college and career goals. In addition, UWGB uses BCSSE in combination with other sources to prepare a campus report that compares student high school experiences and their expectations for their first year of college.

Viterbo University La Crosse WI (2012)

At Viterbo University, FSSE results have been used to support a Title III grant and Higher Learning Commission/North Central Association Comprehensive Self-Study Report. Additionally, Viterbo recently used FSSE data to inform a review of the campus general education program.

Wagner College Staten Island NY (2012)

Wagner College links NSSE data with other results to inform programmatic change. Wagner's distinctive curriculum, The Wagner Plan for the Practical Liberal Arts, combines interdisciplinary learning with experiential learning in New York City through three learning community formats across students' undergraduate experience. To develop The Wagner Plan to its full potential, Wagner administrators and faculty wanted to determine if there were variations within subgroups of students on a number of NSSE benchmarks.

Following NSSE's recommendations for predictive validity studies (see NSSE's Psychometric Portfolio), Wagner linked NSSE data with student SAT scores, enrollment records, and GPAs. Results revealed that for most students across all five benchmarks, higher levels of engagement were associated with higher rates of retention after one year. For students with SAT scores in the low to middle ranges, engagement was a better predictor of retention than SAT scores. In an effort to assess engagement early in the fall semester, Wagner devised a survey that first-year students will complete in learning community courses during the third week of the semester. Students will be asked about how they spend their time, if they have missed any classes or assignments (and in which courses), what they anticipate as a major, and how they feel they fit in on campus. Results will be shared with the learning community faculty, who are also the students' advisors, and with campus life administrators so that appropriate followup contact can be made with students as needed to support their persistence and success.

Western Michigan University Kalamazoo MI (2012)

As part of Western Michigan University's (WMU) planning priorities for 2011?12, the Office of Institutional Effectiveness (OIE) presented findings to the Provost's Council about how engagement for transfer students (growing in number at WMU) differed from students who began their undergraduate careers at WMU. Staff examined NSSE data from 2008?2010 because it was the first time WMU participated in consecutive years. Selected findings showed that transfer students were less likely to work with faculty outside of class, complete a field-based experience, carry out community service, or complete a culminating senior project—important goals of WMU's strategic plan. Furthermore, transfer students were less likely to participate in co-curricular activities due to family responsibilities and time spent commuting to campus. These were important considerations for University programs and practices that support the nonacademic responsibilities of students. Recommendations included a range of initiatives to support transfer student transition, including more evening course offerings and expansion of WMU offerings at local community colleges to ensure smooth transfer.

In addition, WMU implemented a plan to facilitate NSSE data use at the college level to examine other high-priority planning outcomes. WMU developed long-term trend workbooks that display comparison results for individual survey items—over seven years for NSSE and six years for FSSE. The workbooks are posted to the WMU institutional effectiveness Web site.
www.wmich.edu/assessment/inst-assess.html

Winona State University Winona MN (2012)

Winona State University (WSU) in Minnesota has a long history of assessment and evaluation of student engagement and learning outcomes. Most notably, since 1998 they have conducted an institution-wide Assessment Day to gather feedback from students, faculty, and staff and to evaluate student learning outcomes. WSU administered NSSE for the first time in 2009. Results comparing NSSE data to data from a WSU preenrollment survey were analyzed and presented to all Student Life and Development (SLD) staff and to the campus committee preparing for WSU's upcoming accreditation visit. NSSE results showed that WSU students were very likely to engage in collaborative learning, volunteerism, and service-learning—recent areas of focus at WSU—but were not experiencing as much student-faculty interaction as they had anticipated, especially in the first year. These findings persuaded SLD staff to focus on programming efforts that would involve faculty and promote student-faculty interaction both in and out of the classroom. Additionally, some sections of the first-year orientation course were linked to other courses taught by the same faculty member, serving to increase the amount of contact students had with that instructor.

NSSE results also indicated that more attention was needed to increase student interaction with peers from different racial or ethnic backgrounds. This was not surprising given the relatively homogeneous student body at WSU, but the finding underscored the need for WSU to put increased emphasis on the importance of diversity in multiple arenas. In addition, WSU is administering BCSSE for the first time to explore entering students' experiences and expectations for engagement, and has developed a reporting tool that allows faculty and staff to quickly and easily view NSSE results broken down by class, gender, and ethnicity.

Wofford College Spartanburg SC (2012)

Wofford College uses NSSE results to identify strengths and weaknesses in the undergraduate experience and promotes the use of disaggregated data at the department level.

Specifically, a campus-wide initiative encourages departments to use NSSE data to enhance curricular offerings and improve teaching practices. Departments were asked to review their NSSE results then organize retreats to discuss how their departmental missions and student learning outcomes might be informed by the data. For example, if improving critical thinking is a learning outcome goal for a department, faculty would examine their students' scores on several NSSE items related to this area. When the data revealed that computer science students were underperforming on presentation skills, the department organized workshops and guest lectures on public speaking. The department of foreign languages correlated results from NSSE with those from formal foreign language assessment instruments to discover that study abroad is strongly related to student engagement and the achievement of desired departmental learning outcomes.

Wofford has used NSSE results in its marketing campaigns and posts results publically on the home page of its institutional Web site. NSSE results are included in a four-page brochure, Measuring Student Engagement — Learn What Your Student Will Actually Get, distributed to alumni groups, including the Alumni Executive Council, and used by admissions staff with visiting prospective students and high school counselors. An accessible interpretation of NSSE benchmark results and suggested questions to ask - "How does the survey of student engagement work at Wofford and other participating colleges?" and "How do colleges measure their performance in engaged learning?" - help to interpret and explain Wofford's NSSE results. Finally, on the institutional Web site, there is a prominent link under the "Admissions" menu items to information on NSSE, Wofford's 2010 NSSE results, and a statement on the institution's commitment to institutional transparency.
www.wofford.edu/nsse/

NSSE results have helped spark changes in admissions requirements at Wofford College. Specifically, community service and civic engagement are important aspects of student life at Wofford with students not only engaging in service in their local communities but also abroad. For example, many Wofford students have taught in elementary schools in Guatemala or worked in an HIV/AIDS clinic in Paris. As a result of the emphasis placed on community service and civic engagement among undergraduate students, Wofford College has begun to emphasize volunteer experience when reviewing the applications of prospective students.

California Lutheran University Thousand Oaks CA (2011)

Results are shared widely across the Cal Lutheran campus.

California Lutheran University (CLU) participates in numerous external and internal surveys to gather direct and indirect evidence of educational effectiveness at many levels of the university. The provost and other senior administrators actively disseminate NSSE results to CLU's campus constituents and make
assessment information available on the institution Web site. CLU's Assessment Committee reviews The First-Year Experience
program as part of the Foundations of Excellence process using NSSE, BCSSE, and BCSSE-NSSE combined results. The Office of Student Life staff reviewed NSSE results and noticed a gap in the co-curricular engagement of transfer and commuter students. This finding prompted an increase in programs focused on the needs of commuter students and the creation of a peer mentor program for transfer students.

Franklin Pierce University Rindge NH (2011)

NSSE results informed Franklin Pierce's emphasis on community service for first-year students.

Franklin Pierce University has conducted four NSSE administrations and, more recently, administered FSSE. Efforts to assess quality in undergraduate education at Pierce began
with an emphasis on assessing the impact of the required first-year seminar, Individual and Community IC101. The institution revised the seminar in 2008 to provide incoming students with more choices, build greater faculty enthusiasm for the course, and
increase curricular commonality via common summer readings, advising, and community service projects. Two of the major common learning goals for the seminar include the development of collaborative learning skills and active involvement in the community. The seminar's requirement of a number of hours
of civic and community engagement activities, which are predetermined by each professor, introduces the university mission of preparing students to become active, engaged citizens
and leaders of conscience. NSSE results showing that first-year and senior involvement in community service and volunteer work far exceeded students' at comparison institutions provided confirmation of the learning goal of active involvement in the community and for strengthening students' responsibility toward
and contribution to the community. Student feedback suggested that entering students who had participated in community service in high school did not necessarily expect to continue their efforts in college due to academic demands. However, the firstyear seminar requirement created time for community service
and positively influenced their continued involvement in service throughout their years at Pierce. Additional efforts to combine
NSSE results with a full inventory of student involvement in other high-impact educational practices, including active and collaborative learning, common reading, undergraduate research,and capstone experiences, are part of the university's program review process.

Georgia State University Atlanta GA (2011)

Georgia State uses NSSE for QEP

Georgia State University (GSU) participates in the Voluntary System of Accountability (VSA)initiative and includes NSSE data in the student experiences and perception section of the College Portrait. NSSE results were also used in the preparation of GSU's Quality Enhancement Plan (QEP) for reaccreditation
by the Southern Association of Colleges and Schools (SACS) in 2008. Upon review by the QEP Leadership Committee, NSSE data revealed that, when compared to their Carnegie peers, GSU
seniors wrote fewer short papers and felt their undergraduate experience did not contribute to their critical thinking abilities.
The Committee found similar results from an internal survey administered each semester to recent graduates that measures learning outcomes and academic program satisfaction. These findings informed the final QEP, Critical Thinking Through Writing, which proposed targeted efforts to improve students'
critical thinking and writing skills in their major field of study.

Illinois College Jacksonville IL (2011)

NSSE-FSSE results spurred improvement in student-faculty interaction and retention at Illinois College.

Illinois College participated in several NSSE and FSSE administrations, yet results did not get much attention on campus until the year retention rates threatened to fall below acceptable levels. It was then that the Board of Trustees, president, and senior administration issued a mandate about the need to address educational quality and retention. In summer 2006, the College formed an early intervention task force to address retention concerns and conducted a student engagement retreat during which faculty and administrators reviewed NSSE results and focused on NSSE-FSSE comparisons to expose gaps. The retreat agenda led with the idea that Illinois College was doing good things, but that improvement was needed. The retreat spurred small but important structural changes in courses; for example, faculty added more opportunities for students to make presentations and collaborate with their peers in and out of class and provided greater rationale for assignments in their syllabi. It also prompted revisions in teaching evaluation forms and encouraged additional data collection on some of the problematic areas of student engagement, such as discussing ideas with faculty or peers, and prompt feedback on performance.

Another outcome from the retreat was the need to create a more supportive campus environment. Illinois College outlined an approach, based on the importance of relationships between faculty, staff, and students, that deployed faculty, advisors, and coaches to reach out when students were in trouble and meet with the students immediately to advise about educational practices that would help them get back on track. They also implemented a unified academic support center, making it easier to deploy tutoring and develop supplemental instruction, and improved advising to help students make a successful transition in the critical first year. Since implementing these changes, there has been a decline in the number of students in academic difficulty at midterm and more students earning at least 20 credits in the first year. In addition, a year after implementing these practices the College saw an uptick in its NSSE supportive campus environment scores. This early feedback helped demonstrate that changes were having the desired impact and motivated further action. In 2011, Illinois College's NSSE scores continued their upward trend.

Student Success in College (Kuh et al., 2005) and other student engagement literature were required reading to help faculty become better acquainted with effective educational practice. These readings also helped foster the shift to a more data informed culture that included greater use of external measures,including major field tests, and more discussions about NSSE results in departments. An Illinois College campus administrator emphasized the importance of paying attention to data and research on best practices to prompt institutional improvement.

Progress hasn't always been easy, but Illinois College now has a critical mass of faculty and staff who expend a significant amount of time and energy to move students closer toward graduation. It has been an all-college effort that has knitted together athletics, student affairs, faculty, and other departments across campus to review data, have input on policy decisions, and make suggestions for change. As Illinois College continues to see the results of its efforts in higher retention rates, monitoring persistence and improving educational quality will remain dual priorities.

Juniata College Huntingdon PA (2011)

Juniata used NSSE results for strategic planning and its MSCHE self-study.

Juniata College can be described as a "data-rich" college. Senior administrators are firm believers in gathering as much data as
possible to inform their planning efforts. NSSE benchmarks and high-impact practices are integrated into their strategic plan, and
results on survey items such as study abroad, internships, and critical and analytical skills will be monitored in their long-range
planning. NSSE data also were used in Juniata's self-study in 2001 for the Middle States Commission on Higher Education (MSCHE), and longitudinal results will be used for their
upcoming review in 2012?13. Faculty members at Juniata have shown increasing interest in NSSE results, and the International Learning Assessment Committee has been charged with reviewing the impact of study abroad. Because a large student cohort participated in study abroad in 2010, the Committee plans to
examine NSSE results for correlations between study abroad and levels of engagement.

Norfolk State University Norfolk VA (2011)

Norfolk State used NSSE, BCSSE, and FSSE results to demonstrate the gap between student expectations, student experiences, and faculty perceptions.

Norfolk State University (NSU) has participated in several administrations of NSSE, BCSSE, and FSSE. Results from all three
surveys were used in their Wal-Mart Minority Student Success Grant. Specifically, NSU featured BCSSE, NSSE, and FSSE results to demonstrate the gap between student expectations, student experiences, and faculty perceptions. They paid special attention to in-class engagement and followed up on the topics with the largest gaps, including class presentations and group work, by conducting interviews with faculty and students. Results from these efforts helped the institution realize that attention from faculty was needed to improve the student experience. The grant focused on a faculty-led mentoring program for first-generation students who participate in Summer Bridge. Mentoring clusters of five to seven students, one faculty member, and peer leaders were established to promote collaboration and student success. NSSE has helped to encourage faculty interest in student learning processes and effective ways to contribute to student learning, as well as how faculty can further measure student engagement in the classroom.

Notre Dame of Maryland University Baltimore MD (2011)

NSSE results revealed need to expand study abroad programs at the College of Notre Dame of Maryland.

NSSE data revealed that seniors at College of Notre Dame of Maryland desired more opportunities to participate in educationally purposeful activities such as study abroad. The institution already provided various semester-long and summer study abroad programs that allowed students to teach, volunteer, and work abroad. However, they were able to use NSSE results to support expanded offerings of short-term international experiences. These experiences typically last two to three weeks and provide students with opportunities to gain academic credit and travel abroad. For the 2011?12 academic year, qualifying students can select from nine different faculty-led short-term programs. Topics range from education issues in selected European countries to health and cultural studies in Guatemala. Recent NSSE data show that, compared to its peer institutions and the national cohort, the College of Notre Dame of Maryland excels in student participation in study abroad programs.

Texas A&M University - Corpus Christi Corpus Christi TX (2011)

Texas A&M University-Corpus Christi (TAMUCC) prepares targeted reports for individual departments in the Division of Student Affairs, such as first-year programs and student housing, that include longitudinal analysis of relevant NSSE items. For example, University Center and Campus Activities receives results on the time students spend in co-curricular activities and the extent to which students perceive an emphasis on attending campus events. A main report for University Housing examines whether students who live on-campus are more engaged than students who live off-campus. These results provide evidence to support departments' assessment reports for the Council for the Advancement of Standards in Higher Education (CAS). In addition, breakout reports comparing BCSSE and NSSE data have been used by first-year programs to better understand how the institution is meeting first-year students' expectations.

Tulane University New Orleans LA (2011)

Tulane uses NSSE results on service to establish new teaching and learning center.

Tulane University used NSSE results related to students' expectations for and involvement in service-learning, undergraduate research, and internships, plus other indicators of students'
interest in public service and research, to establish the warrant for the Center for Engaged Learning and Teaching (CELT). Developed as part of its Quality Enhancement Plan (QEP) for the Southern Association of Colleges and Schools (SACS) reaffirmation,
the CELT will be the hub for fostering engagement in four core areas: (1) research engagement; (2) social innovation engagement; (3) classroom engagement; and (4) experiential
engagement. Growing out of Tulane's recognized strength in public service and service-learning, as well as students' keen interest in engaging in public service programs, the project will expand opportunities for more students and faculty to participate in meaningful, high-impact practices and learning experiences that complement their academic and career goals.
NSSE data related to the activities of CELT will be used as baseline indicators, and future results will be used to monitor
student participation and educational effectiveness. For example, NSSE items related to working with other students on projects
during class will serve as a proxy for engaged classroom activity, and participation in undergraduate research and service-learning
will provide feedback on participation in high-impact activities. Highlights of Tulane's assessment plan include the mapping of learning outcomes to assessment activities and the use of multiple measures and methods. To assess the extent to which involvement in CELT activities relates to the learning outcome of "effectively live and work in a culturally complex society," Tulane will collect evidence using the Association of American Colleges and
Universities' Intercultural Knowledge and Competence rubric and review NSSE results on diverse interactions and gains in understanding people of other racial and ethnic backgrounds. Tulane's plan promises to create an enriched environment for student learning and promote innovative approaches to teaching.

University of Georgia Athens GA (2011)

University of Georgia creates more opportunities for service learning.

NSSE data revealed that University of Georgia (UGA) students wanted more opportunities to engage in service-learning experiences. The institution responded by creating the Office of Service-Learning in 2005. The office has sought to provide students and faculty with opportunities to integrate servicelearning into the formal curriculum, and in 2006 it created the Service-Learning Fellows Program, a development program to assist faculty in their efforts to incorporate service-learning into their teaching, research, and service. More than 40 faculty members from various disciplines across campus have already participated in the program.

West Chester University of Pennsylvania West Chester PA (2011)

West Chester University places high priority on advising after reviewing 2008 NSSE results.

West Chester University of Pennsylvania (WCU) participated in NSSE in 2008 and 2010 as a Pennsylvania State System of Higher Education (PASSHE) consortium member. Through consortium participation, PASSHE institutions appended questions about advising and course availability to the NSSE survey. Although 2008 WCU student responses were mostly positive, the dean of undergraduate studies identified one area of concern: Students did not feel they received high-quality advising. In response, advising became a major priority for the institution and the University Academic Advising Committee (UAAC) was charged with creating an improvement plan. The plan included a new classification of "internal transfer" to designate students who wish to change majors and those with undeclared majors, as well as the dedication of two advisors with comprehensive knowledge of all departmental requirements to this group. Orientation sessions for new first-year students and a hand-out that describes the responsibilities of students and advisors help to clarify students' understanding of the advising process.

To further emphasize the importance of advising as teaching, the institution negotiated with the faculty union to include advising as part of the statement of expectations for faculty performance.

In spring 2011, the UAAC at WCU administered two additional internal assessments—student satisfaction and individual departmental
surveys. The UAAC is now studying the results, along with data gathered from all other sources, on specific advising needs, topics discussed in advising sessions, accessibility and availability of advisors, and satisfaction with the advising experience. The UAAC also examined the relationship between frequency and extent of advising and student satisfaction with the advising process across departments to develop a series of best practices. Rather than training workshops, faculty advising liaisons from each department—about half of whom are department chairs—participate in "shared best practices" sessions. The meetings occur once a semester and provide an opportunity to exchange strategies and experiences. Since implementing these initiatives, WCU's scores on advising-related items from its NSSE 2010 administration have already shown improvement.

Wofford College Spartanburg SC (2011)

Community service is an important aspect of student life at Wofford College.

NSSE results helped spark changes in admissions requirements at Wofford College. Specifically, community service and civic
engagement are important aspects of student life at Wofford, with students not only engaging in service in their local communities,
but also abroad. For example, many Wofford students have taught in elementary schools in Guatemala or worked in an HIV/AIDS clinic in Paris. As a result of the emphasis placed on
community service and civic engagement among undergraduate students, Wofford College has begun to emphasize volunteer experience
when reviewing the applications of prospective students.

American International College Springfield MA (2010)

American International College disseminates NSSE results to faculty and staff through various efforts. Results are published in the Center for Academic Success Newsletter which is distributed to faculty at the institution. Results are also shared with the Executive Vice President of Academic Affairs, the President, and the President's Cabinet.

American International College Springfield MA (2010)

American International College disseminates NSSE results to faculty and staff through various efforts. Results are published in the Center for Academic Success Newsletter which is distributed to faculty at the institution. Results are also shared with the Executive Vice President of Academic Affairs, the President, and the President's Cabinet.

Auburn University Auburn University AL (2010)

Auburn University utilized results from NSSE and the Collegiate Learning Assessment (CLA) to reveal strengths and weaknesses in student writing. The university launched a writing initiative, which resulted in the creation of the Director of University Writing position and the passage of a writing-in-the-disciplines policy by the University Faculty. Auburn participated in the NSSE Consortium for the Study of Writing in College to better understand and improve student writing at the institution.

Auburn University Auburn University AL (2010)

Auburn University utilized results from NSSE and the Collegiate Learning Assessment (CLA) to reveal strengths and weaknesses in student writing. The university launched a writing initiative, which resulted in the creation of a Director of University Writing position and the passage of a writing-in-the-disciplines
policy by the University Faculty Senate. Auburn
participated in the NSSE Consortium for the Study of Writing in College to better understand and improve student writing at the institution.

Clemson University Clemson SC (2010)

Specialized reports are created at Clemson University to reflect the interests of various constituencies. This includes Student Affairs, Student Government, and Academic Affairs. The data is also used extensively in presentation to the Board of Trustees and department head meetings.

Graceland University-Lamoni Lamoni IA (2010)

Graceland University ? Lamoni also participated in the NSSE Consortium for the Study of Writing in College to help better identify strengths and weaknesses in the skills of their students. NSSE results helped the institution improve their first-year seminars where faculty placed an emphasis on writing, paying special attention to pre-writing strategies.

James Madison University Harrisonburg VA (2010)

James Madison University's NSSE results indicated that first-year student involvement in service-learning programs was lower than desired. They addressed this shortfall by increasing the number and quality of class
presentations about service-learning and by increasing the number of contacts with new faculty members regarding the importance of emphasizing service-learning opportunities.

Lindenwood University Saint Charles MO (2010)

Select NSSE results are shared with faculty during Fall Faculty Workshops at Lindenwood University. Faculty are asked to consider the results as they plan and develop their curriculum and interact with students. Faculty within the Retention Committee are working on identifying key areas that can be improved and ways to foster a more supportive campus environment.

Plymouth State University Plymouth NH (2010)

NSSE results and an institutional survey at Plymouth State University have been used to revise the general education program. NSSE results supported a successful grant application to establish a faculty development center charged with improving the firstyear
experience with special focus on undeclared
students.

Tennessee Technological University Cookeville TN (2010)

Tennessee Tech University (TTU) used NSSE results in its AACSB Fifth-Year Maintenance Report as evidence of assessment of World, Cultures, and Business (WCB) Goal #2 on International Awareness. Because only a small number of TTU students participated in study abroad programs, the WCB executive committee created a new course to encourage students to participate in an international experience. The course helps students understand international business practices while experiencing diverse business cultures. In addition, the university charged all students a small fee each semester to support study abroad travel for students with limited financial resources.

The University of Tennessee, Knoxville Knoxville TN (2010)

In an effort to promote academic success, the University of Tennessee ? Knoxville has used NSSE data to improve academic advising. This fall, the institution hired full-time academic advisors to provide more assistance to students. Additionally, UT-Knoxville made improvements to their first-year orientation program, providing students with one-on-one advising opportunities and information on specific program requirements.

The University of Tennessee, Knoxville Knoxville TN (2010)

One of the goals for the University of Tennessee, Knoxville (UT Knoxville) in the past two years has been to improve the effectiveness of their advising programs. To accomplish that goal, the university administration and advising community examined a number of indicators, such as the ratio of students per advisor, information from student focus groups regarding their advising experiences, and a comprehensive program review by external consultants. They also used NSSE responses to explore several issues, including use of academic support programs, talking about career plans with advisors or faculty, perceptions of the academic experience, participation in service-learning and undergraduate research, and diverse interactions. All of these indicators align with the university's advising program goals and learning outcomes and are related to the overall undergraduate academic experience. Advisors are expected to guide students toward academic support services, programs in service-learning and undergraduate research, co-curricular opportunities, and a comprehensive campus initiative on understanding the diversity of our world and global affairs. As a result of this two-year assessment process, the university has increased the number of full-time academic advisors, restructured orientation advising for first-year students, which includes extended contact with college academic advisors and individual advising sessions, and implemented a new advising policy that targets students who are most at-risk for progressing to graduation, such as new transfers, students on probation, and those without declared majors.

Thompson Rivers University Kamloops BC (2010)

Thompson Rivers University holds an institution-wide professional development day in February every year. A recent theme was student and employee engagement, which highlighted examples of how faculty and staff promote student engagement and what NSSE benchmarks mean to the institution.

University of Calgary Calgary AB (2010)

Having collected NSSE data in 2004, 2007, and 2008, the University of Calgary (U of C) has a clearer picture of the engagement of their students and is shaping student experiences inside and outside of the classroom in ways that will increase engagement and academic success. The first part of their multi-layered process was the release of the report Student Engagement Project?Statistical Summary (2010), a composite review of 2007 and 2008 NSSE results along with other information sources. The report outlines the beginning of a three-year Student Engagement Action Plan written by U of C's NSSE Action Team. The plan provides a blueprint to move student engagement issues forward throughout the institution and represents a concerted effort to translate NSSE results into actionable steps. Another initiative is Project Engage, which promotes and enhances student engagement in large-enrollment introductory courses in the arts and sciences. Designed as a two-year pilot, the program provides selected faculty with support and resources to improve the learning experiences of students enrolled in these courses. According to the NSSE Action Team faculty leader, the overall objective is "to significantly improve the quality of the learning environment in these large-enrollment first-year classes and to do so in such a way that the benefits are felt by as many students as possible."

University of Colorado Boulder Boulder CO (2010)

NSSE is one of several surveys administered by the office of Institutional Analysis at the University of Colorado at Boulder (CU-Boulder) to encourage student reflection on learning and support the assessment of campus strategic goals. Results are reported publicly at the college, school, division, and department levels. As a member of the Association of American Universities Data Exchange (AAUDE) program, CU-Boulder also relies on the NSSE data-sharing agreement with its AAUDE peers to benchmark itself on NSSE core survey responses as well as extra questions added to NSSE that focus on the priorities of research universities. CU-Boulder used this information to write its self-study report, Shaping the New Flagship, for reaccreditation by the Higher Learning Commission of the North Central Association of Colleges and Schools. Since CU-Boulder's last reaccreditation review in 2001, major changes have been made in the university's writing program. CU-Boulder's self-study includes a focus on the Program for Writing and Rhetoric (PWR) and the creation of the campus Writing Center to address a decentralized and diffuse writing curriculum and lack of focus on first-year writing programs. PWR expanded upper-division courses, redesigned lower-division courses, and established a full-service Writing Center to reinforce pedagogical reforms driven by assessment. Results on several NSSE survey items related to student writing from the 2000, 2002, 2006, and 2009 NSSE administrations showed that CU-Boulder students improved over time and compared well to students at peer institutions. Looking ahead, the Council of Writing Program Administrators and NSSE have developed a national pilot survey that will assess connections between good writing practices and student learning. More than 24 survey items related to writing skills will allow CU-Boulder to compare its performance to that of other schools in the Consortium for the Study of Writing in College.

University of Nevada-Las Vegas Las Vegas NV (2010)

University of Nevada, Las Vegas (UNLV) responded to a collection of evidence, including NSSE results, data from Noel-Levitz's Student Satisfaction Inventory, and an exit survey for graduating seniors developed by the UNLV Office of Academic Assessment, that all pointed to a need for improvement in the quality of academic advising. These results helped make the case for a new emphasis on advising, which included hiring more academic advisors, requiring advising for newly admitted first year and transfer students, and creating the Academic Success Center to consolidate and enhance academic support services. Since implementing these initiatives, UNLV has seen increases in their Supportive Campus Environment benchmark scores.

University of Nevada-Las Vegas Las Vegas NV (2010)

University of Nevada, Las Vegas (UNLV) responded to its NSSE results, along with results from the Student Satisfaction Inventory and an exit survey for graduating seniors developed by the Office of Academic Assessment, by placing greater emphasis
on academic advising. This included hiring more academic advisors, requiring advising for newly admitted freshman and transfer students, and creating the Academic Success Center to consolidate and enhance academic support services. Since these initiatives, UNLV has seen increases in the supportive campus environment benchmark scores.

University of New Brunswick Fredericton NB (2010)

After extensive discussion of University of New Brunswick's (UNB) NSSE results, the Centre for Enhanced Teaching and Learning and Student Affairs and Services for both the Fredericton and Saint John campuses teamed up to create the Student Engagement Wiki (SEW). SEW is a collaborative tool and repository of ideas and resources for UNB faculty and staff to share successful strategies for such practices as using group work, encouraging course discussions, and implementing handson projects. SEW is structured around NSSE's five Benchmarks of Effective Educational Practice, which provide organizing principles for the categories and topics. SEW launched in late spring 2010 with about 100 entries that were largely based on academic journal articles about student engagement and resources like the practice briefs ( nsse.iub.edu/links/practice_briefs ) developed as part of NSSE's Documenting Effective Educational Practice (DEEP) project. The goal is for faculty and staff to add entries about what has worked for them at UNB. By creating a university-wide forum, organizers hope ideas can be shared both within and across disciplines.

The objectives of SEW are:

• to provide an easy-to-use knowledge base for ideas, practices, and resources to help faculty and staff engage students,
• to provide a tool to facilitate sharing ideas for student engagement <
• to structure and maintain the wiki in ways that keep content current and encourage active participation
• to establish an effective long-term site maintenance plan
• to establish an effective long-term communications plan.

University of South Dakota Vermillion SD (2010)

Since 2002, the South Dakota Board of Regents and the National Center for Higher Education Management System (NCHEMS)have embarked on a joint endeavor requiring all six regional universities to administer NSSE on a regular basis. NSSE results from four subsequent administrations showed that first-year and senior scores on the Active and Collaborative Learning (ACL) benchmark fell below the NSSE cohort norms, prompting the Board to focus their attention on the potential of technology to foster active learning in undergraduate education. Specifically, the Board established the Mobile Computing Initiative Implementation Plan to improve student technological fluency and create an environment with unlimited connectivity. This plan calls for all students at the six regional institutions to have tablet PCs by 2012. Currently, tablet PCs are used at the institution-level at Dakota State University and South Dakota

Utah Valley University Orem UT (2010)

Utah Valley University first administered NSSE in 2008 and has been very active in disseminating the results and fostering a campus dialogue about improving the undergraduate experience. Presentations have been given on the findings and reports were posted on the institution's Web site. NSSE data were disaggregated by school and provided to deans. This helped faculty recognize the importance of NSSE data and ways they can be used to inform their efforts.

Washington State University Pullman WA (2010)

Washington State University's (WSU) NSSE results indicated that students' perception of the supportiveness of the campus environment was above average, but was not meeting their expectations for collaborative learning, student-faculty interaction, and educationally enriching experiences. WSU has a successful living-learning community but it was limited to a small number of students. Freshman
Focus learning communities were created to provide all incoming students the opportunity to engage in an extensive living-learning community system.

Washington State University Pullman WA (2010)

To support its 2009 self-study prepared for the Northwest Commission on Colleges and Universities, Washington State University (WSU) used NSSE scores over multiple years to show evidence of the impact of several programs initiated to improve student engagement and learning. These programs included:
? A first-year living-learning community titled "Freshmen Focus"
? Integrated residence hall programming and cocurricular activities
? Implementation of a new foreign language requirement for the honors program as well as an elective for general education studies
? Residence hall tutoring services
? Increased emphasis on experiential learning
To further support first-year initiatives and improve engagement in student-faculty interactions and active and collaborative learning, WSU offered faculty curriculum improvement grants. WSUs NSSE 2008 results suggest that the pilot projects introduced in 2005?07 have begun to impact the student experience. Goals to enhance the student experience and build deep learning experiences into the curriculum at all levels are incorporated into WSU's new strategic plan for 2008?13.

Wilmington College Wilmington OH (2010)

Wilmington College received a grant which provided the institution with resources to hire two full-time staff members to live in first-year residence halls and encourage students to attend orientation programs, improve study habits, and attend classes. These staff members mentored and counseled students. Staff also implemented an Early Alert Program to identify those students who are having academic difficulty and help
students get connected to support services. NSSE results helped inform Wilmington College's decision to implement these changes and follow-up NSSE results have shown improvement across several areas in the first- year experience. These results validated the changes in the first-year experience, and helped make the case for institutionalizing the programs after the grant funding ran out.

Bennington College Bennington VT (2009)

Bennington College continues to be mindful of students' scores on the Supportive Campus Environment benchmark, which have improved over several years, but are still a priority given the small campus size and individualized mission. Staff members ran several focus groups to learn more about why students stayed and why they might have considered leaving. In a new class on the senior experience at Bennington, some of the agenda focused on finding out about students' experiences, tied to engagement benchmark results. Bennington expects that small changes can make a difference and that asking students for broader input related to survey items can help elaborate responses and suggest possible solutions to problems.

California State University, Northridge Northridge CA (2009)

Rather than using the NSSE Benchmarks of Effective Educational Practice, CSUN's IR staff members have developed their own groupings of survey items to inform different educational processes students experience and to evaluate the effectiveness of certain campus services. For example, student responses regarding academic advising have been helpful in locating individuals' difficulties with advising services within a broader context of fairly widespread satisfaction. Huber has also found the option to select peer comparison groups very useful and looks at the performance of CSUN in relation to other CSU campuses and other large public, primarily nonresidential institutions.

Centenary College of Louisiana Shreveport LA (2009)

Centenary College of Louisiana

Centenary College of Louisiana states its mission is "to enhance [students'] self-knowledge and social awareness through career and graduate school preparation, intercultural engagement, and civic involvement." To accomplish this, the institution focuses on experiential learning. The process of developing its Quality Enhancement Plan (QEP) in support of reaffirmation by SACS, offered Centenary the opportunity to further increase its emphasis on experienced-based curriculum, particularly in a global framework. The QEP is titled C4: A Quality Enhancement Plan of Experiential Learning, where the four C's are "Centenary, Career, Culture, and Community." The QEP expands on the institution's strategic plan, and focuses on three goals:
1. Nurture for the entire campus community a rich intellectual atmosphere and personalized, distinctive experiences through innovative curricular, interactions between students and faculty, interdisciplinary studies, internships, and intercultural opportunities.
2. Strengthen the campus community and enrich its social atmosphere, specifically by invigorating service-learning with enhanced curricular and co-curricular opportunities that increase our larger community connections.
3. Enroll and graduate students who seek a vibrant college experience that will afford them superior preparation for career and citizenship in the real world. (QEP, p. 6) NSSE results will provide indirect measures to assess C4 progress on the following survey items: 1k. Participated in a community-based project (e.g. service learning) as part of a regular course, 1o. Talked about career plans with a faculty member or advisor 1s. Worked with faculty members on activities other than coursework (committees, orientation, student life activities, etc., 7d. Work on research project with a faculty member outside of course or program requirements.

Clemson University Clemson SC (2009)

NSSE results have been presented to the entire Division of Student Affairs, sparking productive discussions concerning areas where the campus is succeeding in connecting with students, and areas that may require some attention. Stemming from the increase in emphasis on effective assessment measures at Clemson, the new Vice President of Student Affairs, Gail DiSabatino, invited Dr. George Kuh, Director of the Indiana University Center for Postsecondary Research and then Director of NSSE, to campus in the fall 2007. Dr. Kuh suggested that assessment efforts work to identify underengaged students. Clemson's NSSE data has since been aggregated to identify large enough groups of students to successfully pinpoint characteristics of those who may be underengaged. Given the number of years the campus has administered NSSE, their pool of respondents is large enough for this method to be effective.

Clemson University Clemson SC (2009)

Presented with NSSE data, Clemson faculty members expressed concern over student reports of too few in-class discussions that address issues of diversity. The campus has since determined that faculty and students may have been interpreting the question differently. However, preserving the classroom as a safe space for conversations on diversity is very important to the University and faculty have been offered opportunities to learn more about teaching methods to engage students in these types of discussions. In addition, workshops on other types of pedagogical strategies have been developed and offered to faculty members.

Clemson University Clemson SC (2009)

NSSE data has been tied to other campus decisions at Clemson. Over the past three years, Clemson has initiated Creative Inquiry Projects —undergraduate research activities where faculty members guide small groups of students through a multi-semester project in various disciplines. Projects are designed to help students develop problem-solving and critical thinking skills, as well as the abilities to work on teams and express themselves effectively in written and verbal communication.
A campus press release from last year highlighted how the Creative Inquiry program and other initiatives such as internships and cooperative experiences - had, according to Clemson's 2007 NSSE results, increased the numbers of students participating in undergraduate research ? to a level significantly higher than institutions in Clemson's selected peer group.

College of the Atlantic Bar Harbor ME (2009)

College of the Atlantic (COA)

College of the Atlantic was founded in the late 1960's to incorporate the concepts of human ecology into a traditional liberal arts curriculum. COA prepares students "?to practically apply their learning to improve prospects for a sustainable, peaceful, and just society." In an action-oriented environment, students are self-directed and participate in the construction of their own academic programs. Coursework is interdisciplinary and experiential. There are no academic departments, faculty are non-ranked, and all members of the campus communityare encouraged to become involved in the institution's governance. It is in this spirit of participatory governance that COA prepared it NEASC self-study for re-affi rmation. For NEASC Standard Four ? Academic Program, overall participation in the survey and student responses on selected NSSE items provided evidence of an effective institutional assessment strategy and successful program of academic advising. In particular, items relating to making a class presentation, interacting with peers from different backgrounds, participating in co-curricular activities, and writing multiple drafts of papers were used for assessment. In addition, qualitative and quantitative evidence - NSSE results and increased retention rates, particularly from the fi rst- to second-year of study - were used to demonstrate a successful approach to academic advising.

Fayetteville State University Fayetteville NC (2009)

At Fayettville State University, NSSE data are disaggregated by major and provided to department chairs so they can determine areas of improvement. Student participation in a capstone course or learning community has been of particular interest. The institution has invested more in learning communities and developing capstone courses in an effort to strengthen writing across the curriculum and increase the amount of time students spend preparing for class.

Georgia State University Atlanta GA (2009)

Georgia State University (GSU)
NSSE results regarding educational gains in acquiring work-related knowledge and critical thinking skills informed the focus of the GSU QEP.

As part of the QEP, Critical Thinking Through Writing (CTW), GSU implemented a new graduation requirement ? students must pass two CTW courses. The CTW initiative is nested within academic departments where faculty members serve as CTW ambassadors and train instructors in CTW classes. The QEP will use direct assessments including departmental annual reports of student learning outcomes by major, surveys of instructors and students, written reports from CTW faculty ambassadors, as well as indirect assessments such as NSSE results and senior exit surveys.

NSSE items related to academic and intellectual experiences (asking questions in class, applying ideas and theories, etc.), critical thinking and writing skills, and acquisition of job-related skills will play an important role in assessment CTW progress.

Furthermore, NSSE results have been the impetus for departments to implement capstone or "culminating senior experiences." GSU anticipates that the numbers of students participating in these projects will improve over time.

Grand View University Des Moines IA (2009)

After reviewing its NSSE results, Grand View College initiated a faculty-student engagement grant program whereby instructors can apply for funds to host engagement activities with students outside of class. Faculty members have interacted with students by hosting a pizza study session the night before final exams, taking literature students to a coffee shop to enjoy a poetry slam, and inviting students into their homes for dinner.

Hastings College Hastings NE (2009)

As a small campus in rural Nebraska, student scores on diversity-related items on the NSSE survey were not as high as those involved in assessment had hoped, so Hastings drilled down to specific item responses to determine which areas needed improvement. By using NSSE results to target specific diversity needs, Hastings was able to implement new programs to improve these areas and to encourage more interaction among students from different religious and ethnic backgrounds. The new programs included publishing an annual campus wide diversity calendar, establishing a Faculty Diversity Initiative, and increasing study abroad opportunities.

Hendrix College Conway AR (2009)

Hendrix College uses NSSE data to monitor the success of some of its collaborative learning programs. The College recently established a program called "Your Hendrix Odyssey" that requires students to complete at least three experiential learning projects before graduation. The projects address areas ranging from global awareness to service. Different "Odyssey" experiences also are geared toward different student cohorts. For example, during the College's new student transition seminar course, first-year students complete "mini-Odyssey" projects.

Illinois State University Normal IL (2009)

Illinois State University uses NSSE, BCSSE, and FSSE findings to guide campus conversations among students, faculty, student affairs personnel, and other stakeholders. Solution-based programming has been designed using data from NSSE, BCSSE, and FSSE, providing a vehicle for meaningful conversations about student engagement and effective and timely support to faculty and staff. For example, a four-part series cosponsored with the Center for Teaching, Learning, and Technology titled "Improve Student Writing and Still Have a Life" was developed for faculty based upon results from the FSSE and NSSE surveys. This series focused on the information learned about student and faculty perceptions of writing and manageable methods faculty can utilize to improve the quality of student writing in their classes.

Indiana University South Bend South Bend IN (2009)

Indiana University South Bend's Institutional Research Office is using specific metrics to track how much time students spend working off campus. Institutional research staff compared their students' responses with other Master's institutions. As a one-person office, this approach was an efficient way to monitor students' responses and behavior patterns in a comparative way.

Indiana University-Purdue University Indianapolis Indianapolis IN (2009)

Indiana University-Purdue University Indianapolis (IUPUI), a large public university in downtown Indianapolis, Indiana, has participated in NSSE four times since NSSE's launch in 2000. To make use of NSSE results, IUPUI has mapped NSSE data to campus-wide principles of undergraduate learning for curriculum and co-curricular development (service learning, research with faculty, and study abroad) and uses the data as performance indicators in those critical areas. NSSE data are also mapped to performance indicators in strategic planning and institutional improvement, specifically for gains on diversity goals, in technology use and participation in service-learning; corroborating data from other in-house instruments (advising); and evaluating first-year programs. To inform staffing decisions, the Office of Information Management and Institutional Research at IUPUI has presented data from NSSE to the Board of Trustees and various units and departments highlighting the positive engagement/educational impact of on-campus employment for students, and has encouraged departments and units to hire more students to fill staff positions.

Indiana University-Purdue University Indianapolis Indianapolis IN (2009)

Several concrete changes at IUPUI have been motivated by NSSE data. Based on participation results related to service learning in thematic learning communities, stronger linkages between service experiences and learning outcomes have been created and opportunities for participation in service learning increased. A new program, RISE, or RISE to the Challenge, was implemented to ensure that all students take part in at least one of the following four high-impact experiences prior to graduation: undergraduate research, study abroad, service learning, or internship experience.

Iona College New Rochelle NY (2009)

Iona College uses NSSE benchmark data in their communication with parents and students. To help increase students' commitment to Iona, letters are sent to first-year parents and students over the summer discussing the institution's emphasis on engagement.

Iowa State University Ames IA (2009)

The Center for Excellence in Learning and Teaching (CELT) at Iowa State University has sponsored campus-wide Faculty Forums that provide discussion about ways to enhance learning related to NSSE results, benchmarks, and student engagement. The benchmarks are also shared at the annual University Teaching Seminar, at new faculty orientation, and at CELT workshops throughout the year.

Jacksonville State University Jacksonville AL (2009)

After reviewing its NSSE data, Jacksonville State University wanted to improve student engagement in Enriching Educational Experiences as defined by the NSSE items that make up the benchmark. As a result, the strategic planning committee focused on expanding service-learning opportunities. The vice presidents for academic and student affairs are developing a new Office of Leadership and Service to coordinate service-learning opportunities, promote service-learning, and provide support to faculty interested in developing service-learning courses.

James Madison University Harrisonburg VA (2009)

James Madison University's NSSE results indicated that first-year student involvement in service-learning programs was lower than desired. They addressed this shortfall by increasing the number and quality of class presentations about service-learning and by increasing the number of contacts with new faculty members regarding the importance of emphasizing service-learning opportunities.

James Madison University Harrisonburg VA (2009)

James Madison University's NSSE results for firstyear student interaction with faculty indicated a need for increased interaction. This issue was addressed by sharing the data with the deans of each of the colleges who in turn shared the information with academic department heads. This was also addressed through increased advisor training.

Johnson University Knoxville TN (2009)

NSSE results were shared with faculty at Johnson Bible College in order to improve the in-class experience of undergraduates. As a result, faculty are revising syllabi and employing new teaching methods. The institution also took steps to reduce class sizes in an effort to help instructors utilize a greater variety of pedagogical methods.

Medaille College Buffalo NY (2009)

NSSE data at Medaille College inform its strategic planning and institutional assessment plan. Data were reported to the Middle States Commission on Higher Education in Medaille's Periodic Review Report and will be in their next self study, by which time they will have two more rounds of NSSE data to draw on in evaluating overall mission effectiveness.

