Accreditation Toolkits

Mapping NSSE Items to Accreditation Standards and Criteria

A key resource in the NSSE Accreditation Toolkits is the accreditation body specific discussion of requirements and updates and the tables mapping NSSE items to standards and criteria. 

A successful accreditation plan is authentic to each institution. An important step in developing any accreditation plan, however, is identifying the existing evaluation practices and the evidence from them that can be linked to accreditation standards, commitments, and/or criteria. To assist with this connection, a team of NSSE staff members reviewed accreditation standards for each accreditation organization and mapped NSSE survey items to those standards that we thought closely corresponded. Our hope is that this alignment encourages institutions to consider various ways to integrate NSSE data into accreditation processes, beyond simply mentioning NSSE as an element in its systematic assessment activities. NSSE updates materials to correspond with revised accreditation standards. 

View NSSE item maps to accreditation standards by opening specific accreditation body documents:

Mapping NSSE Items to Higher Learning Commission (HLC) Criteria

A successful accreditation plan is authentic to each institution. An important step in developing any accreditation plan, however, is identifying the existing evaluation practices and the evidence from them that can be linked to accreditation standards, commitments, and/or criteria.

A team of NSSE staff members reviewed accreditation standards for each accreditation organization and mapped NSSE survey items to those standards that we thought closely corresponded. Our hope is that this alignment encourages institutions to consider various ways to integrate NSSE data into accreditation processes, beyond simply mentioning NSSE as an element in its systematic assessment activities.

This toolkit, including the table on pages 6 and 7, “NSSE 2022-23 Survey Items Mapped to HLC Criteria”, is not intended as a strict formula for relating NSSE results to accreditation standards but, rather, as a stimulus to think more broadly about how these data can provide evidence to support specific standards. NSSE data can be used as a guide when designing an assessment plan or, retroactively, when looking back to assess the impact of a new program or initiative. Looking forward, institutions can look at their NSSE results to think critically and shape the new program. Looking back, if an institution has participated in NSSE two or more times leading up to reaffirmation, it can also use NSSE data longitudinally to reflect on criteria. By looking across data from two or three NSSE administrations, institutions can reflect on quality and improvement initiatives and their impact over time on seniors, first-years, or subgroups (e.g., veterans, commuter students). NSSE findings can support and document a range of institutional improvement efforts but will be most meaningful when coupled with other student outcome measures for your campus.

NSSE and HLC Criteria

In February 2019, HLC‘s Board of Trustees adopted revisions to the Criteria for Accreditation that went into effect on September 1, 2020. The revisions include some reorganization of the Criteria‘s Core Components. HLC offers multiple accreditation pathways, each of which is defined by a distinct schedule and series of evaluative activities for its institutions. All pathways are framed around the Criteria for Accreditation as their evaluative basis. NSSE 2022-23 survey items have been aligned in this toolkit with the new Criteria for Accreditation.

Several of the criteria are particularly relevant to student engagement results and are well-represented in the mapping:

Criterion 1. Mission

NSSE results can help demonstrate and guide the institutions mission. Notably, Core Component 1.C. “The institution provides opportunities for civic engagement in a diverse, multicultural society and globally connected world, as appropriate within its mission and for the constituencies it serves” maps to NSSE Engagement Indicators including Reflective & Integrative Learning and Discussions with Diverse Others. 

Criterion 3. Teaching and Learning: Quality, Resources, and Support

Many NSSE items may offer data points as evidence that the institution provides quality education, wherever and however its offerings are delivered. Particularly Core Components 3.B, 3C and 3D.

Criterion 4. Teaching and Learning: Evaluation and Improvement

NSSE results are particularly appropriate to Criteria 4.B and 4.C., which focus on gathering, assessing, and evaluating data as evidence of learning to inform continuous improvement. Regular participation in NSSE is an important commitment to the practice of routine assessment and program review and action on findings and to build into processes for assessment in academic and co-curricular learning, and the examination of influences on retention and completion. 

Criteria for Accreditation in Effect

Criteria for Accreditation (2020 edition). This mapping reflects the latest revision of the Higher Learning Commission’s (HLC) Criteria for Accreditation., revised in February 2019, and adapted in September 2020.

NSSE Demographic Items, Consortium Questions, and Topical Modules

In addition to the survey items shown in the following table, the updated NSSE survey contains demographic items, Questions 20–39, that may be of value for examining practices by student subpopulation and for exploring the influence of institutional conditions and student characteristics such as on-campus residence and student status including first-generation, student-athlete, or veteran. Institutions participating in a consortium may also have results relevant to accreditation, including assessment of mission effectiveness.

New customization options on the updated survey include Topical Modules—short sets of questions on topics such as academic advising, writing, and technology use. Responses to these items may help with the assessment of particular practices and provide evidence of quality including, for example, quality of advising, student use of technology, perceptions of institutional support, and relationships between writing and learning. Additional modules will be added over time.

