• Skip to Content
  • Skip to Main Navigation
  • Skip to Search

NSSE logo

NSSENSSENSSE

Open Search
  • NSSE
    • About NSSE
      • Conceptual Framework
      • Positions and Policies
      • Advisors
      • Partners
      • Employment
    • Survey Instruments
      • Topical Modules
      • Engagement Indicators
      • High-Impact Practices
    • Registration Details
      • Pricing
      • Campus Contacts
      • Administration Checklist
    • Administering NSSE
      • Population File
      • Customizing NSSE
      • Recruitment Method
        • Folder Name
      • Encouraging Participation
      • Terms of Participation
      • Accessibility
      • Data Security
    • Reports & Data
      • NSSE Administration Overview
      • Data Files
      • Sample Report
      • Institutional Report Guide
      • Report Builder
      • Data Summaries & Interactive Displays
    • Working with NSSE Data
      • Data Codebooks
      • Syntax
    • Psychometric Portfolio
      • Response Rates
    • NSSE Shorts (New)
      • Pricing and Registration
      • Administration Instructions
      • Item Sets
      • Reports & Data
      • Dashboard LogIn
  • FSSE
    • FSSE Portal Log-in
    • NEW Customizable Pathways
    • About FSSE
    • Survey Instruments
      • Content Modules
      • FSSE Scales
      • Disciplinary Areas
      • Consortium Questions
      • FSSE Classic (Pre 2026)
        • Main Survey
        • Topical Modules
    • Registration & Pricing
    • Administering FSSE
      • Administration Overview
      • Confidentiality
      • Customization
        • Preparing for Message Delivery
        • Population File Instructions
      • Data Security
      • IRB Protocol
        • Informed Consent
      • Locating Your Data & Results
      • Sample Reports
        • Administration Summary
        • FSSE Respondent Profile
        • FSSE Topical Module Report
        • FSSE Disciplinary Area Report
        • FSSE-NSSE Combined Report
        • FSSE Frequency Report
        • FSSE Snapshot Report
      • Terms of Participation
    • Findings, Data, & Reports
      • FSSE Overview
      • Content Summaries
      • Data Visualizations
      • Data Use Examples
    • Working with FSSE data
      • Using FSSE Data
      • Analysis Resources
      • Data User's Guide
    • Psychometric Portfolio
  • BCSSE
    • About BCSSE
    • BCSSE Survey
      • BCSSE Scales
    • Fall Check-In
    • Registration & Pricing
    • Administering BCSSE
      • Administration Protocol and Procedures
      • BCSSE Contacts
      • Demonstration Dashboard Portal
      • IRB and Participation Agreement
      • Data Security and Accessibility
    • Reports & Data
      • BCSSE Overview
      • Accessing BCSSE Data
      • Summary Tables
    • Working with BCSSE data
      • Additional Resources
    • Dashboard Log-in
  • Support & Resources
    • For Participating Institutions
      • How Institutions Use Their Data
        • Lessons from the Field
          • Institution Examples
        • NSSE Data Use in Brief
        • Search for examples
        • Displaying Results
        • Data Use Teams
      • Data & Results Guides
        • Student Success Mapping
        • Tips for More Inclusive Data Sharing and Analysis
        • Data User's Guide: Sense of Belonging
        • Accreditation Toolkits
        • Sharing and Disseminating NSSE Results
        • NSSE Data User’s Guide
        • Campuswide Mapping
        • Contextualizing NSSE Effect Sizes
        • Custom Analysis
      • Workshops and Webinars
    • For Partnerships
      • Special Projects
    • For Students & Parents
      • Pocket Guide
        • English
        • Spanish
    • For All Audiences
  • Research
    • Annual Results
      • Annual Results 2023
        • Special Report 1
        • Special Report 2
      • Annual Results 2022
        • 1. Rebounding Engagement
        • 2. Digging Deeper Into HIP Quality
        • 3. Hot Topics in Higher Ed
      • Past Annual Results
    • Publications & Presentations
      • Foundational Publications
      • Featured Publications
      • Recent Presentations
      • Lessons from the Field
      • DEEP Practice Briefs
      • Search
    • NSSE Essentials
    • NSSE Sightings (blog)
      • Search Posts
  • Institution Login
  • BLOG
  • Contact Us