Mills College Oakland CA (2009)

Mills College used results from its participation in NSSE 2008 in its WASC Capacity and Preparatory Review Report. On WASC Standard One, Defi ning Institutional Purposes and Ensuring Educational Objectives, a newly approved strategic plan helped Mills align its mission with focus on enhancing "the multicultural learning community, and developing programs that emphasize interdisciplinary and interactive learning, social justice, leadership skills, and global diversity." (p.4) Mills detailed the use of NSSE responses of first-year and senior students on the levels of academic challenge, faculty support, and collaborative learning as part of its evidence in support of Criteria for Review (CFR) 1.2 - the institution "develops indicators for the achievement of its purposes and educational objectives at the institutional, program, and course levels" and "has a system of measuring student achievement, in terms of retention, completion, and student learning."

Historically, Mills has placed major emphasis on faculty pedagogy and scholarship. Over the past five years, fulltime faculty members have reported a significant decrease in the amount of their reliance on lecturing in favor of actively involving students in the learning process. To support WASC Standard Two, Achieving Educational Objectives through Core Functions, NSSE results on items related to active and collaborative learning were used to show that Mills students compare well against comparison groups and the entire NSSE cohort.

Morgan State University Baltimore MD (2009)

Morgan State University was reaccredited by MSCHE in 2008. Designated as "Maryland's Public Urban University" by the Maryland State Legislature, Morgan chose to pursue a model for its 2008 Middle States Self-Study, which aligned Baldrige Education Criteria for Performance Excellence with the 14 MSCHE standards for excellence.

Morgan used focus groups, NSSE results, and other national assessment instruments as evidence of student and stakeholder satisfaction to support MSCHE Standard 9, Student Support Services: "The institution provides student support services reasonably necessary to enable each student to achieve the institution's goals for students" which was combined with Baldrige Category 3, Student Stakeholder and Market Focus. A series of focus groups titled "Opportunities for Continuous Improvement in Academics" was carried out in 2007 where students, faculty, and administrators offered suggestions to improve the quality of customer service at MSU. In addition, results from NSSE, an internal fi rst-year survey, and fi ndings from an external consultant agency helped to address concerns with customer service, especially student registration processes. The University also established the "Morgan Cares" and "Helping Hands" programs as a result of its involvement in Building Engagement and Attainment for Minority Students (BEAMS) project.

For MSCHE Standard 14, Assessment of Student Learning, one of the two major assessment standards of MSCHE's Characteristics of Excellence guidelines, Morgan linked Baldrige Category 7, Organizational Performance Results and used NSSE and Faculty Survey of Student Engagement (FSSE) results to measure the success of the University?s assessment plan. Specifi c NSSE items on working to meet faculty expectations, participation in community-based projects, applying theories and concepts to practical problems, number of papers and books read, and gaining work-related knowledge and skills were highlighted. The University continues to promote a strong liberal arts curriculum and improvement in the levels of its students' written and oral communication skills through a quality General Education program. NSSE and FSSE results provided responses that assessed student engagement from both student and faculty perspectives. In addition to effective written and oral communication, survey items of particular relevance to Morgan's assessment included acquiring a broad general education, thinking critically and analytically, analyzing quantitative problems, using computing and information technology, and solving complex real world problems.

Northern Michigan University Marquette MI (2009)

The Associate Vice President of Institutional Research at NMU, Paul Duby, chose to participate in NSSE because he felt it is a survey instrument that measures holistic and affective learning processes. NMU places great emphasis on encouraging students to get involved service learning. The Superior Edge program, which currently has over 1,500 students enrolled, combines community engagement, diversity awareness, leadership development, and real-world experience. Duby considers NSSE the best instrument to assess the impact of service learning through more meaningful constructs of processes and outcomes.

Nova Scotia Agricultural College Truro NS (2009)

At Nova Scotia Agricultural College NSSE results are used extensively for public relations and marketing purposes. NSSE's Pocket Guide to Choosing a College was adapted, printed, and distributed to prospective students and parents at the Open House. The results are also highlighted in admission letters, and communication to alumni.

Pace University New York NY (2009)

Pace University had long provided coordinated programs for first-year students to promote their success. However, no special initiatives or programs addressed the needs of students in their sophomore year and there was growing concern over a retention rate that after two years dropped off by more than 9%. Motivated by this persistence data and the success of the first-year experience, the "Sophomore Working Group," comprised of faculty, academic administrators, and student affairs professionals, began to focus on developing a special program or "experience" for sophomores.

In reviewing NSSE 2004 first-year results, the Working Group sought to better understand areas where Pace was doing well and those that that needed improvement in students' relationships with faculty, other students, administrators and staff. They found that the phenomenon of "sophomore slump" corresponded with a number of NSSE questions so the Working Group incorporated these items into a short survey which was administered to sophomores to assess the extent to which students might be experiencing this phenomenon.

Findings from student responses to this survey revealed, for example, that relationships with faculty played a critical role in students' assessment of their educational experiences and achievements, and that specific bureaucratic procedures for registration, financial aid, and payment of fees were a source of frustration for students. Sophomore focus groups were also conducted to further contextualize NSSE responses to the Pace environment.

Specific actions and programs resulted from the findings of the Sophomore Working Group, including the development of comprehensive transition and support programs for sophomores such as the "Pace Plan", a comprehensive advisement model for both academic and career advisement, and the expansion of faculty mentoring opportunities to increase quality interactions with faculty, and restructuring the registrar, bursar and financial aid office.

Pace University New York NY (2009)

Pace also looked over time at two satisfaction questions on NSSE to identify relationships between engagement practices and membership in one of the two extreme satisfaction groups, "Low Satisfaction" defined by "poor or fair" rating and "definite or probable would not repeat experience" versus "High Satisfaction" defined by "good or excellent" rating and "probable or definite would repeat experience."

Although results indicated that the trend in most areas was one of improvement, the percent of unambiguously satisfied students (i.e., those who found the experience satisfactory and would attend the same institution) hovered steadily between 65 and 70 percent over a five-year period, compared to Pace's Carnegie peers who consistently demonstrated higher scores.

In all, 37 engagement activities correlated positively with student satisfaction and their perceptions of their Pace experience. The analysis demonstrated that the engagement activity most strongly correlated with student satisfaction was the quality of academic advising; followed by "provided the support to help you succeed academically"; "quality of your relationships with faculty members"; "coursework contributed to acquiring a broad general education" and "quality of your relationships with administrative personnel and offices."

The University Assessment Committee disseminated the findings of the five-year student satisfaction analysis as widely as possible, beginning with the University's leadership - all members of the President's Council which included the Vice President of Student Affairs, and all members of the University's management team. Results from the five-year study and a report highlighting Pace's NSSE results were also shared with the Board of Trustees. Faculty members were a prime audience for the satisfaction results since many of the activities identified were within their control. Because faculty members are often faced with reports of what is wrong, the Assessment Committee thought it was especially important for them to see what was "right." The Assessment Committee published a newsletter reporting on the five-year study of NSSE results that was sent through the provost's listserv to all Pace faculty in late March 2007.

Pace University New York NY (2009)

The influence of the five-year satisfaction results fed directly into an issue getting a great deal of attention and concern at Pace: a proposed revision in the Freshman Seminar, UNV 101. One of the most important changes proposed was to have full-time faculty from each of the schools and the college teach the UNV 101 course. In the past, professional staff and long time adjunct faculty taught the seminar along with a handful of full-time faculty. The NSSE student satisfaction results provided additional evidence for the associate provost to convince deans and full-time faculty that the assignment of full-time faculty to UNV 101 would have a significant impact on the first-year experience. As the instructor of the seminar also served as the student's advisor, a second change extended the advisory role of the faculty member from a one-semester to a year-long relationship with the student. First-year students would be assigned to seminar sections based upon their professional school or College selection. As a result, first-year students would come into early contact with a full-time faculty member from their school or College in a meaningful advisory relationship. With the help of NSSE evidence to strengthen the proposal, fall 2007 UNV101 sections benefitted from the expertise of 57 full-time faculty members.

Pace University New York NY (2009)

The satisfaction study, which identified that "quality of your relationships with administrative personnel and offices" contributed to student satisfaction, and the sophomore survey results that revealed the need for improvement in student services, particularly the Registrar, Bursar and Financial Aid, made a strong case for the creation of "one-stop services." In 2007, these offices were restructured and renamed the Office of Student Assistance. A new administrator was hired to oversee the operation and a new series of assessments was performed to identify the most pressing problem areas. Pace's president was keen on using engagement results for improvements and made student satisfaction a high priority. He extended Pace's commitment to the improvement of service delivery and has supported formal programs to empower Pace staff to take greater responsibility for resolving student problems. Student engagement data provided Pace University leaders with empirical evidence of areas where action and change was needed.

Rockford University Rockford IL (2009)

At Rockford College NSSE results were presented at a student leadership conference. Student leaders predicted NSSE results and then discussed differences between their predictions and actual results. The program concluded with a discussion of how student leaders can be positive examples for their peers by engaging in educationally purposeful activities.

St. Thomas University Miami Gardens FL (2009)

Saint Thomas University (FL), a member of the Building Engagement and Attainment for Minority Students (BEAMS) Project, used its NSSE results to inform the restructuring of several areas of the Division of Student Affairs. To improve engagement and foster development of leadership skills, the Vice President for Student Affairs created the L.I.F.E.L.O.N.G. Center for Leadership and Student Engagement. The student affairs division developed courses, workshops, experiential learning exercises, online resources, and developmental opportunities to build on the existing strengths and talents of students.

State University of New York at Brockport Brockport NY (2009)

After receiving NSSE results for several years, department chairs at Brockport began to express interest in the survey and ask about the responses of their specific students. To better help faculty serve students, Lillian Zhu, Director of Institutional Research and Planning, utilized the group variable columns in the population file to identify the academic majors of students. Then, she created binders for each department which included NSSE mean comparisons and frequency distributions reports from students in that department over the span of four years compared to the entire Brockport sample. In addition, she and her institutional research (IR) team wrote a one-page summary detailing specific results that department chairs should pay special attention to in both highlighting and improving their efforts.

Zhu and her IR team also provided reports to the Educational Opportunity Program (EOP), Honors program, and the Delta College program, an alternative to the traditional General Education program. Delta College offers students an interdisciplinary approach to required courses with a special focus on career preparation. Students work closely with faculty and take up to 10 classes together as a cohort.

Zhu continued working with department chairs and faculty following the distribution of binders. Brockport had also participated in FSSE three times from 2006-2008. Through various presentations to and discussions with school deans, Zhu addressed differences or mismatches present in faculty and student perceptions revealed in comparing FSSE and NSSE results. For example, the amount of time faculty indicated students should be investing in class was very different from the amount of time students actually reported. These discussions can lead have led to the development of several action plans to improve the undergraduate experience at Brockport.

Stony Brook University Stony Brook NY (2009)

Stony Brook University has disseminated their results to department chairs and the Faculty Senate Committee on Undergraduate Education. The results were helpful in addressing some common myths about the undergraduate experience. For example, Stony Brook found that students with more responsibilities (e.g., work, child care) report a higher level of engagement. Sharing results with various stakeholders has helped the institution address specific deficits in engagement and improve the Stony Brook experience.

SUNY College at Plattsburgh Plattsburgh NY (2009)

The State University of New York (SUNY) Plattsburgh's NSSE results were included in a recent audit of campus civic engagement. The results will also be compared with the SUNY Student Opinion Survey. SUNY Plattsburgh is now in its second year of a new first-year initiative and is looking at ways to strengthen student civic engagement. NSSE was not the impetus for this new initiative, but student engagement results are being used to assess the campus' current situation and how it compares with other institutions.

Texas A&M University College Station TX (2009)

Several task forces at TAMU were established to better measure the institution's progress in serving students. One of these task forces focuses exclusively on writing. In 2005, another task force identified 20 characteristics a Texas A&M graduate should possess, one of them being writing effectively. However, when compared to other institutions, the task force found that TAMU students were not performing as well as their selected peers in terms of writing. After targeted analyses of specific NSSE item responses related to communication, Texas A&M established the University Writing Center, a student calibrated peer-review program, and W courses ? courses with intensive writing components in many majors. Similar targeted analyses of NSSE items related to student research have been conducted in support of A&M's initiative to enhance the undergraduate experience through inquiry/research-based education.

Texas A&M University College Station TX (2009)

To share NSSE results and encourage campus-wide interest in the assessment process, Troy has made presentations on NSSE to the University Assessment Committee, a group that deals with all assessment-related topics for the University and to some of the college assessment committees. Troy has also found the NSSE pocket guide to be a very useful tool for sharing NSSE results. He and his staff pulled out TAMU's results related to the guide questions and compiled a report which was sent across campus to academic advisors and admission officers.

The College of Saint Scholastica Duluth MN (2009)

The College of St. Scholastica sets institutional strategic goals in order to monitor success and guide improvements. By administering NSSE annually, it provides year-to-year comparisons as to how they are meeting their performance indicators.

University of Akron Akron OH (2009)

The University of Akron used NSSE results for its Foundations of Excellence self-study to help identify areas for improvement. These included developing and distributing a campus-wide first-year philosophy; creating more exposure to diversity in first-year and general education courses; more professional development for faculty and administrators who work with first-year students; creation of more common components in the first-year curriculum; better and more effective ways of communicating with first-year students; and promoting service-learning, mentoring, and undergraduate research programs as vehicles to foster student-faculty interaction outside of the classroom.

University of California-Merced Merced CA (2009)

UC Merced has also made use of other NSSE resources, particularly the PowerPoint presentation included with the Institutional Report and research papers and presentations available on the NSSE Web site. These materials have helped administrators and staff to make sense of the large amount of data returned to NSSE participants, and to share results with other campus audiences. In sorting through the data, Ochsner found it helpful to focus attention on effect sizes since there was so much information to process.

Thus far, UC Merced administrators have shared their NSSE data with senior administration, including the Chancellor's Cabinet and various deans, and students, including the Vice Chancellor for Student Affairs Advisory Group. "The students at UC Merced get excited about the findings too," Ochsner told NSSE staff. "The goal is to familiarize them with survey data," she continued. Some next steps for Ochsner and other administrators involved in assessment include beginning discussions with faculty on using NSSE data and working on their partnership with the newly-formed Center for Research on Teaching Excellence.

University of Cincinnati Cincinnati OH (2009)

The University of Cincinnati (UC), a public research university in Cincinnati, Ohio, uses NSSE results to assess ongoing initiatives and establish new ones. In response to student satisfaction and technology use scores, the university established a "One-Stop Service Center" and provided students with 24-hour access to selected computer labs. UC has also used NSSE results to inform curriculum planning as it has expanded learning community offerings. Additionally, NSSE participation and data have been used to fulfill assessment requirements for the Ohio Needs Grant, a student success grant with funding tied to institutional improvement and new program evaluation.

When asked about the primary use of NSSE data, Caroline Miller, Senior Associate Vice President and Associate Provost for Enrollment Management, replied, "We use it to inform staffing decisions and to determine student satisfaction levels and the quality of services and experiences (academic and social) students have—particularly in regards to diversity matters." NSSE results are shared on campus with individual colleges and student affairs units, enrollment management, and committees and task forces. These groups use NSSE in conjunction with other data to assess specific areas such as recruitment, retention, student satisfaction, and involvement and participation levels based on race and gender. NSSE results are also regularly included in the President's Report Card, www.uc.edu/reportcard/, a publicly-available document published for the Board of Trustees intended to show university performance on key indicators.

University of Dayton Dayton OH (2009)

Academic divisions and departments have used NSSE analyses to identify areas of strength and possible areas of concern. Divisional deans received reports of student engagement results in specific colleges as compared to all other students at the institution and for individual departments compared to other students in the division. By drilling down into the data, institutional leaders gained a profile of their students in various majors as well as a comparison to students in other departments and divisions. For example, the institution examined differences in the level of engagement for first-year students who persisted at the university with that of those who withdrew. The findings were not surprising - students who persisted at the institution spent more time with instructors, felt they got more feedback on assignments, and participated more frequently in classes. These data helped define a basic core of experiences that contributed to students' success.

University of Dayton Dayton OH (2009)

The School of Engineering at UD used NSSE data to assess their approach to first-year advising. When comparing student ratings of advising on NSSE prior to and after program changes, the school decided to keep the new advising system for now. They will continue to monitor students' ratings on advising.

University of Maryland, Baltimore County Baltimore MD (2009)

After several years of NSSE participation, the University of Maryland Baltimore County Office of Institutional Research (OIR) staff compiled a comprehensive analytical report that tracked benchmark scores over time. The comparisons included groups within the university community, comparisons to research universities and a special science and technology public peer group. This report was posted to OIR's Web site and made available to the public. As a result, office staff members could refer prospective students and parents to the site to review the report online.

University of Massachusetts Lowell Lowell MA (2009)

The University of Massachusetts-Lowell examined differences in NSSE responses between first-year students who had been retained and those who were no longer enrolled by the subsequent spring, computing benchmark scores for the two groups. The reported frequency of exposure to effective teaching and learning practices was greater for students who were retained. Since half of Lowell's students are commuter students, what goes on in the classroom is particularly vital. NSSE data supported the emphasis on students' classroom experiences in order to maintain high student persistence rates.

University of Michigan-Ann Arbor Ann Arbor MI (2009)

At the University of Michigan-Ann Arbor, the Provost's Faculty Advisory Committee organized a meeting around its students' reading and writing abilities, and raised the question of how much writing students have to do as undergraduates. A report providing an overview of both NSSE and FSSE included a set of questions that addressed essential aspects of academic challenge.

University of North Carolina Wilmington Wilmington NC (2009)

Additionally, the Division of Student Affairs has used NSSE data as an impetus for improvement in the areas of advising, diversity, and co-curricular activities. In an initiative focused on career planning and advising, the Division found that survey responses from students of color and those majoring in physical sciences and engineering indicated that they were less likely to consult with faculty or advisors about their career plans. The Division recruited more career advisors of color, developed a mentoring program for minority students, and increased staffing to reach out to physical sciences and engineering majors. NSSE results related to diversity also showed variation in the frequency that students from different racial and ethnic backgrounds participated in conversations with diverse peers. These findings prompted the Division to host diversity workshops and conferences, to increase support for select subpopulations, and to create new staff positions for advising multicultural organizations and conducting multicultural programming. Finally, NSSE findings and other feedback led to a UNC Weekends campus initiative to increase co-curricular engagement.

University of North Carolina Wilmington Wilmington NC (2009)

The Watson School of Education at UNCW has used the NSSE data to develop summary reports that compare student engagement results in individual departments with all other students at the university. NSSE data on diversity have also been made available to the Watson School Diversity Committee. These data were used as part of the basis for discussions in the diversity committee that led to the planning and implementation of a diversity showcase.

University of Northern Iowa Cedar Falls IA (2009)

University of Northern Iowa is one of many institutions using NSSE data in the Voluntary System of Accountability. Data are shared on the institution's "College Portrait" Web page: www.collegeportraits.org.

University of Tulsa Tulsa OK (2009)

The University of Tulsa used NSSE data in several parts of its accreditation self-study report. The results helped demonstrate how the institution achieves the goals set forth in its mission as well as meets accreditation standards.

University of Tulsa Tulsa OK (2009)

The culture at TU is to "work together" across division lines. Tanaka has presented NSSE results in the Dean's Council, at the annual campus-wide meeting of faculty and staff, to Student Services staff, and to internal HLC accreditation committees. Presentations focused on using NSSE results as indirect measures to support selected standards in TU's self-study, a component of the HLC reaccreditation process. NSSE data was used to affirm a number of assertions in the self-study.

Utah State University Logan UT (2009)

Utah Valley University first administered NSSE in 2008 but has been very active in disseminating the results and fostering a campus dialogue about improving the undergraduate experience. Presentations have been given on the findings and reports were posted on the institution's Web site. NSSE data were disaggregated by school and provided to deans. This helped faculty recognize the importance of NSSE data and ways they can be used to inform their efforts.

Viterbo University La Crosse WI (2009)

Sr. Christensen attempts to be consistent in her use of NSSE, FSSE, and BCSSE data. She uses NSSE benchmark data for presentations and has shared results with the Board of Trustees, faculty at an in-service session, and with administrative and staff assemblies. The Board of Trustees places great importance on Viterbo's performance compared with other institutions and has developed a list of peer schools that Christensen uses for benchmarking. Not all schools on the list participate in NSSE but she selects those that do as a "selected peers" column to compare with Viterbo's scores and with the entire NSSE cohort. For faculty presentations, Christensen has focused on survey item results related to active learning. For administrators and staff, she has presented results on items related to an enriching educational environment and stressed their role in creating that environment. She notes, "It's nice to stand in front of the campus community and say, ?This is your effect on students.'"

Viterbo University La Crosse WI (2009)

As part of a Title III Program, Viterbo faculty members have increased the use of active learning strategies and technologies to create a learner-centered classroom. Faculty participated in intensive active learning workshops during university in-service and out-service weeks from 2004 to 2008. All had access to a Title III "Coach" who was trained in active learning teaching strategies and who reviewed faculty projects, observed their teaching, and finally evaluated the faculty member's practice. Faculty submitted progress reports to the Title III Director and Coaches. NSSE results from both 2006 and 2007 reinforce the effectiveness of active learning strategies at Viterbo ? students' responses indicated they learn more when they are intensely involved in their education, asked to think about what they are learning in different settings, and collaborate with faculty and other students on projects.

Viterbo University La Crosse WI (2009)

Viterbo used survey data throughout its HLC-NCA Comprehensive Self-Study. Two targeted areas where NSSE results established evidence to meet accreditation standards were diversity and active learning strategies (see above). Christensen also used NSSE Institutional Report data reports and supporting documents, raw data files, and NSSE's HLC-NCA Accreditation Toolkit as additional resources to support the self-study. Her presentations at the HLC-NCA annual conference in April, 2007, and at the 2007 annual meeting of the Association for Institutional Research in the Upper Midwest (AIRUM) on "The Role of the Institutional Researcher in Accreditation," focused on preparing NSSE data for multiple audiences and using institutional data in the accreditation process. For example, in one PowerPoint slide, Christensen included a chart she had created that displayed Viterbo's NSSE results mapped to HLC-NCA accreditation standards.

Washington State University Pullman WA (2009)

Washington State University's (WSU) NSSE results indicated that students' perception of the supportiveness of the campus environment was above average, but was not meeting their expectations for collaborative learning, student-faculty interaction, and educationally enriching experiences. WSU has a successful living-learning community but it was limited to a small number of students. Freshman Focus learning communities were created to provide all incoming students the opportunity to engage in an extensive living-learning community system.

Washington State University Pullman WA (2009)

Washington State University (WSU)

To support its 2009 Self-Study prepared for the NWCCU, WSU used NSSE scores over multiple years to show evidence of the impact of several programs initiated to improve student engagement and learning. These programs included: (a)first-year living-learning community titled "Freshmen Focus,(b)integrated residence hall programming and cocurricular activities,(c)implementation of a new foreign language requirement for the Honors program as well as an elective for general education studies, (d)Residence hall tutoring services, (e)Increased emphasis on experiential learning

To further support first-year initiatives and improve NSSE benchmarks scores on student-faculty interaction and active and collaborative learning, WSU offered faculty curriculum improvement grants. "Preliminary data from the 2008 NSSE indicates that the pilot projects introduced in 2005-07 have begun to impact the student experience." Built into WSU's new strategic plan for 2008-2013 are goals to enhance the student experience and build deep learning experiences into curriculum at all levels.

William Peace University Raleigh NC (2009)

Having recently completed its seventh administration of NSSE, Peace had made the reporting of NSSE results a part of the campus culture and an expected component of the campus's regular assessment plan. In addition to use as an assessment tool, Peace's marketing office has used NSSE results as a public relations resource for the campus. Dr. David B. McLennan, Associate Dean for Institutional Effectiveness and Professor of Communication and Political Science, issues annual reports to the institution's curriculum committee and presents NSSE data to the faculty several times each year, charging them to review specific aspects of the data. While these groups are presented with detailed information, senior administrators at Peace receive a broad overview of all NSSE results. Even though NSSE results are widely disseminated across campus, Peace would like to dig deeper into its NSSE data and plans to begin more comparative analyses.

Winston-Salem State University Winston-Salem NC (2009)

NSSE helped foster collaboration at Winston-Salem State University. The student affairs division partnered with various academic departments to offer a program where students would increase their cultural understanding while interacting with faculty and staff. Additionally, following the program, students were asked to write a reflective paper about their experience. This program was designed to address concerns specifically from NSSE.

Wittenberg University Springfield OH (2009)

For the Wittenberg task force, student engagement informed a rubric that targeted efforts on student learning and academic growth. To advance these efforts, the student engagement committee developed action plans based on the Inventory for Student Engagement and Success(ISES), a self-guided framework for conducting a comprehensive, systematic, institution-wide analysis; carried out more in-depth analyses of their NSSE data; and followed-up these activities with a climate study. It was hoped that such efforts would provide evidence to show whether Wittenberg had increased levels of student engagement. The institution also intends to study engagement trends over time, to compare their NSSE results with selected peers, and to consider how other colleges engaged faculty as key partners in the assessment process.

Worcester Polytechnic Institute Worcester MA (2009)

To enhance engagement in the first year at Worcester Polytechnic Institute (WPI), a faculty-appointed committee defined five objectives: (a) to encourage critical thinking, information literacy, and evidencebased writing; (b) to engage first-year students with current events, societal problems, and human needs; (c) to promote in each first-year student a personal foundation for lifelong learning; (d) to cultivate a more intellectually stimulating environment at WPI; and (e) to contribute to civic engagement and community partnerships. The committee has begun to develop a new first-year general education curriculum featuring interdisciplinary, inquiry-based seminars, better integration of the disciplines, and broader, more engaging introductions to major areas of study.

Youngstown State University Youngstown OH (2009)

Youngstown State University used NSSE data in developing a new strategic plan. To improve the enriching educational experiences of students, Youngstown State plans to increase internship opportunities and co-curricular programming.

Agnes Scott College Decatur GA (2008)

At Agnes Scott College, NSSE results are used to assess the written and oral communication skills of students. Through these assessments, faculty gain an understanding of what is happening and why it is happening in order to better shape their classroom practices.

Augustana College Rock Island IL (2008)

Augustana College
Augustana used NSSE results to support several goals of its strategic plan, "Authentically Augustana: A Strategic Plan for a Premier Liberal Arts College, 2005," prepared as part of the college's self-study for HLC reaccreditation. Among the plan's six broad goals, the centerpiece of the plan, Senior Inquiry, was initiated in response to NSSE scores which showed low student participation in a senior culminating experience or project. Another goal focused on improving scores on NSSE items related to diversity. The Diversity and Gender Equity Committee and the Task Force on Diversity are examining issues relating to diversity and working toward increasing the racial and ethnic make-up of the Augustana campus community. Although NSSE scores for service learning showed that Augustana students were more likely to participate in service learning opportunities, many did not do so as part of regular coursework. Over the next few years, The Center for Vocational Reflection at Augustana will take the lead on initiatives to shift the focus from service alone to service, engagement, and learning through existing programs such as learning communities. Furthermore, as a member of Illinois Campus Compact, a coalition of campuses that foster campus-community programs, Augustana will draw on that group's resources and support to help faculty integrate service learning into their courses.

Augustana has made substantial efforts to define outcomes and assess its effectiveness in achieving them. Administrators and institutional researchers share assessment results with campus stakeholders and have made assessment data available to students by encouraging articles in student publications and providing data for students doing papers.

Carroll College Helena MT (2008)

NSSE data contributed to heightened institutional collaboration at Carroll College in Montana. Results were discussed at department chair meetings, enrollment task force meetings, student life/ academic affairs committees, and general faculty assemblies. As a result, efforts have been centered on improving co-curricular learning opportunities and study abroad programs.

Clemson University Clemson SC (2008)

Clemson University has administered NSSE for five consecutive years, beginning in 2004. A campus NSSE team was formed to provide faculty and administrative staff with resources on how to use NSSE in practice, and how to enhance survey administration. Recently, renewed efforts to share NSSE results across campus and have meaningful conversations about putting the results into practice have begun. In addition to individual campus goals, the South Carolina State Budget and Control Board requires that all higher education institutions apply the Baldrige Criteria (Education Criteria for Performance Excellence, 2008) reporting guidelines used to measure organizational performance. The Board uses national criteria for educational quality and adapts them to address the Baldrige Criteria. In its accountability report to the State Board, each institution must benchmark its performance against these criteria. Clemson accomplishes this task by integrating NSSE, Voluntary System of Accountability (VSA), and other institutional data. Presented with NSSE data, Clemson faculty members expressed concern over student reports of too few in-class discussions that address issues of diversity. Preserving the classroom as a safe space for conversations on diversity is very important to the University and faculty have been offered opportunities to learn more about teaching methods to engage students in these types of discussions. In addition, workshops on other types of pedagogical strategies have been developed and offered to faculty members. Over the past three years, Clemson has also initiated Creative Inquiry projects—undergraduate research activities where faculty members guide small groups of students through a multi-semester project in various disciplines. Projects are designed to help students develop problem solving and critical thinking skills, as well as the abilities to work on teams and express themselves effectively in written and verbal communication.

Hastings College Hastings NE (2008)

At Hastings College, NSSE results were shared at department, assessment team, and curriculum committee meetings. Action plans were developed, resulting in improvements to the student union and study abroad programs.

Hope College Holland MI (2008)

Hope College facilitated student focus groups on engagement and NSSE results. This led to improvements in academic rigor and diversity at the institution.

Jacksonville University Jacksonville FL (2008)

Jacksonville University triangulates NSSE's Benchmark Comparisons report, its institutional mission statement, and specific strategic objectives. The data are used in combination to answer the question, "Are we on track to accomplishing our mission by 2010?"

Minot State University Minot ND (2008)

Minot State University plans to facilitate seminars for faculty and staff to discuss NSSE results. They are also developing a seminar for students and parents to emphasize the importance of engagement.

Montana State University Billings Billings MT (2008)

Montana State University plans to provide departments with NSSE results for their specific students, highlighting the Academic Challenge and Enriching Educational Experiences benchmarks. Presentations are also being developed for academic advising groups that consist of mostly faculty.

Montana State University-Bozeman Bozeman MT (2008)

Montana State University plans to provide departments with NSSE results for their specific students, highlighting the Academic Challenge and Enriching Educational Experiences benchmarks. Presentations are also being developed for academic advising groups that consist of mostly faculty.

Morehead State University Morehead KY (2008)

Morehead State University (MSU) is involved in an analysis of the current General Education program as part of an initiative to re-think and reformulate the general education experience. NSSE results are serving as key indicators on several general education goals. MSU also used NSSE to identify characteristics of their first-year students and then examined whether they were designing programs and services that addressed these characteristics. MSU anticipates making changes to the General Education program as a result of analyzing their NSSE and FSSE data. For example, changes have been made to the first-year experience course based on NSSE findings.

Morehead State University Morehead KY (2008)

Morehead State University (KY) Morehead State University (MSU) uses NSSE results as key indicators on several of its general education goals as part of an initiative to re-think and reformulate the general education experience. The University fosters continuing discussion on how to promote student engagement as a means to increase retention and learning, using NSSE to guide analysis and planning. For example, NSSE results identify the characteristics of incoming first-year students, and MSU staff members then assess whether existing programs and services address students' needs. Additionally, MSU uses NSSE results to prepare reports related to meeting institutional goals for the Kentucky Council on Postsecondary Education. In 2006, MSU applied for and received designation as a Carnegie "engaged campus," using NSSE results to prepare the application. The University considers the use of NSSE as a critical component of its "stewardship of place" activities and assessment. University staff members are in the process of expanding a stewardship of place initiative within their Institute of Regional Analysis and Public Policy that will direct and further these activities related to service-learning. They anticipate changes will be made to the General Education program as a result of analyzing NSSE and FSSE data sets such as the revisions made to MSU 101 to increase student engagement.

Northern Arizona University Flagstaff AZ (2008)

Northern Arizona University's first-year task force, a joint committee of academic affairs and student affairs staff, was established to review first-year students' success. Results from NSSE, Your First College Year (YFCY), and the Cooperative Institutional Research Program (CIRP) surveys are used to gauge students' progress. The taskforce examines the first-year experience, and reviews program evaluations, and outcomes-based assessments.

Oakland University Rochester Hills MI (2008)

Oakland University has used NSSE data to make the curriculum more engaging. As a result, improvements have been made to the first-year experience, specifically redesigning composition courses to function more as first-year seminars.

Plymouth State University Plymouth NH (2008)

The Division of Student Affairs at Plymouth State University reviews responses from first-year students to determine how well the institution is meeting student needs for out-of-class personal support. NSSE results and an institutional survey have been used to revise the general education program. NSSE results supported a grant application that was funded to establish a faculty development center charged with improving the first-year experience with special focus on undeclared students.

Providence College Providence RI (2008)

At Providence College, the assessment director prepared a comprehensive special analysis. The special analysis included NSSE data as well as data from other assessments. The special analysis report was provided to several campus constituencies including the core curriculum committee, which is composed of faculty and other decision makers on campus.

Saint Mary's University of Minnesota Winona MN (2008)

Using two meetings to focus on both strengths and areas for improvement, staff members from the St. Mary's University of Minnesota Office of College Assessment reported findings to the faculty senate. Among faculty, perceptions of the quality of the educational environment have improved, particularly around the areas of Student-Faculty Interaction and Supportive Campus Environment benchmarks.

Southeastern Bible College Birmingham AL (2008)

Southeastern Bible College uses NSSE results in strategic planning. NSSE data support the assessment efforts of their college-wide educational goals.

State University of New York at Brockport Brockport NY (2008)

After receiving NSSE results annually since 2004, department chairs at The College at Brockport, State University of New York, began to express interest in the survey and ask about the responses of their students. To better help faculty serve students, the director of institutional research utilized the group variable columns in the population file to identify the academic majors of students. Binders were created for each department, which included NSSE mean comparisons and frequency distributions reports for students in that department compared to the entire Brockport sample over a span of four years. In addition, the institutional research (IR) team wrote a one-page summary detailing specific results that department chairs should pay special attention to in both highlighting and improving their efforts. IR staff continued to work with department chairs and faculty following the distribution of binders. Brockport had also participated annually in FSSE from 2006-2008. Through presentations and discussions with school deans, IR staff addressed differences or mismatches in faculty and student perceptions revealed by comparing FSSE and NSSE results. For example, the amount of time faculty indicated students should invest in class was very different from the amount of time students actually reported. These discussions will help in the development of several action plans to improve the undergraduate experience at Brockport. The IR team also provided reports to the Educational Opportunity Program (EOP), Honors program, and the Delta College program, an alternative to the traditional General Education program. Delta College offers students an interdisciplinary approach to required courses with a special focus on career preparation. Students work closely with faculty and take up to 10 classes together as a cohort.

Stephen F. Austin State University Nacogdoches TX (2008)

While very satisfied with their performance on several of the NSSE benchmarks, Stephen F. Austin State University (SFA) decided that it needed to strengthen initiatives involved with SFA's level of academic challenge. FSSE data reaffirms several student perceptions regarding academic challenge. The Division of Academic Affairs is working on strategies to improve academic challenge at SFA. Further assessment of academic challenge may need to be considered (e.g., student focus groups, additional assessments/measurement, etc.).

Texas A&M University College Station TX (2008)

At Texas A&M University, NSSE results are discussed on a blog, which includes downloadable copies of NSSE reports.

Texas A&M University College Station TX (2008)

Texas A&M University presents NSSE results at brown bag luncheons throughout the year that faculty are encouraged to attend. Also, comments from students referencing a specific professor are sent to the individual faculty and the department chair. Included with this is a link to other NSSE information to increase awareness and application of NSSE.

Texas A&M University-Commerce Commerce TX (2008)

Texas A&M University presents NSSE results at brown bag luncheons throughout the year that faculty are encouraged to attend. Also, comments from students referencing a specific professor are sent to the individual faculty and the department chair. Included with this is a link to other NSSE information to increase awareness and application of NSSE.

Texas A&M University-Commerce Commerce TX (2008)

At Texas A&M University, NSSE results are discussed on a blog, which includes downloadable copies of NSSE reports.

Texas A&M University-Kingsville Kingsville TX (2008)

Texas A&M University-Kingsville (TAMUK) The QEP at TAMUK is intended to improve student success through discipline-based engagement. Objectives in support of this goal are (1) to provide course-level student engagement in one or more of three areas: civic, professional, and research; and (2) to provide faculty support for engagement courses. Instructors of specially designated "QEP Courses" receive start-up funding to support their student engagement objectives.

Students are surveyed to measure their perceptions of learning in QEP courses. QEP instructors measure and report learning outcomes from their courses. The Office of Institutional Research will compare indicators of student success (GPA, time to degree, etc.) for students who have and have not taken QEP courses.

The TAMUK QEP was conceived following lengthy research and deliberations by a large committee. Much of the QEP sprang from NSSE data showing weak student engagement by some measures, and generally weak levels of overall student satisfaction.

Texas Christian University Fort Worth TX (2008)

At Texas Christian University, NSSE and FSSE results were instrumental in helping increase the first-year to sophomore retention rate, as well as the graduation rate, by helping to ?clear away the clutter' and focus institutional energies on areas that seemed to really make a difference in students' lives. Since beginning to use NSSE and FSSE in 2001, there has been a marked increase in collaborative efforts between Academic and Student Affairs to increase student engagement both in and out of the classroom.

The University of Texas at Austin Austin TX (2008)

After extensive discussion of its undergraduate curriculum and the need for major reform, The University of Texas at Austin (UT) adopted the Signature Courses project for its Quality Enhancement Plan (QEP) prepared for SACS. The Signatures Courses project introduces first-year UT students to contemporary issues of "real world" importance through an interdisciplinary approach. Courses are designed to develop communication skills and analytical thinking to help students "mature intellectually from promising high school students to good college students" (p. 18, QEP). In the initial assessment process, UT examined its NSSE benchmark scores and found that student responses on active and collaborative learning and studentfaculty interaction were lower than desired. First-year students were not participating in activities such as presenting in class, preparing written assignments, discussing concepts with faculty, or problem-solving. Mirroring the challenges faced by undergraduate education in large research institutions, NSSE data helped target specific areas for improvement. UT's QEP outlines a six-step plan that the Signature Courses project will implement to strengthen the core curriculum and enhance the intellectual experience of its first-year students. The plan will: (a) increase the accessibility of distinguished faculty, (b) teach crucial skills such as oral and written communication, reasoning, and the interpretation of data, (c) introduce firstyear students to the rich resources of the University, (d) provide understanding of inquiry across disciplines, (e) give students content that can be applied to the real world, and (f) energize the intellectual climate at UT by having first-year students attend discussions and a series of lectures.

Towson University Towson MD (2008)

The Towson University women's center added NSSE data to its ongoing assessment of programs and activities. Of particular value was the ability to view how women respond on individual NSSE items, allowing women's center staff to develop from the results a narrative of the collegiate experience given gender differences. From this, the women's center was able to strengthen programs that offer leadership opportunities and self-empowerment content and process. Individual items of importance included issues of affiliation, work and study habits, co-curricular engagement, and satisfaction, all of which combined to reveal a snapshot of the female student experience.

University of Alabama at Birmingham Birmingham AL (2008)

The University of Alabama at Birmingham's academic deans discussed NSSE data as an instructive resource for identifying potential improvements in the strategic enrollment management process. Rather than focusing on detailed results, faculty and staff members are provided with more general information about NSSE, as well as the kinds of information that would be available through several years of administration, such as the impact of engagement on student retention.

University of Colorado Colorado Springs Colorado Springs CO (2008)

The University of Colorado at Colorado Springs Office of Institutional Research publishes a series of one- to two-page research briefs on their Web site for faculty and staff members. Each brief is dedicated to one aspect of NSSE, with topics ranging from "Diversity" to "Academic Experiences." The briefs are beginning to surface in meetings and serve not only to spark further discussion but to provide information to guide decision-making.

University of Dayton Dayton OH (2008)

At the University of Dayton, department chairs receive detailed analyses of NSSE data for students in their programs. In conjunction with other data, NSSE results are used by departments to better understand students and improve the curriculum.

University of Dayton Dayton OH (2008)

Results from its participation in NSSE in 2004, 2005, and 2007 will allow the University of Dayton to identify student engagement trends over time and support evaluation of responses by subgroups of students who completed the survey both in their first year and senior year. NSSE results along with other assessment data will help the University draw a more complete picture of its students and program. Academic divisions and departments have used NSSE analyses to identify areas of strength and possible areas of concern. Divisional deans received reports of student engagement results in specific colleges as compared to all other students at the institution and for individual departments compared to other students in the division. By drilling down into the data, institutional leaders gained a profile of their students in various majors as well as a comparison to students in other departments and divisions. For example, the institution compared the level of engagement for first-year students who persisted at the university with that of those who withdrew. The findings were not surprising—students who persisted at the institution spent more time with instructors, felt they got more feedback on assignments, and participated more frequently in classes. These data helped define a basic core of experiences that contributed to students' success.

University of North Carolina Wilmington Wilmington NC (2008)

The University of North Carolina Wilmington distributes reports and presentations to campus leadership, from the chancellor down to the department chairs, that identify what students are doing, and how they compare to peers at other institutions. This effort identifies areas of institutional strength as well as identifying aspects of the undergraduate experience that might warrant greater attention. The emphasis is on data trends based on four consecutive years of NSSE survey administration.

University of San Diego San Diego CA (2008)

University of San Diego has made several improvements to their "Preceptorial Program," the institution's first-year student advising program. Advances were made to faculty advisor training and faculty advisor evaluations were created, resulting in the "outstanding preceptor" award for superior performance in advising. In addition, student mentor positions were created to work alongside the faculty advisors.

Ursinus College Collegeville PA (2008)

At Ursinus College, an annual report is presented to the Academic Council and Campus Planning and Priorities Committee. This report includes detailed information on their NSSE results and recommendations on ways to increase student engagement at the institution.

Viterbo University La Crosse WI (2008)

At Viterbo University, the admissions office and alumni office work together in using NSSE to improve their marketing efforts. NSSE results have been included in promotional materials and are shared at new student orientation.

Viterbo University La Crosse WI (2008)

Grounded in a Franciscan tradition, Viterbo now defines itself as an ecumenical university where diversity is an important core value. All undergraduates are required to take six hours of coursework chosen from the 81 courses in 19 departments that meet the diversity learning component. NSSE results have indicated that Viterbo students, in comparison to their selected peers, scored more highly on learning about diverse perspectives as a result of class discussions and written assignments that have intentionally incorporated different racial/ethnic, religious, gender-related, and political perspectives. Viterbo used NSSE survey results throughout its HLC/NCA Comprehensive Self-Study. NSSE results established evidence to meet accreditation standards on diversity, as described above, and active learning strategies. Viterbo's Institutional Report and supporting documents, raw data files, and the HLC-NCA Accreditation Toolkit prepared by NSSE were also used to support the self-study. The director of institutional research made presentations at the HLC-NCA annual conference in April 2007, and at AIRUM '07 on "The Role of the Institutional Researcher in Accreditation," focused on preparing NSSE results for multiple audiences and using institutional data in the accreditation process. The presentation also included a chart that displayed Viterbo's NSSE results mapped to HLC-NCA accreditation standards.

Washington State University Pullman WA (2008)

Washington State University conducted focus groups with students and shared NSSE results with the President's Student Learning Academy, student leaders who have input on improving the undergraduate experience.

Western Kentucky University Bowling Green KY (2008)

Western Kentucky University (WKU) provides NSSE results to academic departments with the goal of helping faculty members to evaluate the overall impact of their teaching approaches on student engagement as represented by the NSSE benchmarks. WKU enhanced the usability of its data by providing departments with line graphs that allowed them to easily note how their department compares with college and university benchmark scores.

Western Oregon University Monmouth OR (2008)

Residential students at Western Oregon University suffer from a common problem: they leave campus on the weekends, creating the ubiquitous "suitcase" effect. Taking advantage of the fact that NSSE is administered to all students (residential and offcampus, traditional and distance education), administrators are combing their data at the item level to identify initiatives that might keep residential students on campus and attract off-campus students as well. By combining NSSE results with those from ACUHO, ACUI, and ACT assessments, Western Oregon is augmenting effective programs and eliminating outdated ones in order to begin rebuilding its co-curricular campus community. Supportive Campus Environment

Westminster College Salt Lake City UT (2008)

Westminster College posts an overview of NSSE results in an on-line facts book, with full reports also available on their Web site.

Westminster College Fulton MO (2008)

Westminster College posts an overview of NSSE results in an on-line facts book, with full reports also available on their Web site.