NSSE 2022-23 Survey Items Mapped to HLC Criteria

Item no.

Item wording

HLC Criteria

1.

During the current school year, about how often have you done the following?

 

a.

Asked questions or contributed to course discussions in other ways

3.B

b.

Asked another student to help you understand course materials

3.B.3

c.

Explained course material to one or more students

3.B.3

d.

Prepared for exams by discussing or working through course material with other students

3.B

e.

Worked with other students on course projects or assignments

3.B

f.

Gave a course presentation

3.B

2.

During the current school year, about how often have you done the following?

 

a.

Combined ideas from different courses when completing assignments

3.B

b.

Connected your learning to societal problems or issues

1.C, 3.B

c.

Included diverse perspectives (political, religious, racial/ethnic, gender, etc.) in course discussions or assignments

1.C, 3.B

d.

Examined the strengths and weaknesses of your own views on a topic or issue

1.C, 3.B

e.

Tried to better understand someone else’s views by imagining how an issue looks from his or her perspective

3.B

f.

Learned something that changed the way you understand an issue or concept

3.B; 2.B

g.

Connected ideas from your courses to your prior experiences and knowledge

3.B; 2.B

3.

During the current school year, about how often have you done the following?

 

a.

Talked about career plans with a faculty member

1.C, 3.C, 2.B,  3.D

b.

Worked with a faculty member on activities other than coursework (committees, student groups, etc.)

3.B, 3.C

c.

Discussed course topics, ideas, or concepts with a faculty member outside of class

3.B, 3.C

d.

Discussed your academic performance with a faculty member

3.C

4.

During the current school year, how much has your coursework emphasized the following?

 

a.

Memorizing course material

3.B

b.

Applying facts, theories, or methods to practical problems or new situations

3.B

c.

Analyzing an idea, experience, or line of reasoning in depth by examining its parts

3.B

d.

Evaluating a point of view, decision, or information source

3.B

e.

Forming a new idea or understanding from various pieces of information

3.B

5.

During the current school year, to what extent have your instructors done the following?

 

a.

Clearly explained course goals and requirements

3.C, 3.D

b.

Taught course sessions in an organized way

3.C, 3.D

c.

Used examples or illustrations to explain difficult points

3.C, 3.D

d.

Provided feedback on a draft or work in progress

2.E, 3.C

e.

Provided prompt and detailed feedback on tests or completed assignments

2.E, 3.C

f.

Explained in advance the criteria for successfully completing your assignments

3.C, 3.D

g.

Reviewed or summarized key ideas or concepts

3.C, 3.D

h.

Taught in a way that aligns with how you prefer to learn

3.C, 3.D

i.

Enabled you to demonstrate your learning through quizzes, assignments, and other activities

3.C, 3.D

6.

During the current school year, about how often have you done the following?

 

a.

Reached conclusions based on your own analysis of numerical information (numbers, graphs, statistics, etc.)

3.B

b.

Used numerical information to examine a real-world problem or issue (unemployment, climate change, public health, etc.)

3.B

c.

Evaluated what others have concluded from numerical information

3.B

7.

During the current school year, about how many papers, reports, or other writing tasks of the following length have you been assigned? (Include those not yet completed.)

 

a.

Up to 5 pages

3.B, 3.D

b.

Between 6 and 10 pages

3.B, 3.D

c.

11 pages or more

3.B, 3.D

8.

During the current school year, about how often have you had discussions with people from the following groups?

 

a.

People of a race or ethnicity other than your own

1.C, 3.B.3, 2.B

b.

People from an economic background other than your own

1.C, 3.B.3, 2.B

c.

People with religious beliefs other than your own

1.C, 3.B.3, 2.B

d.

People with political views other than your own

1.C, 3.B.3, 2.B

e.

People with a sexual orientation other than your own

1.C, 3.B.3, 2.B

f.

People from a country other than your own

1.C, 3.B.3, 2.B

9.

During the current school year, about how often have you done the following?

 

a.

Identified key information from reading assignments

3.B

b.

Reviewed your notes after class

3.B

c.

Summarized what you learned in class or from course materials

3.B

10.

During the current school year, to what extent have your courses challenged you to do your best work?

3.A, 3.B

11.

Which of the following have you done or do you plan to do before you graduate?

 

a.

Participate in an internship, co-op, field experience, student teaching, or clinical placement

2.B, 3.B, 4.C

b.

Hold a formal leadership role in a student organization or group

2.B

c.

Participate in a learning community or some other formal program where groups of students take two or more classes together

 

d.

Participate in a study abroad program

1.C,2.B, 3.B

e.

Work with a faculty member on a research project

2.B, 3.B

f.

Complete a culminating senior experience (capstone course, senior project or thesis, comprehensive exam, portfolio, etc.)

2.B, 3.B

12.

About how many of your courses at this institution have included a community-based project (service-learning)?