Our Research: Projects,
Publications, and More

  • Home
  • NSSE
    • About NSSE
    • Survey Instruments
    • Registration Details
    • Administering NSSE
    • Reports & Data
    • Working with NSSE Data
    • Psychometric Portfolio
    • NSSE Shorts (New)
  • FSSE
    • FSSE Portal Log-in
    • NEW Customizable Pathways
    • About FSSE
    • Survey Instruments
    • Registration & Pricing
    • Administering FSSE
    • Findings, Data, & Reports
    • Working with FSSE data
    • Psychometric Portfolio
  • BCSSE
    • About BCSSE
    • BCSSE Survey
    • Fall Check-In
    • Registration & Pricing
    • Administering BCSSE
    • Reports & Data
    • Working with BCSSE data
    • Dashboard Log-in
  • Support & Resources
    • For Participating Institutions
    • For Partnerships
    • For Students & Parents
    • For All Audiences
  • Research
    • Annual Results
    • Publications & Presentations
    • NSSE Essentials
    • NSSE Sightings (blog)
  • Search
  • Institution Login
  • BLOG
  • Contact Us
  • Home
  • Research
  • NSSE Sightings (blog)

Realistic Expectations for Student-Faculty Interaction Important for Incoming Students

Jim Cole

Monday, January 08, 2018

Most entering first-year students expect frequent interactions with faculty related to coursework, career plans, and other activities and, when those expectations are met, they are more likely to stay in school and succeed (Pleitz, McDougall, Terry, Buckley, & Campbell, 2015). Using data from 141 institutions that participated in both the Beginning College Survey of Student Engagement (BCSSE) and NSSE, we investigated the relationship between entering first-year students' expectations and their actual engagement near the end of the academic year. BCSSE data, including expected SFI during the first year, were collected prior to or at the start of the fall term. NSSE data, including actual SFI during the first year, were collected over several months during the following spring

Based on the results, we conclude that having realistic expectations for student-faculty interaction is important and that the knowledge of entering students' expectations should inform orientation programs and other resources directed toward improving the first-year experience.

See more details on this story and more findings from the 2017 administration of NSSE here.

Annual Results--Director's Cut!

Not everything can be included in a publication as brief as the NSSE Annual Results. Here are some findings that didn't make the final cut!

  • On average, the expectations for hours studying per week for new first year students were fairly similar (about 17 hrs per week). However, near the end of the first year, students who "definitely" would attend the same institution studied about 2.7 hours more than their peers who indicated they definitely would not attend the same institution (15.9 vs 13.2, respectively).
  • Also, new first-year students who did not expect (or were unsure) to graduate from their current institution were much more likely near the end fo their first year to definitely not attend the same institution compare to their peers would definitely would attend same institution (22% vs 3%).

Tweet
  • Annual Results
  • Publications & Presentations
  • NSSE Essentials
  • NSSE Sightings (blog)
    • Search Posts

Evidence-Based Improvement in Higher Education resources and social media channels

  • Twitter
  • LinkedIn
  • Facebook
  • Instagram
  • YouTube

RELATED SITES

  • Center for Postsecondary Research
  • Indiana University Bloomington School of Education

Evidence-Based Improvement in Higher Education

Center for Postsecondary Research
Indiana University School of Education
201 N. Rose Avenue
Bloomington, IN 47405-1006
Phone: 812.856.5824
Contact Us


NSSE, FSSE, BCSSE, and the column logo are registered with the U.S. Patent and Trademark Office.
Accessibility | Privacy Notice | Copyright © 2021 The Trustees of Indiana University

Center for Postsecondary Research | Indiana University Bloomington School of Education