Wittenberg University Springfield OH (2008)

Wittenberg University promotes student engagement through shared leadership and collaboration. The President's Task Force was created to study student engagement in the academic and co-curricular environments on campus. Along with the task force, three other committees were formed to focus on the long-term institutional goals of education and communication, social context and values, and community standards and compliance. The Wittenberg task force targeted efforts on student learning and academic growth. The student engagement committee developed action plans based on the Inventory for Student Engagement and Success (ISES) (Kuh, Kinzie, Schuh, & Whitt, 2005), a self-guided framework for conducting a comprehensive, systematic, institution-wide analysis; carried out more in-depth analyses of their NSSE data; and followed-up these activities with a climate study. It is hoped that such efforts will provide evidence to show that Wittenberg has increased levels of student engagement. The institution also intends to study engagement trends over time, to compare their NSSE results with selected peers, and to consider how other colleges engaged faculty as key partners in the assessment process. A challenge Wittenberg faced was encouraging faculty investment in the student engagement concept. Leaders of the student engagement committee carefully chose faculty representatives from across the campus who had a strong commitment to students and to service. As they began to understand that student engagement was rooted in academics, the selected faculty members became more invested in the charge of the committee. Faculty then carried out a particularly useful exercise using several prompts from the ISES framework to identify functional areas of the institution that helped to strengthen and promote student success. They talked with students, faculty peers, and administrators about these areas to further promote understanding of the concept of student engagement. These discussions were felt to increase commitment to student engagement among faculty, administrators, and students at Wittenberg.

Worcester State University Worcester MA (2008)

To enhance engagement in the first year at Worcester Polytechnic Institute (WPI), a faculty-appointed committee defined five objectives: (a) to encourage critical thinking, information literacy, and evidencebased writing; (b) to engage first-year students with current events, societal problems, and human needs; (c) to promote in each first-year student a personal foundation for lifelong learning; (d) to cultivate a more intellectually stimulating environment at WPI; and (e) to contribute to civic engagement and community partnerships. The committee has begun to develop a new first-year general education curriculum featuring interdisciplinary, inquiry-based seminars, better integration of the disciplines, and broader, more engaging introductions to major areas of study.

Youngstown State University Youngstown OH (2008)

Youngstown State University (YSU) uses NSSE data for assessment and accreditation. YSU is triangulating NSSE data from 2004, 2006, and 2007 with institutional and other national survey data that will be reported as part of YSU's participation in the Voluntary System of Accountability (VSA) project. Specific NSSE items fall into broad categories of "group learning experiences, active learning experiences, experiences with diverse groups of people and ideas, student interaction with campus and faculty, institutional commitment to student learning and success." Results on these items will be included on a template designed for Ohio's College Portrait/VSA project. Faculty and staff will review VSA project data along with information about student learning from electronic portfolios, classroom-embedded assignments, field tests, and data on faculty and first-year students from YSU's participation in Penn State's "Parsing the First Year of College" project—a three-year study funded by the Spencer Foundation that includes 35 institutions that are researching the influences affecting student learning and persistence of new first-year students. Over the next year, YSU intends to drill down on specific NSSE items that are part of the VSA template and examine these data in relation to GPA, success, and progress rates to determine if there are patterns of performance among subpopulations of students (e.g., nontraditional students, diversity subgroups, transfer students). This process will inform future decisions about the selection of assessment tools that provide direct measures such as the CLA. YSU is using recommendations from Assessment matters: The why and how of cracking open and using assessment results (Ahren, Ryan & Massa-McKinley, 2008) as a planning guide to deeper analyses of the data and pacing of assessment tests and surveys over the next four years. The institution has also collected internal survey data on General Education over the past 10 years and plans to examine these data in relation to NSSE and to direct measures of student learning. To prepare its self-study for the Higher Learning Commission (HLC), YSU used NSSE results, in-house questionnaires, and data on retention and diversity. These resources were very valuable in the design of YSU's new 2007?2013 Academic Strategic Plan, which emphasizes teaching, learning, and student engagement. The campus is dedicated to helping students integrate their curricular and co-curricular experiences. Future review of NSSE data will be used to enhance YSU's participation in Campus Compact, a national initiative that promotes community service, civic engagement, and service-learning in higher education. The Provost's Office formed an Assessment Council with 14 to 16 members that includes faculty, staff (including Institutional Research & Policy Analysis, Student Affairs, and representatives from each college), and students. Members of the Council received copies of the NSSE report. The report was read by all members and discussed in Council meetings. After careful review of the data by the Council, the Office of Assessment presented reports to numerous campus constituents, such as the President's Cabinet, Student Life, Student Government Association, and academic advisors.

Austin Peay State University Clarksville TN (2007)

Austin Peay State University (APSU) presented its NSSE findings to the University's deans, chairs, and directors, connecting student engagement information with data from the Cooperative Institutional Research Program and Your First College Year survey. After analyzing the responses of students majoring in education, the results were incorporated in the selfstudy prepared for the National Council for Accreditation of Teacher Education review. In addition, NSSE results have been considered in freshman seminar and orientation workshops and other first-year student initiatives. Student affairs program directors in health services and counseling use NSSE data to guide outreach programming. The University also has included its NSSE results in proposals prepared for external funding, such as Title III grants for expanding institutional capacity to serve lowincome students.

Bellarmine University Louisville KY (2007)

The Division of Student Affairs at Bellarmine University used NSSE results to assess and better meet students' needs by focusing on their performance on the Supportive Campus Environment NSSE Benchmark. Improving its performance on this benchmark is one of the goals of the University's strategic plan. In addition, the Division used NSSE data to justify hiring new staff dedicated to overseeing the improvement of the Supportive Campus Environment benchmark with the implementation of a co-curricular transcript initiative, and increased assessment within the Division.

Black Hills State University Spearfish SD (2007)

The 2006 NSSE/FSSE Summary Report compiled by the South Dakota Board of Regents presents data from both NSSE and FSSE. The report provides a brief background of the NSSE and FSSE surveys, past participation, system-wide fi ndings broken down by benchmarks, and a plan for future analysis of NSSE data. The report closes with institution-specifi c examples of NSSE data usage, such as how Northern State University shares its data with campus stakeholders and the way Black Hills State University incorporates data into their strategic planning.

Bridgewater State University Bridgewater MA (2007)

Bridgewater State College uses NSSE data to inform their planning processes and to assess campus programs. As such, they have decided to move to an annual administration to better inform the institutional assessment process.

Brigham Young University Provo UT (2007)

Brigham Young University (BYU)
BYU used NSSE results as evidence of progress in accomplishing its mission in support of NWCCU Standard 1.A, Institutional Mission and Goals. BYU's 2004 NSSE results were compared with other doctoral-extensive universities on the five benchmark areas of the survey to show that students were highly satisfied with their educational experience, particularly in terms of a supportive campus environment and participation in activities that enhance spirituality. As part of the challenges and recommendations in this standard, BYU planned to establish a Web site that published the results from all assessment tools used to evaluate the BYU undergraduate experience and to "work with University communications to distribute relevant findings to university stakeholders and local media sources."

California State University, Chico Chico CA (2007)

California State University-Chico's FreshmanYear Experience Initiative is based upon the University's primary goal, which is to assure student success. Driven by priorities of the University's Strategic Plan and its creation of and commitment to Seven Principles of Good Practice in Undergraduate Education, the University analyzed student responses on selected NSSE items to determine whether or not the seven principles were being practiced and if the campus was engaged in practices that enhanced student learning.

California State University, Fresno Fresno CA (2007)

To respond to its NSSE results, California State University? Fresno's president formed a student success task force to identify ways to improve student success based on NSSE results, which showed that student-faculty interaction was lower than expected. As a result, the University submitted a proposal to the Building Engagement and Attainment for Minority Students (BEAMS) program to develop the Mentoring Institute. After returning to campus from the BEAMS Summer Academy and implementing the Institute, more than 200 faculty members, staff and student mentors have been trained.

Clayton State University Morrow GA (2007)

Clayton State University discusses their NSSE results at faculty council, presidential retreats, student success forums, and in various standing committee meetings. The president of the University has also led a discussion regarding what the data mean and how CSU can use the data to enhance its institutional effectiveness. At Providence College, the assessment director prepared a comprehensive special analysis. The special analysis included NSSE data as well as data from other assessments. The special analysis report was provided to several campus constituencies including the core curriculum regarding what the data mean and how CSU can use the data to enhance its institutional effectiveness.

College of Charleston Charleston SC (2007)

Prepared in March 2007 for the Southern Association of Colleges and Schools (SACS), the College of Charleston's (C of C) Quality Enhancement Plan (QEP), Going Further Faster: College of Charleston's First Year Experience, focuses on improving the first-year experience to support overall enhancement and redesign of the institution's general education program. Central to C of C's mission is its strong liberal arts and sciences tradition. Faculty participated in a series of discussions to define what this means at this point in time. Their conclusions affirmed a deep commitment to liberal arts education goals:

1. A student-centered focus that highly values student-faculty interaction
2. Student learning contains a core of common outcomes based on common requirements
3. Professional education is enhanced by the common core that students acquire

Concordia College at Moorhead Moorhead MN (2007)

Both times Concordia College administered NSSE, the results were shared with the campus community in a variety of ways. They included a monthly newsletter published by the Office of Assessment and Institutional Research, multiple focus groups of faculty and students, an all-faculty workshop, and various committees, such as the advisement committee, core committee, and faculty executive committee. Faculty and administrators are using the data to determine the efficacy of the College's new firstyear experience program, which includes a new course, linkages between courses, and an enhanced new student orientation program. Faculty and student affairs administrators have used the survey results to understand students' experiences before and after the implementation of the first-year experience program and to better understand student and institutional factors that help explain persistence to the second year of college. Academic committees also reviewed NSSE findings when developing the capstone requirement in Concordia's new core curriculum. NSSE results also helped faculty suggest how to make appropriate use of active learning strategies in classes with large enrollments, integrate research into capstone courses and study abroad, develop honors tracks for students in more majors, and expand opportunities for small groups of students to work with faculty.

Daemen University Amherst NY (2007)

Daemen College
Daemen College used NSSE results to support the College's seven Core Competencies and as evidence to measure several specific learning objectives. Students' responses on NSSE items related to "Literacy in Information and Multimedia Technology," "Civic Responsibility," and "Service Learning" were gathered and compared to benchmarks set by the committee overseeing the assessment process which formed part of Daemen's reaccreditation efforts.

Drake University Des Moines IA (2007)

Along with other sources of information, Drake University is using its NSSE results to assess its general education curriculum, specifically to examine areas such as service learning, multicultural understanding, and critical thinking skills. NSSE data are also expected to inform the review of capstone courses and other senior culminating experiences as the process moves forward. Drake participated in the inaugural administration of the Beginning College Survey of Student Engagement (BCSSE) and anticipates that BCSSE results combined with NSSE findings will provide instructive insight into the review of undergraduate advising. Finally, responding to the national interest in institutional accountability and transparency, Drake is participating in the NSSE-USA TODAY initiative and reporting NSSE data along with other information on its public "Drake Student Outcomes" Web page: http://www.drake.edu/academics/studentoutcomes.php .

Florida International University Miami FL (2007)

NSSE results from 2004 confirmed several issues that Florida International University (FIU) had identified from institutional data over the years. Specifically, students' perceptions of institutional support and engagement with faculty and peers were less than desired. NSSE findings indicated that different approaches were required to address the needs of FIU's largely commuter student body, a number of whom work many hours a week. Existing institutional resources were augmented by a Title V grant to increase student retention and participation in the Building Engagement and Attainment for Minority Students (BEAMS) project, which provided further campus visibility and national support to the effort through consultant input and two conferences. Extensive programmatic initiatives have resulted. For example, learning communities staffed by faculty and peer mentors have been expanded to include summer entrants which comprise nearly half of beginning freshman cohorts. Transfer student orientation and advising have been enhanced. A major faculty development effort is underway to showcase how to increase student engagement in the learning process. A host of online student support tools are now available, including online live tutoring in math, statistics and composition, eMentoring, studentinitiated online study groups and project teams, and mini-movies providing 24/7 supplementary instruction. These services are made easily accessible to students through a new Web network called the Virtual Student Center (www.fiu.edu/~vsc) which was developed as part of FIU's participation in the BEAMS project. Taken together, these efforts appear to have made a difference in student engagement, an increase in four-year graduation rates (17% to 24%), and an enhanced faculty awareness of their vital role in student success.

Grand Valley State University Allendale MI (2007)

Seniors at Grand Valley State University reported lower gains on NSSE than their comparison groups in working effectively with others, solving complex real-world problems, and developing a personal code of ethics. These data were incorporated into the institution's "Claiming a Liberal Education" (CLE) campus change initiative, which is designed to align faculty and student expectations with the goals of a liberal arts education. To estimate the impact of the CLE project, students in an advertising and public relations course collected additional information from students and faculty using their own locally developed surveys that elaborated on NSSE items. In addition, references to student engagement often emerge in discussions about culture change at the university, with faculty making such comments as, "I now require my students to make presentations because the NSSE seniors said they needed more help in speaking clearly and effectively." Student affairs staff used NSSE results to advance the collaboration between academic and student life and took the lead in establishing learning communities.

Hanover College Hanover IN (2007)

At Hanover College, NSSE data have helped steer the Strategic Plan in two ways. The strength of seniorr versus fi rst-year results overall has caused them to focus improvement (enhanced programs and added faculty) disproportionately in the fi rst two of the four years. Lower scores on Supportive Campus Envionment compared with other areas led to two of the five initiatives in the strategic plan - developing a permanent Student Success structure within a new Enrollment Management framework, and a "campus culture and engagement" initiative.

Hope College Holland MI (2007)

Although Hope compares favorably with the NSSE national cohort on most measures, for several years the College has lagged behind other comparison groups, including the Carnegie Liberal Arts group and the Colleges that Change Lives consortium group. Hope College is focusing on two issues, one of which is academic engagement. From 2003-2007, the College tracked Hope students on several NSSE items, one of which was the number of hours students study each week. After concluding improvement was needed, the College developed several strategies to address this, including: 1) devoting two faculty meetings to address student engagement (one an extended meeting, over dinner, with very high attendance), 2) a year-long commitment from the Academic Affairs Board to study this issue, with a request that every academic department provide a list of strategies to increase engagement, 3) student focus groups designed to add more depth to the survey data, and 4) a workshop for department chairs to share best practices for increasing student engagement. The results from the 2007 NSSE data indicated a marked increase in self-reported number of hours studying, whereby Hope students now report studying more than both comparison groups.

Humboldt State University Arcata CA (2007)

Humbolt State University (HSU) Humbolt State was able to use its recently completed five year strategic plan, multi-decade master plan, and a comprehensive diversity plan to develop its WASC reaccreditation proposal. A WASC Proposal Steering Committee, including administrative, faculty and staff representatives, was created upon recommendation of HSU's administration to guide the WASC proposal process. The Committee made presentations and distributed a modified version of WASC self-review to campus-wide units. After analyzing the data, the committee recommended focusing on three themes: academic excellence, diversity, and retention.

For the Capacity and Preparatory Review, the University enhanced its Web-based data repository of materials to provide WASC teams and the campus community with access to reaccreditation materials ? "data, policies, and procedures as evidence in support of the standards and related criteria."

NSSE results will be one of the assessment tools used to support Standard 2, "Achieving Educational Objectives Through Core Functions," and for Standard 4, "Creating an Organization Committed to Learning and Improvement.

Iowa State University Ames IA (2007)

Iowa State University
In collaboration with the vice provost for Undergraduate Programs and the Center for Excellence in Learning and Teaching, the Iowa State University Research Institute for Studies in Education (RISE) conducted a longitudinal analysis of its 2004 NSSE data as part of the supporting materials for its institutional self-study for HLC-NCA reaccreditation.

The results of the longitudinal study revealed that Iowa State had carried out successful efforts to increase student engagement. Senior students at Iowa State scored significantly higher in targeted areas such as higher order thinking skills, active and collaborative learning, student-faculty interaction, practical competence, and general education gains. First-year students scored higher on diversity-related items and were more satisfied with campus support services and their overall undergraduate experiences.

RISE also used the analyses to explore possible curricular models and programming efforts to enhance student engagement. For example, students in specific colleges reported differing levels of engagement, satisfaction, and gains in learning.

Iowa State University Ames IA (2007)

Iowa State University has participated in NSSE since 2000 and uses the results in several ways. A summary of the results comparing Iowa State with the national norms and peer university benchmarks is prepared annually by the Offi ce of Institutional Research and presented at a President's Council meeting. The summary report is posted at the Offi ce of the President's Web site following the presentation.

Jacksonville State University Jacksonville AL (2007)

Jacksonville University triangulates NSSE's Benchmark Report, its institutional mission statement, and specifi c strategic objectives. The data are used in combination to answer the question, "Are we on track to accomplishing our mission by 2010?"

Marywood University Scranton PA (2007)

The theme for Marywood University's 2004-05 self-study for the Middle States Commission on Higher Education (MSCHE) was "becoming a university." After the MSCHE accreditation visit in 1996, Marywood's president called for expanded assessment activity headed up by the Institutional Research and Planning Office. An Outcomes Assessment Group (OAG) made up of deans, faculty members, and administrators used NSSE data as one of several assessment tools to provide evidence that Marywood supported an effective learning environment and to examine how attaining university status affected academic standards. When major restructuring was finalized in 2003, the new self-study was well-timed to assess the effectiveness of these initiatives and institutional changes. The goals of the 2004-05 self-study were to: "(1) integrate the self-study with institutional planning and assessment activities, (2) evaluate the progress Marywood has made in becoming a university, and (3) identify vital issues, resources, and expectations for the future to provide input for the next stage of strategic planning." (Marywood Self- Study Report, p.1).

NSSE results were particularly useful as evidence to support several standards in Marywood's self-study report. For example: Standard 1- Mission, Goals and Objectives A major component of Marywood's mission is to provide a "welcoming community" for students. Student satisfaction with institutional support of co-curricular activities, orientation events to acclimate new students, special departmental programs, and active involvement of the community is reflected in Marywood's 2004 NSSE results. In the same year, Marywood also participated in a NSSE consortium of Catholic colleges. A "Mission Perception Inventory" (MPI) of 17 additional items to assess students' awareness of institutional mission was added to the standard NSSE survey. The 2004 Mission Perception Inventory Report used transcripts and NSSE scores as evidence of student awareness of the value of outside of classroom experiences, service learning, and volunteering. The success of Marywood's focus on community is reflected as well in Marywood's retention and completion rates.

Medaille College Buffalo NY (2007)

NSSE data at Medaille College is informing its strategic planning and institutional assessment plan. Data will be reported to the Middle States Commission on Higher Education in Medaille's June 2008 Periodic Review Report and in their next self study, by which time they will have two more rounds of NSSE data to draw on in evaluating overall mission effectiveness. Similarly, another institution indicated that they present NSSErelated reports and their own internal analysis of NSSE data to accreditors. In addition, they send those reports to the state's university system offi ce where they prepare reports that are made available to the public.

Medaille College Buffalo NY (2007)

Based on NSSE results and collaborating data from other sources, Medaille College is examining how to enhance multiculturalism and internationalization long-term. As a result, the College's general education goals and objectives were revised to refl ect a greater emphasis on student recognition of diversity and understanding of cultural interactions and perspectives.

Mount St. Mary's University Emmitsburg MD (2007)

Mount St. Mary's University in Maryland (MSMU) charged a committee to examine its 2006 NSSE results. The committee's report was shared with the Vice President of Academic Affairs (VPAA) and all faculty at a meeting. One of the follow-up actions was a dinner with senior students to address specific questions and concerns raised by NSSE results as well as discussions with alumni who graduated five years earlier. During the 2007-2008 year, academic departments will focus on ways to enhance the rigor of senior-level offerings and capstone experiences. In addition, MSMU intends to organize conversations about the amount of reading assigned and how to hold students accountable for completing assignments.

Northern Kentucky University Highland Heights KY (2007)

The University of Northern Kentucky (UNK) has administered NSSE four times. Each year, the results are reviewed by various departments and programs for setting priorities, recruiting, assessment, and program improvement. For example, the academic advising office uses NSSE data extensively to improve its services to all students and faculty advisors who need assistance in helping students who are experiencing difficulty to get timely intervention to improve their chances of success. NSSE data also have been employed in discussions about developing a new and different approach to general education at UNK, as faculty examine the relative strengths and weaknesses of the program from the student's perspective. In addition, both the first-year experiences program and the undergraduate research program housed in the Office of Sponsored Programs use student engagement data to assess whether students are benefiting from these programs in the intended ways. Finally, NSSE findings have informed the University's strategic planning process to discern strengths, weaknesses, opportunities, and threats from a student perspective. As a predominantly undergraduate residential institution, UNK considers NSSE data to be indispensible to effective planning and it intends to continue using it to develop and implement action plans based on the institutional strategic plan.

Northern State University Aberdeen SD (2007)

The 2006 NSSE/FSSE Summary Report compiled by the South Dakota Board of Regents presents data from both NSSE and FSSE. The report provides a brief background of the NSSE and FSSE surveys, past participation, system-wide fi ndings broken down by benchmarks, and a plan for future analysis of NSSE data. The report closes with institution-specifi c examples of NSSE data usage, such as how Northern State University shares its data with campus stakeholders and the way Black Hills State University incorporates data into their strategic planning.

Rhodes College Memphis TN (2007)

At Rhodes College, a multi-disciplinary team of staff and faculty is redesigning student services "to create exceptional and memorable connections that delight students and make a critical difference in their Rhodes experience." The team used NSSE and FSSE results with data from a student satisfaction inventory, and surveys and focus groups of student leaders, faculty, and staff. Combining those data with breakthrough planning tools, the team uncovered specific disconnects in service delivery that negatively affected students and determined that the level of support for students provided by the institution was inconsistent with its high level of academic challenge. To make its services more student-centered, Rhodes introduced the College's first-ever summer orientation and a new events management process and system. Student services staff and faculty members are working with architects to renovate the former library building to be the new Burrow Student Services Center, which will house several interconnected service hubs intended to support student success, including admissions and financial aids, student development and academic services, career services, and student organization support.

Roger Williams University Bristol RI (2007)

Roger Williams University (RWU)
Roger Williams used selected 2005 NSSE survey results as supporting evidence of the rigor of its academic programs, experiential learning opportunities, and research activities for Standard One, Mission and Purposes, in the NEASC reaccreditation process. Student perceptions of their level of engagement in the learning practices promoted as part of the University's core values and their impressions of the intellectual environment at RWU were used by the institution to foster and reinforce its mission. NSSE items relating to research, writing, group work, social and cultural experiences, collaboration with faculty, use of technology, and interaction with support services were some of the measures used to compare RWU's NSSE scores with peer institutions and the annual NSSE cohort. NSSE data were also added to the Online Evidence Center, a portion of the campus Blackboard? repository of electronic resources dedicated to NEASC reaccreditation documents.

Saint Ambrose University Davenport IA (2007)

A number of colleges and universities, such as The University of Western Ontario and St. Ambrose University, provide information about their NSSE results via news releases and special feature articles for student, local, and regional newspapers. Although some schools choose not to share their data with external audiences and use it solely for institutional improvement, others delay public data sharing until they have corroborated the results with other institutional data.

Saint Anselm College Manchester NH (2007)

NSSE data are being used to gauge progress on a number of Saint Anselm College's strategic indicators and goals. For example, one institutional goal is to implement a living and learning environment that promotes community and increases student engagement. Reporting the variety of measures of student engagement is an important way of supporting goals within their strategic plan.

Saint Francis University Loretto PA (2007)

Saint Francis University revised their data report format to link all NSSE items with its new general education learning outcomes. These learning outcomes represent the institution's educational goals. This will help inform budgetary decisions and the institutional planning process.

Scripps College Claremont CA (2007)

The Scripps College Faculty Senate Assessment Committee was responsible for the administration, interpretation, and reporting of the NSSE results to the community. The committee presented a formal report to the full Faculty Senate in the spring, followed by several community conversations in the fall. Faculty from the four divisions (Engineering, Math and Science, Humanities and Social Sciences, and Professional Development) met to discuss how they might use NSSE data to improve their programs.

Skidmore College Saratoga Springs NY (2007)

Skidmore College
After reviewing its 2003 NSSE data, Skidmore decided to use its self-study for MSCHE reaccreditation to focus on improving student engagement. The institution was particularly concerned about the differences in NSSE scores between first-year and senior students on items related to student-faculty interaction and academic engagement. Although seniors showed high levels of engagement, retention of Skidmore's first-year students did not compare well with its peer institutions. These findings were also confirmed by institutional studies on retention. To address these issues, Skidmore created a plan to concentrate efforts in three areas: (1) designing a new model for the first-year experience, (2) strengthening recruiting and the programs in the sciences, and (3) creating a more culturally-diverse learning environment for students.

St. Cloud State University St Cloud MN (2007)

In its self-study, "Reaching Higher," prepared in April 2007 for HLC, St. Cloud State reports that externally, norm-referenced instruments used at the institutional level, NSSE and other survey data "have been collected since 2001 and have been used as action guides for student life and development staff as well as for improvements in academic support and academic programs." NSSE results have been used as evidence to support numerous Criteria for St. Cloud's self-study. Several examples are included here.

In Criterion Two of the HLC standards, Core Component 2A, which addresses an institution's preparation for the future, St. Cloud states that NSSE data in conjunction with other assessment tools have been discussed in academic and administrative groups resulting in changes in the Division of Student Life, the First-Year Experience program, and the development of an early warning system for students experiencing academic difficulty.

Core Component 2C requires an institution to provide evidence of an effective, ongoing evaluation and assessment process. NSSE along with other survey results are used to provide a snapshot of the St. Cloud student experience: for example, how students are interacting with one other and how St. Cloud might enhance these interactions in terms of diversity; and to explore how technology is used in communication and course content. Students report that faculty members are using technology effectively and incorporate self-paced Web and supplemental electronic material to enhance their courses. Student responses are used to plan student services and have led to the creation of the First-Year Experience program and the appointment of additional staff to the Advising Center, Honors program, and Counseling.

In terms of student learning and effective teaching, Criterion Three, NSSE results were used to support Core Component 3C on effective learning environments. Scores on NSSE items showed that St. Cloud students participate in significantly more community-based projects than selected peers and the entire NSSE cohort. St. Cloud students also worked with peers inside and outside of the classroom more frequently, "developing important skills in becoming lifelong learners

St. John's University-New York Queens NY (2007)

Over the past ten years, St. John's University has focused on creating a culture of assessment in academic areas as well as in operations and student services. As part of its self-study for reaccreditation from the Middle States Commission and to support the four goals of its current strategic plan, St. John's has formalized using a variety of instruments including NSSE and FSSE to assess the effectiveness of its educational environment. Specifically, data for the five NSSE benchmarks are used over time to study the quality of the student learning experience under Goal I, "Develop our Academic and Institutional Culture to be Student- Centered and Committed to Lifelong Learning." NSSE data on student involvement in community service, and student responses to survey questions related to personal values and ethics are used to assess how well St. John's is fulfilling its Vincentian mission. In addition, data collected from the NSSE survey on student- and course-related use of technology provide evidence that St. John's supports and fosters student proficiency in computer-related skills.

Tarleton State University Stephenville TX (2007)

Tarleton State University formed an ad hoc group of campus leaders and held ongoing discussions as a means to review Tarleton's NSSE results. The findings were thought provoking when the University compared its scores with other Texas A&M University institutions, institutions within its Carnegie classification, and the 2006 NSSE cohort. In an attempt to gather additional insights,
the newly formed group is now visiting with other Tarleton campus leaders to outline its discussions and to seek other thoughts and ideas.

Texas A&M University - Texarkana Texarkana TX (2007)

Texas A&M University-Texarkana uses NSSE data from seniors to compare to the national mean, the A&M system mean, and master's group mean. NSSE helps the University to better understand its students for future program and learning improvements.

The University of Texas at Arlington Arlington TX (2007)

The University of Texas at Arlington (UTA) used its NSSE and FSSE results to identify the key issues to be addressed in developing its QEP for SACS. For example, a gap between faculty and students in their perception of active learning (the focus of the QEP) was revealed. This analysis, along with other institutional assessments, led to the conclusion that systematic, university-wide intervention in the classroom would enhance students' ability to make better use of current active learning efforts put forth by faculty. UTA also uses NSSE to examine the impact of the 12 pilot projects in its QEP on the development of higher order thinking skills among students. Annual NSSE testing will include an oversample of the students in these pilot project classes in order to (1) help assess the impact of active learning pedagogies, and (2) compare the results against students who were in classes that did not employ extensive active learning techniques.

United States Military Academy West Point NY (2007)

The United States Military Academy (USMA) currently assesses its academic program goals through surveys of cadets, surveys of graduates and commanders, and through indicators embedded in ongoing academic activities. NSSE data have the potential to provide an external point of reference with nationally normed data for assessing cadets' achievement of USMA academic goals.

University of Central Oklahoma Edmond OK (2007)

The University of Central Oklahoma's NSSE Action Team was comprised of representatives from a variety of administrative areas and from fi ve undergraduate colleges. After identifying areas of concern, the team worked through cause-and-effect diagrams to uncover areas of concern and determine root causes. The team merged the root causes into two categories: (1) increased level of academic rigor is needed; and (2) the faculty and staff need better motivation to engage students on a personal level. Each issue was matched with corresponding recommendations and rationale.

University of Georgia Athens GA (2007)

The University of Georgia (UGA) Vice President for Instruction engaged in a series of NSSE Campus Conversations to discuss NSSE results with deans, departmental faculty, members of the Teaching Academy, the University Curriculum Committee, TA Mentors, the Student Government Association, academic advisors, and other groups on campus. In 2004, the Provost organized a Task Force that was charged "to explore questions related to whether the University has a rigorous intellectual climate, how students learn and should learn?and whether the University's general education requirements remain innovative and engaging for undergraduate students?" (Report of the Task Force on General Education and Student Learning, University of Georgia, August, 2005, Executive Summary). Although the Task Force members read and discussed many documents during their year of study, they noted in their Final Report that "perhaps the most influential document we examined was the 2003 report of the National Survey of Student Engagement (NSSE)" (Task Force Report, p. 2). Based on NSSE data and the Report of the Task Force on General Education and Student Learning, a number of initiatives have been introduced including an Office of Service Learning, expanded residential learning communities, additional resources allocated to writing programs, and a revised general education curriculum submitted to the University System Board of Regents.

University of Hawaiâ??i at Manoa Honolulu HI (2007)

University of Hawaii at Manoa The University of Hawaii at Manoa has experienced several major challenges in recent years including budgets cuts, changes in administrative governance, understaffing, and facilities damage due to flooding showed a need to "restore a sense of community" to the campus, Manoa prepared a two-stage review report in 2006 targeted at educational effectiveness and sustainability in preparation for the reaccreditation process. The report to WASC, an extension of its 2000-2010 strategic plan, was organized along the themes of building community, campus renewal, and reform of campus governance. NSSE results were used to measure expected outcomes for the Educational Effectiveness Review (EER). Under the community building theme, efforts to produce sustained increases in NSSE scores through 2012 will be included as part of a campaign to raise the awareness of campus stakeholders to the importance of student success and engagement. Under the theme to reform campus governance to promote communication and student success, sustained improvement on NSSE, FSSE, and other internal survey scores will be used to provide evidence of increased participation in campus governance activities and progress toward forging "meaningful and long-term relationships among stakeholders."

University of Indianapolis Indianapolis IN (2007)

A NSSE participant since 2004, the University of Indianapolis has used and disseminated its survey results to support its HLC-NCA reaccreditation efforts. The University used 2004 baseline data to guide the direction of its AQIP action project on student learning. The same NSSE results on perceptions of senior experiences prompted an internal survey of program directors and chairs to further assess the status of capstone experiences across campus. These combined initiatives serve as the foundation for a new student learning action project that will begin this fall.

NSSE results have also been a valuable resource in the writing of the AQIP Systems Portfolio. Many NSSE survey questions can be mapped to the nine AQIP Categories and NSSE results were used to support nearly half of the Categories within the Portfolio.

University of Nebraska at Lincoln Lincoln NE (2007)

The University of Nebraska - Lincoln (UNL) administered NSSE in 2002, 2004, and 2007. The 2002 NSSE results contributed to two campus-wide reports about the experiences of faculty, staff, and students at UNL. The first report, Intellectual Engagement and Achievement at UNL (www.unl.edu/svcaa/documents/blue_ sky_report.pdf) assessed how the experiences of faculty, staff, and students related to the goals identified in the 2000 benchmark report, A 2020 Vision: The Future of Research and Graduate Education at UNL (www.unl.edu/svcaa/documents/2020report. pdf). The second report, Everyone a Teacher, Everyone a Learner, addressed the effectiveness of first-year undergraduate orientation and transition programs (www.unl.edu/svcaa/ documents/everyone_a_learner.pdf). Both documents integrated NSSE results with other evidence, such as findings from UNL's Quality Performance Indicators and the Gallup Climate Survey. Specifically, NSSE results helped formulate questions that were used to lead student focus groups, as well as help in analyzing the feedback from faculty who teach first-year courses to formulate the conclusions and recommendations found in the two reports. The 2004 NSSE findings informed the initiative to review and reform general education at UNL, verifying that learning outcomes and the structure of the existing general education program needed to be revisited. In addition, by increasing the NSSE sample size, UNL was able to provide each college with a detailed report of NSSE responses from their students. Some of the colleges shared the results with other constituent groups (students, alumni, faculty members) and all the colleges used the 2004 NSSE administration as benchmark data. UNL is also participating in the "Parsing the First-Year of College " national study that will analyze NSSE 2007 results in concert with other data sources to develop a better understanding of the factors that influence students' learning and persistence.

University of Utah Salt Lake City UT (2007)

Based on previous accreditation visits, the University of Utah was aware that it needed to work on a comprehensive and systematic student outcomes assessment plan. To help prepare for a 2006 reaccreditation visit from NWCCU, the University created an assessment plan that focused on three core issues: student progression, student learning, and student engagement and university experiences. Two teams were formed to coordinate and direct this effort, the Student Outcomes Assessment Council (SOAC) and Assessment Working Group (AWG).

In terms of student progression, NSSE results in combination with other surveys have shown that U of U students spend more hours off-campus involved in work, family, and church missions. The University planned to increase its efforts to retain these students.

The plan also focused on improving student engagement in social and academic areas so that the University's future NSSE scores compare more favorably with its peer institutions. The University has been working to "increase enrollments in courses with substantial amounts of student-faculty interaction, and to develop structures and events that can build social networks and create a shared sense of community on our urban, decentralized, and largely commuter campus.

University of Victoria Victoria BC (2007)

The University of Victoria distributes NSSE results that would be relevant to each academic unit on campus. The Institutional Planning and Analysis Offi ce prepares individual reports for every academic area that compares students enrolled in that particular program of study. Results for each department are compared against University averages, Canadian peer averages, and NSSE averages. These reports are also posted on the institution's Web site.

University of Wisconsin-Stout Menomonie WI (2007)

University of Wisconsin-Stout formed a faculty committee to develop recommendations for increasing the level of student engagement at the institution.

West Texas A&M University Canyon TX (2007)

West Texas A&M University (WTAMU) The WTAMU QEP team used NSSE as an assessment tool throughout their plan to improve the experience of first-year students, QEP: Engaging the First-Year Student. The plan originated from SACS requirements to develop a QEP that would enhance student learning outcomes, part of which involved investigating the experiences of their students. The QEP team used three guiding questions: (1) Who are our students? (2) What is the lived experience of a first-year student on our campus? (3) Where are our students experiencing failure and frustration?

The QEP team used 2003 NSSE results to clarify issues around the first-year experience at WTAMU using scores on the NSSE benchmarks to first outline areas that needed improvement. To further understand its NSSE results, the QEP team conducted focus groups with students to discover what they found engaging or not in their classroom experiences. They found, for example, that students were more engaged when they had an invested relationship with their professors, felt challenged in their coursework, actively participated in discussions, felt what they were learning had real-world applications, and thought their professors were enthusiastic about the subject matter and teaching it. Conversely, students were less engaged in classes delivered mainly in a lecture format and when they did not have relationships or interaction with instructors. The QEP team also assessed that first-year students were not developing relationships with faculty. Results from NSSE and other assessment tools also showed that students did not engage in community and problem-based learning in the first-year curriculum.

Ten initiatives were developed to address areas that WTAMU wished to improve. These initiatives aligned with the four goals of the QEP Vision and Goals section of their SACS application for reaffirmation of accreditation. NSSE results were used to support multiple objectives for 8 out of the 10 initiatives.

Western Kentucky University Bowling Green KY (2007)

Given that institutions now receive benchmark reports at the same time as their institution-level data, Western Kentucky University (WKU) now supplies all of this information at the same time to academic departments. The goal is for faculty members to evaluate the overall impact of their teaching approaches on student engagement as represented by the NSSE benchmarks. WKU enhanced the usability of its data by providing departments with line graphs that allowed them to easily note how their department compares with college and university benchmark scores.

Western University London ON (2007)

A number of colleges and universities, such as The University of Western Ontario and St. Ambrose University, provide information about their NSSE results via news releases and special feature articles for student, local, and regional newspapers. Although some schools choose not to share their data with external audiences and use it solely for institutional improvement, others delay public data sharing until they have corroborated the results with other institutional data.

William Peace University Raleigh NC (2007)

At Peace College, NSSE data are shared with all faculty members annually. The Curricular Issues Committee reviewed the student engagement results along with other information and suggested changes, which led to the College revising its liberal education requirements with the goal of increasing academic rigor. The 2007 NSSE data confirm that the students responded favorably to the changes with Peace seniors scoring in the top 10% nationally and first-year students in the top 50% for level of academic challenge. Peace College also presents NSSE results to its governing board, summarizes the data on its Web site, and conveys the findings verbally to prospective students and parents. The College intends to share highlights from its 2007 performance on a postcard to be sent to friends of the college, potential donors, and prospective students.

Worcester Polytechnic Institute Worcester MA (2007)

Worcester Polytechnic Institute (WPI) requires all undergraduates to complete three inquiry-based projects: one in the humanities and arts, one in their major, and one relating science and technology to social issues and human needs. Together, these projects emphasize independent research, critical thinking, communication, teamwork, and application of knowledge in real-world settings. More than 50% of WPI students complete at least one of these projects overseas, addressing open-ended problems for local organizations. Thus, it was no surprise that WPI's NSSE results indicate that seniors experience high levels of academic challenge, achievement, and engagement. However, NSSE also verified what many WPI faculty had suspected—firstyear students at WPI were not as academically challenged as their senior counterparts at WPI or first-year students at other doctoral-intensive institutions. Animated by this evidence in 2005, a commission on the firstyear experience set forth five objectives: to encourage critical thinking, information literacy, and evidence-based writing; to engage first-year students with current events, societal problems, and human needs; to promote in each first-year student a personal foundation for lifelong learning; to cultivate a more intellectually stimulating environment at WPI; and to contribute to civic engagement and community partnerships. The following year, a faculty-appointed committee began developing a new first-year curriculum featuring interdisciplinary, inquiry-based seminars, better integration of the disciplines, and broader, more engaging introductions to major areas of study. NSSE indicators will be a key component of the assessment plan to evaluate the impact of these efforts.

Allegheny College Meadville PA (2006)

Allegheny College used NSSE data to assess the quality of our advising as perceived by students and made a number of changes in our advising program.

Allegheny College Meadville PA (2006)

Allegeheny College used NSSE data extensively with faculty, staff, and the Board of Trustees to document the need to improve diversity.

Allegheny College Meadville PA (2006)

Allegheny College created a learning commons that offers students a wide variety of academic support services in one place. For example, the Library based decisions on the responses to questions from NSSE that deal with support of First-year students.

Bard College at Simon's Rock Great Barrington MA (2006)

Simons Rock College of Bard is integrating the NSSE results into their work with upper college (junior and senior) students to consider how they can assist their personal and intellectual life on campus, with particular emphasis on study abroad and on the senior thesis project, which all students are required to undertake

Bard College at Simon's Rock Great Barrington MA (2006)

Efforts to improve out of class experiences

Simons Rock College of Bard results in NSSE for out of class engagement were not as strong as their results on pure academic measures. The student affairs office is using the results to begin a campus discussion of new student activities and community engagement, and they have shifted our personnel resources by adding a new professional position in student activities.  They are sharing the NSSE results with faculty and staff across the campus, and incorporating them into our campus focus group discussions that are part of our accreditation process.

Bennington College Bennington VT (2006)

Bennington College decided to address the Supportive Campus Environment benchmark since the results were surprising.

Bennington College Bennington VT (2006)

Bennington College worked with the business office to modify their end-of-term process for collecting overdue funds. Bennington will continue to work with the maintenance office to streamline the process where students are charged for house damages

Bennington College Bennington VT (2006)

Bennington distributed its NSSE results to senior staff, faculty, board of trustees, and students upon request. After celebrating Bennington's strengths, its major challenge was identified — cultivating a more supportive campus environment. The primary responsibility for addressing this issue was assigned to the academic dean and student life professionals who, in turn, invited front-line staff members to offer suggestions. One group attended a workshop on improving service to students by enacting the FISH! philosophy, which emphasizes play, positive attitudes, and attention to others' needs. Bennington also made some changes to make physical spaces more inviting. For example, several wooden doors were replaced with glass panels, creating a welcoming sense of openness. The college also attempted to reduce the anxiety and frustration sometimes associated with class registration by giving out door prizes.

Brigham Young Universityâ??Hawaii Laie HI (2006)

In addition to receiving NSSE results, Brigham
Young University Hawaii also conducted student focus groups to supplement its NSSE
data.The results from the focus groups in
concert with NSSE data were used to track the
level of academic challenge students reported by ethnicity to better understand the experiences of students from different backgrounds and how their learning can be enhanced. Specifically faculty and staff have examined teaching style, faculty interaction, and how test questions are written.

California State University, Chico Chico CA (2006)

The provost at California State University Chico challenged each academic department to involve students in helping interpret the institution's NSSE results. Four questions guided the review: (1) What student behavior should be changed, how might we change it, and how will you know if it does change? (2) What faculty behavior should be changed, how might we change it, and how will you know if it has changed? (3) Which of Chickering and Gamson's Seven Principles of Good Practice in Undergraduate Education exemplify your department and what is the evidence this is so? (4) Which of the seven principles deserves greater attention? The Seven Principles of Good Practice were featured in this exercise because many of the NSSE items are based on these practices. The goals of this exercise were to learn about promising practices being used across the campus and to enhance engagement and rigor. NSSE data are also used in the institution's overall assessment effort.

California State University, Chico Chico CA (2006)

service learning and co-curricular activities

The NSSE results at California State University-Chico suggested that they introduce a service-learning requirement, that they will require students in freshman courses to become involved in a novel community experience, that they encourage participation in departmental academic clubs, that they Use WebCT to provide immediate feedback on grades and that they Encourage group activities in and outside of the classroom

California State University, Chico Chico CA (2006)

California State University-Chico believes that NSSE encouraged faculty- student contact, encouraged cooperation among students and encouraged active learning.

California State University, Fresno Fresno CA (2006)

One of the goals of the University's Academic Plan at California State Univeristy-Fresno is to create a learning-centered environment of active learning by engaged students.

California State University, Fresno Fresno CA (2006)

The project at California State Univeristy-Fresno involved establishing a University Mentoring Institute and they anticipate improved scores on items tracking faculty student interaction. 

California State University, Fresno Fresno CA (2006)

The California State University-Fresno president formed a Student Success Task Force to identify ways to improve student success based on its NSSE results, which showed that student-faculty interaction was lower than expected. As a result, Cal State at Fresno submitted a proposal to the BEAMS program to develop the Mentoring Institute. The proposal was accepted and a campus team participated in the 2004 BEAMS Summer Academy, returning to campus with an implementation plan. The Mentoring Institute began Fall 2005 and has resulted in the recruitment and training of over 200 faculty members, staff and student mentors.

Calumet College of Saint Joseph Whiting IN (2006)

Calumet College of Saint Joseph is piloting a new program to provide students with an opportunity to participate in international service learning experiences.

Centenary University Hackettstown NJ (2006)

Cenetary College uses NSSE to assist them with the state accreditation review process.

Centenary University Hackettstown NJ (2006)

At Centary College, NSSE also measures the effectivness of first-year programs and the effectivness of implemetation.

Centenary University Hackettstown NJ (2006)

NSSE will be used in the assessment of the strategic plan at Centary College.

Centre College Danville KY (2006)

Centre College uses NSSE results to improve active modes of learning. Specifically, faculty members began to incorporate more active learning type activities within their upper-level courses.

Christian Brothers University Memphis TN (2006)

Christian Brothers shared their data with a variety of planning committees.

Christian Brothers University Memphis TN (2006)

The NSSE "big five' Indicators do feed into an ongoing strategic planning process as part of our institutional benchmarks that we use to measure our institutional effectiveness.