1.B, 3.D

13.

Indicate the quality of your interactions with the following people at your institution.

 

a.

Students

3.B

b.

Academic advisors

3.B, 3.D

c.

Faculty

3.B

d.

Student services staff (career services, student activities, housing, etc.)

3.B, 3.C

e.

Other administrative staff and offices (registrar, financial aid, etc.)

3.B, 3.C

14.

How much does your institution emphasize the following?

 

a.

Spending significant amounts of time studying and on academic work

3.B, 3.C

b.

Providing support to help students succeed academically

2.B, 3.B, 3.D

c.

Using learning support services (tutoring services, writing center, etc.)

2.B, 3.D

d.

Encouraging contact among students from different backgrounds (social, racial/ethnic, religious, etc.)

1.C, 3.B

e.

Providing opportunities to be involved socially

2.B

f.

Providing support for your overall well-being (recreation, health care, counseling, etc.)

2.B, 3.D

g.

Helping you manage your non-academic responsibilities (work, family, etc.)

 

h.

Attending campus activities and events (performing arts, athletic events, etc.)

2.B, 3.B

i.

Attending events that address important social, economic, or political issues

2.B

15.

To what extent do you agree or disagree with the following statements?

 

a.

I feel comfortable being myself at this institution.

1.C, 3.D

b.

I feel valued by this institution.

1.C, 3.D

c.

I feel like part of the community at this institution.

1.C, 3.D

16.

About how many hours do you spend in a typical 7-day week doing the following?

 

a.

Preparing for class (studying, reading, writing, doing homework or lab work, analyzing data, rehearsing, and other academic activities)

3.C, 3.D

b.

Participating in co-curricular activities (organizations, campus publications, student government, fraternity or sorority, intercollegiate or intramural sports, etc.)

3.C, 3.D

c.

Working for pay on campus

3.C, 3.D

d.

Working for pay off campus

 

e.

Doing community service or volunteer work

1.B, 2.B, 3.B

f.

Relaxing and socializing (time with friends, video games, TV or videos, keeping up with friends online, etc.)

 

g.

Providing care for dependents (children, parents, etc.)

 

h.

Commuting to campus (driving, walking, etc.)

 

17.

Of the time you spend preparing for class in a typical 7-day week, about how many hours are on assigned reading?

3.A, 3.B, 4.B, 4.C

18.

How much has your experience at this institution contributed to your knowledge, skills, and personal development in the following areas?

 

a.

Writing clearly and effectively

2.B, 3.B

b.

Speaking clearly and effectively

2.B, 3.B

c.

Thinking critically and analytically

2.B, 3.B

d.

Analyzing numerical and statistical information

2.B, 3.B

e.

Acquiring job- or work-related knowledge and skills

2.B, 3.B, 4.C

f.

Working effectively with others

2.B

g.

Developing or clarifying a personal code of values and ethics

 

h.

Understanding people of other backgrounds (economic, racial/ethnic, political, religious, nationality, etc.)

1.C, 2.B, 3.B

i.

Solving complex real-world problems

2.B, 3.B

j.

Being an informed and active citizen

2.B, 3.B

19.

How would you evaluate your entire educational experience at this institution?

1.B, 3.D

20.

If you could start over again, would you go to the same institution you are now attending?

 

Mapping NSSE Items to MSCHE Standards

A successful accreditation plan is authentic to each institution. An important step in developing any accreditation plan, however, is identifying the existing evaluation practices and the evidence from them that can be linked to accreditation standards, commitments, and/or criteria. This document offers guidelines for aligning NSSE survey items with regional accreditation standards.

A team of NSSE staff members reviewed accreditation standards for each accreditation organization and mapped NSSE survey items to those standards that we thought closely corresponded. Our hope is that this alignment encourages institutions to consider various ways to integrate NSSE data into accreditation processes, beyond simply mentioning NSSE as an element in its systematic assessment activities.

This toolkit, including the table on pages 6 and 7, “NSSE 2022-23 Survey Items Mapped to MSCHE Standards,” is not intended as a strict formula for relating NSSE results to accreditation standards but, rather, as a stimulus to think more broadly about how these data can provide evidence to support specific standards. NSSE findings can also be used to support and document institutional improvement efforts but will be most meaningful when coupled with other measures of student learning outcomes for your campus.

Specific Middle States Standards

The specific standards in Standards for Accreditation and Requirements of Affiliation (14th ed.) are necessarily interrelated. Institutions may find that NSSE results apply to the following accreditation standards:

Standard III. Design and Delivery of the Student Learning Experience

An institution provides students with learning experiences that are characterized by rigor and coherence at all program, certificate, and degree levels, regardless of instructional modality. All learning experiences, regardless of modality, program pace/schedule, level, and setting, are consistent with higher education expectations.

Standard IV. Support of the Student Experience

Across all educational experiences, settings, levels, and instructional modalities, the institution recruits and admits students whose interests, abilities, experiences, and goals are congruent with its mission and educational offerings. The institution commits to student retention, persistence, completion, and success through a coherent and effective support system sustained by qualified professionals, which enhances the quality of the learning environment, contributes to the educational experience, and fosters student success.

Standard V. Educational Effectiveness Assessment

Assessment of student learning and achievement demonstrates that the institution’s students have accomplished educational goals consistent with their program of study, degree level, the institution’s mission, and appropriate expectations for institutions of higher education.

Participation in NSSE and analysis of results provides fundamental evidence for Standard V and can be used as one of several institutional activities for “organized and systematic assessment” in Standards III and IV—in both of which assessment of the student experience and learning is a key element. Specifically, Standard III.8 points to “periodic assessment of the effectiveness of student learning experiences for all student populations.” NSSE results can also be used as indirect indicators of student learning and can be combined with direct measures toward “improving key indicators of student success.”

Standards in Effect 

Standards for Accreditation and Requirements of Affiliation (14th ed.), Middle States Commission on Higher Education.

NSSE 2022-23 Survey Items Mapped to MSCHE Standards

Item no.

Item wording

MSCHE Standards

1.

During the current school year, about how often have you done the following?

 

a.

Asked questions or contributed to course discussions in other ways

III.2a; III.5b

b.

Asked another student to help you understand course materials

III.2a; III.5b

c.

Explained course material to one or more students

III.2; III.4; III.5

d.

Prepared for exams by discussing or working through course material with other students

III.4; III.5a

e.

Worked with other students on course projects or assignments

III.5b

f.

Gave a course presentation

III.5b

2.

During the current school year, about how often have you done the following?

 

a.

Combined ideas from different courses when completing assignments

III.5a

b.

Connected your learning to societal problems or issues

III.5a

c.

Included diverse perspectives (political, religious, racial/ethnic, gender, etc.) in course discussions or assignments

I.3b; III.5a

d.

Examined the strengths and weaknesses of your own views on a topic or issue

III.5a

e.

Tried to better understand someone else’s views by imagining how an issue looks from his or her perspective

I.3b; III.5a

f.

Learned something that changed the way you understand an issue or concept

III.5a

g.

Connected ideas from your courses to your prior experiences and knowledge

III.5a

3.

During the current school year, about how often have you done the following?

 

a.

Talked about career plans with a faculty member

III.4; IV.1c

b.

Worked with a faculty member on activities other than coursework (committees, student groups, etc.)

III.4

c.

Discussed course topics, ideas, or concepts with a faculty member outside of class

III.5a

d.

Discussed your academic performance with a faculty member

IV.1c; III.4

4.

During the current school year, how much has your coursework emphasized the following?

 

a.

Memorizing course material

III.2a; III.5b

b.

Applying facts, theories, or methods to practical problems or new situations

III.2a; III.5b

c.

Analyzing an idea, experience, or line of reasoning in depth by examining its parts

III.2a; III.5b

d.

Evaluating a point of view, decision, or information source

III.2a; III.5b

e.

Forming a new idea or understanding from various pieces of information

III.2a; III.5b

5.

During the current school year, to what extent have your instructors done the following?

 

a.

Clearly explained course goals and requirements

III.2

b.

Taught course sessions in an organized way

III.2

c.

Used examples or illustrations to explain difficult points

III.2

d.

Provided feedback on a draft or work in progress

III.2

e.

Provided prompt and detailed feedback on tests or completed assignments

III.2

f.

Explained in advance the criteria for successfully completing your assignments

III.2

g.

Reviewed or summarized key ideas or concepts

III.2

h.

Taught in a way that aligns with how you prefer to learn

III.2

i.

Enabled you to demonstrate your learning through quizzes, assignments, and other activities

III.2

6.

During the current school year, about how often have you done the following?

 

a.

Reached conclusions based on your own analysis of numerical information (numbers, graphs, statistics, etc.)

III.5b

b.

Used numerical information to examine a real-world problem or issue (unemployment, climate change, public health, etc.)

III.5b

c.

Evaluated what others have concluded from numerical information

III.5b

7.

During the current school year, about how many papers, reports, or other writing tasks of the following length have you been assigned? (Include those not yet completed.)

 

a.

Up to 5 pages

III.2a; III.5b

b.

Between 6 and 10 pages

III.2a; III.5b

c.

11 pages or more

III.2a; III.5b

8.

During the current school year, about how often have you had discussions with people from the following groups?

 

a.

People of a race or ethnicity other than your own

I.3b; III.5b; II.2

b.

People from an economic background other than your own

I.3b; III.5b; II.2

c.

People with religious beliefs other than your own

I.3b; III.5b; II.2

d.

People with political views other than your own

I.3b; III.5b; II.2

e.

People with a sexual orientation other than your own

I.3b; III.5b; II.2

f.