Clayton State University Morrow GA (2006)

QEP, communication and triangulation of results

Clayton State University uses NSSE as one measure in their Quality Enhancement Plan which focuses on Student Retention and Success. They compare the results each year and present the NSSE graphs to various governing bodies. They have discussed the results at Faculty Counsel, Presidential Retreats, Student Success Forums, and in various standing committee meetings. The president of the university, Dr. Thomas Harden, has led a discussion regarding what the data means and how we can use it to enhance our institutional effectiveness. The results have been analyzed in conjunction with other assessment instruments to provide a broad picture of how well the university is engaging students. CSU has been changing a number of things to improve the quality of education at CSU and to enhance retention and graduation rates. NSSE data has played an important role in shaping the decision making process. NSSE has also been an indicator as to whether or not some of the changes we have made are having the desired impact

Clayton State University Morrow GA (2006)

Clayton State University developed its SACS Quality Enhancement Plan (QEP) in concert with its Academic Affairs strategic plan that called for improving student retention and success. Believing that "retention is a reflection of the overall quality of the institution's services to students," the SACS Steering Committee established by the provost decided to use these same themes as the core of its QEP. After campus-wide meetings with faculty, the focus of the QEP became improving student performance through increasing faculty and staff understanding of effective educational practices. Subcommittees made up of administrators, faculty, staff, and students concentrated on four areas: data collection and analysis, student success and faculty engagement, intervention and faculty/staff involvement, and advisement and mentoring. The subcommittees gathered and analyzed data from multiple sources — including NSSE and FSSE, a survey on faculty interests and knowledge, an institutionally administered Student Satisfaction Questionnaire, and descriptive data on all students enrolled at Clayton. Using information and advice from the subcommittees, the Steering Committee identified a list of "critical needs relevant to student engagement and success" which included recommendations for improving the class scheduling process and new student orientation, developing new programs for first-year students to foster persistence and student success, adopting more rigorous admissions standards, developing programs to promote faculty-student interaction outside of class, expanding academic support services, and using more effectively existing technologies and staff expertise in student advising.

Coker University Hartsville SC (2006)

In an innovative approach to measuring value-added learning, the Coker College institutional research director coordinates faculty assessments of core general education skills (FACS) of analytical thinking, creative thinking, effective speaking, and effective writing. Each course has rubrics to determine the levels of achievement for areas relevant to the course. Faculty rate student performance in these areas at the end of the term, with the ratings being independent of grades. As expected, students' FACS scores increase from their first year to senior year. Individual NSSE items related to general education outcomes positively correlate at modest levels with FACS scores, except for the item, "coming to class without completing assignments" which was negatively correlated. The NSSE self-reported gain item, "acquiring a broad general education," correlated at .25 (p<.02) with FACS. Other relationships between FACS and NSSE items were generally in the expected direction, suggesting that engagement matters to desired learning outcomes.

Colby-Sawyer College New London NH (2006)

Colby-Sawyer College has put forth greater efforts to improve diversity-related campus programming in addition to increasing programs related to spirituality.

Columbus State University Columbus GA (2006)

QEP for SACS accreditation process focused on writing

NSSE data were used by CSU faculty and staff during the reaffirmation process of accreditation by the Southern Association of Colleges and Schools Commission on Colleges, specifically in the development of the Quality Enhancement Plan for the institution. Results of this survey indicated that CSU freshmen and seniors reported fewer papers (long and short) than their peers. This information, along with other evidence collected, clearly indicated that a campus-wide writing initiative was needed and would be supported by faculty and students. The plan submitted to SACS, Writing the Solution: Steps toward Developing Competent and Professional Student Writers, has three goals: 1) to provide an infrastructure for professional development activities to improve student writing, 2) to improve faculty and staff knowledge, skills and attitudes related to student writing, and 3) to establish writing as a tool for enhanced student learning in understanding courses and programs.

Commonwealth University Bloomsburg PA (2006)

Bloomsburg University of Pennsylvania is using NSSE for outcomes assessment associated with their institutional strategic plan.  For example, one of its strategic planning objectives is to "provide an environment that strengthens all aspects of student learning beyond the formal classroom."  Many of the NSSE items tell the University how it is doing in terms of meeting this objective.

CUNY College of Staten Island Staten Island NY (2006)

The College of Staten Islan belives that its NSSE results have been used to improve student services (e.g., the College restructured some of its registration processes to better serve its population)

Daemen University Amherst NY (2006)

Daemen College used findings from NSSE during a regional accreditation visit to support work done on its core curriculum and to provide evidence that opportunities for specific educational outcomes are indeed available and experienced by its students.

Delta State University Cleveland MS (2006)

The Delta State University Quality Enhancement Plan (QEP) for the Southern Association of Colleges and Schools (SACS) is based on the premise that engagement in educationally purposeful activities leads to enhanced student learning. As part of the plan, the University's vision is "Delta State — an environment where you learn, discover, create, and grow in service to humanity." To assess its educational effectiveness, Delta State established four goals: (1) foster student and faculty interaction; (2) increase use of information technologies; (3) emphasize practice of communication skills in all courses, and (4) encourage productive feedback and meaningful communication among students and faculty about student performance and career decisions. For example, to increase student-faculty interaction, the provost asked five faculty mentors from different schools to be Student Engagement Champions (SEC) to be responsible for identifying areas of need or opportunity for enhancing communication and interaction within learning environments. The SEC also created a series of campus-wide and college-by-college faculty development workshops to help create learning environments conducive to student-student and studentfaculty interaction and to make their colleagues aware of NSSE's five Benchmarks of Effective Educational Practice — the clusters of questions from the NSSE survey that capture many important student behaviors and institutional characteristics that contribute to learning and personal development. SEC mentors are also leading faculty development sessions to help instructors become more proficient with technology and Web-based communications.

Earlham College Richmond IN (2006)

In addition to NSSE, Earlham College is also using the Collegiate Learning Assessment for re-accreditation and for improving teaching and learning.

Eastern Connecticut State University Willimantic CT (2006)

The Planning and Institutional Research Office introduces NSSE results using PowerPoint presentations for senior staff, specific groups such as the First-Year Committee and the Assessment Committee, those responsible for implementing the new general education requirements, and the larger university community. Also reviewed are comparative data for consortium and Carnegie peers in order to help the institution establish priorities and develop a common language about engagement and student success.

Eastern Connecticut State University Willimantic CT (2006)

Eastern is scheduled to review, update and begin to implement its strategic plan during this upcoming academic year.  Again, NSSE will most likely be used to identify opportunities for improvement.  As an outcome of the planning process, I suspect that some NSSE items will also become criterion-referenced measures to gauge Eastern's progress in the future.

Eastern Kentucky University Richmond KY (2006)

Within EKU's re-accreditation process for the Southern Association of Colleges and Schools, NSSE data constitute a vital portion of the assessment of EKU's proposed Quality Enhancement Plan which focuses upon critical and creative thinking.

Eastern Kentucky University Richmond KY (2006)

Within EKU's University-level strategic planning process, NSSE data are used to examine the pursuit of collaborative research endeavors.

Eastern Kentucky University Richmond KY (2006)

At EKU, a newly formed Taskforce on Student Engagement will use NSSE data to examine the possibility of creating new campus-wide initiatives surrounding an early alert system and other student engagement programs.

Eastern Mennonite University Harrisonburg VA (2006)

At Eastern Mennonite University we are in the process of launching a web-based institutional effectiveness evaluation instrument that every department on campus will complete annually.

Eastern Mennonite University Harrisonburg VA (2006)

We are using NSSE criteria and data as one part of our institutional effectiveness evaluation, along with data on satisfaction, learning outcomes, demand and cost.

Eastern Washington University Cheney WA (2006)

One plan at Eastern Washington University is to tie the results to their NWCCU accreditation standards

Eastern Washington University Cheney WA (2006)

At Eastern Washington University they will use NSSE data to disseminate a report to the university leadership and to incorporate the results in the Strategic Planning process that is continuing this academic year at EWU

Edgewood College Madison WI (2006)

Due to NSSE results, Edgewood College is paying greater attention to developing relationships among students both inside and outside the classroom.

Edgewood College Madison WI (2006)

NSSE survey results are helpful in Edgwood College's strategic planning initiatives. The College uses NSSE data to monitor the effectiveness of programs and services.

Edgewood College Madison WI (2006)

Edgewood College uses NSSE benchmarks and individual items as "key indicators" for college wide planning. One of the latter indicators is the question of whether students would choose the same institution again. As a result of discussions by faculty, staff and students about the college's effectiveness in engaging students, greater attention is being given to helping students develop meaningful relationships with one another, both inside and outside the classroom.

Emporia State University Emporia KS (2006)

NSSE data at Emporia State University is being used to engage the campus community in conversations related to the level and manner in which our students are reporting and engagement in the academic and social aspects of their educational experience

Emporia State University Emporia KS (2006)

NSSE results at Emporia State University have been used to assist the campus community in developing an understanding of who our students are and how our educational and social engagement opportunities need to challenge and support our individual student profile.

Emporia State University Emporia KS (2006)

By participating in NSSE, the academic community at Emporia State University and the student affairs community have forged stronger bonds, which have in turn strengthened the holistic educational approach our campus community strives to foster

Florida A&M University Tallahassee FL (2006)

At Florida A&M University they will:Develop a student-status alert system Enforce prerequisite requirements Develop an academic advisement database for FAMU Provide academic advisement training for faculty advisers Implement team advisement system: university-wide and faculty advisers

Florida A&M University Tallahassee FL (2006)

At Florida A&M University, they will Identify services with which students are dissatisfied Administrative personnel and offices will develop appropriate strategies to improve relationships with student

Florida A&M University Tallahassee FL (2006)

At Florida A&M University, they plan to Implement strategies to improve student/faculty interactions and student feedback as part of dept. assessment plans.Academic departments to develop their own strategies to improve student/faculty interaction and student feedback on all assessments.Conduct focus group interviews with students and faculty on student/faculty interactions

Florida A&M University Tallahassee FL (2006)

To foster more student-faculty contact, Florida A&M University (FAMU) is modifying its approach to academic advising by developing a student-status alert system, observing prerequisite requirements, creating an academic advisement database, and providing academic advising workshops for faculty advisers. FAMU will supplement NSSE data with student and faculty focus groups to further explore how to increase student-faculty interaction in meaningful ways. Academic departments will develop relevant strategies to increase student feedback as part of their departmental assessment plans. Administrative personnel and offices will also develop additional ways to increase student satisfaction with academic and support services.

George Mason University Fairfax VA (2006)

To increase student-faculty interaction, the provost at George Mason University provided funds to encourage academic units to hold various kinds of student/faculty get-togethers. One result was an afternoon social set up in the hallway of a classroom building so that students would not feel intimidated about stopping and talking with faculty. Two staff members from the Office of Institutional Assessment conducted brief interviews with student participants to evaluate their reactions to the event. Although the number of students participating was small, those who did were quite happy to have this opportunity to interact with faculty. As a result of this activity, the vice president for University Life is assuming responsibility for planning such department-related events this coming academic year.

Georgian Court University Lakewood NJ (2006)

Information generated from NSSE and subsequent discussions at Georgian Court University indicated a need to revise its first-year experience program. The first-year experience program now provides activities to ensure students are interacting with faculty outside of class and are involved in a certain number of campus activities. First-year students also have the opportunity to now participate in a first-year abroad experience, in addition to service learning opportunities. A commuter campus, Georgian Court has experienced an increase in first-year retention numbers since implementing the revised first-year experience program.

Grand View University Des Moines IA (2006)

Grand View College is initiating transfer student learning communities and a residential learning community in Fall 2006. Faculty development activities reinforce themes of learning--centered pedagogies and active learning.

Hanover College Hanover IN (2006)

Hanover College uses NSSE data to help gauge the effect of some of its academic program changes. In 2003, faculty and trustees endorsed sweeping changes to many aspects of the Hanover experience based on benchmarking, review of best practices, and self-examination. Many of the changes were introduced in Fall 2004, including a first-year experience, team-taught interdisciplinary liberal arts degree requirements, and curricular revisions to several popular majors. In addition, the college established an Early Alert Team to provide additional support to students encountering difficulty and expanded the Writing and Speaking Center into a one-stop, self-help Learning Center. NSSE data are augmented with results from internal surveys, focus groups and other measures to assess the impact of these modifications and their effects on specific areas of student performance, such as first-year student gains in writing clearly and speaking persuasively.

Hanover College Hanover IN (2006)

In addition to the above, a detailed written summary of NSSE is sent to the faculty as well as the Admission and Student Life staffs to ensure the results, both good and bad, are understood by key folks on campus. Last year, Admission requested an additional presentation and discussion of findings to help them better understand the strengths of the Hanover experience and how that impacts student fit.

Hanover College Hanover IN (2006)

Efforts to improve supportive campus environment

Elements of NSSE were incorporated in the 2005-6 MBOs of the President, Academic Dean and Student Life Dean. It was identified that score for "Supportive Campus Environment" benchmark were well below the very strong results in other areas. Developing plans to address this weakness was identified as a goal. This goal, as one of only a few highly visible goals, put focus on the issue and resulted in several direct outcomes. The Early Alert Team was created to help first-year students behind the scenes to find the help they need to succeed. A one-stop, self-help Learning Center is being developed from the previous Writing Center and disparate departmental tutoring efforts.

Hanover College Hanover IN (2006)

major strategic planning and overall change in student experience

Hanover College faculty and trustees passed a comprehensive Vision in 2003 that called for sweeping changes to all aspects of the Hanover experience based on substantial benchmarking, review of best practices and faculty self-examination. Many of the changes, including a first-year experience, team-taught interdisciplinary LADRs (Liberal Arts Degree Requirements) and changes to several of the most popular majors (e.g., replacing Business major with a non-major Center for Business Preparation program) began with the class entering in fall of 2004. With data pre and post implementation, Hanover has used NSSE to help assess the change in the overall experience. NSSE also provides useful date on specific activities that were the focus of the Vision programs (e.g., first-year writing and speaking). NSSE has been supplemented with a number of internal surveys, focus groups and other approaches to measure and diagnose specific programs and issues.

Hendrix College Conway AR (2006)

assessment writing and FYE programs

Both the Academic Affairs and Student Affairs divisions of Hendrix College are using NSSE results in our ongoing assessment process. It seems particularly helpful in evaluating our first year general education curriculum and our Writing Across the Curriculum program. Our goal is to eventually use the results at the academic department level for particular majors.

Hendrix College Conway AR (2006)

Hendrix College has established a program called "Your Hendrix Odyssey" that requires students to complete at least three experiential learning projects before graduation. Studentsembark on educational adventures, such as research, study abroad, artistic creativity, and service projects.

Illinois State University Normal IL (2006)

Illinois State University is planning a series of programs with the Student Government Association that will focus on engagement, drawing on its five-year NSSE findings as well as information from FSSE.

Illinois State University Normal IL (2006)

NSSE, FSSE, BCSSE integrated use

In 2006 Illinois State University did not conduct NSSE, but elected to conduct FSSE and BCSSE. The University plans to oversample for the entire population of first-year students in Spring of 2007 as part of their NSSE protocol in an effort to follow this cohort of students longitudinally beginning with the BCSSE 2006, NSSE 2007 and again NSSE and FSSE in 2010. Having this data will allow Illinois State to triangulate the results from NSSE, BCSSE, and FSSE to describe who its students are before they enroll in classes at Illinois State University, and then also capitalize on the comparative data between the FSSE and NSSE to better define the conversations that the University wants to have on campus with faculty, staff, students, prospective students, and student affairs personnel and other unidentified key stakeholders about what our students are engaged in, what faculty believe students are engaged in, what students have been engaged in during high school and the impact of these factors as they relate to current initiatives on campus ? primarily Civic and Political Engagement, the First-Year Experience, General Education Outcomes, and Partnerships for Student Learning.

Illinois State University Normal IL (2006)

integrated survey use for FYE and civic engagement

Illinois State's new plan for administering the NSSE family surveys was developed in an effort to provide the University with a set of data which it anticipates using specifically for the purpose of determining if the efforts that are being made on campus, especially related to the First-Year Experience and Civic/Political engagement, are making a difference among its students and faculty. Utilizing the NSSE family data, in conjunction with additional assessment measures, Illinois State hopes to be able to determine to what degree the goals of each of the various initiatives have been achieved and to establish the direction of future campus initiatives.

Illinois Wesleyan University Bloomington IL (2006)

Illinois Wesleyan University will use NSSE results in concert with other assessment information as it implements the teaching and learning goal in its recently approved strategic plan.

Indiana State University Terre Haute IN (2006)

NSSE data for NCATE accreditation

The self-study for NCATE accreditation used NSSE to measure teacher candidates' use of information technology and exposure to diversity. The report compared first-year and senior students in educator licensure programs to discern changes and "value-added" as students progress through educator licensure programs. The Education Unit Assessment Plan uses NSSE to measure teacher candidates' commitment to diverse learners.

Indiana State University Terre Haute IN (2006)

NSSE results are part of the Indiana State General Education assessment program. Items include: analysis, synthesis, and making judgments, critical thinking, solving complex real-world problems, writing clearly and effectively, making class presentations, applying theories or concepts to practical problems or in new situations, including diverse perspectives in class discussions, and developing a personal code of values and ethics.

Indiana State University Terre Haute IN (2006)

strategic planning benchmarks and specific items

Selected NSSE results are used as performance measures for ISU's strategic plan. These include: level of academic challenge, active and collaborative learning, supportive campus environment, positive relationships with administrative personnel and staff, positive relationships with faculty, student participation in a practicum, internship, field experience, co-op experience or clinical assignment, student participation in contributing to the welfare of the community, and student participation in community service and volunteer work.

Indiana State University Terre Haute IN (2006)

student affairs and increasing awareness of diversity

ISU's Residential Life staff members asked for a comparison of resident vs. non-resident student results for 2005 freshmen. Some of the most interesting differences occur around the issue of understanding people of other racial and ethnic backgrounds. Students who live in the Residence Halls have higher scores on understanding people of other racial and ethnic backgrounds and having serious conversations with students of a different race or different personal values. NSSE was featured at the Student Affairs annual retreat to raise awareness of its potential for Student Affairs staff. The Benchmarks of Effective Educational Practice were distributed at that meeting and attention focused on "Enriching Educational Experiences" and "Supportive Campus Environment" as two areas to which Student Affairs can make a substantive contribution. For the last two years, the Benchmark handout has been distributed to all faculty facilitating orientation sessions. Student employment was moved to the Career Center, as ISU has worked on professionalizing student employment and making it an enriching educational experience.

Indiana University East Richmond IN (2006)

Indiana University- East uses NSSE as an assessment for a student learning plan for the campus

Indiana University-Purdue University Indianapolis Indianapolis IN (2006)

IUPUI feels that NSSE is a powerful tool in its work to increase student academic achievement and persistence

Indiana University-Purdue University Indianapolis Indianapolis IN (2006)

Use in Foundations of Excellence project

One of the places IUPUI centered most of their NSSE data was on the Foundations of Excellence project of the Policy Center in which the task force overseeing our work with entering students used the NSSE data in its review of the University's work with each of the dimensions in the Foundations project

Indiana University-Purdue University Indianapolis Indianapolis IN (2006)

quiz on student expectations and characteristics

IUPUI developed a quiz on characteristics and expectations of IUPUI students. The quiz has been used widely across campus for many years (changing each year as the characteristics and expectations of students change), and it helps faculty, staff, and students to focus on some issues it might otherwise miss (how much students work, what they expect their college grades to be, how much they report to have worked with faculty out of class, etc.)

Indiana University-Purdue University Indianapolis Indianapolis IN (2006)

IUPUI annually monitors trends over time and the impact of programmatic interventions by using NSSE one year and its own ongoing student survey the next. After finding few differences in first-year student persistence between those in "regular" learning communities (linked classes) and those enrolled in thematic learning communities (faculty work together across sections to infuse interdisciplinary learning), University College staff speculated that being part of a cohort experience is itself enough to enhance student persistence. This appears to be especially the case for students admitted conditionally. However, NSSE data show that students in the thematic learning communities are more engaged compared with other students.

Indiana Wesleyan University Marion IN (2006)

Indiana Wesleyan University found it was helpful to see that its students are highly engaged in their college experience, compared to students to comparable schools.

Indiana Wesleyan University Marion IN (2006)

At Indiana Wesleyan University, NSSE data are used to show engagement of adult students compared to traditional students. The University found that its adult students are very engaged in their educational expericece but in ways that differ from traditional students.

Indiana Wesleyan University Marion IN (2006)

Indiana Wesleyan University uses NSSE as a plan to improve first year programming for its traditional students

Iowa State University Ames IA (2006)

The Iowa State University Research Institute for Studies in Education (RISE) analyzed its NSSE data to determine whether participation in a learning community at Iowa State is linked with student engagement, gains in educational outcomes, and overall student satisfaction. These reports have been shared with the deans and associate deans of the colleges. The results have also been presented at the annual Iowa State Learning Community Institute and shared at national presentations on the Iowa State Learning Community program.

Jacksonville State University Jacksonville AL (2006)

Jacksonville State University will be sharing NSSE results with academic and student affairs departments, encouraging them to identify items or "benchmarks" that they can use in their assessment efforts.

James Madison University Harrisonburg VA (2006)

James Madison University uses NSSE data for use in accreditation purposes; specific items in the NSSE instrument are mapped to SACS criteria.

James Madison University Harrisonburg VA (2006)

NSSE results were presented to the JMU Division Heads (President, Provost, and Vice Presidents), the Academic Executive Council (Deans and Provost's direct reports), and the Division of Student Affairs and University Planning department heads (Directors and Associate Vice Presidents)

James Madison University Harrisonburg VA (2006)

Information will be disseminated in workshops and presentations designed to educate JMU faculty and staff about student engagement.

James Madison University Harrisonburg VA (2006)

Data on first-year student involvement in service-learning programs indicated a need for increased involvement at JMU. This was addressed through increasing the number and quality of class presentations about service-learning and by increasing the number of contacts with new faculty regarding the pedagogy.

James Madison University Harrisonburg VA (2006)

Data on first-year student interaction with faculty indicated a need for increased interaction. This was addressed by sharing the data with the deans of each of the colleges who in turn shared the information with academic department heads. This was also addressed through increased advisor training.

James Madison University Harrisonburg VA (2006)

First-year students at James Madison University (JMU) were less involved in service learning than the institution desired, which prompted efforts to increase the number and quality of class presentations about service-learning. New faculty were encouraged to consider adapting their courses and teaching approaches to accommodate service learning opportunities. To encourage more interaction with faculty outside of class, modifications were made to advisor training. Also, NSSE data were shared with college deans who then worked with department heads to consider how to improve student-faculty interaction. Additional emphasis is placed on the importance of acquiring a broad general education during new advisor training and new student orientation. Finally, JMU developed a series of workshops and presentations to help faculty and staff better understand and implement effective educational practices throughout the campus.

Medaille College Buffalo NY (2006)

Medaille College established an Institutional Effectiveness Task Force, a group established to review institutional assessment, which dedicates time to determining what data to share externally on Web sites and through other media.

Medaille College Buffalo NY (2006)

Based on NSSE results and collaborating data from other sources, Medaille College is more actively examining how to enhance multiculturalism and internationalization long-term.

Misericordia University Dallas PA (2006)

To help guide program planning and budget priorities, College Misericordia (CM) incorporates 12 NSSE-based measures in its strategic indicators, such as improving the diversity of the educational experience. CM tracks responses to all items over time to uncover any changing patterns with a particular eye toward unwelcome trends. Several years ago, after noting some slippage in satisfaction with academic advising, the vice president for academic affairs convened a series of meetings with division heads to emphasize the importance of academic advising by faculty. The numbers have since improved.

Nevada State College Henderson NV (2006)

Nevada State College uses the information to help assess their academic programs - levels of challenge, amount of collaborative learning, student-faculty interactions, and info about educational experiences.

New England College Henniker NH (2006)

After receiving NSSE data, New England College presented results to students and talked with them about their perceptions of the campus.

New Jersey City University Jersey City NJ (2006)

From its participation in the Building Engagement and Achievement of Minority Students (BEAMS) project, New Jersey City University discovered that its students were less engaged in course-related and co-curricular activities (e.g., clubs, research, cultural events) and were preoccupied with economic and family support issues. The university developed a comprehensive strategy to increase the engagement of entering students with a particular focus on racial and ethnic minority students in order to improve persistence and graduation rates. Among the planned interventions are a virtual academic resource center, a committee for cultural competencies development, faculty development activities sponsored by the University Center for Teaching and Learning, a facultydriven early warning system for at-risk students, and addition of community service projects tied to the curriculum.

New Jersey City University Jersey City NJ (2006)

BEAMS project participation for initiatives in curriculum development, academic support programs

New Jersey City University is a member of the BEAMS 2005-06 cohort, and as a direct result, has been using NSSE data extensively to devise a project whereby the university implements university wide initiatives in the curriculum, academic support programs, and student activities. The purpose of the initiatives is to have a system wide approach to increasing the engagement of entering students (and in particular minority students) and thereby improve retention and graduation rates.  The system wide project was developed at a recent summer academy held in Puerto Rico for BEAMS cohort members. The proposal includes the development of a virtual academic resource center, committee for cultural competencies development and implementation, professional development for faculty through the University Center for Teaching and Learning, an early detection system for students at risk that is faculty driven, development and implementation of community services projects tied to the curriculum, etc.  The original NSSE data when analyzed revealed that our students were less engaged in class related or outside class activities (e.g. clubs, research, cultural events, etc.) and that our students were overwhelming preoccupied with economic issues and family support issues. The project attempts to use faculty to be partners with student affairs staff and academic support staff in assisting student to become more involved and engaged in the academic and outside class activities.

Norfolk State University Norfolk VA (2006)

Norfolk State uses NSSE data to identify potential weaknesses and threats as related to the SACS Compliance Certification requirements and standards in the process of conducting a compliance certification readiness audit in 2005-2006. An accreditation tool-kit developed by the NSSE staff provided excellent guidance in this process.

Norfolk State University Norfolk VA (2006)

At Norfolk State, NSSE data provide information for strategic planning. For example, in 2005 the University extensively used NSSE to establish metrics and benchmarks to monitor implementation of the NSU Strategic Plan through 2010.

Norfolk State University Norfolk VA (2006)

In 2005-2006, partly based on the NSSE and BCSSE data, we reviewed and further restructured NSU's First-Year Experience by making first-year activities (University 101; residence hall activities, etc.) more academically focused, closely linked to specific majors, and more focused on alignment with each other

Norfolk State University Norfolk VA (2006)

Norfolk State uses NSSE to triangulate internal reports (e.g., NSU Graduating Student Exit Survey) and other research projects.

North Carolina Agricultural & Technical State University Greensboro NC (2006)

North Carolina A&T State University will be choosing a Quality Enhancement Plan topic in partial fulfillment of SACS re-accreditation requirements. They may incorporate NSSE benchmarking in the QEP

North Carolina Central University Durham NC (2006)

HBCU involved in major initatives in advising, support, diversity

North Carolina Central University uses NSSE to compare its performance against other Historically Black Colleges and Universities (HBCUs) similarly classified by Carnegie,in five main areas: academic advising, academic support, orientation and class level experience, diversity and multiculturalism, and culminating senior year experiences. Several specific initiatives are underway to increase student engagement including adding a career development component to academic advising and freshmen orientation programs, academic support services that feature experiential activities, diversity training for each class during the fall and spring semesters, and requiring a second semester senior year capstone course. Equally important, students are highly involved in planning these new initiatives. Another attempt to increase student engagement is appointing student leaders to every major and minor university committee for the first time in the 2006-2007 academic year.

North Carolina Central University Durham NC (2006)

North Carolina Central University uses NSSE to compare its performance against other Historically Black Colleges and Universities (HBCUs) similarly classified by Carnegie in five main areas: academic advising, academic support, orientation and class level experience, diversity and multiculturalism, and culminating senior year experiences. Initiatives designed to increase student engagement include adding a career development component to academic advising and freshmen orientation programs, academic support services that feature experiential activities, diversity training for each class during the Fall and Spring semesters, and requiring a second semester senior year capstone course. Equally important, students are highly involved in planning these new initiatives. Another attempt to increase student engagement is appointing student leaders to every major and minor university committee for the first time in the 2006-2007 academic year.

Pace University New York NY (2006)

Pace University's "Blueprint for Campus Accountability: Lessons from the Pace University Experience," addresses the ways in which this large, multi-campus metropolitan university is assessing and improving student learning. For example, Pace administrators presented NSSE data at a one-day faculty conference to identify additional ways student-faculty contact might be appropriately increased. Results from NSSE, the Collegiate Learning Assessment, the Cooperative Institutional Research Project, and other information are used as evidence that Pace adds value to the student experience.

Purdue University Calumet Hammond IN (2006)

Purdue University Calumet as an institution is committed to experiential education and NSSE has several questions related to internships and community service, which provided relevant data that we recently used in our Title III grant application. Also, Purdue University Calumet is currently developing learning communities and is seeking more involvement with faculty and the various disciplines represented on campus.

Purdue University Calumet Hammond IN (2006)

NSSE has questions regarding the number of hours worked by students, which prompted a Working Students Research project at Purdue University-Calumet in conjunction with Indiana University and Ivy Tech State Community College.

Radford University Radford VA (2006)

Currently, Radford Univresity is in the early stages of developing a plan to examine the entire first-year experience of incoming new freshmen. They write that undoubtedly data they obtain from the BCSSE and NSSE will be key components of this investigation.

Radford University Radford VA (2006)

In addition, partially in response to student responses to the NSSE question about academic advising, Radford University will be holding an "academic advising summit" on our campus during this academic year.

Radford University Radford VA (2006)

Each year, programs going through Radford University's program review process (approximately 20 percent of programs annually) use NSSE data to choose two or three of their student learning outcomes upon which they wish to give special focus. They then design strategies to better engage students relative to those outcomes. Programs have chosen to implement strategies to enhance faculty-student collaborative research, increase expectations for writing, and provide more opportunities for group learning, among other things.

Ringling College of Art and Design Sarasota FL (2006)

Ringling School of Art and Design uses NSSE data as part of a larger assessment program related to students' activities and learning experiences. This larger picture contributes to the decision making process at all levels.

Saint Leo University Saint Leo FL (2006)

Saint Leo uses summaries of findings to brief Trustees and other key administrators about relative strengths identified by student responses and areas in which students indicate we have opportunity for improvement. Information on opportunities for improvement is communicated to the appropriate groups and committees.

Saint Leo University Saint Leo FL (2006)

Each year, a proportion of the academic programs at Saint Leo complete a program review. The NSSE findings are an integral part of the Academic Program Review process.

School of Visual Arts New York NY (2006)

At the School of Visual Arts, NSSE data represent one among several sources of information used to identify topics for discussions about campus issues. Enrollment management, curriculum development, retention, and faculty development are all informed by the data as it is used to guide discussions within all of these areas.

Seton Hill University Greensburg PA (2006)

Seton Hall presents the results of the NSSE survey at our fall workshop (faculty and professional staff).  

Seton Hill University Greensburg PA (2006)

Seton Hall offered a year long professional development program on critical thinking and Bloom in which faculty worked with one course from syllabus development through assessments. The faculty also approved a writing program (basic composition, seminar in thinking and writing, writing intensive course in the major, and a writing intensive course design for our capstone).

Skidmore College Saratoga Springs NY (2006)

Skidmore College took advantage of its Middle States Association reaffirmation self-study to focus on student engagement. After reviewing its 2003 NSSE results and other information, the college decided to redouble efforts to increase student-faculty interaction and enhance the first-year experience by developing a new model for the first-year experience, strengthening its science programs; and emphasizing cultural diversity. Composed of faculty, key administrative personnel, and students, the Skidmore Middle States Steering Committee created three subcommittees to address each of the sub-topics within the main focus of student engagement. In addition, trustees and members of the campus and local communities were invited to respond to early drafts of the self-study document.

Slippery Rock University of Pennsylvania Slippery Rock PA (2006)

At Slippery Rock University, reports are sent to the Provost, Cabinet, and Dean's Council

Slippery Rock University of Pennsylvania Slippery Rock PA (2006)

At Slippey Rock University, reports are sent to different faculty groups (assessment, liberal studies program, curriculum committee, TLTR, etc)

Slippery Rock University of Pennsylvania Slippery Rock PA (2006)

At Slippery Rock University, NSSE results are sent to faculty who work with first year students (orientation faculty advisors, FYRST Seminar, Learning Communities faculty, FR course instructors, etc)

Slippery Rock University of Pennsylvania Slippery Rock PA (2006)

Enrollment Services groups, including all recruitment and retention planning groups

Slippery Rock University of Pennsylvania Slippery Rock PA (2006)

At Slippery Rock University, NSSE is used with student life groups (activities, organizations, intercultural programs, residence life, etc.)

South Dakota State University Brookings SD (2006)

South Dakota State University initiatives have included increasing an understanding of diverse populations and enhancing students' commitment to social responsibility.  NSSE items related to diversity and civic engagement are providing data to monitor any changes in the students' responses that may be a result of efforts occurring both in and out of class

Springfield College Springfield MA (2006)

NSSE is one of Springfield College's "institutional effectiveness" measures which is the term that its regional accreditation agency is promoting.

Springfield College Springfield MA (2006)

NSSE is one of Springfield's "institutional effectiveness" measures, and the results have been used to provoke some interesting discussions on campus - including an entire year in which our faculty development activities and programs were geared to "student engagement".  

SUNY College at Oneonta Oneonta NY (2006)

Based on NSSE, YFCY, and the Student Opinion Survey (SOS) data, the State University of New York at Oneonta president established a commission to review the first-year academic experience and work has begun to improve data-sharing with the campus community.

SUNY College at Plattsburgh Plattsburgh NY (2006)

From analysis of NSSE data and other indicators, such as the State University of New York (SUNY) Student Opinion Survey, SUNY Plattsburgh created a new office for first-year programs. The University has also created a newresidential living-learning program for first-year students that encompasses about 25 percent of the first-year class and has begun new retention efforts aimed at students identified as at-risk.

SUNY College at Plattsburgh Plattsburgh NY (2006)

SUNY-Plattsburg, will compare the results, where appropriate, with the results of the SUNY Student Opinion Survey that was conducted in 2005-2006. The NSSE is being used as baseline data for an audit of internal communications that we are conducting with Noel-Levitz this fall.

SUNY College at Plattsburgh Plattsburgh NY (2006)

When SUNY- Plttsburg obtained the results, they held a workshop for campus leaders on the results led by our Director of Institutional Research.  At the workshop he explained the significance of the results and they discussed various follow-up activities. One result of the survey was an indication that first year students may not be getting adequate feedback in their courses. They are still in the process of following up  on that finding as we continue to develop a new Center for Effective Teaching.

Swarthmore College Swarthmore PA (2006)

Swarthmore College selected a number of NSSE items central to its institutional mission and reported to its board of trustees and president's staff about the degree to which its student engagement results were consistent with its mission.

Tarleton State University Stephenville TX (2006)

Tarleton has formed an ad-hoc group of campus leaders and held on-going discussions as we review Tarleton's NSSE results.

Texas A&M University - Texarkana Texarkana TX (2006)

Texas A&M-Texarkana has used the NSSE data as a secondary supporting source for assessment, intuitional effectiveness and accountability. For example, for the 2006 Southern Association of Colleges and Schools review, we included the 2001, 2003 and 2005 NSSE survey results, in full, to the accreditor representatives for additional support of ongoing identification of improvement areas.

Texas A&M University - Texarkana Texarkana TX (2006)

The NSSE helps A&M ? Texarkana to better understand its students for future program and learning improvements.

Texas A&M University-Kingsville Kingsville TX (2006)

The TAMUK QEP was conceived following lengthy research and deliberations by a large committee. Much of the QEP sprang from NSSE data showing weak student engagement by some measures, and generally weak levels of overall student satisfaction. Although QEP courses are not selected based on any direct link they may have to NSSE, we expect that a QEP course will improve student engagement, and ultimately, student success.

The College of Saint Scholastica Duluth MN (2006)

The College of St. Scholastica's Admissions Office uses selected data from the benchmark report to monitor its first-year students' academic experience, and how it is enriched by the time they are seniors.

The College of Saint Scholastica Duluth MN (2006)

The College of Saint Scholastica annually reviews and updates its strategic plan. One continuing goal is to achieve NSSE benchmark scores at or above the mean of the top half of all NSSE schools. Each academic and student services department examines the college's NSSE results, tries to determine why it did or did not meet the goal in each area, and then develops departmental level goals to address any areas of concern. In addition, student engagement results are presented annually to the trustees at their February meeting along with steps the institution is taking to improve.

The State University of New York at Geneseo Geneseo NY (2006)

State University of New York at Geneseo uses the data to prepare for Middlestates Periodic Review (due June 2007)

The University of Texas Permian Basin Odessa TX (2006)

The University of Texas of the Permian Basin charged its institutional BEAMS (Building Engagement and Attainment of Minority Students) team with designing projects to increase student participation in community service and service learning activities.

Truman State University Kirksville MO (2006)

Truman State University developed a General Education Matrix to monitor state-level goals to Truman's institutional competencies, supporting courses and associated assessment instruments to measure performance.

Truman State University Kirksville MO (2006)

NSSE results are used in combination with faculty reflection, student dialogue, self-assessment, and other efforts to inform teaching and learning at Truman State. For example, student responses to NSSE over several years consistently indicated an excessive emphasis on memorization compared to peer institutions in the Council on Public Liberal Arts Colleges (COPLAC). This finding, combined with UCLA Higher Education Research Institute survey data indicating that faculty were increasingly relying on lecture in their courses, prompted the university to undertake a comprehensive review of classroom teaching methods and student learning strategies. All faculty members were asked, as part of their annual discipline-based action plans, to complete teaching method/learning strategy inventories. Academic units examined the extent to which their programs were incorporating the pedagogies of service-learning, study abroad, and internships. In addition, every unit reviewed how well their teaching methods promoted student learning in its five-year program review, a process that encourages reflection, self-assessment, and planning for improvement among faculty members. The Center for Teaching and Learning also coordinates programs to facilitate the adoption of engaged learning pedagogies.

United States Naval Academy Annapolis MD (2006)

The United States Naval Academy Faculty Senate Assessment Committee reported on the school's NSSE results the full Faculty Senate in March. Several community conversations are planned for Fall 2006. They will meet with faculty in the divisions of Engineering, Math and Science, Humanities and Social Sciences, and Professional Development to discuss how they might use NSSE data to improve its programs.

University of Akron Akron OH (2006)

During the 2005-06 academic year, the University of Akron was selected to participate in the Foundations of Excellence® self-study, a project sponsored by the Policy Center on the First Year of College and supported by the Lumina Foundation of Education. The summarized NSSE results were utilized by each of the "Dimensions" groups and provided additional evidence of student engagement for its self study report.

University of Akron Akron OH (2006)

In 2006, a campus-wide Retention Committee was formed by the University of Akron Provost, "to effect the study and planning necessary to begin campus-wide implementation of the five design principles of leadership, innovation, engagement, inclusion, and assessment with a focus on student retention." NSSE data are a core component of the data being researched and utilized as part of this committee.

University of California-Merced Merced CA (2006)

University of California-Merced used NSSE, along with other corroborating sources, as evidence of institutional effectiveness and educational outcomes for the second stage of a multi-stage accreditation review by the Western Association of Schools and Colleges (WASC).

University of California-Merced Merced CA (2006)

campus-wide view of data to enhance engagement

Institutional Planning, in collaboration with Student Affairs, will be setting up NSSE-based information sessions with various groups on campus: directors involved in student support areas (admissions, registration, advising, student life, residential life, dining services, and counseling); faculty and academic administrators; and student leadership at the University of California-Merced. Together, these groups will help identify ways the campus can enhance student engagement and academic success.

University of California-Merced Merced CA (2006)

In addition to the NSSE data, University of California-Merced also will bring information from other sources (e.g., responses to the University of California Undergraduate Experience Survey; local campus analyses of academic progress related to discipline and academic as well as non-academic engagement measures)

University of California-Merced Merced CA (2006)

The University of California, Merced (UC Merced) welcomed its inaugural class in Fall 2005. From the start, the campus decided to use NSSE to benchmark its students' academic and co-curricular experiences against campuses similar in mission and/or size. The first few years for a new institution are important as faculty and staff learn what works and what doesn't in terms of promoting student success and the campus culture begins to take shape. To take full advantage of this unusual opportunity, the Institutional Planning and Student Affairs units are collaborating to present NSSE-based information sessions to various groups: admissions, registration, advising, student life, residential life, dining services, and counseling; faculty and academic administrators; and student leaders. The goal is to help identify ways to enhance student engagement and academic success. In addition to NSSE, other sources of information about the student experience (e.g., University of California Undergraduate Experience Survey; campus academic progress data) will be analyzed to inform decision making and improvement strategies, and used for accreditation studies.

University of Central Missouri Warrensburg MO (2006)

Beginning with the 2005 academic year, all departments at Central Missouri State University (CMSU) received a data pack that included information on departmental programs assessed in a number of key areas (e.g., student quality and faculty productivity). NSSE data comprised part of the data pack. The university will establish standards of performance for the various measures in the data pack and a program "report card" will be produced. Each department's progress towards attainment of the standards will be evaluated and reviewed annually by deans and the provost. The information allows departments to identify areas of strength and weakness and provide the information needed to continuously improve programs. The results, along with other information in the departmental annual report, will guide action planning and resource reallocation. The same strategy will be used for the student support services areas. The Student Life division of CMSU's Student Affairs Office has been using Cooperative Institutional Research Program(CIRP), Your First College Year (YFCY) and NSSE data to guide department programming and program evaluation for the past three years.

University of Central Oklahoma Edmond OK (2006)

UCO has one college which has focused on instruction.  Two areas of the NSSE (incorporation of writing assignments and intellectual challenge) have been the primary emphases to date.  The results of intentional efforts by the faculty have shown much better scores on subsequent NSSE administrations and, more importantly, increased engagement by the students.  After the incorporation of writing assignments into all courses within the college, the next step will be evaluating the quality of the writing which will be done via a rubric. Faculty are committed to "helping students learn" as reflected in our academic mission statement. Administrators anticipate that other colleges will follow the example set by this college.

University of Charleston Charleston WV (2006)

The University of Charleston is going to return to a more integrated first-year experience, bringing back the living/learning communities in the residence halls, and the interconnection between those communities and the academics for first-year students.

University of Charleston Charleston WV (2006)

The University of Charleston began its development of a senior capstone built around the institution's liberal learning outcomes of communication, critical thinking, and ethical practice. The institution piloted its capstone to gauge students' perception of the liberal learning outcomes they had acquired over their four years., The NSSE data provided insights into the perceived value of a capstone course.

University of Charleston Charleston WV (2006)

The University of Charleston: Using NSSE to Identify Areas for Improvement

The University of Charleston (WV) administered NSSE 2002-2004, and incorporated their results into their NCA-HLC self-study. They emphasized their plans to address low levels of student engagement and how these changes may have had an impact upon subsequent NSSE scores. Trend data for NSSE 2002 and 2003 plus FSSE data for 2003 were also used to demonstrate compliance with standards. They also examined patterns of evidence around key issues given other data, including Noel-Levitz satisfaction data, and direct outcomes-based indicators of student learning.

University of Colorado Colorado Springs Colorado Springs CO (2006)

Results are used as evidence that UCCS is achieving its mission particularly for accreditation reviews

University of Colorado Colorado Springs Colorado Springs CO (2006)

UCCS Evaluats progress toward core goals of general education and the institution by looking at First-generation students * First-Year experience & freshman retention * Diversity * Community and campus engagement * Instructional innovations * Student advising * Students' employment patterns * Peer institution analyses

University of Georgia Athens GA (2006)

In addition to other data, NSSE results have prompted several positive actions at the University of Georgia. The provost appointed a task force on general education and student learning. Some of the major recommendations in the task force report spring from NSSE data. For instance, there is an increasing emphasis on academic rigor and a development of ways for student to do more writing.

University of Maine at Farmington Farmington ME (2006)

At the University of Maine at Farmington, professional staff members visit classrooms to show students how its responses are being interpreted and used by the University to inform decisions.

University of Maine at Farmington Farmington ME (2006)

NSSE data at the University of Maine-Farmington already helped them to make the case for shifting our curriculum from a 3-credit to a 4-credit standard for full-semester courses (with a focus on enhancing rigor, raising standards, involving students in more writing and research, etc.)

University of Maryland, Baltimore County Baltimore MD (2006)

Using the 2004 NSSE, University of Maryland-Baltimore County investigated the relationships among service-learning, academic and social integration, and undergraduate persistence.

University of Maryland, Baltimore County Baltimore MD (2006)

Within the past year, a new position was created in the Division of Student Affairs at the University of Maryland-Baltimore county as an assessment coordinator. This person has been instrumental in the early phases of adopting a culture of assessment within the division that will position the group to cultivate, support, and sustain assessment on a continuous cycle.

University of Maryland, Baltimore County Baltimore MD (2006)

University of Maryland Baltimore County (UMBC) uses NSSE data specifically with faculty who teach first-year seminars to inform them about student trends. UMBC used 2005 NSSE data to examine the effectiveness of its First-Year Seminars and Introduction to an Honors University Seminars. Each first-year program has distinct programmatic goals that comport with the NSSE Benchmarks for Effective Educational Practice.

University of Massachusetts Boston Boston MA (2006)

As an urban, public university, UMass Boston's mission is to provide a diverse population of citizens with access to a high quality education, quality research, and service responsive to urban needs. Many of its students are first-generation; the median age is 24, and many require financial aid to attend. In 2002-2003, a chancellor-appointed University Planning Council was charged with developing a five-year strategic plan as a framework to guide the University's efforts to expand and enhance its dual mission of excellence in and access to postsecondary education. Focused on retention, research, and reputation, the plan is designed to be integrated with the campus' New England Association of Schools and Colleges (NEASC) reaccreditation self-study process. Several self-study task forces used NSSE results from 2000, 2002 and 2004 to evaluate the University's performance according to NEASC standards. In response to NSSE results showing its students being less involved in campus life than comparison institutions, a vice chancellor for student life was appointed to increase student involvement on campus. As part of the self-appraisal for the Programs and Instructions, and Faculty, the university used NSSE results and its own Graduating Senior Survey (GSS) to monitor student satisfaction with their undergraduate experience.

University of Massachusetts Lowell Lowell MA (2006)

relationship of benchmark scores of first-year students and retention

Recently, the University of Massachusetts Lowell increased attention to matters relating to student retention. The institution decided to examine potential differences in NSSE responses between first-year students persisted and those who were no longer enrolled by the subsequent spring. More specifically, Lowell compared the benchmark scores for the two groups. Scores were computed for both groups of students on all five benchmarks. The pattern was the same for all five benchmarks: for each, the benchmark score of the students who persisted was higher than that of the other group. That is, the reported frequency of exposure to effective teaching and learning practices was greater for students who were retained. Since half Lowell's students are commuter students, what goes on in the classroom is particularly vital. This briefest of NSSE analyses serves to underscore the importance of effective educational practice for the engagement and retention of students at Lowell.

University of Memphis Memphis TN (2006)

The University of Maine at Farmingtonis using the data as baseline to help us evaluate the impact of our new learning communities developed as an outcome of the SACS reaffirmation process

University of Memphis Memphis TN (2006)

The University of Memphis will share the data with various campus groups (deans, student support areas, and the faculty senate, etc.) They also have a new faculty standing committee that I will be working with and that is responsible for studying UofM assessments (including NSSE). The committee will make recommendations to the Provost for university actions based on assessment information.

University of Nebraska at Kearney Kearney NE (2006)

NSSE items for assessment in FY programs, Honors, student participation in research and benchmarking

University of Nebraska-Kearney's first year program linked its objectives to NSSE items and will use it as part of its assessment. The University's General Studies Council linked several of its objectives to NSSE items as well and needs to use data for part of its assessment plan. Its Honors Program is using NSSE as a reference point as well. The Office of Sponsored Programs is using some items as an assessment of student participation in research and awareness of it. Additionally, the Assessment Program is using NSSE data over time in comparison with the University's peers for bench marking progress in student engagement and satisfaction with our programs. The University will link a number of NSSE items into its assessment of the outcomes of our new strategic plan.

University of Nebraska at Kearney Kearney NE (2006)

The University of Nebraska at Kearney General Studies Council identified NSSE items to serve as indicators for the general objectives of the General Studies Program. These items were incorporated into the Council's General Studies Assessment Plan as indirect measures of student engagement. The items were found to be a particularly good fit for its program, because freshmen are typically enrolled exclusively in General Studies Program courses. The results for the three baseline years are currently being analyzed. Recommendations regarding faculty development and related General Studies Program initiatives will be derived from these analyses.

University of Nevada, Reno Reno NV (2006)

The University of Nevada Reno used NSSE data pertaining to general education in combination with similar items on in-house alumni and employer surveys to triangulate, and subsequently, corroborate subjective assessments of the core curriculum.

University of North Carolina Wilmington Wilmington NC (2006)

During the 2005-06 academic year, UNCW's Center for Teaching Excellence embarked on a new direction in the development of teaching centered programs utilizing the NSSE/FSSE findings.

University of North Carolina Wilmington Wilmington NC (2006)

During Fall 2006, the NSSE/FSSE data have been a focus of conversations at both the UNCW's Chancellor's and Provost's senior staff retreats. The University system is embarking on a major planning initiative to raise freshman retention, 4 and 6 year graduation rates. Each institution is being asked to develop a comprehensive plan and defined outcomes. 

University of North Dakota Grand Forks ND (2006)

University of North Dakota does a detailed analysis of the data. This report is then widely distributed and reviewed by campus committees such as our University Assessment Committee, Dean's Council, University Planning and Budget Committee, Enrollment Management, President's Cabinet, as well as other campus individuals.

University of North Dakota Grand Forks ND (2006)

University of North Dakota is continually making enhancements and improvements to many of the processes and procedures based on feedback from this survey as well as from other surveys and institutional data. (some examples..encouraging better advisement services and advisement tools, enhanced career advisement, more opportunities in study abroad and research)

University of North Florida Jacksonville FL (2006)

The University of North Florida sought to proactively build a sense of partnership around NSSE administration. To more fully involve both student affairs and academic affairs in the assessment process, the NSSE institutional review board (IRB) application was routed primarily through the student affairs division in partnership with academic affairs. This partnership prompted discussions between the divisions on decisions about sampling and survey protocol.

University of North Georgia (2006)

At North Georgia College and State University, NSSE is used to develop a comprehensive quality service program, to develop a comprehensive recruit-back, early-alert/intervention system, to develop and implement learning communities to substantially enhance student engagement, Re-design of our academic advising system to ensure more effectiveness and Solving our course availability, classroom utilization, and class scheduling issues.

University of North Georgia (2006)

North Georgia College and State University, developed its goals and actions with the help of a Noel-Levitz consultant

University of South Dakota Vermillion SD (2006)

These NSSE results have left the University of South Dakota to develop a first-year experience program involving a "College-101" ?type seminar and grouped student housing learning communities

University of South Dakota Vermillion SD (2006)

The NSSE results suggested that our students at the University of South Dakota were not writing enough in their regular coursework. They have restructured institutional graduation requirements, requiring an additional course in English and more writing in capstone courses.

University of South Dakota Vermillion SD (2006)

The University of South Dakota (USD) reviewed its NSSE findings from 2000, 2002, 2003, 2004, and 2006 to note trends over time. One result was the introduction of a first-year experience program made up of a seminar and residential learning communities. The university also restructured institutional graduation requirements, requiring an additional course in English and more writing in capstone courses. The campus is also a "Foundations of Excellence for the First Year" program participant and is using NSSE as part of its efforts to improve retention and engagement.

University of Toronto Toronto ON (2006)

The University of Toronto uses NSSE results to determine the impact of several student-experience initiatives already introduced or in development, such as the University's first-year seminar courses in the faculty of arts and science and the planned creation of small "learning communities" within larger first-year science classes.

University of Vermont Burlington VT (2006)

At the University of Vermont, every dean received university-wide NSSE results as well as their individual college or school data. Some deans share the information with their department chairs and faculty committees. The Institution also collaborates with the university communications offices to provide information about NSSE results to alumni, the media, and prospective students.

University of Wisconsin-Stout Menomonie WI (2006)

After reviewing students' most and least frequently reported activities on NSSE, the university delved deeper into what makes for an engaged learning experience. During the spring 2006 semester, a team commissioned by the University's Teaching and Learning Center (TLC) interviewed Stout students to develop a more contextualized understanding of student engagement. Six important themes emerged: relationships with faculty and staff, empowerment, application of course content, passion of instructor, being comfortable to ask questions in class, and openness of the instructor to student participation. The most important factor was relationships with faculty and other students. As one student noted, "It starts with, again, that relationship. And that respect factor. I feel that I'm much more willing to dive head first into a class if I feel that respect from and to the instructor." TLC also distilled a list of effective classroom practices from the interview data.

University of Wyoming Laramie WY (2006)

The University of Wyoming Center for Teaching and Learning facilitates presentations for faculty about NSSE results. After participating in FSSE, the institution will focus on two or three areas where the data indicate improvement in teaching and learning are desirable.

Ursinus College Collegeville PA (2006)

An annual report is prepared for the Ursinus College faculty related to the benchmarks and additional reports on specific areas related to the assessment of core curriculum issues. As a result, during the 2005-2006 academic year, diversity was the topic being examined most closely on the campus.

Ursinus College Collegeville PA (2006)

In 2003, the Ursinus College Academic Council approved a set of outcomes for its core curriculum along with a plan for assessing each of the outcomes. In 2004, the emphasis was on communication skills; in 2005, the focus was appreciation of diversity. Each academic department uses interviews with seniors and other data sources that the Committee for Outcomes Assessment chair integrates with NSSE data when appropriate. The Academic Council reviews this information and makes recommendations to the faculty. Also, NSSE benchmarks are tracked from year to year and annually reported to the faculty, which has helped the college more quickly come to consensus about areas that warrant attention.

Walsh University North Canton OH (2006)

This past year was our first venture into the world of NSSE. During faculty orientation, some of the more pertinent results were presented to give the faculty a brief overview of what we learned. This process did foster some questions and comments. It also seemed to spark some genuine interest in what the instrument told us. This interest will, no doubt, guide us in the short term as to the use that we will find for this information in the future.

Walsh University North Canton OH (2006)

During faculty orientation at Walsh University, some of the more pertinent results were presented to give the faculty a brief overview of what we learned

Wayne State University Detroit MI (2006)

Wayne State University is using NSSE/FSSE in its 2007 NCA Reaccreditation Self-Study and has made available on its institutional research Web site the data for all years in which it participated.

Western Carolina University Cullowhee NC (2006)

Western Carolina University takes a criterion-referenced approach to the data as the university formulates explicit linkages between the five benchmark areas and WCU's institutional mission and strategic priorities

Western Carolina University Cullowhee NC (2006)

NSSE data will be shared more directly at Western Carolina University and program level as part of campus initiatives related to planning and assessment

Western Kentucky University Bowling Green KY (2006)

Western Kenucky University uses The National Survey of Student Engagement (NSSE) figures prominently as a Quality Enhancement Plan assessment tool at the institutional level

Western Kentucky University Bowling Green KY (2006)

benchmarks reports sent to departments

Western Kentucky University sends out NSSE Benchmark reports at the same time as the main report. This information will also be disseminated so that departments may begin to evaluate the overall impact of their engagement activities on the critical benchmark areas of "Level of Academic Challenge", "Active and Collaborative Learning", etc. Additionally,WKU plans to enhance usability of the data by providing departments with bar graphs that will allow them easily note how their department compares with college and university benchmark scores

Western Kentucky University Bowling Green KY (2006)

Western Kentucky University is actively seeking to engage students with communities other than their own in purposeful learning activities that explicitly address their capacity and responsibility to contribute community and society

William Woods University Fulton MO (2006)

At William Woods University, the Academic Dean established the Academic Challenge NSSE benchmarks as the focus for this year. She conducted sessions with the entire faculty in which they reviewed NSSE results, and then were assigned departments to develop strategies for addressing the level of this benchmark.

Winthrop University Rock Hill SC (2006)

NSSE concepts at Winthrop University underlie many staff development initiatives in the Division of Student Life and inform the Division's planning process that have the following challenges that all functional areas within the Division MUST demonstrate significant progress in by the end of the academic year: Recruiting student and creating pathways to student success; Promoting campus community and student engagement; Embracing the appreciation of self and others ;Continuously improving programs and services to meet community needs ;Creating and enriching opportunities for collaborative learning and leadership development

Xavier University of Louisiana New Orleans LA (2006)

Xavier University of Louisiana formed a team to address the areas in which they would like to improve. The team identified these areas by comparing their performance with other institutions and with past NSSE performance.

Adelphi University Garden City NY (2005)

Adelphi University uses NSSE data as assessment indicators for strategic planning,
such as general education, student-faculty interaction, student life, technology use,
and student satisfaction.

Adelphi University Garden City NY (2005)

Printed a large number of NSSE reports for distribution to faculty, administrators, staff, and trustees. Reports were also available on the campus intranet, and a four-page research bulletin summarizing NSSE and FSSE results was distributed to all full-time faculty and most staff.

Alaska Pacific University Anchorage AK (2005)

Alaska Pacific University summarizes areas of significant positive or negative differences and announce these to faculty, circulating more detailed reports as well.

Alaska Pacific University Anchorage AK (2005)

Alaska Pacific University instructors use the NSSE data disc with students in statistics classes.

Alaska Pacific University Anchorage AK (2005)

At Alaska Pacific University, small work groups look at negative NSSE results, probing them for relevance to making program adjustments, and examine positive features to confirm present practice or a need to extend those practices. The group also examines differences between first year and senior responses.

Alaska Pacific University Anchorage AK (2005)

Alaska Pacific Univresity publishes short blurbs about their NSSE results on their Web page, highlighting areas of positive satisfaction.

Alaska Pacific University Anchorage AK (2005)

In light of NSSE data, Alaska Pacific University has more fully integrated active learning components into all courses, and have had the pleasure of seeing more positve scores in subsequent years.

Albany State University Albany GA (2005)

service learning and civic engagement

Albany State University uses NSSE data to support its focus on service learning and mentoring programs. Given their mission and focus on providing quality education for many first-generation and underserved students, they reach beyond the campus community to businesses, government, and non-profit agencies. NSSE data helps them monitor the level of civic engagement of their students and provides supporting rationale for such programs.

Alverno College Milwaukee WI (2005)

Alverno College communicated NSSE results using local television media.

Anderson University Anderson SC (2005)

general education and institutional effectiveness

Anderson University produces an executive summary that was used with their administrative council noting areas of postive and negative responses in relation to other institutions. Data regarding general education questions will be referenced in their annual report for the general education program. Faculty members, Student Development, and Christian Life staff will collaborate in order to understand how to best utilize pertinent data for their areas and they do their annual assessment and planning reports that are a part of our Institutional Effectiveness process. As goals are developed that relate to the NSSE data, those will be shared with faculty, staff, and students.

Augusta State University Augusta GA (2005)

Augusta State in Georgia compares their NSSE results on both the national and institutional level, but as a consortium participant in the Georgia State System, they compare performance with other in-state institutions.

Brigham Young Universityâ??Hawaii Laie HI (2005)

BYU Hawaii shares NSSE data with their Student Advisory Council, President's Council, Student Life Council and various other staff groups to which the data applies.

Brigham Young Universityâ??Hawaii Laie HI (2005)

As a result of NSSE data, BYU-Hawaii implemented a pilot program to boost academics in the first college year.

Brigham Young Universityâ??Hawaii Laie HI (2005)

Brigham Young University-Hawaii initiated a first-year experience program and learning communities with a limited number of freshmen based on a review of NSSE results related to first-year students.

Butler University Indianapolis IN (2005)

NSSE findings indicating a marked decline in student engagement at institutions with
an undergraduate student body exceeding 4,000 were used to support a recommendation
for Butler University's strategic planning initiative to limit the size of their
student body for the next five years.

California State University, Chico Chico CA (2005)

For nearly a decade, Cal State University-Chico has been emphasizing Chickering
and Gamson's (1987) Seven principles for good practice in undergraduate education, which highlights active learning as a core practice. Because NSSE is grounded in these principles, this institution used it to assess efforts in these areas. Faculty are encouraged to engage students earlier in the semester and implement the seven principles in their classrooms.

California State University, Chico Chico CA (2005)

College deans and department chairs at California State University Chico reviewed their NSSE results and then chose one of Chickering and Gamson's (1987) Seven Principles for Good Practice in Undergraduate Education as the basis for changes in student and faculty practice. The English department, for example, focused on communicating high expectations, developing plans for letting students know the increased demands of college over high school work, and emphasizing that
students are accountable for their own education.

California State University-Dominguez Hills Carson CA (2005)

Guided by the university's strategic plan, California State University-Dominguez Hills used NSSE results and other research on active and collaborative learning to create a student success model for the campus. The effort focuses on several short term initiatives that address a handful of key student development outcomes, including oral and written communication skills and persistence and graduation rates. Efforts to improve the transition for first-year students include the creation of a first-year experience coordinating council and expansion of new student orientation to include all first-time first-year students and transfer students. They also are conducting a needs assessment of first-time first-year students to inform the implementation of a required introduction to higher education course. The Center for Teaching and Learning and a Scholarship of Teaching and Learning seminar series are sponsoring faculty development activities to expand the number of people involved in these and related efforts.

Cazenovia College Cazenovia NY (2005)

Cazenovia College integrated NSSE into its strategic planning structure as a source of national comparative data to match against their own internal curricular and cocurricular student engagement measures. NSSE is one of several national instruments administered to supplement internal assessment measures.

Centre College Danville KY (2005)

In order to encourage student involvement in summer research with faculty, Centre College has increased student stipends and expanded the number of research opportunities in the grants they seek.

College of Charleston Charleston SC (2005)

The College of Charleston created a presentation of the data that should be effective for all audiences that is framed around the five NSSE benchmarks. They are also planning to create presentations geared towards specific areas (student affairs, diversity, etc.) as they continue to assess the need for it in these areas. They are also making these presentations available on their website.

College of Charleston Charleston SC (2005)

The College of Charleston Provost made a presentation to the faculty senate in which she educated them about the various surveys they conduct and the types of data faculty can access, including NSSE. They have made public a presentation that provides descriptive information regarding the five benchmarks.

Concordia University-Wisconsin Mequon WI (2005)

Concordia University held faculty development workshops to discuss NSSE results, and they are using NSSE as the focus of their faculty retreat in early fall.

Concordia University-Wisconsin Mequon WI (2005)

At Concordia University, both the Administrative Council and Academic Council have looked at NSSE results and prioritized/ranked the order in which they want to focus on areas of improvement. They are starting with Academic Challenge this year.

Daemen University Amherst NY (2005)

Daemon College shares NSSE data with Student Affairs, Academic Advising, and the Grants Office generally to show weaknesses or strengths among students in areas on which these departments have focused.

Dickinson State University Dickinson ND (2005)

Revised its general education requirements to include more coursework in critical thinking and multicultural areas, as well as placing more emphasis on reading, writing assignments, and internship placement.

Drake University Des Moines IA (2005)

Comparing NSSE and FSSE results helps Drake University faculty explore differences and similarities between faculty and student views of the classroom experience in relation to the Drake mission statement and mission explication. Starting in 2006, Drake will add data from the Beginning College Survey of Student Engagement(BCSSE) to better understand the impact of the first-year experience.

Drake University Des Moines IA (2005)

Drake University will use NSSE data to feed into their upcoming accreditation. The data have already been used for some professional school accreditations reports.

Drake University Des Moines IA (2005)

At Drake University, a number of curricular changes have been initiated as a result of NSSE data.

Elon University Elon NC (2005)

A committee of Elon University trustees, administrators, faculty, staff, and students formulated New Century at Elon, the institution's ten-year planning document. Much of this strategic plan contains strategies designed to strengthen components of an Elon education reflective of the five NSSE benchmarks of effective educational practice. Strategies include strengthening the general studies program, developing an undergraduate research program, increasing to 80% the number of students participating in internships and service, and providing additional living-learning options for students.

Friends University Wichita KS (2005)

Friends University uses NSSE as a valuable tool to measure how they are doing on student engagement and other important dimensions. It has been very helpful in helping faculty visualize how the classroom experience fits with other aspects of the overall college experience.

Friends University Wichita KS (2005)

Friends University is entering the AQIP accreding process with NCA. They anticipate incorporating NSSE in the overall institutional indicators.

Friends University Wichita KS (2005)

At Friends University, Results from NSSE has resulted in greater emphasis on student engagement in the classroom, which has been the focus for this academic year.

George Mason University Fairfax VA (2005)

Intent on further enhancing student-faculty interaction, George Mason University supported a series of departmental functions to bring students and faculty together. Brief interviews after a pilot effort with the psychology department indicated participants benefited from the experience and the institution is moving forward with the initiative.

Georgian Court University Lakewood NJ (2005)

Georgian Court University uses NSSE data to determine where to focus retention efforts and where problem areas exist in the University, in addition to showing areas in which the university is accomplishing its stated goals. Data are also useful in helping to determine if changes made to some programs (e.g., first year experience) are having desired impacts on students.

Georgian Court University Lakewood NJ (2005)

Georgian Court University uses NSSE data to show areas in which faculty teaching should be improved.

Gordon College Wenham MA (2005)

Gordon College uses NSSE data to support and inform changes in their advising arrangements for non-declared students.

Gordon College Wenham MA (2005)

Gordon College uses NSSE data to encourage the faculty to facilitate more collaborative work with students.

Grand View University Des Moines IA (2005)

Grand View College is initiating transfer student learning communities and a residential learning community this fall. All faculty development activities have reinforced themes of learning-centered pedagogies and active learning.

Grand View University Des Moines IA (2005)

Grand View College initiated a Faculty-Student engagement grant program where instructors can apply for funds to host engagement activities with students outside of class. As a result of NSSE data, all faculty development activies have reinforced themes of learning-centered pedagogies and active learning. The College is making enormous strides in getting their students connected to each other, their instructors, and the institution.

Grand View University Des Moines IA (2005)

Grand View College hosted an open forum for faculty and staff to discuss their data and develop action plans based on the concerns they identified. Starting with small group sessions that devised improvement plans in areas where they scored below national or comparison group norms, the larger group then narrowed the focus to a list of top concerns. Plans were then posted on the college website where all faculty and staff could access them, and the College Success Committee has woven these ideas into overall campus planning.

Hanover College Hanover IN (2005)

At Hanover College, a substantial NSSE summary was provided to the entire faculty via email. The report began with an overview of the five benchmark areas, then showed results of specific questions within each benchmark area in which they excelled and want to improve.

Hanover College Hanover IN (2005)

At Hanover College, a summary of NSSE results was provided as an email attachment to the Admissions and Student Life staffs. Additionally, a PowerPoint presentation was given to the Admission staff to help them think about particular strengths of the College, as well as areas not to overpromise. Selected NSSE measures will be included in the College's dashboard indicators that are regularly reported to the Board of Trustees.

Hanover College Hanover IN (2005)

At Hanover College, results related to the Supportive Campus Environment versus other areas led to two of the five initiatives in their strategic plan: Developing a permanent Student Success structure within a new Enrollment Management framework and a "campus culture and engagement" intiative.

Idaho State University Pocatello ID (2005)

Idaho State University students use NSSE data for various class projects, reports, and thesis.

Illinois State University Normal IL (2005)

Illinois State University is planning a series of programs with the Student Government Association that will reflect engagement on their campus and focus a great deal on their five-year NSSE findings as well as information from FSSE. They hope to consult members of SGA to help them better identify ways in which to disseminate the data and begin to make a concerted effort in tracking improvements in engagement among their students.

Illinois State University Normal IL (2005)

Illinois State University has experienced a much greater emphasis on civic engagement through the American Democracy Project, and will be joining seven other institutions as charter members of the Political Engagement Project. They are using their five-year NSSE data as benchmarks for their institution, and will also be using the BCSSE data to determine what the level of civic engagement is for students prior to arriving to campus.

Illinois State University Normal IL (2005)

Adjusted their courses and teaching practices based on their growing awareness of the student learning experience at their school. Consideration of their NSSE data has spurred a focus on educational quality within academic departments and university administration.

Illinois State University Normal IL (2005)

Illinois State University identifies a broad group of stakeholders (students, administrators, faculty, staff, and parents) with a potential interest in the data, and then
schedules workshops to summarize the data and identify ways these groups might be able to use it to improve outcomes.

Illinois Wesleyan University Bloomington IL (2005)

Illinois Wesleyan University will be using NSSE results, among other assessment information, as they implement the Teaching and Learning goal in their recently approved strategic plan.

Indiana University Bloomington Bloomington IN (2005)

Indiana University-Bloomington will be liberally using NSSE data from 2001-2006 both internally and externally for their impending Higher Learning Commission accreditation visit.

Indiana University Bloomington Bloomington IN (2005)

Indiana University Bloomington linked first-year student NSSE data with fall sophomore enrollment records to discover student engagement factors that predict persistence, with an eye toward developing an early warning system to identify students at risk of premature departure.

Indiana University South Bend South Bend IN (2005)

At Indiana Uiversity South Bend, NSSE results are shared with faculty members that are on the NCA/HLC self-study committees for accreditation. Selected information is also included in an annual document on Strategic Planning Metrics.

Indiana University South Bend South Bend IN (2005)

The Indiana University South Bend Institutional Research Office was asked to track certain metrics, such as how much time students spend working off-campus. IR staff compared their students' responses with other master's institutions. Being a one-person office, this comparison was an efficient way to monitor students' responses and behavior patterns in a comparative way.

Iowa State University Ames IA (2005)

The Center for Excellence in Learning and Teaching (CELT) uses the NSSE clusters of effective educational practice to promote engaged learning at the annual University Teaching Seminar, new faculty orientation, Faculty Forums, and CELT workshops throughout the year. The university's Research Institute for Studies in Education incorporates NSSE data to inform accreditation reviews, such as whether participation in a learning community is linked with student engagement, gains in educational outcomes, and overall student satisfaction. The university annually reviews its performance against national norms and peer-university benchmarks at a President's Council meeting and posts a summary at the Office of the President's Web site.

Jackson State University Jackson MS (2005)

A review of NSSE data by a Jackson State University team representing a cross section of university faculty and staff recommended stronger encouragement for students to join professional organizations related to their major.

Jacksonville University Jacksonville FL (2005)

Jacksonville University correlates NSSE's Benchmark Report, their institutional mission statement, and certain strategic objectives. The data are used in combination to answer the question, "Are we on track to accomplishing our mission by 2010?"

Kalamazoo College Kalamazoo MI (2005)

Secured funding to bring together faculty, staff, and students to explore lower-than-predicted scores in the Supportive Campus Environment benchmark. The resulting report and recommendations for improvement will be shared with the campus community.

Kentucky State University Frankfort KY (2005)

Combining results from its BEAMS administrations of NSSE, a locally designed survey, and student focus groups, Kentucky State University is taking action to improve relations between KSU students and the local community and streamline ways for students to get information about important services on campus. A community campaign was launched to encourage "town-gown" representatives to explore avenues for improving relationships between students and community members. Its Academic Success Campaign centralizes information about admissions, financial aid, registration, housing, counseling, and tutoring, and relocating offices with related responsibilities physically closer. The front line office staff is being trained to help students use campus resources appropriately. All tutoring services are now coordinated
by an Academic Success Center, and vocational counseling was included in career counseling, planning, and placement.

Lees-McRae College Banner Elk NC (2005)

Lees-McRae College used its NSSE results to identify areas in the general education curriculum where more structure was needed,
focusing on basics skills in math, writing, reading, and computing at the beginning before moving on to discipline-specific courses.

Luther College Decorah IA (2005)

At Luther College, NSSE data is shared with members of the faculty assessment committee, and scheduled forum open to all members of the campus community is also used to communicate results.

Marlboro College Marlboro VT (2005)

Marlboro College credits NSSE for providing focus to their efforts to track and analyze data on student experiences, which helped them provide the assessment data sought by the New England Association of Schools and Colleges.

Marlboro College Marlboro VT (2005)

Published a NSSE article in its parent newsletter.

Mayville State University Mayville ND (2005)

The North Dakota State Board of Higher education reviews NSSE data as part of a larger accountability report.

Medaille College Buffalo NY (2005)

At Medaille College, NSSE data were used to inform the academic program review in all undergraduate day programs and departments on the main campus.

Medaille College Buffalo NY (2005)

Medaille College is forming an Institutional Effectiveness Task Force, and NSSE data will be vetted through this group and integrated with other institutional data for further dissemination and use by department's in their ongoing assessment of student learning and the effectiveness of the learning environment and practices on and off campus. NSSE data will also feed back into strategic planning and the college's institutional assessment plan.

Medaille College Buffalo NY (2005)

Medaille College's NSSE Data will be reported to Middle States Accreditation in their June 2008 Periodic Review Report and in their next self study.

Medaille College Buffalo NY (2005)

Medaille College established an Institutional Effectiveness Task Force, which includes representatives from across administrative domains. This group will look at what data to share externally on their Web site and through other media to reach prospective students, alumni, and the general public.

Medaille College Buffalo NY (2005)

Based on NSSE results, and collaborating data from other sources, Medaille College is more actively examining perceived problems with the quality of advising

Medaille College Buffalo NY (2005)

Medaille College is looking at students' lack of engagement with and understanding of others different from them. In particular, they are examining multiple ways to enhance multiculturalism and internationalization long-term.

Meredith College Raleigh NC (2005)

Meredith College underscores the value of engagement beginning with a student's first inquiry about admissions through the alumnae years. Enrollment managers examine trends in the NSSE data to guide marketing strategies, and make adjustments to programs and campus visitation days to ensure that students are aware of engagement opportunities. Academic deans share NSSE information as evidence of the quality of the Meredith College experience to prospective students and families. The president uses NSSE results to keep alumnae informed about the quality of Meredith education, while Institutional Advancement staff use NSSE as background information for potential donors.

New England College Henniker NH (2005)

After receiving NSSE data, New England College presented NSSE results to students and talked with them about their perceptions of the campus.

New England College Henniker NH (2005)

As a result of NSSE data, New England College conducted a restructuring of their advising process for first year students.

New Jersey City University Jersey City NJ (2005)

Focus groups involving New Jersey City University staff and students have been convened to discuss NSSE data.

Occidental College Los Angeles CA (2005)

Triangulates its general education assessment by rotating NSSE, the College Student Survey, and Higher Education Data Sharing surveys on its campus. A recent review of these data showed Occidental lagging behind peers in the area of scientific literacy, prompting faculty to begin investigating ways to improve this.

Ohio Christian University Circleville OH (2005)

Based on NSSE results, Ohio Christain University used data to encourage more student-faculty interaction, bolster student activities, and increase campus common space.

Pace University New York NY (2005)

Based on a discussion of their student-faculty interaction results, Pace University is
discussing the following action steps: providing more informal places for faculty and
students to meet, developing more faculty-student seminars, increasing faculty availability before and after class to supplement face-to-face instruction, and providing more opportunities for students to research with faculty.

Plymouth State University Plymouth NH (2005)

One of Plymouth State College's general education goals is for students to develop "an appreciation of the process by which different approaches to scholarship can be brought to bear on the same problem." NSSE items related to problem solving, analyzing, and synthesizing, combined with items regarding writing, speaking, and listening informed the decision to infuse these elements throughout the general education program.

Plymouth State University Plymouth NH (2005)

At Plymouth State University, many facets of their first-year experience program have been impacted by NSSE results in conjunction with participation in the Foundations of Excellence in the First College Year.

Providence College Providence RI (2005)

The college assessment director at Providence College prepared a comprehensive special analysis that included NSSE data in addition to other assessment measures. The report was distributed to several campus constituencies including the Core Curriculum Committee, which is composed of faculty and other decision makers on campus.

Purdue University Fort Wayne Fort Wayne IN (2005)

To increase confidence in making policy decisions, schools look for ways to corroborate student engagement results with other data sources. Indiana University-Purdue University-Ft. Wayne, conducted student focus groups to discuss NSSE-related topics and items from the NSSE survey to develop a richer understanding of how students interpret questions on the survey based on their educational experiences. Focus groups typically confirm the findings, but also provide important clarifications.

Regis College Weston MA (2005)

Regis College implemented a new mentoring program for members of the Class of
2007 who experienced academic difficulty their first year, plus a mentoring program
for the Class of 2008 for the first six weeks of the academic year.

Ringling College of Art and Design Sarasota FL (2005)

The Ringling School of Art and Design uses NSSE data as part of their on-going Student Learning Outcomes assessment, which is processed and made available online to all internal groups on campus. They draw questions from NSSE to measure seniors experiences with the institution, and to read what freshmen expectations and habits are.

Ringling College of Art and Design Sarasota FL (2005)

At Ringling School of Art and Design, NSSE is part of a larger picture that is drawn (through numerous sources) about the activities and experiences of their students and their relationship to learning. This larger picture contributes to the decision-making process at all levels.

Rockhurst University Kansas City MO (2005)

Rockhurst University's assessment office prepared a NSSE report to include with its progress report to the Higher Learning Commission of the North Central Association of Colleges and Schools. The Rockhurst education department and the school of management are also using NSSE data in their accreditation self-studies.

Rosemont College Rosemont PA (2005)

As a result of NSSE data, Rosemont College revitalized their first-year seminar to focus on engagement in learning. It is a small group of faculty who are actively involved in developing and sharing strategies to create a positive learning environment.

Saint Ambrose University Davenport IA (2005)

To assess its general education goals, Saint Ambrose University mapped survey data from multiple sources to specific student outcomes previously identified as priorities. For example, the fluent writing competency is measured by several NSSE items, the Academic Profile, and institutional paper-scoring rubrics.

Saint Anselm College Manchester NH (2005)

NSSE data is being used to gauge progress on a number of Saint Anselm College's strategic indicators and goals.  For example, one institutional goal is to implement a living and learning environment that promotes community and increases student engagement.  Broadly, fielding the NSSE and reporting the variety of measures of student engagement is an important way of supporting goals within their Strategic Plan.

Saint Francis University Loretto PA (2005)

Saint Francis University recently changed data report formatting to clearly link all NSSE items with SFU's new General Education learning outcomes, which will then be linked to new institutional goals.

Saint Francis University Loretto PA (2005)

Saint Francis University revised their data report format to clearly link all NSSE items with their new General Education learning outcomes. These learning outcomes will be further linked to their new institutional goals. This will help inform budgetary decisions and their institutional planning process.

Saint Louis University Saint Louis MO (2005)

Lower scores on the use of computing and information technology at Saint Louis University prompted initial concern after NSSE 2002. The more detailed experimental items about technology on NSSE 2003 provided greater context that clarified there was not as much reason for concern as originally thought.

Saint Xavier University Chicago IL (2005)

Used NSSE data in their application for a Title III grant to increase retention through student engagement and technology.

Salem College Winston Salem NC (2005)

The staff at Salem college have facilitated several lunch discussions with faculty about NSSE data, and will continue to work to identify particular areas we want to address as a faculty.

Salem College Winston Salem NC (2005)

This fall, Salem College plans to facilitate a program about their NSSE results to their Board Of Trustees this fall.

School of Visual Arts New York NY (2005)

The NSSE data is one among several pieces of information that is used to organize discussions about enrollment management, curricula, retention, and faculty development.

School of Visual Arts New York NY (2005)

The School of Visual Arts will use portions of the NSSE data in support of its institutional and student learning outcomes assessment efforts.

School of Visual Arts New York NY (2005)

(NSSE) trends will be discussed in their institutional self-study, which is being written in anticipation of a spring 2007 site visit.

School of Visual Arts New York NY (2005)

At the School of Visual Arts, NSSE data is one among several pieces of information that is used to organize discussions about campus issues. Enrollment management, curriculum development, retention, and faculty development are all informed by the data as it is used to organize discussions within all of these areas.

School of Visual Arts New York NY (2005)

NSSE results have illuminated a couple of areas of concern at the School of Visual Arts, particularly with regard to the rigor of some parts of the curriculum. A review of that curriculum and subsequent changes have resulted, the efficacy of which has been reflected in subsequent runs of NSSE and several in-house surveys.

Scripps College Claremont CA (2005)

Scripps College compiled a summary report that shows longitudinal trends in students' NSSE responses. In addition, they provide an analysis of variables that appear on both the NSSE and FSSE. Currently they are studying results on both NSSE and FSSE in light of the five major themes identified for the institution's most recent iteration of strategic planning. NSSE data, in particular, enable them to look more closely at one of these five issues: Academic Excellence.

Southern Connecticut State University New Haven CT (2005)

Southern Conneticut State University's Curriculum Body is now discussing how best to make changes that would improve areas in areas that they would like to target.

Southern Connecticut State University New Haven CT (2005)

Southern Connecticut State University is preparing their five-year interim accreditation report, and the NSSE results figure prominently in their progress in assessment.

Southern Connecticut State University New Haven CT (2005)

Southern Connecticut State University is describing how NSSE results will be used for academic planning and setting goals through a progress in assessment report.

Southern Oregon University Ashland OR (2005)

Southern Oregon University's NSSE data supports other data indicating a high need to address academic advising and helping students to make meaning of their time at the University. Data will be used to further dialogue on this issue and as rationale for implementing pilot programs that can then be measured for efficacy in addressing the issues mentioned above. The institution uses NSSE data as one of several elements in their comprehensive plan to address student success, which will largely be measured by improvements in retention toward graduation and student self-reporting of satisfaction on a number of key areas, including civic engagement and advising.

Spelman College Atlanta GA (2005)

Decided to focus on developing critical thinking through an emphasis on student
writing. They used the NSSE items related to writing assignments to assess the current student experience in this area, and will use subsequent administrations for indications of change.

Spelman College Atlanta GA (2005)

Spelman College uses NSSE writing items as part of its BEAMS institutional improvement plan to assess students' critical thinking skills. Reforms in selected writing courses across the curriculum are designed to increase student engagement in this area. Heuristics are being developed for critical thinking and problem solving, developing digital student portfolios, teaching and learning institutes for faculty, and faculty "brown bag" sessions. The intent is to develop a community of practice involving students, faculty, and administrators that fosters critical thinking through writing. Also, after seeing the institution's NSSE results, individual faculty members inquired about ways student engagement information could be used to address discipline-specific teaching and research concerns.

SUNY College at Oneonta Oneonta NY (2005)

In light of NSSE data, SUNY Oneonta initiated a year-long study of freshmen academic engagement by a faculty task force.

SUNY College at Plattsburgh Plattsburgh NY (2005)

SUNY Plattsburgh created a new First-Year Programs office and implemented several new programs for first-year students, including
residential living/learning communities and a greater emphasis on retention efforts targeted at student identified as most at risk.

SUNY College at Plattsburgh Plattsburgh NY (2005)

After an initial presentation reviewing NSSE general background, format, implementation
rationale, mode of administration, and summary results, they scheduled a more interactive session to consider possible action plans. Following another brief NSSE overview, the audience was separated into groups with a specific dimension to review and use as a basis for improvement plans. These group discussions were then shared with the whole audience.

Swarthmore College Swarthmore PA (2005)

Swarthmore College selected a number of NSSE items that were key to their institutional mission and provided feedback to the Board of Trustees and the President's staff as to how their institutional data informed the level at which they were fulfilling their institutional mission.

Taylor University Upland IN (2005)

Indicated a need to develop support for a more engaged model of teaching on campus. The result was the development of the "Center for Teaching Excellence," designed to facilitate effective teaching and student learning on campus.

The College of Saint Scholastica Duluth MN (2005)

Due to annual survey administrations, College of St. Scholastica provides year-to-year comparisons of their performance, and they set institution strategic golas for improvements. They share NSSE data as one perforamnce indicator to give everyone a benchmark of how they are doing, and to plan activities campus-wide with the goal of improving outcomes.

The College of Saint Scholastica Duluth MN (2005)

Faculty at the College of St. Scholastica use use NSSE data for class projects.

The College of Saint Scholastica Duluth MN (2005)

College of St. Scholastica faculty administrators use NSSE data for goal setting and accountability. After slipping a bit in faculty/student interaction, the Vice President for Academic Affairs is using the data to encourage Deans to strengthen related activites by faculty.

The College of Saint Scholastica Duluth MN (2005)

The College of St. Schoolastica Academic Affairs Division recently used NSSE data as they seek accreditation for a Doctor of Physical Therapy and a Doctor of Nursing degree(s).

The College of Saint Scholastica Duluth MN (2005)

The College of St. Scholastica's Admissions Office uses selected data from the benchmark report to monitor their first-year students' academic experience, and how it is enriched by the time they are seniors.

The College of Saint Scholastica Duluth MN (2005)

strategic goal setting

NSSE data are used by the the College of St. Scholastica's to define outcomes and assessment activities for both Academic Affairs and Student Affairs, and to inform strategic institutional goal setting. Academic Affairs has re-structured into a "school" model with a dean for each school, and their job descriptions include responsibility for oversight including the NSSE benchmark areas.

The College of Wooster Wooster OH (2005)

The College of Wooster published its means scores in the annual Fact Book, a resource distributed to their Board of Trustees. Results were also presented to the faculty as a way to provide credible evidence regarding various student needs and areas of improvement for the new strategic plan. Benchmark reports were presented to the Executive Staff, which makes decisions about new programs and modifications to existing ones.

The Evergreen State College Olympia WA (2005)

Responding to a proposal to implement performance funding in the state of Washington, The Evergreen State College identified several NSSE indicators as performance contract measures (e.g. participation in community service, internships, and NSSE benchmarks). Although performance funding has not been enacted, the exploration process exposed legislative liaisons and college decision-makers at other Washington public baccalaureate institutions to the NSSE benchmarks and other NSSE indicators, which Evergreen uses as measures for its mandatory annual state accountability review. Evergreen also tracks several NSSE indicators of growth in learning, participation in diversity activities and other enriching educational experiences, and quality of academic advising as part of their annual assessment of general education for accreditation purposes.

The University of Texas Permian Basin Odessa TX (2005)

The University of Texas of the Permian Basin has an institutional BEAMS team that is charged with facilitating projects dealing with community service and service learning.

Thomas University Thomasville GA (2005)

NSSE data were used as a foundation for creating a first-year student mentoring program at Thomas University.

Thomas University Thomasville GA (2005)

While developing plans for a new campus, Thomas University is considering the relationship between student engagement and physical space.

Towson University Towson MD (2005)

By disaggregating NSSE data on seniors according to those who entered as first-year students compared to those who entered as transfer students, Towson University began to realize their limited understanding of the transfer student experience at their institution. As a result, they are administering the CIRP to all incoming transfers as well as first-year students and will oversample seniors in their next NSSE administration to develop a fuller portrait of the transfer student experience.

Towson University Towson MD (2005)

Used NSSE data as a starting point and dug deeper into the research on effective educational practice in which NSSE is grounded. One strategy that emerged was to implement capstone experiences, prompting faculty in several academic programs to begin exploring ways to add capstone experiences to
their curricula.

United States Military Academy West Point NY (2005)

The United States Military Academy currently assesses the academic program goals through surveys of cadets, surveys of graduates and commanders, and through indicators embedded in ongoing academic activities. The NSSE data has the potential to provide an external point of reference with nationally normed data for assessing cadets' achievement of USMA academic goals.

United States Naval Academy Annapolis MD (2005)

The United State Naval Academy's Faculty Senate Assessment Committee was responsible for the administration, interpretation, and reporting of the NSSE results to the community. A formal report and a presentation were made to the full Faculty Senate. They are planning to have three or four community conversations in Fall 2006. Faculty meetings from four divisions, Engineering, Math and Science, Humanities and Social Sciences, and Professional Development, will be facilitated in order to discuss how faculty might use NSSE data to improve their programs.

United States Naval Academy Annapolis MD (2005)

In light of NSSE results the United States Naval Academy is carefully examining students' professional writing skills and focus of their core curriculum.

University of Bridgeport Bridgeport CT (2005)

As a result of NSSE data, the University of Bridgeport is looking at implementing an Academic Advisement Center and a more formal Academic Probation policy.

University of California-Santa Cruz Santa Cruz CA (2005)

UC Santa Cruz (UCSC) used a variety of indicators to demonstrate evidence of Western Association of Schools and Colleges (WASC) Standard 2: Achieving Educational Objectives through Core Functions. By using multiple data points and comparison data, the institution had corroborating evidence for its educational outcomes. UCSC administered a series of surveys the two years prior to creating its Institutional Proposal to measure students' attainment and satisfaction relative to other national research universities and to sister UC campuses. The institution used its NSSE 2001 data, the University of California Undergraduate Education Survey, and a local survey of graduating seniors to demonstrate several educational outcomes. NSSE results showed that UCSC students are substantially more engaged than those in the national cohort on such measures as hours of reading and studying, and personal acquaintance with instructors. The UC Undergraduate Education Survey was used to show that UCSC students report similar aspirations and progress towards those aspirations as students at other UC campuses, but UCSC students give higher assessments than at other campuses on such factors as: active solicitation of feedback, political engagement, advising, social and cultural environment, and overall academic satisfaction. The institution used a local survey of graduating seniors, administered in spring 2003, to demonstrate student satisfaction with most aspects of the Santa Cruz experience. Finally, to illustrate the success of UCSC graduates, the institution pointed to a national study demonstrating that a higher percentage of UCSC graduates attend graduate school than any other public research university except UC Berkeley. NSSE results also were used to identify the programs and practices related to success in graduate school, such as the quality of the senior experience, including the proportion of students who have a culminating experience (required at UCSC).