People from a country other than your own

I.3b; III.5b; II.2

9.

During the current school year, about how often have you done the following?

 

a.

Identified key information from reading assignments

III.4; IV.1c

b.

Reviewed your notes after class

III.4; IV.1c

c.

Summarized what you learned in class or from course materials

III.4; IV.1c

10.

During the current school year, to what extent have your courses challenged you to do your best work?

 

11.

Which of the following have you done or do you plan to do before you graduate?

 

a.

Participate in an internship, co-op, field experience, student teaching, or clinical placement

III.4; IV.5

b.

Hold a formal leadership role in a student organization or group

IV.4

c.

Participate in a learning community or some other formal program where groups of students take two or more classes together

III.4; IV.4

d.

Participate in a study abroad program

III.4; IV.5

e.

Work with a faculty member on a research project

II.4

f.

Complete a culminating senior experience (capstone course, senior project or thesis, comprehensive exam, portfolio, etc.)

III.4; III.5a; III.5b

12.

About how many of your courses at this institution have included a community-based project (service-learning)?

III.4; III.5; IV.5; IV.4

13.

Indicate the quality of your interactions with the following people at your institution.

 

a.

Students

 

b.

Academic advisors

IV.1c; IV.1d; IV.2

c.

Faculty

 

d.

Student services staff (career services, student activities, housing, etc.)

IV.1c; IV.2; IV.4

e.

Other administrative staff and offices (registrar, financial aid, etc.)

IV.1a; IV.2; IV.3

14.

How much does your institution emphasize the following?

 

a.

Spending significant amounts of time studying and on academic work

III.4

b.

Providing support to help students succeed academically

III.4

c.

Using learning support services (tutoring services, writing center, etc.)

III.4; IV.1c,d; IV.4

d.

Encouraging contact among students from different backgrounds (social, racial/ethnic, religious, etc.)

I.3b; III.5

e.

Providing opportunities to be involved socially

IV.4

f.

Providing support for your overall well-being (recreation, health care, counseling, etc.)

IV.1c; IV.4

g.

Helping you manage your non-academic responsibilities (work, family, etc.)

 

h.

Attending campus activities and events (performing arts, athletic events, etc.)

IV.4

i.

Attending events that address important social, economic, or political issues

III.5a

15.

To what extent do you agree or disagree with the following statements?

 

a.

I feel comfortable being myself at this institution.

II.2

b.

I feel valued by this institution.

II.2

c.

I feel like part of the community at this institution.

II.2

16.

About how many hours do you spend in a typical 7-day week doing the following?

 

a.

Preparing for class (studying, reading, writing, doing homework or lab work, analyzing data, rehearsing, and other academic activities)

 

b.

Participating in co-curricular activities (organizations, campus publications, student government, fraternity or sorority, intercollegiate or intramural sports, etc.)

IV.4

c.

Working for pay on campus

 

d.

Working for pay off campus

 

e.

Doing community service or volunteer work

 

f.

Relaxing and socializing (time with friends, video games, TV or videos, keeping up with friends online, etc.)

 

g.

Providing care for dependents (children, parents, etc.)

 

h.

Commuting to campus (driving, walking, etc.)

 

17.

Of the time you spend preparing for class in a typical 7-day week, about how many hours are on assigned reading?

 

18.

How much has your experience at this institution contributed to your knowledge, skills, and personal development in the following areas?

 

a.

Writing clearly and effectively

III.5a,b; V.2a,b,c

b.

Speaking clearly and effectively

III.5a,b; V.2a,b,c

c.

Thinking critically and analytically

III.5a,b; V.2a,b,c

d.

Analyzing numerical and statistical information

III.5a,b; V.2a,b,c

e.

Acquiring job- or work-related knowledge and skills

III.5a,b; V.2a,b,c

f.

Working effectively with others

III.5a,b; V.2a,b,c

g.

Developing or clarifying a personal code of values and ethics

III.5a,b; V.2a,b,c

h.

Understanding people of other backgrounds (economic, racial/ethnic, political, religious, nationality, etc.)

I.3b; III.5a,b; V.2a,b,c

i.

Solving complex real-world problems

III.5a,b; V.2a,b,c

j.

Being an informed and active citizen

III.5a,b; V.2a,b,c

19.

How would you evaluate your entire educational experience at this institution?

IV; V

20.

If you could start over again, would you go to the same institution you are now attending?

IV; V

Mapping NSSE Items to NECHE Standards

A successful accreditation plan is authentic to each institution. An important step in developing
any accreditation plan, however, is identifying the existing evaluation practices and the evidence from them that can be linked to accreditation standards, commitments, and/or criteria. This document offers guidelines for aligning NSSE survey items with accreditation standards.