University of Charleston Charleston WV (2005)

The University of Charleston links survey data to liberal learning and disciplinary outcomes across all four years, with a heavy focus
on strengthening synthesis and integration of assignments in the senior capstone.

University of Charleston Charleston WV (2005)

Increasing faculty awareness of students' perceptions about their engagement has encouraged efforts to support active learning and co-curricular development of team-building, leadership skills, and service-learning opportunities that are beginning to receive academic credit as part of their outcome-based learning environment.

University of Charleston Charleston WV (2005)

NSSE data at the University of Charleston (West Virginia) was used to support a successful five-year Title III grant to develop their Dimensions of the First-Year Experience program, as well as several other grant proposals. The director of firstyear experiences programming uses NSSE data to inform development of strategies for assisting first-year students.

University of Colorado Colorado Springs Colorado Springs CO (2005)

Noting a higher proportion of its students were working off campus, the University of Colorado at Colorado Springs has concentrated on increasing need-based financial aid and developing campus employment opportunities.

University of Dubuque Dubuque IA (2005)

Pointed to the need for a stronger focus on working students and those who travel long distances for classes.

University of Georgia Athens GA (2005)

In addition to other data, NSSE results have led to several positive changes at the University of Georgia. The provost appointed a task force on general education and student learning. Some of the major recommendations in the task force report spring from NSSE data. For instance, there is an increasing emphasis on academic rigor and a development of ways for student to do more writing.

University of Hawaiâ??i at Hilo Hilo HI (2005)

The University of Hawai'i-Hilo used NSSE results to demonstrate to faculty how it measures areas of desired improvement with relation to Chickering and Gamson's (1987) Seven principles for good practice in higher education. Experienced UH-Hilo faculty then led workshops about those practices, using examples such as a large lecture class where active learning was fostered by calling students up on stage to dance out the structure of DNA. Other faculty discussed ways to involve students in community research projects.

University of Kentucky Lexington KY (2005)

In an effort to increase student volunteerism as measured by NSSE, the University of
Kentucky has implemented several initiatives: development of a Student Volunteer Center as a clearinghouse for information on volunteer opportunities; creation of the UK Fusion program that takes students to various community venues for a day of service; expansion of living-learning communities, including one that may focus on community service; and efforts to introduce students to the larger Lexington community through the freshman orientation seminar. NSSE data will be used to compare courses that utilize service-learning versus those that do not.

University of Kentucky Lexington KY (2005)

NSSE scores have been identified as key indicators of the University of Kentucky's goal to "attract and graduate outstanding students." Indicators have been pegged to the Institutional Engagement Index, with the goal to exceed the predicted levels of attainment for all five NSSE benchmarks.

University of Maine at Farmington Farmington ME (2005)

At the University of Maine at Farmington, professional staff members visit classrooms to show students how their responses are being interpreted and used by the university to inform decisions.

University of Maine at Farmington Farmington ME (2005)

NSSE data is used for the University of Maine at Farmington's staff training during orientation. They also use the information in order to inform faculty meetings on developing their institutional identity. Faculty are constantly working on refining their mission statement, and trying to align objectives and courses with that mission.

University of Maryland, Baltimore County Baltimore MD (2005)

The University of Maryland, Baltimore County uses NSSE data with faculty who teach first-year seminars (FYS) and specialty first-year programming such as an Introduction to an Honors University seminar (IHU). These programs have programmatic goals that comport with at least one if not more of the benchkmarks of effective educational practice. As such, the instituion has appeneded institutional data to examine differences among first-year students who engaged in an FYS/IHU and those who have not using the five benchmarks as well as first-year students' perceptions regarding the University's contribution to their educational and personal development. Findings were consistent with course evaluation data and goals of the programs as each are distinctive.

University of Maryland, Baltimore County Baltimore MD (2005)

The University of Maryland, Baltimore County worked with a particular academic department to examine differences in advising satisfaction scores across years for majors in their department given changes that were made to advising stratgies in that department.

University of Maryland, Baltimore County Baltimore MD (2005)

A parent of a prospective University of Marylyand, Baltimore County student requested NSSE data. The institutitution refered the partent to their Web site to access the analytical report that they compiled. With permission, the instituion has used certain sets of items from the NSSE on Alumni surveys.

University of North Florida Jacksonville FL (2005)

The University of North Florida sought to proactively build a sense of partnership around NSSE administration. To better integrate both student affairs and academic affairs in the assessment process, the NSSE institutional review board (IRB) application was routed primarily through the student affairs division in partnership with academic affairs. This partnership prompted discussions between the divisions on decisions about sampling and survey protocol.

University of Southern Maine Portland ME (2005)

The University of Southern Maine is currently re-vitalizing and making changes in their General Education requirements as a result of NSSE data.

University of Southern Maine Portland ME (2005)

NSSE data have created more conversation among faculty and administrators, and it has prompted various academic departments to complete assessment plans for improvement at the University of Southern Maine.

University of the Incarnate Word San Antonio TX (2005)

It (NSSE) is built into the University of Incarnate Word's Quality Enhancement Plan for the Southern Association of Colleges and Schools accreditation process.

University of Vermont Burlington VT (2005)

Based on 2002 NSSE results, the University of Vermont instituted a number of activities and programs to get students involved in out-of-class room activities, like a distinguished scholar lecture series and blocks of free tickets to athletic events. They experienced a major increase from 2002 to 2005 in students emphasis of these types of activities on NSSE.

University of Vermont Burlington VT (2005)

At the University of Vermont, every dean received total University results as well as their individual college/school data. Some deans share the information with their department chairs and faculty committees. The institution also collaborates with the University communications offices to provide information about NSSE results to alumni, the media, and prospective students.

University of Wisconsin-Green Bay Green Bay WI (2005)

Assessment services office highlights results that link to ongoing activities of the target audience. Reports indicate areas of relative strength and weakness and attempt to distill faulty beliefs about student engagement on campus.

University of Wisconsin-Green Bay Green Bay WI (2005)

Indiana University Bloomington, the University of Wisconsin-Green Bay, and other schools link first-year student NSSE data with fall sophomore enrollment records to discover student engagement factors that predict persistence, with an eye toward developing an early warning system to identify students at risk of premature departure.

University of Wisconsin-Green Bay Green Bay WI (2005)

NSSE results have been used as an indicator of the institutional goal to "provide a campus environment that fosters learning and personal growth."

University of Wisconsin-Platteville Platteville WI (2005)

After discovering their students did not compare favorably to peer institutions in the area of interacting with students from diverse racial and ethnic backgrounds, the University of Wisconsin-Platteville initiated a series of campus discussions on topics such as multiracial dating. They also created diversity advocate groups that implement multicultural activities in residence halls.

University of Wisconsin-Stout Menomonie WI (2005)

Set NSSE benchmarks for themselves within the context of their strategic plan. Several strategic indicators were set for each goal in the plan, and NSSE represents one of the indicators the school is tracking to measure success.

University of Wisconsin-Whitewater Whitewater WI (2005)

University of Wisconsin-Whiteweater shares response distributions of selected items related to retention and GPA outcomes, and discusses them in a student "do and don't" session on registration day.

University of Wisconsin-Whitewater Whitewater WI (2005)

The University of Wisconsin-Whitewater's longitudinal NSSE results were tabulated by Higher Learning Commission criteria prior to their accreditation visit this spring.

University of Wyoming Laramie WY (2005)

The University of Wyoming Center for Teaching and Learning facilitates presentations for faculty about NSSE results. After participating in FSSE, the institution now plans to focus on the top two or three responses that demonstrate substantive disconnects between their faculty, FSSE, and students.

Ursinus College Collegeville PA (2005)

At Ursinus College, NSSE data have become the foundation upon which their entire assessment program has been based.

Ursinus College Collegeville PA (2005)

The Ursinus College Committee for Outcomes Assessment has been charged with linking the NSSE data with the standards established by the Middle States Association.

Ursinus College Collegeville PA (2005)

Ursinus College prepares an annual report for the faculty relating to the benchmarks and additional reports on specific areas related to the assessment of core curriculum issues. As a result of NSSE data, their focus is on Diversity related items. Last year, they examined communications and issues related to first year students.

Ursinus College Collegeville PA (2005)

The external review of Ursinsus College by the Middle States Periodic Review noted that the school's overall performance on the NSSE survey and the Project DEEP team visitation concurred with their findings. The reviewers also noted that "Ursinus seems to understand the adage that assessment involves ?multiple measures over time.' And the college also is willing to spend the time necessary for the analysis of the results of its assessment activities and make changes based on them."

Valdosta State University Valdosta GA (2005)

Valdosta State University plans to merge NSSE data with internal data, and identify needs by major field of study.

Washington State University Pullman WA (2005)

Washington State University's student affairs and enrollment management councils created student affairs division benchmarks based on NSSE items that will be related to budget and planning decisions.

Washington State University Pullman WA (2005)

Washington State University launched learning communities as part of a renewed focus on first-year students based on NSSE results. About 80 percent of new freshmen are involved in a residential learning community. Other initiatives are focused on shaping freshman expectations, such as a "freshman job description" to familiarize incoming
students with important engagement concepts. To expand their understanding of student engagement, staff conducted focus groups and
shared NSSE results with the President's Student Learning Academy, a group of student leaders who give input on improving the undergraduate experience. The President's Teaching Academy, a group of award-winning faculty, also used NSSE results to generate suggestions for improving the undergraduate experience. In addition, the student
affairs council identified NSSE items to use for benchmarking, which can influence budget and planning decisions.

Wayne State University Detroit MI (2005)

Wayne State University is using NSSE and FSSE data in their 2007 NCA Reaccreditation Self-Study.

Western Kentucky University Bowling Green KY (2005)

Western Kentucky's Quality Enhancement Plan (QEP), approved in their 2005 reaffirmation by the Commission on Colleges of the Southern Association of Colleges and Schools, aims to enhance the institution's capacity to promote student engagement with communities other than their own and to increase student learning in critical thinking, service and leadership. The plan is grounded in the premise that students who are more actively involved in a broad array of educational experiences learn more and are more likely to develop an expanded sense of social responsibility and worldview. The QEP planning team reviewed a variety of data, including NSSE results from 2001 and 2003, to develop the focus of the plan and to establish baseline indicators. Western's QEP identifies several global indicators of student engagement including NSSE, Western's own student engagement survey, course evaluations, and student retention and graduation data. NSSE items related to diversity experiences (the frequency with which students report including diverse perspectives in class and writing assignments), enriching educational experiences (participation in community service, practicum and internships) and educational gains (solving complex real world problems, contributing to the welfare of your community) are pertinent to Western's assessment of the success of the QEP. The institution plans to participate in annual NSSE administrations to measure institutional progress.

Wheaton College Norton MA (2005)

Wheato College's Institutional Research office facilitated a faculty workshop last spring on the previous year data from NSSE and other surveys.

Wichita State University Wichita KS (2005)

At Wichita State University, the Office of Institutional Research disaggregates results by college for the deans, who then share the data with their department chairs to initiate discussions at the disciplinary level. NSSE findings were discussed at faculty retreats, and the results also were shared with students to raise awareness of the meaning of level of academic challenge, active and collaborative learning, and the importance of student-faculty interaction.

Wichita State University Wichita KS (2005)

Student-faculty engagement initiatives have been incorporated into the expectations
for every college dean's performance at Wichita State University.

William Woods University Fulton MO (2005)

A market research course at William Woods University used NSSE data as part of a year-long learning exercise to practice skills in the discipline and provide the school more information about how to increase academic challenge. Student focus groups explored vocabulary and questions from the survey instrument to understand better what student responses really mean. One focus group was formed from members of the President's Twenty, a student organization that meets regularly with the college president. A second focus group included juniors and seniors in a variety of majors. Students described
the difficulty of their coursework and identified what they had learned and which assignments contributed to that learning. They
talked about their relationships with faculty and the extent to which their coursework had prepared them for real-world experiences.

William Woods University Fulton MO (2005)

At William Woods University, the Academic Dean established "Academic Challenge," one of the five NSSE benchmarks, as the focus for this year. She conducted sessions with the entire faculty in which they reviewed NSSE results, and then were assigned departments to develop strategies for addressing the level of this benchmark.

William Woods University Fulton MO (2005)

NSSE Benchmark results are among the William Woods University Benchmarks of Success that are reviewed annually by the Stragegic Planning Steering Committee, Academic Council, President's Cabinet, and Board of Trustees.

William Woods University Fulton MO (2005)

For two years, William Woods University's Director of Assessment course instructor teamed with students in a Market Research class to analyze NSSE results and conduct student focus groups.

William Woods University Fulton MO (2005)

William Woods University conducts several student focus groups, and presents their findings to the Dean, department chairs, and the Director of Student Life. The students' final report is shared with various decision makers on campus.

William Woods University Fulton MO (2005)

William Woods University's NSSE results can be found on the HLC self-study portion of their website. NSSE data, and the various activities designed around using the results, will play an important role in their HLC self-study. Several of the Criteria sub-committees have used NSSE information to support their positions. NSSE has helped them emphasize areas of strength and other areas of challenge.

William Woods University Fulton MO (2005)

The William Woods University Strategic Planning Steering Committee was so committed to the NSSE benchmarks of effective educational practice that they adapted the concepts to make them the educational goals for the University. NSSE results (along with other indicators) provided the impetus for the re-establishment of a student career center in 2005.

William Woods University Fulton MO (2005)

William Woods University's Academic Dean, Instructional Technology Director, and Dean of Student Life are collaborating to establish more learning spaces on campus (in dorms, classroom buildings, cafeteria) as a result of NSSE data.

Xavier University of Louisiana New Orleans LA (2005)

Xavier University of Louisiana formed a team to address the areas in which they would like to improve. They identify these areas by comparing their performance with other institutions and with past NSSE performance.

Agnes Scott College Decatur GA (2004)

Agnes Scott College's SACS Quality Enhancement Plan (QEP) outlined a comprehensive approach to increase intellectual vibrancy on campus by focusing on key aspects in each year of the undergraduate program. These included enriched First Year Seminars, a new Sophomore Year Experience, an expanded Junior Year experience, and the creation of a departmentally based culminating experience for seniors.

NSSE data were used to help identify the focus and features of the QEP, and will serve as a baseline from which to measure the success of the interventions once fully implemented. In addition, a variety of measures, including direct and indirect quantitative and qualitative indicators as well as a mix of institutionally administered instruments and nationally normed surveys will be used to assess the overall effectiveness of the plan. The College is considering a variety of ways to use NSSE over the next few years to further assess the quality of the undergraduate experience and to identify other areas for further improvement. The next administration will be timed to assess the impact of initiatives in the QEP. For example, a 2006 administration of NSSE is intended to examine the experiences of senior students after the capstone courses are fully implemented across the curriculum.

Antioch College Yellow Springs OH (2004)

By looking at NSSE results from first-year students, Antioch College gets a better feel for current attitudes and backgrounds of its students to inform future student recruiting efforts.

Augsburg University Minneapolis MN (2004)

This past year represented the first time Augsburg College participated in the NSSE survey. The first campus group to review the NSSE Institutional Report was our task force for the Foundations of Excellence in the First College Year project. Task force members will present the survey results to their respective departments to seek each area's perspective on the NSSE responses and consider how the responses can help inform decision making and planning at the departmental level for first-year as well as the broader student population. The student services/student affairs areas will also be looking at the NSSE results to determine if there are comparisons that can be made with the data gathered from Augsburg's participation in CIRP (Cooperative Institutional Research Program) and CSS (College Student Survey). Some comparisons may also be drawn from data we will collect this fall term when the college administers a Noel Levitz student satisfaction survey.

Augsburg University Minneapolis MN (2004)

Augsburg expects what we learn from the NSSE survey results to be useful in our assessment of general education; specifically in the areas of skills, diversity, civic engagement, and values/ethical development. Efforts will be made to include NSSE results regarding student engagement in the college's faculty development programming. Augsburg has requested additional special analysis be done by NSSE to run mean comparisons on the responses of students who attend our day program versus those, primarily "non-traditional" students, who attend our weekend college program.    

Baker University Baldwin City KS (2004)

At Baker University we are now preparing an Executive Summary of our NSSE results for review by the Administrative Officers of the University. We hope that the analysis of our results will lead to further discussion regarding the use of these results as a component of our regular assessment and program review for the College of Arts and Sciences. Already it is clear that the data reveal areas in which we can clearly do better. Specific recommendations, however, are yet to be determined.

Berry College Mount Berry GA (2004)

Student focus groups. At Berry College, the quantitative data from the NSSE survey raised questions about factors surrounding student choices for involvement; to further investigate those issues, two focus groups were held involving seniors and another involving first-year science students. The results of the NSSE data were shared in faculty meetings in two of the college's schools and at meetings of the student affairs directors, department chairs, deans, and the President's Administrative Council. A written report was shared with various leaders on campus.

Brenau University Gainesville GA (2004)

On an institutional level, the NSSE results will be used by the Vice President for Academic Affairs to determine level of best practice used on campus to determine the direction of campus faculty improvement initiatives.

Brenau University Gainesville GA (2004)

The NSSE survey will be administered this spring (2005) during the Brenau University Women's College Assessment Day cycle. As with other standardized instruments used in the past, the data will inform Brenau's ongoing improvement efforts. Toward this end, data will be disaggregated by specific majors and presented to respective Deans and Department chairs, along with interpretive information. As is our habit with Assessment Day results, each major will be asked to review the data as a faculty group and propose changes and improvements to incorporate into their annual assessment goals. Additionally, as with previous standardized tests, the Office of Institutional Research and Effectiveness will likely build bigger data bases by combining to each record of the standardized data some additional demographic and achievement data available on the campus enrollment data base. For example, we would be able to correlate specific engagement opportunities (self reported on NSSE) with various other indices of departmental success and retention.

California State University, Monterey Bay Seaside CA (2004)

California State University, Monterey Bay (CSUMB): Building a Comprehensive Picture of Student Outcomes

CSUMB had existed only six years before undergoing it first accreditation review. NSSE findings played a critical role in planning for accreditation, as data were used to inform enrollment management, student retention, academic program review, strategic planning, and other initiatives. CSUMB administered NSSE twice prior to their WASC accreditation site visit. As part of the institution's commitment to accountability and to be more transparent to the public, NSSE results were posted to the Office of Institutional Assessment and Research website along with the institutional self-study.

NSSE results were used as evidence for several WASC standards, and were also included as an electronic appendix to the supportive essay submitted for the institution's Educational Effectiveness Review. For example, NSSE data were used to demonstrate effectiveness for Standard 2.5: Teaching and Learning. Individual NSSE items, such as levels of active participation in class and frequency of prompt feedback, were used to show that academic programs actively involve students in learning, challenge them to achieve high expectations, and provide students with appropriate and ongoing feedback about their performance and how it can be improved. Use of NSSE results in institutional planning also provided evidence that responds to Standard 4: Creating an Organization Committed to Learning and Improvement, which focuses on sustained institutional planning and systematic evaluation.

Finally, NSSE data were used to address specific questions raised by the accreditation review team regarding outcomes data. More specifically, NSSE results were used to corroborate the findings of a CSUMB alumni survey about the influence of the university's core values. Statistically significant, moderate to- large mean differences between CSUMB NSSE scores and national or system scores were found on the following items:
? Applied, active, and project-based learning
? Multicultural and global perspectives
? Technological sophistication
? Service learning
? Collaboration

These NSSE findings provided additional evidence that CSUMB graduates rated themselves better prepared in selected areas related to personal and professional development than alumni in a national sample. When combined with additional alumni survey results, these findings provided a more comprehensive response to the Extension of Candidacy WASC team question regarding CSUMB's unique student outcomes. The team found that the CSUMB educational model "does yield unique intended outcomes for students."

California State University-Dominguez Hills Carson CA (2004)

The provost at California State University, Dominguez Hills has developed an initiative focused on developing a "learning centered" approach to instruction.

Carroll University Waukesha WI (2004)

We participated in NSSE for the first time in 2002/03 and for a second time in 2003/04. We have just received the second set of results. In both cases, the data are analyzed in detail by our Assessment Coordinator and members of our Assessment Committee. Last year, the Assessment Coordinator presented the main results to a faculty brown bag session and to a meeting of our Board of Trustees Academic Committee. We are awaiting analysis of the second set of data before we devise any college-wide plans, though preliminary results suggest that we have serious student engagement issues to address. We are taking concrete action this year to improve our first-year experience and to improve faculty and staff accessibility to students, both in response to the preliminary results.

Cazenovia College Cazenovia NY (2004)

Use NSSE data as a component of the national Foundations of Excellence project conducted by the Policy Center for the First Year of College, CIC, Pennsylvania State University's Center for the Study of Higher Education, Bentley College, and Marietta College.  Cazenovia is an affiliate institution in this project.

Chapman University Orange CA (2004)

Chapman University: Using NSSE as Evidence of Student Outcomes

Chapman University (CA) featured its NSSE 2003 results in its Institutional Proposal for Self-Study submitted to WASC in preparation for their 2004-05 accreditation visit. The first two goals that grew out of the Self-Study were: 1. conceptions and practices of personalized education, linking the curriculum and classroom to the co-curriculum and campus community; 2. conceptions and practices of student writing as an essential skill, linking liberal arts, and professional education and general education and the academic major; and; institutional capacity for assessment, linking learning outcomes assessment, program review, and institutional planning through a shared focus on student learning and educational effectiveness. To this end, Chapman matched NSSE survey items with identified student outcomes and educational experiences. For example, Chapman outcome goal of "Psychological-Cognitive" relates to one's ability to reason, write and speak clearly and effectively. Matching NSSE items include the extent to which experiences at Chapman contributed to:
? writing clearly and effectively,
? speaking clearly and effectively, and
? thinking critically and analytically. Other matching items used were the number of:
? assigned textbooks, books, or book-length packs of course readings
? written papers or reports of 20 pages or more ? written papers or reports between 5 and 19 pages
? written papers or reports of fewer than 5 pages

Chapman's first two Self-Study goals are a direct response to Standard 2.2, to address the issue of providing academic programs that ensure development of "core learning abilities and competencies," particularly as they relate to students' verbal and written communication skills, critical thinking, and quantitative skills. The importance of assessment is addressed in many of the standards, assigning accountability and assessment at many levels, whether it includes institutional resources (Standard 1.3), student needs (Standard 2.10), or program (Standard 2.7) and faculty effectiveness (Standard 3.3).

Chapman University Orange CA (2004)

The Chapman University Self-Study Committee plans to use NSSE as part of its evidence in key areas such as personalized education, academic advising, faculty-student contact, writing skills, experiences with diversity, and campus climate.

Columbus State University Columbus GA (2004)

At Columbus State University, NSSE data were used to prepare narratives for their SACS self-study being conducted for reaccreditation.

Columbus State University Columbus GA (2004)

Columbus State University expanded the standard NSSE PowerPoint presentation for a faculty workshop. Faculty identified noted their students seem to be writing less than the NSSE national average, prompting them to look at writing requirements in the core curriculum.

Cornell College Mount Vernon IA (2004)

Our first year's NSSE results for Cornell College have been used mainly internally. The results were shared with the President and his six-man council which consists of: Vice President for Academic Affairs and Dean of the College Dean of Students Vice President for Enrollment and Dean of Admissions Vice President of Alumni and Advancement Vice President of Business and Treasurer Director of Information Technology

Cornell College Mount Vernon IA (2004)

We also have a First Year Experience Committee which includes three of the above and eight other members of the academic and student affairs community who have discussed the results in the most depth. We have made minimal changes based on the first year results for we thought it prudent to wait until we could fully compare two years worth of data. We are in the process of getting the comparisons together at this time. We should have more detailed information to report next hear after we analyze our results and see what changes we might want to make in areas of our college. We will be sharing the two-year results with internal as well as external sources in the near future.

Daemen University Amherst NY (2004)

Daemen College uses NSSE to assess core curriculum objectives in areas such as service learning, civic engagement, and the writing intensive program. NSSE data are also used to develop talking points of interest to faculty.

Dickinson State University Dickinson ND (2004)

General education requirements at Dickinson State University were revised to include more coursework in critical thinking and multicultural areas, as well as placing more emphasis on reading, writing assignments, and internship placement.

Drake University Des Moines IA (2004)

Drake University has initiated an on-going review of the senior year experience, particularly academic rigor.

Drew University Madison NJ (2004)

The NSSE 2002 results prompted spirited discussion in both faculty meetings and the student government. Candidly, I would say the first major hurdle was denial. Students spent over an hour critiquing the wording of the questions before someone pointed out that the same questions were asked everywhere (highlighting the value of the comparison data). Since many individual faculty members suspected that it was "someone else's students" who were less engaged, I analyzed the responses in search of differences, but found very few. (I can send copies of my reports if you want.) The longer term effect of NSSE 2002 was to make "engagement" part of the vocabulary. It is often mentioned in requests for faculty lines, for example, and it has prompted a great increase in the attention we pay to class size. It also prompted a look at our (25-year-old) course evaluation forms to see whether those forms ask about items we consider to be relevant to effective faculty teaching and student learning. [Presentation of results was connected with Drew's espoused principles of liberal arts education from their course catalog to heighten the relevance of the findings].

Drew University Madison NJ (2004)

As with many schools, in some areas Drew University student responses were at or exceeded the desired level, in other areas they fell short. The director of Institutional Research, with assistance from a mathematics faculty member, compared Drew's data with other baccalaureate liberal arts colleges. The results were especially instructive when put in the context of the three elements that the faculty had identified as important to a Drew education: a curriculum that integrates modes of learning; the application of advanced technologies to a liberal arts education; and strong faculty involvement helping students identify and explore opportunities for postgraduate education and personal and career development.

Eckerd College Saint Petersburg FL (2004)

We have been tremendously pleased with Eckerd's scores. We only wish that it were possible to make the comparative data public in a way similar to the US News rankings. Basically we see the scores as vindicating Eckerd's emphasis on active learning and close faculty/student interaction. We shared last year's results with our Board of Trustees, which coincided nicely with Ted Marchese's article in Change. Ted is on our Board and was very pleased with what he saw. So, from our perspective, NSSE has served to reinforce faculty motivation and trustee confidence in an institution that does not compare well in terms of resources with older and richer instituions, but compares very well when measures of meaningful learning activities are used. We have used the NSSE results to say to our faculty, "You are delivering a college education the right way," and to say to our trustees, "Your investment of time, talent, and money in the college is being used wisely."

Elmira College Elmira NY (2004)

To this point, we have used the NSSE results in part to confirm information gleaned from other sources (from exit interviews and student course evaluations to the Student Satisfaction Inventory) and primarily for faculty development. In other words, we are using the NSSE results, including trends if any, to stimulate conversation among faculty about the importance of "active learning." In the future, we hope (expect) such conversations to lead to some benchmarks and targets, which in turn will lead to further consciousness raising and concrete action steps.

Elon University Elon NC (2004)

As pleased as Elon is with the NSSE results, we also take the opportunity to find ways in which the institution can grow. In 2003, we noticed a decline in two areas that generated some concern: fewer students by 5.7% reported that they had discussed their career plans with a faculty member or advisor, and 7.9% fewer reported that they had serious conversations with ethnic students. During the subsequent year a number of steps were taken to increase student awareness of the need for careful career planning, including some significant changes in the Career Center that have led to significantly greater contact between the Career Center and academic departments and a wide expansion of employment opportunity contacts throughout the eastern US. The institution also implemented plans to increase the racial and ethnic diversity of students and faculty at the institution. Although this effort is designed to span multiple years, progress has been made after only one year.

Elon University Elon NC (2004)

We are able to compare Elon percentages with the all NSSE schools percentages to pinpoint areas where Elon is distinctive (Elon's Effect size). Some of those areas include: Study Abroad (69.7% vs. 22.2%) Attend exhibits, galleries, plays (49.0% vs. 27.6%) Attend Campus events (87.1% VS. 59.6%) Write papers between 5-19 pages (66.9% vs. 38.9%) Have a culminating senior experience (89.1% VS. 63.2%) We can also spot areas where we aren't so distinctive from other institutions, including discussing ideas with faculty outside the classroom, completing course work that emphasizes making judgments about the value of information, and working on a research project with a faculty member outside of a course or program. The question for us to ponder here is if Elon feels that these items should be distinguishing earmarks of an Elon education, why do the NSSE results show no practical significance?

Elon University Elon NC (2004)

Active student engagement has long been a hallmark of an Elon education. It was formalized in 1994 with a sweeping curricular change that saw most institutional courses shift from 3 credit hours to 4 credit hours and inaugurated an Experiential Learning Requirement for graduation. The intention behind the credit hour change was not to increase the content of any given course but rather to revise course offerings to include active, engaged learning. Positive reactions from students and faculty, as well as constantly growing applications for admission, led the institution to believe that these curricular changes had been on target with Elon's goal of educating young men and women to be informed and concerned global citizens. Five years ago, participation in the inaugural year of the National Survey of Student Engagement afforded Elon the opportunity to verify its assumptions about the impact of these curricular changes. Elon has participated in NSSE every year, learning a great deal about student perceptions, about what we do well, and about areas where we can focus for improvement.

Elon University Elon NC (2004)

In the summer of 2000 a committee of Elon trustees, administrators, faculty, staff and students began to formulate New Century @ Elon, the institution's ten-year planning document. Much of this strategic plan contains strategies designed to strengthen components of an Elon education reflective of the five NSSE benchmarks of effective educational practices: Active and Collaborative Learning Enriching educational experience Level of academic challenge Student interactions with faculty Supportive campus environment Some of these strategies include strengthening the general studies program, developing a premier undergraduate research program, increasing to 80% the number of students participating in internships and engaging in service, and providing additional living/learning options for students. New Century @ Elon is available on Elon's website, www.elon.edu.

Elon University Elon NC (2004)

At Elon University, student engagement has long been a hallmark and its NSSE scores reflect this distinctive emphasis. Not resting on its laurels, Elon also uses the results to identify areas that could be further strengthened in the context of strategic planning. According to Provost Gerald Francis, Elon altered one of its General Studies mathematics course (statistics) in an effort to increase academic challenge by emphasizing analysis and interpretation. NSSE 2003 results showed a modest decrease in two areas that generated some concern: fewer students reported that they discussed their career plans with a faculty member or advisor, and fewer reported that they had serious conversations with students from different ethnic backgrounds.

Franciscan University of Steubenville Steubenville OH (2004)

Franciscan University of Steubenville uses NSSE results as a promotional tool where appropriate, as well as part of fund-raising efforts, either to highlight quality or to identify areas where additional funding might foster improvement.

Georgia College & State University Milledgeville GA (2004)

Georgia College & State University: NSSE and the SACS QEP Georgia College and State University has incorporated the concept of student engagement into their Quality Enhancement Plan (QEP). The foundation of the QEP is GC&SU's ongoing commitment to fully realizing its public liberal arts mission and especially the long term improvement of student learning. Toward this end, the plan outlines six initiatives, and demonstrates the analysis of empirical data upon which each initiative is based and the means for assessing student learning outcomes for each initiative. For example, the institution plans to enhance opportunities to engage student learning in the classroom and beyond. GC&SU plans to use NSSE items in the active and collaborative learning benchmark, and specific results regarding the extent to which students interact with faculty outside the classroom and perform service in the community, to assess student learning outcomes for this initiative.

Georgian Court University Lakewood NJ (2004)

Georgian Court University participated in NSSE for the first time in 2003 and then again in 2004. In spring 2004 we formed a task force to examine ways to improve student engagement based on GCU's scores compared to a group of peer and aspirant institutions (2003 data) and to all master's institutions. The task force did not complete its work yet. One of the questions from task force members was how much the results would vary from year to year. Although we knew from NSSE's own research that the results would not vary much, we needed to see it for ourselves. So, we will continue our work this upcoming year using the 2004 data which do indeed resemble the 2003 data. In 2004, we participated in a consortium of women's colleges, and those comparative data will be very useful in helping us focus on ways to improve our institution. The consortium added extra questions for its members and I think the results from those questions have facilitated the task force's work by clearly identifying ways Georgian Court can improve engagement as a women's college. GCU has made strengthening its women's college (we also have coed ug and grad programs) an institutional priority.

Gordon College Wenham MA (2004)

Gordon College: Using NSSE Results to Document Selected General Education Outcomes
Gordon College, a faith-based undergraduate institution of 1600 students in Wenham, Massachusetts, used NSSE results as evidence of learning outcomes and general education achievements in their NEASC self-study. After developing cross-campus outcome measures entitled ?Goals for Learners' and Core Purpose Objectives to evaluate general education courses, the College used NSSE results from 2000 and 2001 along with locally administered assessments of graduating seniors and new alumni and other national normative studies of first-year students and seniors to document curricular and co-curricular student learning.

Gordon used NSSE results to demonstrate evidence of NEASC 4.19 "Graduates successfully completing an undergraduate program demonstrate competence in written and oral communication in English; the ability for scientific and quantitative reasoning, for critical analysis and logical thinking; and the capability for continuing learning. They also demonstrate knowledge and understanding of scientific, historical, and social phenomena, and a knowledge and appreciation of the aesthetic and ethical dimensions of humankind. In addition, graduates demonstrate an in-depth understanding of an area of knowledge or practice and of its interrelatedness with other areas."

Gordon specifically used their NSSE results to document an intentional focus on writing across the curriculum. In their self-study, the College reported that 2001 NSSE findings demonstrated first-year students scored considerably higher than comparative institutions on questions about engagement in writing and revision. This finding documented the additional emphasis given to preparing multiple drafts of papers in the College's First Year Seminars and the effects of faculty attending workshops to enhance writing across the curriculum. These outcomes, in turn, demonstrated how Gordon's curriculum promoted students' advanced levels of reflection and analysis.

Greensboro College Greensboro NC (2004)

The (SACS accreditation) quality enhancement plan is currently in the making.  The theme is "Focused Learning/Focused Teaching," although a key element is the move from a 3-credit to a 4-credit model for courses.  In the process of doing this, my expectation is that faculty will explore several new pedagogies as well. Surely the largest challenge for faculty: will be rethinking how to deliver conventional courses in ways that focus on student learning instead of just subject matter.  If you would like, I will keep you informed of our progress.  It is actually quite amazing that many liberal arts colleges have moved from a 3-credit model to a 4-credit model but there is virtually no research to document the impact of this. In our case, part of what has prompted us to consider the change are some indicators from NSSE which suggest that our teaching methods may not be working, at least for the type of students we have.  We will probably also use some of the NSSE data as well to justify some grant proposals we plan to submit to fund our initiative.

Illinois State University Normal IL (2004)

Illinois State University used NSSE data in several chapters of their accreditation self-study.

Illinois State University Normal IL (2004)

Illinois State University uses NSSE data in university teaching workshops, symposiums, and seminars organized for faculty development.

Illinois State University Normal IL (2004)

By better understanding how students perceive their learning, faculty at Illinois State University are adjusting their courses and teaching practices. Academic departments have started focusing more heavily on educational quality, and administrators have gained a better understanding about student and faculty engagement with learning.

Illinois Wesleyan University Bloomington IL (2004)

The Alumni Council at Illinois Wesleyan University is examining NSSE benchmarks and item responses for seniors to consider implications for future alumni involvelent.

Illinois Wesleyan University Bloomington IL (2004)

By strengthening the academic component of first-year student orientation, Illinois Wesleyan University hopes entering students will have clearer/truer expectations of the college classroom experience. They are piloting a summer reading program for the same reason, as well as making sure that first-year faculty advisors are aware of the NSSE findings on first-year students.

Indiana University Bloomington Bloomington IN (2004)

To be able to discover engagement patterns of students in various majors, Indiana University Bloomington requested that all students in selected academic units be surveyed. Specifically, all seniors in the College of Arts and Sciences and all sophomores, juniors, and seniors in the School of Education and the School of Health, Physical Education, and Recreation (HPER) were included.

Johnson University Knoxville TN (2004)

Johnson Bible College is in the process of improving the classroom experience by using a wider variety of appropriate teaching methods, technologies, and assessment.

Judson University Elgin IL (2004)

Each time that we have used the NSSE survey we share the results with the faculty at a faculty colloquium. For the most part, the data has helped faculty and staff teaching at this fairly young institution realize just how good a job we are doing. In my experience, colleges that have reached their adolescent stage have a tendency to feel awkward and insecure (perhaps even a bit inferior). Comparative data such as that provided by the NSSE help our folks understand that we are doing many things very well and gives us important hints at where we need to improve. Prior to sharing the results with the faculty, we do some focused group meetings with students (Sophomore's who took the survey as Freshmen) to get a better handle on some of the areas that seemed to be either a concern or a surprise to us. We have also used the results to change some of the things we do in our foundational Freshmen orientation course. Finally, at the end of every academic year, each academic unit has a day long meeting to assess the just completed year. In this review they are to discuss the results of any of our campus-wide and departmental assessment instruments (NSSE, CIRP, SSI, etc.) and plan changes in their curriculum or the way they serve students accordingly.

Judson University Elgin IL (2004)

Judson College, in Illinois, annually reviews its NSSE results at a faculty colloquium. From the perspective of Provost Dale Simmons, the data have helped faculty and staff members at this fairly young institution understand how they are performing. Prior to sharing the results with the faculty, focus groups are held with sophomores who completed the survey the previous year to get a richer sense about the areas that appear to be either a concern or a surprise. The combination of information has been instructive for changing some of the things the College does in its foundational freshmen orientation course.

Finally, at the end of every academic year, each academic unit spends a day assessing its
performance and discussing the results of campuswide and departmental assessments including NSSE, CIRP, and SSI with an eye toward making changes in the curriculum or in other ways they interactwith students.

Kalamazoo College Kalamazoo MI (2004)

We have received a small internal grant to bring together faculty, staff, and students next term to explore our lower than predicted score in Supportive Campus Environment. In the other benchmarks we score better than predicted. At the end of the spring term we will issue a report to the campus community with recommendations for improvement. These data were shared with the campus life committe of the board of trustees in March, and those trustees shared the data with the entire board.

Keystone College La Plume PA (2004)

Faculty at Keystone College are re-examining the 100-level courses within their disciplines to find ways to better challenge entering students.

La Salle University Philadelphia PA (2004)

communicating results to many campus stakeholders

The Division of Student Affairs at La Salle University uses an on-going discussion series to share recent assessment research and to provide a forum where all university community members can talk about it. They also create summary reports on NSSE and other survey data to share with a broad spectrum of audiences: the President's Team, the Council of Deans, the Division of Student Affairs professional staff, the Board of Trustees' Student Affairs Committee, student staff and leaders, and various university governance committees composed of faculty, professional staff and students.

Lawrence Technological University Southfield MI (2004)

Lawrence Technological University: Improvement of Student Writing The university assessment committee at Lawrence Technological University (LTU) in Southfield, Michigan began assessing oral and written communication at the university level in 2001 and later incorporated department level assessment. LTU participated in NSSE in 2002 and used writing item results as additional data in their assessment efforts. NSSE data indicated that students at LTU write less than their counterparts at other universities. Although these results were not unexpected for a technical school, LTU wanted their students to get more practice in writing. LTU's NSSE results encouraged the institution to conduct a more in-depth study of the type and amount of writing required of students. This led to the development of a university-wide writing matrix, which documented the type and amount of writing assignments for each undergraduate major offered at the university. This examination of writing assignments and expectations resulted in changes across departments. Several programs identified upper-level courses in which writing requirements should be enhanced or modified. The university developed an action plan to improve student writing, including initiatives such as stating clearer expectations about the quality of writing required in courses, a junior writing portfolio required for graduation, and a junior writing course for students needing improvement. Finally, the institution incorporated the results of their data and inquiries into the quality of writing, and their improvement plan, into their NCA self-study. The effectiveness of these initiatives will be assessed with future administrations of NSSE, a two year cycle of writing assessment, and follow-up with students and departments regarding intended changes in required writing.

Lawrence Technological University Southfield MI (2004)

Lawrence Technological University (LTU) participated in NSSE in 2002 and used writing item results as additional data in their university- and department-level assessment efforts. LTU's NSSE results encouraged the institution to conduct a more in-depth study of the type and amount of writing required of students. This led to the development of a university-wide writing matrix, which documented the type and amount of writing assignments for each undergraduate major offered at the university.

LTU developed an action plan to improve student writing, including initiatives such as stating clearer expectations about the quality of writing required in courses, a junior writing portfolio required for graduation, and a junior writing course for students needing improvement. The institution incorporated the results of their data and their improvement plan into their North Central Association (NCA) self-study. Future administrations of NSSE will be used to help assess the effectiveness of the writing improvement initiatives.

Madonna University Livonia MI (2004)

Madonna University has revised its first-year program, created an Office of First-Year Experience, and revised its introductory orientation course.

Marlboro College Marlboro VT (2004)

Marlboro has participated in NSSE for two years, and we will participate in 2005 as well. We've been gratified (but not surprised) by our positive results and have used them primarily to affirm our accreditation self-study. Our participation rate of 67% indicated to us that our students -- a rather survey-averse group -- accepted the validity of the exercise and the important of data. This is a major step forward for Marlboro and one we highlighted in the self-study. Our results in three areas (academic challenge, faculty-student interaction, and supportive campus) validated our portrayal of our strengths in the self-study report. Marlboro rates of engagement in these areas were higher even than those reported by the cohort group we chose for comparison. All in all, NSSE has helped focus us on tracking and analyzing data on student experiences, and the focus on assessment is extremely important to the New England Association of Schools and Colleges.

Marlboro College Marlboro VT (2004)

We have published an article about our NSSE results in the Parent Newsletter and will include a notice on our website this winter.

Marlboro College Marlboro VT (2004)

Another area where NSSE was useful was in providing data for discussion. Marlboro students had less experience with group class projects, internships, and technology in the classroom -- consistent with our traditional approach to education. Still, some younger faculty have more experience in these areas and student interest is growing. Any discussion of pedagogy on campus will find the data useful.

Marlboro College Marlboro VT (2004)

Another area where NSSE was useful was in providing data for discussion. There were campus concerns last year that many students were working too many hours to keep up with schoolwork. NSSE results showed that was not necessarily the case, at least for freshmen and seniors who responded to the survey.

Marlboro College Marlboro VT (2004)

Marlboro College students are "rather survey averse" in the eyes of Louise Allen Zak, Associate Dean for Academic Affairs. Thus, the 67% response rate suggests to her that students appreciated the validity of the exercise and the potential value of the data. The results were published in the College's Parent Newsletter and used in its NEASC self-study to confirm areas of strength. All in all, participating in NSSE has helped to bring a focus to tracking and analyzing data on student experiences.

Meredith College Raleigh NC (2004)

Meredith College has reported NSSE data to a foundation that provided funding to support its new general education curriculum as a form of accountability. NSSE data has also informed presentations made to alumnae by the college president, and the Institutional Advancement staff has discussed the NSSE report as backgound information for their work with potential donors.

Meredith College Raleigh NC (2004)

In addition to making an executive summary publicly available on their web site, Meredith College posts other reports for access by faculty and staff. These include the NSSE Means Comparison Report, Benchmark Report, Institutional Engagement Index, and the FSSE / NSSE Comparison of Mental Activities. They also post various reports locally prepared documents, including a five-year trend report of mean summary data and specialized reports for active and collaborative learning and time usage.

Meredith College Raleigh NC (2004)

The enrollment management area at Meredith College has used NSSE results to help guide the enrollment marketing strategies. They look closely at the trends and make adjustments to programs and campus visitation days to ensure that students are more cognizant of student involvement and engagement opportunities. An academic dean reports using NSSE information when speaking to parents at an admissions event. "Parents seemed impressed that there was data to support the points that I was making about what we say about the student/faculty relationships and educational opportunities at Meredith."

Meredith College Raleigh NC (2004)

NSSE data from five survey administrations at Meredith College has contributed to the content of a new general education curriculum, efforts to increase collaborative learning, and discussions about academic challenge.

Miami University-Oxford Oxford OH (2004)

After reviewing its NSSE results and other information, Miami University was convinced its students would learn even more if more of their time and energy were directed toward educationally purposeful activities. The University introduced the "Choice Matters" initiative with the goal that students become more intentional about how they spend their time and reflect more systematically on what they are learning from their experiences, inside and outside the classroom. A menu of linked programs compose the initiative, including: (1) Miami Plan Foundation courses taught by full-time faculty; (2)optional first-year seminars; (3) community living options that emphasize leadership and service; and (4) cultural, intellectual, and arts events.

Murray State University Murray KY (2004)

Murray State: Use of NSSE in SACS compliance Murray State uses NSSE as a part of its assessment efforts to help illustrate compliance to SACS Core 2.5: 2.5. The institution engages in ongoing, integrated, and institution-wide planning and evaluation processes that incorporate systematic review of programs and services that (a) results in continuing improvement and (b) demonstrates that the institution is effectively accomplishing its mission. Murray State used its participation in NSSE 2001 and 2003, to support its claim that the institution is engaged in ongoing, systematic review of programs and is committed to continuous improvement in key areas in order to effectively accomplish its mission.