A team of NSSE staff members reviewed accreditation standards for each accreditation organization and mapped NSSE survey items to those standards that we thought closely corresponded. Our hope is that this alignment encourages institutions to consider various ways to integrate NSSE data into accreditation processes, beyond simply mentioning NSSE as an element in its systematic assessment activities.

This toolkit, including the table on pages 6 and 7, “NSSE 2022 Survey Items Mapped to NECHE Standards,” is not intended as a strict formula for relating NSSE results to accreditation standards but, rather, as a stimulus to think more broadly about how these data can provide evidence to support specific standards. NSSE findings can also be used to support and document institutional improvement efforts but will be most meaningful when coupled with other measures of student learning outcomes for your campus.

Specific NECHE Standards

Specific standards within NECHE nine dimensions of institutional quality are necessarily interrelated. In the updated NECHE Standards for Accreditation, which became effective July 1, 2016, many standards were consolidated. This includes the new standard eight titled Educational Effectiveness, which combines pieces of the former standards 2, 4, and 6. Institutions may find that NSSE results may be used to support many of the considerations detailed in the following three standards.

Standard 2. Planning and Evaluation

Participation in NSSE may provide evidence to support Standard 2 overall. NSSE results may align with Standards 2.6, 2.7, and 2.8, which pertain to evaluation and institutional effectiveness.

The institution undertakes planning and evaluation to accomplish and improve the achievement of its mission and purposes. It identifies its planning and evaluation priorities and pursues them effectively.

Standard 5. Students

Disaggregated NSSE data may address concerns about evaluating the success of specialized recruitment and services for students in Standard 5. NSSE data may also support assessment of institutional effectiveness in admitting and retaining students in Standard 5.6.

Consistent with its mission, the institution sets and achieves realistic goals to enroll students who are broadly representative of the population the institution wishes to serve. It endeavors to ensure the success of its students, offering the resources and services that provide them the opportunity to achieve the goals of their educational program as specified in institutional publications.

Standard 8. Educational Effectiveness

Student responses to NSSE items may offer data points as evidence to support assessment of student achievement on mission appropriate outcomes, in particular 8.1-8.10.

The institution demonstrates its effectiveness by ensuring satisfactory levels of student achievement on mission-appropriate student outcomes. Based on verifiable information, the institution understands what its students have gained as a result of their education and has useful evidence about the success of its recent graduates. This information is used for planning and improvement, resource allocation, and to inform the public about the institution.

Standards in Effect

Standards for Accreditation New England Commission of Higher Education (NECHE) adopted in 2020 effective January 1, 2021.  

NSSE 2022-23 Survey Items Mapped to NECHE Standards

Item no.

Item wording

NECHE Standards

1.

During the current school year, about how often have you done the following?

 

a.

Asked questions or contributed to course discussions in other ways

2.6-2.8, 6.5-6.7, 8.1-8.8

b.

Asked another student to help you understand course materials

2.6-2.8, 6.5-6.7, 8.1-8.8

c.

Explained course material to one or more students

2.6-2.8, 6.5-6.7, 8.1-8.8

d.

Prepared for exams by discussing or working through course material with other students

5.8

e.

Worked with other students on course projects or assignments

2.6-2.8, 6.5-6.7, 8.1-8.8

f.

Gave a course presentation

2.6-2.8, 6.5-6.7, 8.1-8.8

2.

During the current school year, about how often have you done the following?

 

a.

Combined ideas from different courses when completing assignments

2.6-2.8, 4.16, 6.5-6.7,8.1-8.8

b.

Connected your learning to societal problems or issues

2.6-2.8, 4.16, 5.17, 6.5-6.7, 8.1-8.8

c.

Included diverse perspectives (political, religious, racial/ethnic, gender, etc.) in course discussions or assignments

2.6-2.8, 4.16, 8.1-8.8

d.

Examined the strengths and weaknesses of your own views on a topic or issue

2.6-2.8, 4.16, 8.1-8.8

e.

Tried to better understand someone else’s views by imagining how an issue looks from his or her perspective

2.6-2.8, 4.16, 8.1-8.8

f.

Learned something that changed the way you understand an issue or concept

2.5-2.8, 4.16, 4.48-4.54

g.

Connected ideas from your courses to your prior experiences and knowledge

2.5-2.8, 4.16, 4.48-4.54

3.

During the current school year, about how often have you done the following?

 

a.

Talked about career plans with a faculty member

2.6-2.8, 5.8, 6.2, 6.19, 8.1-8.8

b.

Worked with a faculty member on activities other than coursework (committees, student groups, etc.)

2.6-2.8, 6.2, 8.1-8.8

c.

Discussed course topics, ideas, or concepts with a faculty member outside of class

2.6-2.8, 6.2, 6.19, 8.1-8.8

d.

Discussed your academic performance with a faculty member

2.6-2.8, 6.2, 6.19, 8.1-8.8

4.

During the current school year, how much has your coursework emphasized the following?

 

a.

Memorizing course material

2.6-2.8, 4.16, 6.17, 8.1-8.8

b.