Notre Dame of Maryland University Baltimore MD (2004)

The College of Notre Dame of Maryland has participated in the National Survey of Student Engagement (NSSE) since the beginning of the project in 2000. The results of the survey have assisted us in building on our strengths, identifying areas in need of improvement and deepening the College's response to the mission. One way the College has used the NSSE results was to design and implement the Chrysalis Project. The NSSE results were a catalyst for the College to submit a proposal for selection for the Greater Expectations Institute sponsored by AAC&U (American Association of Colleges and Universities). The focus of the proposal was to redesign the first-year experience for entering students with particular attention to the required, three-credit introductory course, "Perspectives in Education and Culture." An analysis of the NSSE survey results coupled with our experience confirmed our belief that a cohesive first-year experience which partnered academic affairs and student development and which had a more precisely designed introductory course at its core would better position students for academic and personal success. The College of Notre Dame was selected to participate in the Greater Expectations Institute and through our participation we were able to dramatically strengthen and enhance this introductory experience. The result of our participation in the Greater Expectations Institute was the Chrysalis project. The Chrysalis Project is a three year project designed to identify the qualities a Notre Dame student must have for the coming decade. Year One of the project, the first-year experience, resulted in collaboration across departments and across all areas of the College. The communication process engaged faculty, students and staff in examining ways to achieve intentional learning and engagement. This project clearly addressed the Benchmarks of Effective Educational Practice (level of academic challenge, student interactions with faculty members, supportive campus environment, active and collaborative learning, and enriching educational experiences). Through this process the College community identified the qualities of the Notre Dame student that we considered important in the coming decade. Once those qualities, learning outcomes and/or developmental outcomes were agreed upon, teams of interested faculty, staff, students worked together to consider what is necessary to reach the outcomes. Teams and team membership was short-lived and focused, with no team working together longer than six (6) months. Once the learning outcomes and developmental goals were approved the first-year seminar faculty worked collaboratively to redesign the first-year experience course, "Perspectives in Education and Culture". A re-crafted first year experience is being implemented this semester (FA'04) The following learning outcomes and developmental goals guided the recrafting of the first-year experience: Learning Outcome: To Become an Intentional Learner Developmental Goals: ? Acquire successful academic skills and behaviors. ? Develop effective communication skills-writing, speaking, listening and visual. ? Access, understand and evaluate information in its many forms and uses. ? Recognize and appreciate that liberal arts learning goes beyond course content. ? Develop creativity, critical thinking and problem solving skills. ? Acquire technological fluency. ? Recognize and value the role of the arts in one's life and contemporary society. Learning Outcome: To Acquire Global and Intercultural Fluency Developmental Goals: ? Define one's cultural context and identify similarities and differences with others in the world. ? Engage in an intercultural or international experience in the first year. ? Examine at least one issue from global or multiple perspectives. Examples of these include economic globalization, world migration, ethnicity and religion, nationalism and the environment, and world populations. ? Demonstrate competency at communicating effectively across cultures. Learning Outcome: To Become a Notre Dame Woman Developmental Goals: ? Articulate the value of being at a Catholic women's college founded by the School Sisters of Notre Dame. ? Demonstrate balance in one's life, including attention to a holistic lifestyle. ? Recognize the role spirituality plays in one's daily life. ? Be an active engaged learner. ? Demonstrate participation, leadership and service at Notre Dame and in the local community. ? Apply the values embedded in the Honor Code and in academic and personal life. ? Recognize personal responsibility for professional growth. Year One of the Chrysalis Project, re-visioning of the first-year experience, does not exist in isolation, but is a vehicle for the College's subsequent two year's work. From those learning outcomes achievable in the first year, the College of Notre Dame is presently turning its attention to our individual majors and then will turn its attention to our general education experience. In the Chrysalis design over the next three years, every faculty and staff member of the college will have an opportunity to make a significant contribution to the conversation and actions that will ultimately lead faculty, staff and students to view learning as a seamless process. The Chrysalis project invites the College of Notre Dame community to participate in fashioning from the richness of Notre Dame's liberal arts tradition an ever more valuable learning experience.

Ohio Northern University Ada OH (2004)

We have used the NSSE results to document progress or lack of progress on specifics of our strategic plan, effectiveness of programs review, and self-studies for continuing accreditation visits. We are planning to do NSSE every other year, not yearly.

Oregon State University Corvallis OR (2004)

At Oregon State University, first-year students in a leadership development program examined assessment data, including NSSE results, as a way to learn how to make informed decisions about organizational improvement. Students were allowed to plan how they would use the information to lead in a positive direction. The students presented recommendations based on their analysis to administrators, who used this information to make institutional changes.

Plymouth State University Plymouth NH (2004)

Plymouth State University (New Hampshire) used their NSSE participation as evidence for NEASC Standard Two, which is focused on documenting planning and evaluation efforts within colleges and universities. Plymouth State's NSSE 2001-2004 results were used as evidence of institutional assessment activities along with their institutional fact book and a consultant review of enrollment management. Further, a University Assessment Task Force inventoried their NSSE results, and combined the results with an investigation of assessment best practices, a review of comparable institutions assessment programs, and faculty and staff input on student learning outcomes, to develop an administrative structure for Plymouth State's assessment program.

Portland State University Portland OR (2004)

Portland State University Creates Portfolio for Accreditation Administrators at Portland State University (PSU) took a creative route to preparing for an upcoming accreditation self-study. Through use of an on-line portfolio, PSU was able to create an easily accessible tool for all members of the accreditation committee to track the progress and show how various pieces of the puzzle were fitting together. One important piece used bar graphs to depict how PSU stacks up against its peer institutions in areas measured by NSSE, such as supportive campus environment and the amount of reading and writing reported by first-year students.

Radford University Radford VA (2004)

Radford University: NSSE and the SACS Quality Enhancement Project

Radford University (RU) used NSSE as its key assessment tool for the SACS' pilot of the new Quality Enhancement Project (QEP). In 2000, the RU SACS leadership team identified student engagement as the main focus for improvement and decided to use their 2001-2003 NSSE results toward this end. The University organized its QEP around the concept of student engagement, using the rationale that engaging students at higher levels will lead to enhanced expectations for student academic performance and learning, which would result in a stronger academic reputation for the institution and intellectually vibrant learning climate on campus.

Regis College Weston MA (2004)

The Academic Enrichment Program for Athletes serves to provide individual attention and resources for student-athletes on a sliding scale based on grade point average.

Regis College Weston MA (2004)

The NSSE results of these three years provided additional data to support increasing demands in this period for supplementary academic support services and the need to improve persistence of students from freshman to sophomore year. In 2003 the College was awarded a Title III grant addressing these issues. Several institutional improvement initiatives were adopted.

? A new Student Success Center has been launched. Through this center each undergraduate student entering Regis College will be assisted in developing an individualized Life and Learning Plan consistent with her assessed strengths and career goals. Faculty advisors will receive training in assisting students with this process. A new position of Coordinator of this plan was created.

? Peer tutoring, academic advising, and other academic support services will be offered in the center. A training course has been developed for qualified students to provide enhanced peer tutoring.

? The associated computer lab will be used for intake assessments and student use of modularized skill building software. Interactive software will be used as supplemental instruction in the Student Success lab.

Regis College Weston MA (2004)

First Year Seminar faculty focused on developing a learning community through a common reading experience, consistency in syllabi, frequent and consistent advising and an awareness of the role they play in student retention. First Year Seminar faculty worked very closely with the Dean of Students Office and this year with parents as well as students during Fall Orientation.

Regis College Weston MA (2004)

A new program entitled Degree in Three offers the option for a student to earn her bachelor's degree in three years and to choose from twelve majors. offers a three-year degree option, thus providing a high level of academic challenge for eligible students. Faculty involved in these programs are revising targeted courses to utilize competency-based assessment. They are being instructed in a hybrid-online format.

Regis College Weston MA (2004)

A new mentoring program will be implemented for members of the Class of 2007 who have experienced academic difficulty freshman year and a mentoring program for the Class of 2008 for the first six weeks of the academic year.

Regis College Weston MA (2004)

Student Life team members led focus groups with students of all ages to seek feedback and level of satisfaction. Student Life, First Year Advisors and other departments worked closely together to keep each other apprized of at-risk students, to make referrals to appropriate campus resources and met as needed "in teams" with individual students' parents for issues of excessive absenteeism and very low Grade Point averages.

Rockhurst University Kansas City MO (2004)

NSSE results for accountability and specialized accreditation

Rockhurst University's assessment office prepared a NSSE report to include with its assessment progress report to the Higher Learning Commission of the North Central Association of Colleges and Schools. The education department and the school of management are using NSSE data in their accreditation self-studies.

Rockhurst University Kansas City MO (2004)

Continuing its practice of presenting NSSE results to the Board of Trustees, Faculty Senate, Academic Affairs Council, and the Enrollment Management Council, Rockurst University is also using the data to identify issues to explore during a year-long series of meetings and focus groups with students titled Student Summit 2005-2006. The vice presidents for Academic Affairs and Student Development will also co-chair a series of conversations focused on the first-year experience. In addition, the assessment office has used specific NSSE items to assess adherence to the institution's core Jesuit values.

Saint Francis University Loretto PA (2004)

Saint Francis University Uses NSSE and Catholic College Consortium Data in Accreditation
Saint Francis University in Loretto, Pennsylvania incorporated NSSE as part of its ongoing assessment and institutional improvement initiatives. Using a combination of NSSE 2003 comparison results and data from the consortium of Catholic colleges and universities, SFU presented a comprehensive picture of the quality of general education in its 2003 General Education Ninth Year Implementation Assessment Report.

NSSE items and consortia questions were mapped to specific general education outcomes to evaluate general education goals. SFU featured several items from NSSE as indicators: rewriting papers, working with faculty on research, number of papers written, time spent studying, number of class presentations, and numbers of assigned readings. These measures provided faculty clear assessments of essential skills. NSSE data were similarly used in creating meaningful and actionable outcome measures for the connections among different majors, disciplines, and ideas, promoting familiarity with primary resources, and fostering creative, critical, and mathematical thinking skills.

These findings present evidence of college-level proficiency in general education and essential skills indicated in MSA's Standard 12 (general education), and provide SFU ample support for its MSA re-accreditation. In addition, by joining a consortium, SFU was able to customize questions to measure students' understanding of the school's Franciscan heritage, values, positive traditions, and the role of service at the institution. Results from consortium questions offer evidence for Standard 1: Mission, Goals, and Objectives.

Saint Xavier University Chicago IL (2004)

In our research, the NSSE item pertaining to "having serious conversation with students of different race..." was the single most important item in a multiple-linear regression model that accounted for nearly half of the variance of academic challenge scores computed for our students (equal weights per item).

Shippensburg University of Pennsylvania Shippensburg PA (2004)

Shippensburg University administered NSSE in 2003 and 2004 to add student behavior data to its assessment efforts. The institution was interested in replacing their longstanding assessment tools that focused primarily on student attitudes rather than experiences and behaviors, assessed limited courses, and did not allow for comparisons with a broader national student sample. NSSE provided the institution an opportunity to focus on student behaviors, and to compare its students' experiences with those of students at similar institutions across the country.

The university's use of NSSE reflects its growing commitment to using assessment as a means of adjusting programs and services in keeping with larger goals and proposed outcomes. The data identified a number of institutional strengths. For example, first-year students were significantly "above average" in terms of the frequency with which they made classroom presentations, worked with other students on class work, communicated with professors via e-mail, developed communication skills, and reported receiving a broad general education. In addition, the survey also pointed to areas of concern. In comparison to the national sample, students at all levels were less likely to undertake an independent study or have a capstone experience; they also wrote fewer papers. Seniors reported making less progress in writing clearly and effectively. Seniors were less likely to have classes that emphasized synthesizing ideas and information. In addition, students reported that their college experience contributed less to areas related to civic engagement, such as participating in elections, contributing to the community, and interacting with and understanding those from different backgrounds.

Targeting these areas of concern, the administration initiated an action plan that began with focus group sessions and surveys in departments and programs across the university. These findings and the NSSE results were then analyzed by the university-wide Planning and Budget Committee and their recommendations were sent to the University Forum, the institution's major representative governing body. The Forum will in return review these suggestions and establish an action plan aimed at addressing these potential weaknesses. The institution featured NSSE data in their accreditation report to demonstrate compliance with MSA's emphasis on ongoing planning and utilization of assessment activities for institutional renewal (Standard 2: Planning, Resource Allocation, and Institutional Renewal), and to highlight how they used their data to improve institutional programs, and shape their institutional improvement plan.

Siena College Loudonville NY (2004)

Siena College uses NSSE data as part of its 10-year accreditation self-study.

Siena College Loudonville NY (2004)

Siena College targets presentations to a variety of audiences: schools, departments, student life, administrators, and the board of trustees.

Siena College Loudonville NY (2004)

Siena College uses NSSE as an assessment measure for the college's operational plan.

Southern Illinois University Edwardsville Edwardsville IL (2004)

Southern Illinois University Edwardsville (SIUE) uses NSSE for several purposes including curriculum planning and faculty development. As with increasing numbers of colleges and universities, in spring 2003 SIUE requested an oversample. That is, in addition to NSSE's standard random sample, surveys were also sent to all freshman who had taken selected first-year courses including its freshman experience course (UNIV 112) and academic development courses. Four questions were of particular interest: asked questions in class or contributed to class discussion; attended campus events and activities (special speakers, cultural performances, etc.); understanding yourself; and evaluate your entire educational experience at this institution.

Southern Utah University Cedar City UT (2004)

NORTHWEST ASSOCIATION OF ACCREDITED SCHOOLS (NAAS) Self-study Report Highlights What Southern Utah University Learned from NSSE to Improve Southern Utah University (SUU) participated in NSSE in 2001 and 2002 and then used the results extensively in their 2003 accreditation self-study for the Northwest Association of Accredited Schools (NAAS). SUU used NSSE to document how students viewed the learning environment. This information informed the development of a new general education curriculum in 2002 and also the planning of a first-year success program for new students in 2003. In assessing their own goals for improvement to present in the self-study report, SUU noticed on NSSE that their students rated themselves lower on measures such as writing clearly and effectively and thinking critically and analytically. As a result, SUU revised its learning objectives for the general education component of its curriculum. In the future, SUU intends to use NSSE results to get more information about the student experience at the departmental level in addition to the institutional level to guide other improvements that will enhance the quality of the undergraduate experience.

Incorporating these directives into efforts to improve student learning mirror the types of human, financial and physical resources that NAAS considers important in facilitating and enhancing student achievement of program objectives (Standard 2.A.1).

Spelman College Atlanta GA (2004)

As you know, Spelman participates in the BEAMS project, so we have a campus-wide emphasis on improving our NSSE outcomes over the next two years. Our BEAMS workgroup has agreed to focus on development of critical thinking through emphasis on student writing. The NSSE items related to writing assignments are of particular interest to us. Because we published the results to the faculty, we also have received some individual faculty inquiries about how NSSE results might relate to their concerns for teaching and research.

St. Bonaventure University Saint Bonaventure NY (2004)

One of the primary uses of NSSE data of late has been to support our self-studies in preparation for three major accreditations during the past year (American Academy of Liberal Arts; NCATE; and AACSB), as well as the self-study for our imminent site visit (October 17-20, 2004) by Middle States representatives.

St. Bonaventure University Saint Bonaventure NY (2004)

Ms. Mary Piccioli, our Dean of Enrollment and Director of Institutional Research, is offering a lunch-hour presentation today to faculty and staff that focuses on SBU's NSSE data. I expect that this feedback will lead to further creative uses of the information provided.

SUNY College at Plattsburgh Plattsburgh NY (2004)

After an initial presentation reviewing NSSE general background, format, rationale for implementation, mode of administration, and summary results, SUNY Plattsburgh scheduled a more interactive session to consider possible action plans. Following another brief NSSE overview, the audience was separated into groups with a specific dimension to review and upon which to base improvement interventions in that area. These group discussions were then shared with the whole audience.

SUNY College at Plattsburgh Plattsburgh NY (2004)

SUNY Plattsburgh is actively planning a first-year experience and a student engagement project in one of the residence halls.

Sweet Briar College Sweet Briar VA (2004)

Our decisions were made in the direction of a more holistic (curricular and co-curricular) advising system, increased experiential learning, and more study abroad opportunities, all of which build upon things we know we do fairly well. Your data confirmed strengths that we could capitalize upon. I also think that anecdotally the committee realized that our engagement data was in-part a reflection of our being an all-women's institution. Occasionally folks would suggest that going co-ed could jeopardize our success in that area.

Taylor University Upland IN (2004)

During the past six months Taylor has entered into the North Central Association's alternative accreditation process, Academic Quality Improvement Process (AQIP). This process recognizes that high performing organizations utilize "fact-based information gathering and thinking to support analysis and decision-making." Additionally, three central AQIP criteria are: "Understanding student's ? needs;" "Helping students learn;" and, "Measuring effectiveness." Given these AQIP principles and priorities, the institution is highly committed to practicing data-enriched decision-making. Therefore, the information provided by NSSE will be highly valuable in guiding and informing institutional practice. More specifically, the NSSE Active and Collaborative Learning and Student-Faculty Interaction scales have been established as tracked outcome measures for one of our first three AQIP Action Projects, Establish and Implement the Center for Teaching Excellence.

Taylor University Upland IN (2004)

The admissions office used NSSE data to develop a better understanding of our students in order to more effectively communicate with them in the recruitment and application processes.

Taylor University Upland IN (2004)

NSSE information was used to guide the planning of the new faculty orientation workshop.

Taylor University Upland IN (2004)

The information generated by NSSE and subsequent discussions indicated a need to develop support for a more engaged model of teaching on our campus. The result was the development of the "Center for Teaching Excellence" designed to facilitate effective teaching and student learning on our campus.

Taylor University Upland IN (2004)

NSSE results have been used it to help interpret and analyze other assessment findings from such tools as CIRP, CSS, SSI, Faculty/Course Evaluations, and the Senior Exit Survey.

Taylor University Upland IN (2004)

The data was included in our annual assessment report which is distributed to all administrative and academic divisions on campus. Divisions are asked to review this data and use it to inform decision making and goal setting.

Texas A&M International University Laredo TX (2004)

Texas A&M International University: NSSE helps identify writing goals Texas A & M International University has been concerned about assessing student writing. They developed a local instrument, the University Writing Assessment, that students must pass before graduating. Annual data from this instrument and specific NSSE items related to writing suggested that many students were not developing writing skills the university expected of its college graduates, and were not getting the necessary practice in writing, and enough variety in length of writing assignments. The institution determined that the improvement of student writing would be the focus of their QEP in 2005. The institution plans to incorporate its 2001- 2004 NSSE data in their self study to demonstrate institutional strengths and organize their QEP, and will use NSSE 2004 data as a baseline measure for student writing.

Texas Lutheran University Seguin TX (2004)

At TLU NSSE and its results have been part or all of three faculty/staff workshops as well as discussions with our Board of Regents.

Texas Lutheran University Seguin TX (2004)

It has also been included in Strategic Plan updates and part of curriculum planning (a proposed new curriculum aimed toward greater student engagement goes to the faculty this fall).

The College of Wooster Wooster OH (2004)

1) Results (means) are published in the annual Fact Book, which is distributed to the Board of Trustees for examination (keeps them abreast of student engagement with faculty, peers, classes, etc.). 2) Results were presented to the faculty (by Stan) to provide credible evidence regarding various student needs and areas of improvement for the new strategic plan. The results were also used to highlight Wooster's curriculum strengths (e.g., I.S., student-faculty interaction). 3) The results are sent to US News for inclusion in their annual college guidebook. The NSSE provides an effective way to highlight our curriculum and degree of student engagement. 4) Benchmark results are presented to the Executive Staff, which may result in new programs and/or actions (depending on the results).

The College of Wooster Wooster OH (2004)

Sophomore's Speak and Dinner with the President programs were a result of our response to lackluster ratings on the administrator-student interaction variable.

The College of Wooster Wooster OH (2004)

The College of Wooster publishes its NSSE results in its annual Fact Book, which is distributed to the Board of Trustees to keep them informed about student engagement with faculty and peers and other educational activities as they articulate with the College's strategic plan. The president also presents the results to the faculty at-large to highlight areas of strong performance (such as student-faculty interaction) and to provide credible evidence regarding changing student needs and areas that might warrant improvement.

The Evergreen State College Olympia WA (2004)

multiple NSSE uses for assessment and accountability

Although the state of Washington has not enacted performance funding, a proposal to do so prompted The Evergreen State College to identify several NSSE indicators as performance contract measures (e.g. participation in community service, internships, and NSSE benchmarks). This process exposed legislative liaisons and college decision-makers at other Washington public baccalaureate institutions to the NSSE benchmarks and other NSSE indicators, which Evergreen uses as measures for its mandatory annual state accountability review. Evergreen also tracks several NSSE indicators of growth in learning, participation in diversity activities and other enriching educational experiences, and quality of academic advising as part of their annual assessment of general education for accreditation purposes. In collaboration with the Enrollment Coordinating Committee, the assessment office is also exploring ways to include NSSE data in clarifying student outcomes to inform prospective students.

The Evergreen State College Olympia WA (2004)

By combining a variety of communications forums over time, schools can effectively communicate NSSE results broadly to audiences with both general and program-specific educational interests. At The Evergreen State College, NSSE results were first presented to the academic deans, who subsequently hosted a NSSE conversation with the student affairs deans and directors. Summary reports and trendlines were posted to the institutional research website, and an e-mail with highlights plus a link to the full summary report was sent to all faculty. Faculty teaching in first-year programs reviewed data on first-year student responses during their planning institute. The Washington Center for Undergraduate Education received a brief presentation of NSSE results and, together with Institutional Research and the Learning Center Directors, they planned a 5-day Scholarship of Teaching and Learning faculty institute with each day dedicated to addressing a specific benchmark of effective educational practice.

The Evergreen State College Olympia WA (2004)

In collaboration with the Enrollment Coordinating Committee, the assessment office at The Evergreen State College is exploring ways NSSE data might clarify student outcomes to prospective students.

The Evergreen State College Olympia WA (2004)

NSSE data have spurred much dialogue about student engagement, preserving and reinvigorating core pedagogical practices, and improving student social engagement at The Evergreen State College. All Academic Deans now have "faculty development" as part of their desk assignments, partially due to a NSSE-sparked dialogue.

The Evergreen State College Olympia WA (2004)

Implications for developing additional on-campus student employment opportunities and integrating more students into the work/governance of The Evergreen State College are being discussed in part based on NSSE peer comparisons and benchmark results.

The University of Tennessee Martin Martin TN (2004)

The University of Tennessee at Martin has used NSSE results to plan freshman orientation and course interventions.

Thomas University Thomasville GA (2004)

While developing plans for a new campus, Thomas University is considering the relationship between student engagement and physical space.

Thomas University Thomasville GA (2004)

NSSE data were used as a foundation for creating a first-year student mentoring program at Thomas University.

Towson University Towson MD (2004)

Faculty at Towson University used NSSE data as a starting point and dug deeper into the research on effective educational practice in which NSSE is grounded. One strategy that emerged was to implement capstone experiences, prompting faculty in several academic programs to begin exploring ways to add capstone experiences to their curricula.

University of Charleston Charleston WV (2004)

The University of Charleston (WV) shares its data with a variety of audiences: the board of trustees, student government, administrative council, assessment committee, and the academic committee.

University of Charleston Charleston WV (2004)

At the University of Charleston (WV), the director the first-year experience uses NSSE data to assist in developing stronger strategies for first-year students. They have also changed the selection of faculty to teach first-year experience courses, as well as assessment of faculty in mentoring courses and interdisciplinary first-year experience courses.

University of Charleston Charleston WV (2004)

University of Charleston (WV) identifies annual goals for student engagement based on NSSE and other measures. Individual programs and academic divisions identify goals associated with these strategic initiatives. Program chairs use the data to link integrated learning initiatives to their student engagement strategic goals.

University of Charleston Charleston WV (2004)

At the University of Charleston (West Virginia), increasing faculty awareness of students' perceptions about their engagement has supported efforts to support active learning and co-curricular development of team-building, leadership skills, and service learning opportunities that are beginning to receive academic credit as part of their outcome-based learning environment.

University of Charleston Charleston WV (2004)

The president of the University of Charleston (West Virginia) is familiar with institutional NSSE data and speaks about it to parents, prospective students, and donors.

University of Colorado Colorado Springs Colorado Springs CO (2004)

Noting a higher proportion of its students were working off campus, the University of Colorado at Colorado Springs has concentrated on need-based financial aid and developing campus employment opportunities.

University of Dubuque Dubuque IA (2004)

NSSE results at the University of Dubuque pointed to the need for a stronger focus on working students and those who travel long distances for classes.

University of Missouri-St. Louis Saint Louis MO (2004)

University of Missouri-St. Louis: Linking NSSE and FSSE to Engage Faculty The University of Missouri-St. Louis administered NSSE annually between 2000 and 2004 and plans to incorporate its results into their NCA self-study. In preparation for their self-study, the institution orchestrated a multi-year strategy for building enthusiasm for using student engagement and related data for decision-making and improvement. For example, in fall 2001, discussions were held with a select group of early career faculty. In winter 2002, institutional research staff members made several presentations to senior administrators to discuss how to incorporate student engagement results in the University's strategic indicator reporting scheme. The institution also examined its NSSE data in relation to its 2003 FSSE results, and began discussions among faculty concerning the quality of student-faculty interactions and creating learnercentered classrooms. These activities resulted in greater understanding and appreciation of student engagement among faculty and staff. NSSE data are being reported by each University of Missouri campus as part of the annual report to the Board of Curators on progress toward strategic goals, and will be used to demonstrate compliance with NCA standards related to cultivating an institutional culture that values life-long learning, enacting activities that value and support effective teaching, and nurturing a challenging yet supportive learning environment.

University of Mount Union Alliance OH (2004)

Mount Union College administered NSSE surveys during four academic year cycles.  Each of those years we used the data to do comparisons: with CIC data the first year (because it was available to us from our Dean's attendance at the CIC Dean's conference), and subsequently to national benchmarks provided with NSSE's report.  These data were shared with faculty at faculty development sessions over the first three years of our participation. 

University of Mount Union Alliance OH (2004)

Largely, these data have provided more focus on issues of student learning and engagement across the campus by reconciling faculty perceptions of engagement (atmosphere) with empirical measures (reality). We believe that discovering discrepancies and commonalities between these two perspectives will provide a more meaningful approach to assessment and to strategic planning. Faculty are also learning that how they talk about issues of academic success with students has significant impact and that there are things they can do with regard to course design and engaging students that will improve student success.

University of Nebraska at Lincoln Lincoln NE (2004)

At the University of Nebraska-Lincoln, college deans share NSSE data with department chairs and faculty to foster discussion.

University of Puerto Rico-Humacao Humacao PR (2004)

At the University of Puerto Rico in Humacao, NSSE's status as an independent research project with a broad representation of institutions facilitated greater faculty acceptance of normative comparisons.

University of South Carolina Aiken Aiken SC (2004)

The University of South Carolina Aiken is working to get students to read and write more, as well as to incorporate more diverese instructional methods.

University of the Incarnate Word San Antonio TX (2004)

The University of the Incarnate Word has identified 17 NSSE items they want to track for the Quality Enhancement Plan (QEP) for their SACS accreditation, most in the area of academic challenge and active and collaborative learning. They are also looking at items related to the amount of time faculty spend working with students outside class.

University of the Incarnate Word San Antonio TX (2004)

The University of the Incarnate Word reported NSSE data to faculty at their spring workshop, both for informational purproses as a way to better explain the the Quality Enhancement Plan (QEP) for their SACS accreditation.

University of the Incarnate Word San Antonio TX (2004)

The University of the Incarnate Word is targeting faculty development opportunities in the area of active and collaborative learning for faculty teaching first-year students.

University of the Ozarks Clarksville AR (2004)

Since Ozarks consistently scores above the averages on NSSE -- those for the nation and those for similar types of institutions -- we have used this information in public relations and with donors.

University of the Ozarks Clarksville AR (2004)

Here at the University of the Ozarks, we are using NSSE as one of two nationally standardized instruments for our overall assessment process (the other is the Academic Profile with Essay). In addition, we are using a locally developed portfolio process. These are the principal instruments used to assess overall student learning. In addition, each academic program has its own assessment plan; and we are also beginning to assess other areas, such as student spiritual development and student social development. Particular questions from NSSE are expected to be helpful in those assessments as well. We are still in the early stages of developing a comprehensive institutional research function; so we have not yet reached the stage of benchmarking key indicators. We want to do this. The academic component of our strategic plan has a series of bullets defining what a "quality education" at Ozarks means. Those bullets deliberately include the five areas covered by NSSE.

University of Toronto Toronto ON (2004)

The University of Toronto used NSSE data as a basis for initiatives for more intensive course, greater faculty-student interaction, and to inspire creativity in creating more research opportunities for undergraduates.

University of Wisconsin-Whitewater Whitewater WI (2004)

Scores on several NSSE items are used by the University of Wisconsin-Whitewater in its accountability report to the University of Wisconsin System.

Ursinus College Collegeville PA (2004)

The academic dean, Academic Council, and Campus Planning and Priorities have used NSSE data to focus inquiries in specific areas, such as a focused assessment of the core curriculum. A committe developed a set of outcome statements, at least one of which will be assessed each year, with the assessment results from all departments to be reported annually to the dean and the Academic ouncil.

Ursinus College Collegeville PA (2004)

Ursinus College has participated in the NSSE for four of the past five years and the data has become an integral part of our ongoing outcomes assessment process. The NSSE data was used to describe and support the effectiveness of the educational mission in the 2004 Middle States Periodic Review Report (PRR), a mid-term accreditation review. During the 2004-05 academic year the Committee on Outcomes Assessment will be using information derived from the NSSE reports to assess components of the core curriculum, experiences of first-year students, academic support issues related to the perceptions of seniors and the "Academic Challenge" benchmark. Ursinus in its report to Middle States noted that: The NSSE Benchmarks have become an integral part of the Ursinus assessment process since 2000. First-year students and senior scores on the five benchmarks: Levels of Academic Challenge, Active and Collaborative Learning, Interaction with Faculty, Enriching Educational Experiences and Supportive Campus Environment provide valuable insight into how first year and senior students perceive their college experience. The 2000, 2002, and 2003 NSSE information is extremely useful in the assessment process and affords Ursinus with an opportunity to make comparisons of benchmark scores and individual items scores, with those of selected liberal arts colleges, as well as with all NSSE participants.

Ursinus College Collegeville PA (2004)

The external review of the Middle States Periodic Review noted that College's overall performance on the NSSE survey and the DEEP Team visitation concurred with their findings. The reviewers also noted that "Ursinus seems to understand the adage that assessment involves ?multiple measures over time.' And the college also is willing to spend the time necessary for the analysis of the results of its assessment activities and make changes based on them."

Warner University Lake Wales FL (2004)

The business school at Warner Southern College has begun to focus on student-faculty engagement based on NSSE results.

Washington State University Pullman WA (2004)

The student affairs council at Washington State University identified NSSE items to use for benchmarking, which will have relationship with budget and planning decisions.

Washington State University Pullman WA (2004)

Washingon State University has launched learning communities as part of a renewed focus on first-year students that seemed needed based on NSSE results. About 80 percent of new freshmen are involved in a residently learning community. Other initiatives are focused on shaping freshman expectations, such as a "freshman job description" to familiarize incoming students with the engagement concept as defined by NSSE items.

Washington State University Pullman WA (2004)

Washington Statue University is making plans for student focus groups to discuss NSSE-related conceps, as well as sharing NSSE data with the president's "Student Learning Academy," a group of student leaders who give input on improving the undergraduate experience.

Washington State University Pullman WA (2004)

Washingon State University has a "President's Teaching Academy," a group of award-winning faculty who used the NSSE results related to suggestions they made for improving the undergraduate experience.

Wayne State University Detroit MI (2004)

I didn't know that the Informational Video was in two formats: digital DVD and analog VHS. I liked the presentation very much and suggested that it might be presented to our Board of Governors and the Council of Deans.

Western Illinois University Macomb IL (2004)

Western Illinois University plans to use NSSE results as part of its North Central Association accreditation effort.

Western Illinois University Macomb IL (2004)

Western Illinois University is using NSSE with its Board of Trustees to demonstrate progress toward goals outlined in their new strategic plan.

Westminster College Salt Lake City UT (2004)

See "Dashboard" document attachment where NSSE is used as part of their "Performance Indicators and Goals" report.

Westminster College Salt Lake City UT (2004)

Westminster College in Utah uses NSSE results along with a variety of other sources of data in its strategic planning and performance indicator dashboard. President Michael Bassis and his colleagues have set goals to enhance student engagement across all five NSSE benchmarks by one decile over the next five years compared with other Carnegie master's institutions as well as its own criterion referenced measures. Additionally, Westminster benchmarks against a selected aspirational peer group of liberal arts colleges. It also combines selected results from the Faculty Survey of Student Engagement with its annual local faculty and staff survey to monitor the degree to which faculty and staff perceive the College to be open, collaborative, and inclusive.

Wichita State University Wichita KS (2004)

Wichita State University deans present NSSE results to their faculty as a starting point to discuss improvement strategies in the area of academic challenge.

Wichita State University Wichita KS (2004)

Student-faculty engagement initiatives have been incorporated into the expectations for every college dean's performance at Wichita State University.

William Woods University Fulton MO (2004)

All faculty at William Woods University received copies of the Mean Comparison and Institutional Benchmark reports. Discussion of results and recommended actions took place in faculty meeting and in department meetings, and the Academic Dean designated Academic Challenge as an area of emphasis for Spring 2005 through Spring 2006.

William Woods University Fulton MO (2004)

A market research course at William Woods University used NSSE data as part of a year-long learning exercise. Students developed focus groups to explore how their peers interpreted the vocabulary and questions from the survey instrument as a way to understand better what student responses might really mean. They zeroed in on areas where they thought William Woods students might interpret survey items differently, such as how equestrian science students might answer a question about time spent on homework when much of their work is done in stables.

William Woods University Fulton MO (2004)

At William Woods University, NSSE results contributed to several initiatives: (1) a decision by the English Department to restructure their writing courses; (2) a focus by the faculty and administration on analyzing the level of academic challenge at the university; and (3) revision of a faculty teaching performance rubric to better emphasize student learning.

Wisconsin Lutheran College Milwaukee WI (2004)

Following an in-service workshop, Wisconsin Lutheran College faculty developed a greater appreciation for using NSSE data to review their specific programs. The workshop featured a mix of large group and departmental sessions that linked data from NSSE and the Student Satisfaction Inventory (SSI). Faculty were able to better understand similarities and differences between disciplines, and fine-tuned goals within their own discipline. Each discipline developed an action plan to be followed through the year, at which time each group would report back on their progress. The college plans to hold another session where they look at FSSE data, and also plans to invovle a broader range of the campus community.

California State University, Chico Chico CA (2003)

Cal State University-Chico has developed a First-Year Experience Committee that cross-cuts all university units, and plans to develop benchmarks based on NSSE data to monitor improvement over time.

Centre College Danville KY (2003)

By measuring students in their first and final years, NSSE has enabled Centre College in the difficult assessment of whether general education goals are being achieved. Their NSSE scores have affirmed that students have learned to write well, think critically, and express themselves by the time they graduate.

Cleveland State University Cleveland OH (2003)

Based on a review of NSSE data by senior administrators and the Faculty Senate (including its Academic Steering Committee), Cleveland State University identified three areas for improvement: e-mail communication with students, student advising, and writing across the curriculum.

DePaul University Chicago IL (2003)

DePaul University provides information about students in their classes to large numbers of faculty members by making NSSE data available on a password-protected Web site.

Dordt University Sioux Center IA (2003)

Dordt shares its student engagement results widely. For example, the campus newsletter highlighted some key strengths and weaknesses revealed by the data. Also, NSSE results were discussed by:

• Academic Council
• Faculty Assembly
• Academic Prioritization Task Force
• Various academic committees such as Academic Council, Curriculum and Academic Policies Committee, General Education Committee, and the newly established Recruitment and Retention Council
• Faculty and staff members who teach a section of the First-Term Seminar

Franklin Pierce University Rindge NH (2003)

Franklin Pierce College incorporated concepts from the NSSE instrument into information requested from academic programs as part of a academic prioritization process.

Illinois State University Normal IL (2003)

Illinois State University is using the College Student Expectations Questionnaire (CSXQ) to establish a baseline for what students expect to do during their first year of college. The results are then compared and contrasted with end-of-the-year student reports about their activities from NSSE. This information
is used in various ways. Two examples:

"Topic sheets" are developed for presentation and discussion at campus workshops and brownbag
sessions that address specific requests by departments about the nature of student-faculty
interaction, student "time on task," frequency of student class presentations by major field, and writing across the curriculum experiences.

"Did You Know?" quizzes guide discussions at
orientation sessions for new faculty and staff in both academic affairs and student affairs and in training sessions for student orientation leaders.

Indiana University-Purdue University Indianapolis Indianapolis IN (2003)

Indiana University Purdue University Indianapolis (IUPUI)uses NSSE and locally developed surveys to monitor the effectiveness of its University College and student satisfaction with various services and the campus environment. A key feature in the IUPUI accountability system is that units annually report on how they are using their results to improve. To encourage systematic use of this information, the Vice Chancellor for Institutional Planning and Assessment attends
budget hearings to ask questions and reinforce
efforts to use data to assess program quality and guide improvement.

Jackson State University Jackson MS (2003)

A review of NSSE data by a Jackson State University team representing a cross section of university faculty and staff recommended stronger encouragement for students to join professional organizations related to their major.

Kalamazoo College Kalamazoo MI (2003)

At Kalamazoo College, funding was secured to bring together faculty, staff, and students to explore lower than predicted scores in the Supportive Campus Environment benchmark.The resulting report and recommendations for improvement will be shared with the campus community.

Nazareth College Rochester NY (2003)

The institutional research staff at Nazareth College of Rochester created a presentation to share NSSE results with a number of campus groups and posed the question "What surprised you?" These comments were collected into one document, highlighting areas of concern to multiple groups. This document will be used to initiate further discussion around areas where student and faculty perceptions regarding student engagement do not match.

Occidental College Los Angeles CA (2003)

Occidental College triangulates its general education assessment by rotating NSSE, the College Student Survey, and Higher Education Data Sharing surveys on its campus. A recent review of this data showed Occidental lagging behind peers in the area of scientific literacy, prompting faculty to begin investigating ways to improve this.

Oregon State University Corvallis OR (2003)

Involving students in interpreting NSSE data adds a fresh, much-needed perspective when identifying practical applications of the findings. At Oregon State University (OSU), the Vice Provost for Student Affairs suggested that first-year students in the Leaders of Positive Innovation Program (LPIP)review the University's student engagement results
and provide feedback to the administration. Though numerous presentations about NSSE findings were made to other groups on campus, none had been made to students.

Pace University New York NY (2003)

NSSE items addressing areas such as time on task, help provided for academic success, activive and collaborative learning, and joint student-faculty research have helped Pace University assess progress toward the first goal of their strategic plan: "Strengthen Pace's Academic Excellence and Reputation."

Pace University New York NY (2003)

Based on a discussion of their results in the area of student-faculty interaction, Pace University is discussing the following action steps: providing more informal places for faculty and students to meet, developing more faculty-student seminars, increase faculty availability before and after class to supplement face-to-face instruction, and providing more opportunities for students to research with faculty.

Plymouth State University Plymouth NH (2003)

One of Plymouth State College's general education goals is for students to develop "an appreciation of the process by which different approach to scholarship can be brought to bear on the same problem." NSSE items related to problem solving, analyzing, and synthesizing combined with items regarding writing, speaking and listening informed the decision to infuse these elements throughout the general education program.

Saint Louis University Saint Louis MO (2003)

Lowers scores on the use of computing and information technology at Saint Louis University prompted initial concern and planning for a broader review of student proficiency in this area. The more detailed experimental items about technology on NSSE 2003 provided greater detail that clarified there was not as much reason for concern as originally thought.

Saint Xavier University Chicago IL (2003)

Based on some apparent "disconnects" between faculty and student perceptions based on the combined use of NSSE and the Faculty Survey of Student Engagement (FSSE), Saint Xavier University combined NSSE data with other institutional data to conduct multiple linear regressions to tease out factors related to measures of academic challenge. Reports based on this analysis were used as the basis for a student-faculty roundtable to review the NSSE findings and provide richer contextual information. This roundtable received enthusiastic reviews from student participants and revealed other unanticipated aspects of the student experience that will guide further study and policy development.

Shippensburg University of Pennsylvania Shippensburg PA (2003)

Shippensberg University plans to use NSSE demonstrate in part its commitment to institutional assessment in its five year periodic review to Middle States.

Towson University Towson MD (2003)

After discussing institutional NSSE data, faculty at Towson University dug deeper into the research on effective educational in which NSSE is grounded. One strategy that emerged was to implement capstone experiences, prompting faculty in several academic programs to begin exploring ways to add capstone experiences to their curricula.

Towson University Towson MD (2003)

By disaggregating NSSE data on seniors according to those who entered as first-year students compared to those who entered as transfer students, Towson University began to realize their limited understanding of the transfer student experience at their institution. As a result, they are administering the CIRP to all incoming transfers as well as first-year students and will oversample seniors in their next NSSE administration to develop a fuller portrait of the transfer student experience.

Towson University Towson MD (2003)

To infuse NSSE data into planning, decision-making and improvement, Towson adapted a three-pronged strategy outlined by the National Center for Higher Education Management Systems for using information on college campuses: (1)Context Setting and Informing Discussion: Understanding What It Means to be a Learning- Centered Institution, (2)Problem Identification: Meeting Transfers' Needs, (3)Making and Selling Decisions: The Towson First-Year Experience Program.

University of Charleston Charleston WV (2003)

The University of Charleston (UC) is triangulating NSSE findings with its own institutional research to build models of student success. The goal is to make appropriate changes in areas where students are under-engaged and where satisfaction can be enhanced. And the University is taking action and allocating resources to address its concerns.

For example, the University is examining relationships between student engagement, results from its IDEA course evaluation tool, and criteria for its faculty and staff merit-based performance appraisal process.

University of Charleston Charleston WV (2003)

The University of Charleston (WV) has restructured its senior capstone courses and is working to enhance the performance of seniors on engagement indicators.

University of Hawaiâ??i at Hilo Hilo HI (2003)

The University of Hawai'i- Hilo used NSSE results to demonstrate to faculty how it measures areas of desired improvement with relation to Chickering and Gamson's (1987) Principles for good practice in higher education. Experience UH Hilo faculty then led workshops about those practices, using examples such as a large lecture class where active learning was fostered by calling students up on stage to dance out the structure of DNA. Other faculty discussed ways to involve students in community research projects.

University of Kentucky Lexington KY (2003)

NSSE scores have been identified as key indicators of the University of Kentucky's goal to "attract and graduate outstanding students." Indicators have been pegged to the Institutional Engagement Index, with the goal to exceed the predicted levels of attainment for all five NSSE benchmarks.

University of Kentucky Lexington KY (2003)

In an effort to increase student volunteerism as measured by NSSE, the University of Kentucky has implemented several initiatives: develoment of a Student Volunteer Center as a clearinghouse for information on volunteer opportunities; creation of the UK Fusion program that takes students to various community venues for a day of service; expansion of living-learning communities, including one that may focus on community service; and efforts to introduced students to the larger Lexington community through the freshman orientation seminar. NSSE data will be used to compare courses that utilize service-learning versus those that do not.

University of Missouri-St. Louis Saint Louis MO (2003)

In 2003, according to Margaret Cohen, Interim Associate Vice Chancellor for Academic Affairs, the University of Missouri-St. Louis campus is pursuing a multi-year strategy for building enthusiasm for using student engagement and related data for decision-making and improvement.

An abbreviated list of activities from 2001-2003 included:
*In 2001, the student engagement concept is introduced along with the NSSE survey to New Faculty Teaching Scholars, a select group of early career faculty.

*In 2002, academic leaders gathered over lunch to lead discussions about effective educational practices and how to incorporate student engagement results in the University's strategic indicator reporting scheme.

*Workshops for new faculty and teaching assistant orientation, in 2003, again addressed student engagement and NSSE results along with ways to use MyGateway to communicate and connect to students to faculty, one another, and campus life.

University of Southern Indiana Evansville IN (2003)

NSSE data has informed faculty professional development at the University of Southern Indiana in such areas as intregrating technology into curriculum delivery, student learning styles, service learning and civic engagement, and diversity issues.