Applying facts, theories, or methods to practical problems or new situations

2.6-2.8, 4.16, 6.17, 8.1-8.8

c.

Analyzing an idea, experience, or line of reasoning in depth by examining its parts

2.6-2.8, 4.16, 6.17, 8.1-8.8

d.

Evaluating a point of view, decision, or information source

2.6-2.8, 4.16, 6.17, 8.1-8.8

e.

Forming a new idea or understanding from various pieces of information

2.6-2.8, 4.16, 6.17, 8.1-8.8

5.

During the current school year, to what extent have your instructors done the following?

 

a.

Clearly explained course goals and requirements

6.15-6.18, 8.1-8.8

b.

Taught course sessions in an organized way

6.15-6.18, 8.1-8.8

c.

Used examples or illustrations to explain difficult points

6.15-6.18, 8.1-8.8

d.

Provided feedback on a draft or work in progress

2.6-2.8, 6.2, 6.19, 8.1-8.8

e.

Provided prompt and detailed feedback on tests or completed assignments

2.6-2.8, 6.2, 6.19, 8.1-8.8

f.

Explained in advance the criteria for successfully completing your assignments

2.6-2.8, 6.5-6.7, 8.1-8.8

g.

Reviewed or summarized key ideas or concepts

2.6-2.8, 4.16, 6.5-6.7, 8.1-8.8

h.

Taught in a way that aligns with how you prefer to learn

2.6-2.8, 4.16, 6.5-6.7, 8.1-8.8

i.

Enabled you to demonstrate your learning through quizzes, assignments, and other activities

2.6-2.8, 4.16, 6.5-6.7, 8.1-8.8

6.

During the current school year, about how often have you done the following?

 

a.

Reached conclusions based on your own analysis of numerical information (numbers, graphs, statistics, etc.)

2.6-2.8, 4.16, 8.1-8.8

b.

Used numerical information to examine a real-world problem or issue (unemployment, climate change, public health, etc.)

2.6-2.8, 4.16, 5.17, 8.1-8.8

c.

Evaluated what others have concluded from numerical information

2.6-2.8, 4.16, 8.1-8.8

7.

During the current school year, about how many papers, reports, or other writing tasks of the following length have you been assigned? (Include those not yet completed.)

 

a.

Up to 5 pages

2.6-2.8, 4.16, 8.1-8.8

b.

Between 6 and 10 pages

2.6-2.8, 4.16, 8.1-8.8

c.

11 pages or more

2.6-2.8, 4.16, 8.1-8.8

8.

During the current school year, about how often have you had discussions with people from the following groups?

 

a.

People of a race or ethnicity other than your own

2.6-2.8, 4.16, 8.1-8.8

b.

People from an economic background other than your own

2.6-2.8, 4.16, 8.1-8.8

c.

People with religious beliefs other than your own

2.6-2.8, 4.16, 8.1-8.8

d.

People with political views other than your own

2.6-2.8, 4.16, 8.1-8.8

e.

People with a sexual orientation other than your own

2.6-2.8, 4.16, 8.1-8.8

f.

People from a country other than your own

2.6-2.8, 4.16, 8.1-8.8

9.

During the current school year, about how often have you done the following?

 

a.

Identified key information from reading assignments

5.10

b.

Reviewed your notes after class

5.10

c.

Summarized what you learned in class or from course materials

5.10

10.

During the current school year, to what extent have your courses challenged you to do your best work?

2.6-2.8, 4.16, 8.1-8.8

11.

Which of the following have you done or do you plan to do before you graduate?

 

a.

Participate in an internship, co-op, field experience, student teaching, or clinical placement

2.6-2.8, 5.7, 8.4

b.

Hold a formal leadership role in a student organization or group

2.B

c.

Participate in a learning community or some other formal program where groups of students take two or more classes together

2.6-2.8, 5.7, 8.4

d.

Participate in a study abroad program

2.6-2.8, 5.7

e.

Work with a faculty member on a research project

2.6-2.8, 5.7, 8.4

f.

Complete a culminating senior experience (capstone course, senior project or thesis, comprehensive exam, portfolio, etc.)

2.6-2.8, 5.7, 8.4

12.

About how many of your courses at this institution have included a community-based project (service-learning)?

2.6-2.8, 8.4

13.

Indicate the quality of your interactions with the following people at your institution.

 

a.

Students

8.7

b.

Academic advisors

2.6-2.8, 6.2, 6.19

c.

Faculty

2.6-2.8, 6.2

d.

Student services staff (career services, student activities, housing, etc.)

8.7

e.

Other administrative staff and offices (registrar, financial aid, etc.)

8.7

14.

How much does your institution emphasize the following?

 

a.

Spending significant amounts of time studying and on academic work

2.6-2.8, 4.16, 8.1-8.8

b.