University of Wisconsin-Green Bay Green Bay WI (2003)

When preparing NSSE reports and presentations for various campus constituencies, the University of Wisconsin-Green Bay assessment services office highlights results that link to ongoing activities of the target audience. Reports indicate areas of relative strengths and weakness and attempt to distill myths about student engagement.

University of Wisconsin-Green Bay Green Bay WI (2003)

At the University of Wisconsin-Green Bay, NSSE results have been used as an indicator of its goal to "provide a campus environment that fosters learning and personal growth."

University of Wisconsin-Platteville Platteville WI (2003)

After discovering their students did not compare favorably to peer institutions in the area of interacting with students from diverse racial and ethnic backgrounds, the University of Wisconsin-Platteville initiated a series of campus discussions on topics such as multi-racial dating. They also created diversity advocate groups that engage in diversity activities in their residence halls.

Wheelock College Boston MA (2003)

To facilitate interaction between students and faculty and administrators, starting this year first-year seminars will be held just before dinner time to provide opportunities for faculty to go to dinner after class. First-year seminars will also include a student-organized "Family Learning Conference" in the spring semester, enabling faculty to interact with students and their families. The possibility of developing faculty living spaces within residence halls is also being considered.

Adams State University Alamosa CO (2002)

Adams State College (ASC) is an ethnically and culturally diverse institution located in a small town in rural southwestern Colorado. The institution has adopted the language of student engagement which allows faculty members, student affairs professionals, and other administrators to use similar concepts when discussing the quality and character of the undergraduate experience. With an eye toward informing and improving educational practices, student affairs professionals in partnership with academic affairs are using NSSE results to benchmark against peer institutions in order to identify what the college is doing well and areas where improvement would be desirable.

Asbury University Wilmore KY (2002)

Asbury College used NSSE data as the centerpiece of a fall and spring faculty forum on best pedagogical practice and curriculum. Several faculty have changed the ways they are teaching their courses as a result of these data discussions.

Aurora University Aurora IL (2002)

Aurora University discussed the role of computing in its general education requirements and the need for a more formalized curriculum. NSSE results helped stimulate movement on both issues.

Birmingham-Southern College Birmingham AL (2002)

Birmingham-Southern College is in the process of incorporating NSSE data in the creation of a new curriculum called First-Year Foundations, which involves three freshmen-only experiences.

Boise State University Boise ID (2002)

Boise State University planned a half day retreat for student affairs personnel where the data were presented and implications were discussed. Findings were also presented to a broader audience through the "Assessment News" newsletter.

Brigham Young Universityâ??Hawaii Laie HI (2002)

Brigham Young University-Hawaii presented findings to the Faculty Advisory Committee as well as an ad hoc faculty "think tank," providing an opportunity for them to review and respond to the report.

California Polytechnic State University-San Luis Obispo San Luis Obispo CA (2002)

Cal Poly plans to participate in NSSE on alternate years for use in the development and improvement of institutional outcomes assessment and the biennial CSU accountability process. For this purpose, Cal Poly joined 12 other CSU campuses in a consortium to address some common system-wide questions. Analysis of the NSSE data from two years was presented as part of an institutional accountability report to CSU and its Board of Trustees.

Columbia College Columbia SC (2002)

Columbia College, a women's college, is using NSSE results to leverage several innovations. Although NSSE results highlighted many areas where the school achieved at high levels, they also pointed to some areas for improvement. As a result, the college has begun to implement a series of initiatives including: 1) A four-year general education plan that incorporates signature course work in the freshman year, learning communities in the sophomore year, mentoring and/or service learning in the junior year, and capstone experiences in each major in the senior year. 2) An Office of Community Service to support and encourage service learning; and

CUNY Bernard M Baruch College New York NY (2002)

Baruch College used NSSE data to inform changes in its major advisement process.

Daemen University Amherst NY (2002)

Daemen College initiated use of NSSE to establish a baseline of student engagement among freshmen and seniors so that entering and graduating classes could be compared across years and against peer institutions.

Drake University Des Moines IA (2002)

Prior to its participation in NSSE, Drake University eliminated its oral communication requirement. NSSE results indicated that students did not give as many presentations as expected or develop speaking skills at the desired level. Drake is now attempting to inject more opportunities for oral communication experiences into the curriculum, with a particular eye on using the first-year seminar program for this purpose.

Drake University Des Moines IA (2002)

At Drake University, NSSE results raised the question of how much students were interacting with faculty. In response, they designed a first-year intensive residence life experience similar to an intensive seminar in which faculty would be involved, including programs outside the classroom.

Drake University Des Moines IA (2002)

Drake University is providing more opportunities for oral communication experiences into the curriculum, with a particular eye on using the first-year seminar program for this purpose.

Eastern University Saint Davids PA (2002)

An Eastern University task force focusing on core competencies (writing, math, oral communication, computer skills) recommended that certain courses become writing intensive with an emphasis on giving students multiple opportunities to revise papers after getting feedback from faculty.

Eastern University Saint Davids PA (2002)

Eastern University formed a task force that focused on core competencies such as writing, math, oral communication, and computer skills. To address some of the issues related to writing, the task force recommended definition of certain courses as writing intensive and provision of opportunity for students to rewrite papers after receiving feedback from faculty.

Framingham State University Framingham MA (2002)

For the past several years, Framingham State College has focused on teaching faculty how to integrate technology in their courses. This has the dual intent of exposing students to technology use while increasing communication between students and faculty. Although not a result of NSSE data, future NSSE participation will be used to assess changes resulting from the initiative.

Illinois State University Normal IL (2002)

Illinois State University used NSSE results as evidence in its assessment of changes made to their general education curriculum.

Indiana University Bloomington Bloomington IN (2002)

Indiana University Bloomington, the University of Wisconsin-Green Bay, and other schools link first-year student NSSE data with fall sophomore enrollment records to discover the student engagement factors that predict persistence, with an eye toward developing an early warning system to identify students at risk of premature departure.

Juniata College Huntingdon PA (2002)

Juniata College is considering the addition of a requirement that every student complete a capstone experience before graduation.

Marymount Manhattan College New York NY (2002)

In response to first-year student reports about the frequency of interaction with faculty members, Marymount Manhattan College plans to have more full-time faculty and fewer adjunct instructors teach first-year courses.

Meredith College Raleigh NC (2002)

Meredith College is using its NSSE results to enrich the undergraduate experience inside and outside the classroom. Instructors in the First Year Experience Program become familiar with the five areas of effective educational practice and the variety of educationally purposeful in-class and out-of-class experiences so that they can help students take fuller advantage of what Meredith offers by becoming more engaged in the educational process. The Task Force on General Education used NSSE data to inform its general education redesign, including how to incorporate diversity experiences and experiential learning into the first-year general education course, The Context of Culture.

Mount Mary University Milwaukee WI (2002)

Mount Mary College is using reports generated from NSSE data as part of the planning process for a revision of their core curriculum.

New College of Florida Sarasota FL (2002)

New College of Florida plans to increase curricular focus on preparing students for study abroad, internships and independent study.

Norfolk State University Norfolk VA (2002)

Norfolk State University and Evergreen State College encouraged students who read their schools' NSSE reports to write editorials for campus newspapers.

North Carolina State University Raleigh NC (2002)

North Carolina State University uses its NSSE results during new student orientation to emphasize key activities and behaviors that lead to student success.

Oregon State University Corvallis OR (2002)

At Oregon State University, the vice provost for student affairs suggested that first-year students in the Leaders of Positive Innovation Program examine NSSE data and provide feedback to administration. Students were provided with the Oregon State NSSE institutional report and were allowed to plan how they would use the information to lead in a positive direction. The 24 students divided themselves into work groups with the task of using NSSE data, seeking out other data that existed on campus, and conducting their own surveys and research. Students then made recommendations to the Provost's Council, such as ways to increase faculty-student interaction beyond the classroom and build involvement in campus clubs. Several of their recommendations actually validated changes being considered by other departments, such as changing housing contracts to a full year with a penalty for early termination, and increased emphasis on academic theme residence halls.

Roanoke College Salem VA (2002)

Roanoke College held open forums to focus on NSSE responses related to level of academic challenge for first-year students. NSSE data provided momentum for addressing the academic experience of first-year students.

Rollins College Winter Park FL (2002)

Rollins College is implementing living-learning communities to improve student interaction and collaboration. Their efforts will include a focus on fostering discussions about diversity as well as increasing interactions between diverse students.

Saint Michael's College Colchester VT (2002)

At Saint Michael's College various groups Academic Affairs Council, President's Cabinet,
Retention Committee, Campus Culture Committee, Dean's Council, Board of Trustees, Teaching Resource Group) examined results from NSSE, CIRP, and its own student and alumni surveys. The analysis helped to identify initiatives to enhance existing programs, such as the honors program and "ambassador housing" which intentionally brings international and American students into more frequent contact.

Saint Vincent College Latrobe PA (2002)

St. Vincent College used evidence from NSSE
to support the case for instituting a first-year experience program. Subsequent administrations of the NSSE survey will be used to evaluate whether the first-year program is having the desired effects.

Saint Vincent College Latrobe PA (2002)

At Saint Vincent College and Seminary, faculty examined individual items to see which dove-tailed with departmental goals and mission in a way that would allow the items to serve as performance indicators. One example was writing across the curriculum. The college found that students at similar colleges were writing more, prompting departments to look at the number of papers being written and whether students' writing improved throughout a course.

Saint Xavier University Chicago IL (2002)

Saint Xavier University faculty used NSSE data as part of their application for a Title III grant to increase retention through student engagement and technology.

Saint Xavier University Chicago IL (2002)

Saint Xavier University was gratified with some aspects of its initial round of NSSE results, especially the relatively strong academic challenge scores. Other findings, though, pointed to areas where the University wanted to do better. To address initial faculty skepticism about the validity and reliability of the findings, a campus-wide assessment committee replicated some NSSE survey items in a local survey. Because the local survey return rate was 80 percent, and the findings were consistent with NSSE results, people now have greater confidence in the reliability of the NSSE instrument. In addition, a second year of NSSE data (2001) corroborated the findings from 2000.

Spring Hill College Mobile AL (2002)

Spring Hill College posted its results on the front page of its web site and then held a "NSSE Summit" with a group of students, using faculty facilitators to explore what students found surprising about the results, what was not surprising, and why. Students were then asked what could be done to enhance specific aspects of the college.

St. John's University-New York Queens NY (2002)

St. John's University in New York has set new targets for integrating technology in the curriculum based on a review of its NSSE results.

Texas State University San Marcos TX (2002)

Southwest Texas State uses a discipline-specific, criterion-referenced approach when looking at levels of engagement across departments. Faculty members asked themselves, "What should be the level of collaborative learning activities in the College of Liberal Arts?" Do we want 50%, 60% or 70% of our seniors to report "often" or "very often" that they work with classmates outside of class to prepare class assignments?

The College of Saint Scholastica Duluth MN (2002)

College of St. Scholastica used NSSE data in each of the five criteria for its self-study for North Central accreditation, with the data being particularly useful for demonstrating outcomes.

The Evergreen State College Olympia WA (2002)

Evergreen State College used NSSE data to meet an accreditation requirement to compare student assessment results with national norms. Evergreen State researchers feel NSSE not only meets the requirement, but is suited to their own needs as well.

University of Charleston Charleston WV (2002)

The University of Charleston (West Virginia) is reconceptualizing their senior capstone course around desired engagement practices measured by NSSE.

University of Missouri Columbia MO (2002)

The University of Missouri (UM) aspires to become "nationally recognized as an eminent learner-centered research university"(p. 1, 2001 University of Missouri Strategic Plan). Toward that end the UM System is using NSSE in two ways. First, campus-level results are being used to establish baseline measures for the four system performance indicators that focus exclusively on the undergraduate learning environment. Five-year targets are set for each campus, and NSSE results are being used to monitor progress on an annual basis across institutional types as well as to compare results against those from similar types of institutions beyond Missouri.

University of Montana Missoula MT (2002)

The University of Montana-Missoula involves faculty directly in identifying priorities for action by issuing an annual RFP or "Engagement Awards." Academic departments apply for up to $3,000 for projects that enhance students' academic experience. The projects are also supposed to lead to permanent changes in faculty and student behavior in at least three of the five areas of effective educational practice, one of which must be student-faculty interaction. Units get $2,000 up front with the remaining $1,000 coming after assessing the impact of the award.

In the first two years, full awards have been made to four departments and partial awards to two others, including the following: ¦ Biological sciences faculty members and students participated in mentoring training and developed a mentoring Web page, a mentoring handbook, and online video clips on effective mentoring (See http://ibscore.dbs.umt.edu/mentor.htm for more information).

Social work faculty members and students evaluated the quality of various practicum experiences on campus. Written and webbased materials developed as part of this activity have already been integrated into the Social Work curriculum.

Geology students and faculty members created additional student-faculty research opportunities, hosted a mini-conference open to all undergraduates in the state, and planned a field trip—"Rocky Mountain GeoDays." As a result, 60 undergraduate students are engaging in faculty-led research, and the Geology Club has been revitalized (see www.cs.umt.edu/geology.)

University of Montana Missoula MT (2002)

The University of Montana has made $3,000 grants available to departments to stimulate projects that increase student engagement; the first $2,000 is awarded to implement a project, and the remainder once an assessment of its impact is completed.

University of Nebraska at Lincoln Lincoln NE (2002)

The University of Nebraska-Lincoln decided to use NSSE after the offices of academic affairs and student affairs agreed that both would find the results useful. Collecting information about academic and out-of-classroom experiences on the same instrument was seen as a way to guide conversations between academic affairs and student affairs and help them make connections between different parts of the student experience.

University of Richmond Richmond VA (2002)

Based on its NSSE results, the University of Richmond is implementing several strategies to enhance student relationships with faculty, particularly in the first year of study, including involving more students in research projects. In addition, the university intends to expand opportunities for students to serve on institutional committees and to increase faculty interaction with students through the advising process.

University of Utah Salt Lake City UT (2002)

NSSE results at the University of Utah showed that student use of technology was not at the desired level. This prompted information technology staff to design additional staff training and planning efforts.

University of Wisconsin-La Crosse La Crosse WI (2002)

The University of Wisconsin-La Crosse creates individual reports for the deans of each college, who then present them to their faculty in a variety of ways.

University of Wisconsin-Stout Menomonie WI (2002)

University of Wisconsin-Stout has set NSSE benchmarks for themselves within the context of their strategic plan. Several strategic indicators were set for each goal in the plan, and NSSE represents one of the indicators the school is tracking to measure success.

University of Wisconsin-Stout Menomonie WI (2002)

The University of Wisconsin System is using NSSE data to compare institutional values and priorities with actual practice. The results prompted considerable discussion and several campuses are administering NSSE annually to learn more about how their students are experiencing their educational programs. For example, the University of Wisconsin-Stout adopted selected metrics from NSSE as part of its strategic plan and set goals for these metrics. NSSE results provided meaningful comparative data and helped document the effectiveness of certain institutional
practices in its successful application for
the Malcolm Baldridge National Quality
Award.

Winthrop University Rock Hill SC (2002)

Prior to the start of classes each fall, Winthrop University holds an academic retreat for its faculty leaders and administrators. After receiving its NSSE results, the Office of Assessment and Office of the Vice President for Academic Affairs selected NSSE items to give to participants who were then asked to provide two responses. First, they were to indicate how they thought their students WOULD respond. Next, faculty members were asked to give their ideal response - how did they think their students SHOULD respond? The actual responses from Winthrop's NSSE report were then shared with the faculty participants, highlighting similarities and differences between students' responses and perceptions of faculty. Later in the fall, a discrepancy analysis was conducted to help focus the campus on self-improvement, especially in areas where student scores were lower than faculty expectations.

Antioch College Yellow Springs OH (2001)

Antioch College takes advantage of its small size to foster high levels of student-faculty interaction in the classroom learning, in cooperative education, and in community involvement. Narratives are used in place of a letter grading system and students and instructors meet frequently to discuss progress.

Brigham Young University Provo UT (2001)

Brigham Young University divides its 30,000 students into "campus wards" of 300 students that are further sub-divided into "families" of 10-20 students. Much of the out-of-class experience is shaped by multiple weekly events that take place within these units. BYU also
brings coherence and social support to learning inside the classroom by block-scheduling students into learning communities made up of three common classes.

California Lutheran University Thousand Oaks CA (2001)

First-year students at California Lutheran University enroll in a Mentoring Seminar staffed by peers, administrative personnel, and faculty members. The quality of faculty mentoring is assessed annually as part of the annual review process.

CUNY Medgar Evers College Brooklyn NY (2001)

CUNY Medgar Evers College requires a two-semester seminar of all entering students with 15 or fewer hours focusing on adjustment and academic success to meet the needs of its very diverse, non-traditional student body. The faculty motto is "creating success one student at a time," reflecting the institution's commitment to personalize the educational experience.

Eckerd College Saint Petersburg FL (2001)

Eckerd College introduces all new first-year students to active and collaborative learning through Autumn Term, a month during which their classes meet from 9 a.m. to noon five days a week. Group projects, presentations, and discussion-oriented pedagogies are the norm along with a community based service project.

Elizabeth City State University Elizabeth City NC (2001)

Elizabeth City State University intentionally structures ongoing contact between students and faculty members, especially in the first year as students must meet with their advisors at least six times a semester and immediately after midterm grade reports to either celebrate good progress or discuss ways to improve.

Elon University Elon NC (2001)

Elon University revised its curriculum several years ago, adding an extra hour of class meeting activities that gives students and faculty members more frequent contact. Elon also emphasizes a core of experiences that promotes student-faculty interaction including undergraduate research, internships, study abroad, leadership, and service learning.

Georgia Institute of Technology Atlanta GA (2001)

Georgia Tech's optional co-op program involves more than 3,500 students and 600 employing
organizations (including some international placements). Most engineering programs require a senior design project capstone experience which requires students to work in small teams and publicly present their work.

Illinois State University Normal IL (2001)

Illinois State University aspires to create an academically challenging "small college learning environment" by placing the student at the center of the teaching and learning process. All 3,400 new students take a first-year seminar focused on intellectual inquiry in the disciplines taught by a full-time faculty member.

Kentucky State University Frankfort KY (2001)

Kentucky State University has successfully concentrated on enriching the first-year experience by front-loading resources through a multi-faceted approach that includes a service learning initiative linked to the University 101 course, free tutorial programs, an extensive array of peer mentors, and an early warning system for at-risk students.

Lee University Cleveland TN (2001)

Lee University's commitment to student success begins with an orientation to college" seminar focusing on academic skill building supported by a host of other academic and social integration programs and services ? a writing center, cadre of peer instructors and undergraduate teaching assistants, and alternative chapel options to name a few. Annual faculty reviews require evidence of "service to students."

Macalester College Saint Paul MN (2001)

Macalester College features preparing students for a diverse world in its mission and this is reflected in student responses to the diversity items that contribute to this benchmark. The "Into the Streets" event that is linked to the required first-year seminar takes students into local neighborhoods to do community service. Almost half of all students participate in internships and 90% of students do a senior capstone project.

Millikin University Decatur IL (2001)

Students at Millikin University meet frequently with their faculty advisor to monitor progress through the University's Program of Student Learning curriculum ? a plan of study determined by the student along with the faculty advisor. Summer Undergraduate Research Fellowships are also very popular.

Portland State University Portland OR (2001)

Portland State University enacts its motto, "Let Knowledge Serve the City," through community based learning courses, starting with the freshman inquiry class and culminating with a senior capstone course where a faculty member, representative from a community agency, civic group or other organization and students team up to
meet the needs of the community partner organization.

Saint Mary's College of California Moraga CA (2001)

Saint Mary's College of California uses the four-course great books to shape the student experience inside and outside the classroom. Students read 12-15 classic texts per term, write multiple drafts of papers, and are expected to challenge not only their own thinking but also that of the Seminar leader who also serves as their academic advisor.

Samford University Birmingham AL (2001)

Samford University degree programs in biology, exercise science and sports medicine, teacher education, nursing, and pharmacy use problem-based learning (PBL) strategies in all courses. Complex problems are the context and stimulus for learning as students work collaboratively in groups to explore, analyze and solve problems.

SUNY College of Environmental Science and Forestry Syracuse NY (2001)

At the SUNY College of Environmental Science and Forestry, 90% of the B.S. students have a paid experience supporting a research activity working with a faculty member.

Texas A&M University College Station TX (2001)

Texas A&M pulls many levers to welcome and introduce newcomers to its rich traditions, beginning with Fish Camp, a popular orientation program in which about 4,700 students participate, an array of multicultural and mentoring services, and an intrusive, effective academic advising system that is reviewed periodically by the faculty senate.

The University of Texas at El Paso El Paso TX (2001)

The University of Texas at El Paso infuses active and collaborative learning pedagogies throughout the institution to address the learning needs of its largely commuter, first-generation student body. Among the key interventions are learning communities and the PRAXIS program, which provides service learning and volunteerism through the curriculum.

University of Kansas Lawrence KS (2001)

The University of Kansas also intentionally creates opportunities for student-faculty contact by mandating that students constitute 20% of the membership of campus policy-making committees and sponsoring "Meet-a-Professor" nights in the residence halls. Most classes (79%) have fewer than 30 students.

University of Lynchburg Lynchburg VA (2001)

Lynchburg College intentionally exposes its students to diversity through required complementary inclass and out-of-class experiences ? a one-credit "orientation to college" course that includes a service activity and cross-cultural event, requiring foreign language through the intermediate level, and a senior capstone seminar organized around an all-college theme, which this year is War and Peace.

University of Michigan-Ann Arbor Ann Arbor MI (2001)

The University of Michigan expects a lot from its students, its students expect a lot from the University, and both deliver. Senior faculty members teach discipline based freshman seminars for students entering the College of Literature, Science and the Arts and in introductory courses in the recently revised engineering curriculum.

University of Missouri Columbia MO (2001)

At the University of Missouri?Columbia, 89% of seniors have a capstone experience. Also, almost two-thirds of all students frequently use electronic technology to discuss or complete assignments as more than 60% of all classes have a builtin Web component.

Wesleyan College, Macon, Georgia Macon GA (2001)

At Wesleyan College (GA) general education courses take the form of small, discussion-based seminars. Oral presentation skills are honed through a Speaking Across the Curriculum program that involves all majors. The majority of students get experience teaching and advising other students at some point through peer editing and writing programs and many more student-centered activities.

Whitman College Walla Walla WA (2001)

Whitman College assigned all first-year students the same book to read during the summer before matriculating which they discuss during orientation week. The first two weeks of the yearlong first-year Core Seminar is like a boot camp for writing, reading, and thinking as groups of about 14 students each meet with their faculty member three times a week.

Abilene Christian University Abilene TX (2000)

test tool

test tool

Carlow University Pittsburgh PA (0)

Mapping NSSE Items and Developing Faculty

The Office of Institutional Research, Effectiveness, and Planning at Carlow University maximizes information derived from NSSE results by using data from both the core survey and the Topical Modules. In 2014, Carlow administered NSSE and participated in two modules: Learning with Technology and Experiences with Information Literacy. Analysis of these data contributed to the development of explicit guidelines for a new core curriculum and the improvement of instruction by faculty.
Mapping Carlow's NSSE results to specific action steps was linked to the new core curriculum guidelines. For example, in one document the survey item, "worked with a faculty member on activities other than coursework" was connected to actions such as educating students about co-curricular opportunities in the "Connecting to Carlow" course and the development of a co-curricular transcript. The Office of Institutional Research, Effectiveness, and Planning developed a graphically enhanced chart that (a) identified the NSSE survey item, (b) compared Carlow's performance with the national average (e.g., a "thumbs up/neutral sign/thumbs down" picture), and (c) listed all of the new core curriculum components intended to ameliorate the concerning findings. By reimaging NSSE results in a single chart—or "crosswalk"—the office developed an easy-to-understand information display tool that clearly delineated connections between data and action. For example, low NSSE scores from seniors for faculty feedback on a draft or work in progress were addressed by creating various skill labs (i.e., academic support experiences to help students develop communication, writing, and quantitative reasoning skills), by implementing a writing-intensive curriculum in the critical exploration courses, and by embedding assessment checkpoints during junior year seminars.
Because NSSE results also indicated participation rates in some High-Impact Practices (HIPs) were lower at Carlow than at other institutions, an action step called for the inclusion of five HIPs in the core curriculum (writing intensive curriculum, capstone courses, service-learning experiences, internships, and research opportunities with faculty). Although several of these HIPs were already in the curriculum, a conscious decision was made to bolster and expand them in the new curriculum. Not only has the crosswalk streamlined conversations regarding interventions to enhance student engagement, the document also serves as an easy-to-reference guide for measuring the effectiveness of these interventions.
Carlow University plans to administer NSSE in 2018 and is excited to see if scores on the targeted items improve after implementing the new core curriculum, the Carlow Compass (see Figure 8). The Carlow Compass Curriculum, which went into effect for all incoming students in Fall 2016, is an innovative general education curriculum rooted in the liberal arts and the Catholic intellectual tradition. Serving as a navigational tool to guide students toward academic and professional goals, it is integrated with a student's major course of study and aligns with the university's mission, vision, and Mercy heritage.
Carlow University also used NSSE results to support and guide strategic priorities in other areas of the academic enterprise. While excelling in many aspects of student engagement and practice, Carlow obtained results from NSSE's Learning with Technology Topical Module indicating it lagged behind its peers in integrating technology into undergraduate education. In the module, students are asked about the degree to which technology contributed to their learning activities such as understanding course ideas andcollaborating with other students. The module also includes questions regarding the types of technologies used in class and the degree to which the student's institution emphasized various types of technologies. The module results indicated that Carlow students were less likely to use certain technologies inside the classroom (e.g., electronic textbooks, e-portfolios, social networking) compared with students at other institutions participating in the module.
As a follow-up action, Carlow organized an internal professional development institute for all faculty and staff in spring 2016. The institute's theme—Back to the Future: Carlow's Journey of Innovative Technology—focused on sharing faculty successes at implementing technology as a way to inform and motivate late adopters. The institute included a plenary event, three hours of multiple training sessions (topics included Interactive Software Adobe Connect and Camtasia, and Engagement and Motivation through Digital Tools), and an open-mouse session during the reception where faculty showcased their technology skills.
In both of these uses of NSSE data—the crosswalk of NSSE items with action steps for the new core curriculum and the examination of student use of technology in the classroom—Carlow University has done outstanding work using specific data points in the survey results to guide interventions. Furthermore, the Director of Assessment for Institutional Research, Effectiveness, and Planning has diligently mapped these items to specific interventions (either in changes to the core or to the professional development opportunity). These steps have been essential to understanding how to improve student engagement and to linking this understanding to actual intervention. Going forward, to evaluate the results of its interventions, Carlow can use data from their future administrations to either prove the effectiveness of these actions or to develop new strategies to enhance these measured outcomes.

Dakota State University Madison SD (0)

Five-year grant used for improvement in advising, FYE

In October 2004, Dakota State University received a Department of Education Title III Grant, Strengthening Student Success and Retention through Improved Information Access and Services. NSSE data were used to support the grant request and will be used as one means of evaluating several of the grant objectives. For example, one of the five-year grant objectives is to increase positive student responses in selected areas by 25 percent. To achieve these results, DSU is developing an online advising handbook, restructuring the first-year experience and redesigning the developmental education courses. The University's tutoring system is also being revamped. Several new positions were funded through the grant to support these initiatives.

Florida Atlantic University Boca Raton FL (0)

Florida Atlantic University created a search tool on their institutional Web site from their 2001 NSSE data. The tool allows users to generate a custom report of the survey results from selected criteria.

Fort Hays State University Hays KS (0)

The 2005 Comprehensive Assessment Report and Strategic Plan prepared by the University Assessment Committee at Fort Hays reports on the current state of university-wide assessment including college and departmental level initiatives. It also builds a strategic plan for university-wide assessment to guide decision making and resource allocation.

Fort Hays State University Hays KS (0)

Fort Hays compared their students' responses to NSSE survey questions on diversity and critical thinking to those of students at peer institutions. In FHSU's "The ESOL Multicultural Newsletter," a faculty member suggests ways that the University can increase cultural diversity and offer more learning opportunities that engage students in examining their ideas and opinions.

George Mason University Fairfax VA (0)

Student faculty interaction focus

George Mason wanted to improve their scores in relation to their peers on faculty/student interaction. The Provost agreed to provide funds to encourage academic units to hold various kinds of student/faculty get-togethers. The first to volunteer was the Psychology Department. They planned an afternoon social which was set up in the hallway of their classroom building so that students would not feel intimidated about stopping and talking with faculty. Two staff members from the office of Institutional Assessment attended and conducted brief interviews with student participants to evaluate their reactions to the event. Although the number of students participating was small, those who did were quite happy to have this opportunity to interact with faculty. Several students talked to an advisor who was in attendance and scheduled follow-up meetings. As a result of this activity, the VP for University Life is taking over the responsibility for planning such department-related events this coming academic year.

Illinois State University Normal IL (0)

NSSE data triangulated with IDEA

Illinois State is investigating adopting the Individual Development and Educational Assessment [IDEA] student rating system campus-wide. Currently there are a multitude of faculty evaluation processes being utilized among the various departments/schools. There have been early discussions regarding whether NSSE items/data could be linked to the IDEA as a part of the additional questions section.

Illinois State University Normal IL (0)

NSSE data were used extensively by the FYE taskforce as part of the Dimensions of the Foundations of Excellence project. Future use of NSSE data will be determined by the newly formed FYE Council as they begin to establish goals/outcomes for the FYE at Illinois State and ways to evaluate them.

Illinois State University Normal IL (0)

Illinois State primarily used NSSE data for a NCA self study in 2005. Specifically, NSSE data were quite valuable in developing the goals for the special emphasis, "Partnerships for Student Learning".

Illinois State University Normal IL (0)

Portions of the NSSE data have been identified as baseline information for the development of goals for the American Democracy Project for the 2005-06 academic year and beyond. The data will also serve as a means to assess goals/outcomes as the program develops.

Iowa State University Ames IA (0)

linking learning community participation with engagement

The Iowa State Research Institute for Studies in Education (RISE) conducted an analysis of NSSE data which examined whether participation in a learning community at Iowa State is linked with student engagement, gains in educational outcomes, and overall student satisfaction. These reports have been shared with the Deans and Associate Deans of the colleges. The results have also been presented at the annual Iowa State Learning Community Institute and shared at national presentations on the Iowa State Learning Community program.

Iowa State University Ames IA (0)

NSSE for meeting goals, strategic planning, accountability to governing board

Iowa State has established several performance indicators to gauge progress in its Strategic Plan (2005-2010). Five of the indicators are NSSE benchmark results: (1) level of academic challenge, (2) active collaborative learning, (3) student-faculty interactions, (4) enriching educational experiences, and (5) supportive campus. For each benchmark, a goal (in the form of a score) has been established, taking into account the trends in the university's performance, the national norms, and peer-university benchmarks. Performance in a given benchmark is to be gauged annually against the established goal. Such use of NSSE results also serves to partially meet the university's accountability obligations to its governing board.

Iowa State University Ames IA (0)

In conjunction with the Vice Provost for Undergraduate Programs and the Center for Excellence in Learning and Teaching, the Iowa State University Research Institute for Studies in Education (RISE) conducted a longitudinal analysis of NSSE data in 2004 in support of institutional efforts to prepare its self-study related to accreditation.

Iowa State University Ames IA (0)

Iowa State University has participated in the NSSE survey since 2000 and uses the results in several ways. First, a summary of the results comparing Iowa State with the national norms and peer-university benchmarks is prepared annually by the Office of Institutional Research and presented at a President's Council meeting. The summary report is posted at the Office of the President's Web site following the presentation.

Iowa State University Ames IA (0)

faculty development and workshops using NSSE results

The Center for Excellence in Learning and Teaching (CELT) at Iowa State has sponsored campus-wide Faculty Forums which provided discussion about ways to enhance learning related to NSSE results, benchmarks, and student engagement. The benchmarks are also shared at the annual University Teaching Seminar, new faculty orientation, and at CELT workshops throughout the year.

Minnesota State University Moorhead Moorhead MN (0)

Minnesota State Colleges and Universities (MnSCU) system convened member campuses for a two-day working conference to build upon efforts to promote promising practices for student success—practices aligned with the chancellor's priorities to dramatically increase student retention, successful transfer, and completion of degrees. Sessions addressed high-impact practices (learning communities, service-learning, first-year seminars, and undergraduate research) for both state university and two-year college student success. The goal of the conference was to use data, including results from NSSE and the Community College Survey of Student Engagement (CCSSE), to inform the design of such practices, with particular emphasis on first-year experience courses, supplemental instruction, and accelerated developmental education. Each MnSCU campus team—composed of chief academic officers, faculty, student affairs staff, equity officers, deans, and directors of academic support—developed their institution's plan to scale-up promising practices and to set target measures for increasing student success outcomes. As a result of these conversations, best practices in student success are being fostered across MnSCU campuses including: co-requisite, accelerated, and modularized models of developmental education; Statways and Quantways efforts (Carnegie Foundation for the Advancement of Teaching curriculum development initiatives to increase student success in mathematics); and expanded supplemental instruction, learning communities, and first-year experience programs. In the next year, MnSCU will launch a faculty-driven process to determine shared learner outcomes for developmental education and, through partnerships with secondary schools and adult basic education programs, will create a series of targeted interventions to cultivate college readiness and foster success.

Pace University New York NY (0)

Pace University has participated annually in NSSE since 2002. Results have been shared extensively with the Board of Trustees, Presidents' Council, and senior administrative councils. The Provost's office has placed special emphasis on sharing results with faculty and the entire university community. NSSE results have not only been shared but have been acted on and incorporated into various institutional assessments. Very early on, the Office of Planning, Assessment and Institutional Research along with the University Assessment Committee teamed up with the Pforzheimer Center for Faculty Development and the Center for Teaching, Learning and Technology to present Faculty Development Days to review NSSE results. The programs prompted discussion among faculty concerning NSSE Benchmarks of Effective Educational Practice such as Academic Challenge, Active and Collaborative Learning, and Student-Faculty Interaction. Best practices were also shared.

Southern New Hampshire University Manchester NH (0)

Inquiry Scholars Add Value at Southern New Hampshire University

At the Southern New Hampshire University (SNHU) University College campus, NSSE results and questions that arise from these results serve as the content of a one-credit School of Education course called "Inquiry Scholars." Each semester, the students taking this course are asked to take up an authentic problem related to improving student learning that can be illuminated with data from their campus. Following an inquiry-based process, the Inquiry Scholars gain experience formulating and refining research questions, designing research studies, collecting and analyzing data, and communicating results. The stated outcomes for this course utilize language from the Association of American Colleges and Universities (AAC&U) VALUE Rubrics for Inquiry and Analysis, Information Literacy, and Teamwork.

After the administration of NSSE 2017 at SNHU, eight Inquiry Scholars classmates analyzed their institution's results in several projects related to improving student engagement. The first project they completed was an analysis of the open-ended NSSE item, "What one change would you most like to see implemented that would improve the educational experience at this institution, and what one thing should not be changed?" The Inquiry Scholars literally put each comment from the 270 respondents who answered this question on a strip of paper and sorted them all into thematic affinity groups. They analyzed the results by gender and by year and then shared their findings with more than 150 faculty and staff members. Faculty, in turn, were asked to answer the same prompt during this event, and the Inquiry Scholars analyzed the faculty's results as well.

Another project using NSSE data undertaken by the Inquiry Scholars centered on the larger body of NSSE results. From their reading of SNHU's Snapshot report and the reports on Engagement Indicators and High-Impact Practices, the Inquiry Scholars generated and prioritized questions for further study. They applied to their campus Institutional Review Board (IRB) to run student focus groups for the project and, with IRB approval, worked in teams of two conducting focus groups of eight to ten students to learn more about the student engagement experience. From these focus groups, once again, the Inquiry Scholars generated common themes and shared their findings with university stakeholders including academic affairs staff, deans, and faculty leaders.

SUNY College at Plattsburgh Plattsburgh NY (0)

From analysis of NSSE data and other indicators, such as the SUNY Student Opinion Survey, SUNY Plattsburgh created a new Office for First-Year Programs. The University has also created a new residential living-learning program for first-year students that encompasses about 25 percent of the first-year class and has begun new retention efforts aimed at students identified as at-risk. 

Texas State University San Marcos TX (0)

Faculty Development

To encourage faculty members to reflect on and use the data, a growing number of schools are adapting the NSSE survey, with NSSE's permission, for use with faculty members to help differentiate faculty expectations from student perceptions.

Truman State University Kirksville MO (0)

Truman State asked all disciplines this year to include, as part of their annual Discipline Action Plans, teaching method/learning strategy inventories to be filled out by individual faculty members. Disciplines were also asked to discuss and summarize how their programs are incorporating the pedagogies of service learning, study abroad, and internships. Each discipline is asked to follow-up on how its teaching methods promote student learning in its Five-year Program Review, a process that encourages reflection, self-assessment, and planning for improvement among faculty members. This information allows Truman State to provide assistance to faculty in the forms of workshops, fellowships, and speakers and facilitates the integration of pedagogies designed to promote student learning. The Center for Teaching and Learning has provided focused programs to help address some of these issues.

Truman State University Kirksville MO (0)

Truman State developed a General Education Matrix to map State-Level Goals to Truman's institutional competencies, supporting courses and associated assessment instruments to measure performance.

Truman State University Kirksville MO (0)

new strategic plan based on student learning, how it is produced

Truman State is preparing to draft a new University Master Plan, using NSSE data to answer important questions. At the annual Master Plan and Assessment Workshop in July 2005, the Vice President organized his presentation around the questions posed by George Kuh, Director of NSSE, in his recent Change magazine article, "Never Let It Rest." In answer to the question, "Are we allocating resources in ways that produce student learning?" he used NSSE data, along with other University-wide assessment data, to examine how learning is produced at Truman. Specifically, he presented data from the NSSE regarding the extent to which coursework emphasizes memorizing facts that are repeated in pretty much the same form. The workshop then examined items related to the powerful pedagogies of internship experiences and community service as part of coursework. In addition to studying performance in these areas, Truman State compared themselves to other members of the Council of Public Liberal Arts and Sciences Colleges and benchmarked their scores against this national group of similar institutions.

University of Central Missouri Warrensburg MO (0)

Used NSSE as part of data pack - planing and evaluation

Beginning with the 2005 academic year, all departments at Central Missouri State University received a data pack that included information on departmental programs assessed in a number of key areas (e.g., student quality and faculty productivity). NSSE data comprised part of the data pack. The University will establish standards of performance for the various measures in the data pack and a program "report card" will be produced. Each department's progress towards attainment of the standards will be evaluated and reviewed annually by deans and the provost. The results, along with other information in the departmental annual report, will guide action planning and resource reallocation. The information will allow departments to identify areas of strength and weakness and provide the information needed to continuously improve programs. The same strategy will be used for the student support services areas. The Student Life division of CMSU's Student Affairs Office has been using CIRP, YFCY and NSSE data to guide department programming and program evaluation for the past three years. 

University of Central Missouri Warrensburg MO (0)

The same strategy will be used for the student support services areas. The Student Life division of CMSU's Student Affairs Office has been using CIRP, YFCY and NSSE data to guide department programming and program evaluation for the past three years. The Student Life division collects information related to the quality of residence halls, student programs and other student services they provide. 

University of Central Oklahoma Edmond OK (0)

UCO's National Survey of Student Engagement Action Team was comprised of representatives from a variety of administrative areas and from the five undergraduate colleges. Using a Pareto approach to identify areas of concern, the Team then worked through cause and effect diagrams to uncover areas of concern and determine five root causes.

University of Nebraska at Kearney Kearney NE (0)

NSSE data has been disseminated to faculty on campus through a variety of different efforts. These have included a panel discussion of the 2003 results in January of 2004. The results of the 2004 (and comparisons to 2002 and 2003) have been shared in an electronic newsletter on assessment and as part of a panel discussion in February 2005. Copies of the UNK results have been distributed to members of the Faculty Senate and various faculty councils (General Studies Council, First Year Program Advisory Council, Academic Affairs, Council for Undergraduate Education, UNK Assessment Committee, Dean's Council) for the primary purposes of promoting awareness of the survey and stimulating discussion about student engagement.

University of Nebraska at Kearney Kearney NE (0)

The University of Nebraska at Kearney General Studies Council has identified a number of NSSE items that will serve as indicators for the general objectives of the General Studies Program. These items have been incorporated into the Council's General Studies Assessment Plan as indirect measures of student engagement. The items were found to be a particularly good fit for their program because freshmen are typically enrolled exclusively in General Studies Program courses during their freshmen year. Thus, most of their initial academic and campus activities have strong links to the General Studies Program. The results for the three baseline years are currently being analyzed. Recommendations regarding faculty development and related General Studies Program initiatives will be derived from these analyses.

University of Nebraska at Kearney Kearney NE (0)

The Office of Sponsored Programs at UNK is responsible for promoting student research. It adopted the NSSE item that specifically referred to student engagement in out-of-class research activities as a benchmark for measuring student engagement. The office has noted a positive trend of increasing engagement between 2002 and 2004 which is due to increased research opportunities as well as greater promotion of student research activities.

University of Nevada, Reno Reno NV (0)

The University of Nevada Reno was able to use NSSE data pertaining to general education in combination with similar items on in-house alumni and employer surveys to triangulate, and subsequently, corroborate subjective assessment of the Core Curriculum.

University of Wisconsin--Madison Madison WI (0)

Accountability

Governing boards, state oversight agencies, and university systems also see value in student engagement data. "The NSSE survey has been valuable at the System level for accountability purposes, allowing us to provide national benchmarks along with system data," said Frank Goldberg, Associate Vice President for Policy Analysis and Research, University of Wisconsin System.

University of Wisconsin-Stevens Point Stevens Point WI (0)

campus-wide mapping of student success activities along benchmark items

In the spring of 2005, the Student Success Advisory Committee at University of Wisconsin - Stevens Point requested a "map of student success activities" on campus. Interviews were carried out with academic department chairs and student affairs units to uncover what activities they are engaged in to bolster student success. Interviews were organized around five benchmark items from the NSSE survey. This was done to learn what types of specific activities departments and units do that might affect NSSE responses and to gauge awareness of NSSE items by campus faculty and staff. It became clear that: 1) there was a need to describe activities more accurately to students. UWSP has activities related to the benchmark items that students may not identify or recognize on the survey, and 2) UWSP needed to raise awareness among the academic departments of the use, meaning, and validity of NSSE as a measure of student learning. Departments are doing many creative things to engage and challenge students. Using NSSE will help UWSP to work with departments to understand and communicate what contributes to student success.

Western Michigan University Kalamazoo MI (0)

Western Michigan University used 2002 and 2003 NSSE results to increase awareness of the definition and scope of student engagement through reports and presentations to the academic community. These results served as a call for the development of a first-year experience program. In 2004-2005, the provost/vice president for academic affairs and the vice president for student affairs and their staffs - with support of the president - planned and launched a fall 2005 program for entering freshmen. The provost also created and filled a new position, vice provost for enrollment management, with responsibility for several units which previously had not reported to a position focused on enrollment management.

Western Michigan University Kalamazoo MI (0)

comprehensive FYE program developed using NSSE data

With the theme, "Start Right - Finish Strong," the First-year Experience (FYE) for new, first-time students at WMU is designed to strengthen students' academic performances during the first critical year of their enrollment and to help them transition into college life and campus living. FYE began with 30 sections of 22 students. Sections are led by a volunteer faculty facilitator and assisted by an upper-division student mentor. Sections meet weekly in the residence hall and work together on topics related to improving academic skills, gaining an appreciation for the University's general education curriculum, and understanding the value of diversity in their lives. Students in each section attend several outside activities and document their reactions in a written report. In the fall of 2005 students attended a campus play, and participated in activities focused on the seriousness of plagiarism and the relationship between health and academic success. Faculty and administrators assess the program and make adjustments as necessary. WMU's goal over the next two years is to enroll every new, first time student in FYE, because the University believes that if students start right, they will finish strong.

Winthrop University Rock Hill SC (0)

Winthrop University integrated the Discussions with Diverse Others Engagement Indicator into its strategic plan. Using its NSSE 2014 results as a baseline, Winthrop established a target for 2014. Given its NSSE participation pattern, the university will be able to track progress toward this goal every two years and determine needs for further interventions to ensure success.

Youngstown State University Youngstown OH (0)

Youngstown State University held "NSSE Data Conversations" for faculty and including one on diverse interactions and experiences where results were presented from three Engagement Indicators (Reflective & Integrative Learning, Discussions with Diverse Others, and Supportive Environment), the Global Learning Topical Module, and several Perceived Gains items. Discussions followed that probed how these findings related to Youngstown's mission and core values, and that generated recommendations to improve practice—including stronger support for faculty of color who mentor students of color and funding for faculty and staff to facilitate diverse perspectives projects.