Providing support to help students succeed academically

2.6-2.8, 4.16, 5.6, 5.8, 5.10, 8.1-8.8

c.

Using learning support services (tutoring services, writing center, etc.)

5.10

d.

Encouraging contact among students from different backgrounds (social, racial/ethnic, religious, etc.)

2.6-2.8, 4.16, 8.1-8.8

e.

Providing opportunities to be involved socially

2.6-2.8, 5.8

f.

Providing support for your overall well-being (recreation, health care, counseling, etc.)

5.9

g.

Helping you manage your non-academic responsibilities (work, family, etc.)

2.6-2.8, 5.8

h.

Attending campus activities and events (performing arts, athletic events, etc.)

2.6-2.8, 5.8

i.

Attending events that address important social, economic, or political issues

2.6-2.8, 5.8

15.

To what extent do you agree or disagree with the following statements?

 

a.

I feel comfortable being myself at this institution.

5.12, 9.5

b.

I feel valued by this institution.

5.12, 9.5

c.

I feel like part of the community at this institution.

5.12, 9.5

16.

About how many hours do you spend in a typical 7-day week doing the following?

 

a.

Preparing for class (studying, reading, writing, doing homework or lab work, analyzing data, rehearsing, and other academic activities)

2.6-2.8, 4.16, 8.1-8.8

b.

Participating in co-curricular activities (organizations, campus publications, student government, fraternity or sorority, intercollegiate or intramural sports, etc.)

2.6-2.8, 4.16, 5.9, 5.11, 5.15, 5.17, 8.1-8.8

c.

Working for pay on campus

 

d.

Working for pay off campus

 

e.

Doing community service or volunteer work

2.6-2.8, 8.4

f.

Relaxing and socializing (time with friends, video games, TV or videos, keeping up with friends online, etc.)

 

g.

Providing care for dependents (children, parents, etc.)

 

h.

Commuting to campus (driving, walking, etc.)

 

17.

Of the time you spend preparing for class in a typical 7-day week, about how many hours are on assigned reading?

3.A, 3.B, 4.B, 4.C

18.

How much has your experience at this institution contributed to your knowledge, skills, and personal development in the following areas?

 

a.

Writing clearly and effectively

2.6-2.8, 4.16, 8.1-8.8

b.

Speaking clearly and effectively

2.6-2.8, 4.16, 8.1-8.8

c.

Thinking critically and analytically

2.6-2.8, 4.16, 8.1-8.8

d.

Analyzing numerical and statistical information

2.6-2.8, 4.16, 8.1-8.8

e.

Acquiring job- or work-related knowledge and skills

2.6-2.8, 4.16, 5.6, 8.1-8.8

f.

Working effectively with others

2.6-2.8, 4.16, 8.1-8.8

g.

Developing or clarifying a personal code of values and ethics

2.6-2.8, 4.16, 5.17, 8.1-8.8

h.

Understanding people of other backgrounds (economic, racial/ethnic, political, religious, nationality, etc.)

2.6-2.8, 4.16, 5.17, 8.1-8.8

i.

Solving complex real-world problems

2.6-2.8, 4.16, 5.17, 8.1-8.8

j.

Being an informed and active citizen

2.6-2.8, 4.16, 6.18, 8.1-8.8

19.

How would you evaluate your entire educational experience at this institution?

8

20.

If you could start over again, would you go to the same institution you are now attending?

8

Mapping NSSE Items to NWCCU Standards

A successful accreditation plan is authentic to each institution. An important step in developing any accreditation plan, however, is identifying the existing evaluation practices and the evidence from them that can be linked to accreditation standards, commitments, and/or criteria. This document offers guidelines for aligning NSSE survey items with regional accreditation standards.

A team of NSSE staff members reviewed accreditation standards for each accreditation organization and mapped NSSE survey items to those standards that we thought closely corresponded. Our hope is that this alignment encourages institutions to consider various ways to integrate NSSE data into accreditation processes, beyond simply mentioning NSSE as an element in its systematic assessment activities.

This toolkit, including the table on pages 6 and 7, “NSSE 2022-23 Survey Items Mapped to NWCCU Standards,” is not intended as a strict formula for relating NSSE results to accreditation standards but, rather, as a stimulus to think more broadly about how these data can provide evidence to support specific standards. NSSE findings can also be used to support and document institutional improvement efforts but will be most meaningful when coupled with other measures of student learning outcomes for your campus.

Specific NWCCU Standards

NWCCU completed a major revision of its Handbook of Accreditation 2020 Edition. Institutions may find that NSSE and particular items offer data points as evidence in support of multiple accreditation standards and NWCCU’s commitment to equity in student success and to ensuring institutions act with integrity, produce high-quality educational outcomes, and continuously improve.

Standard 1.B. Improving Institutional Effectiveness

Participation in NSSE may provide evidence that the institution “uses an ongoing and systematic evaluation and planning process to inform and refine its effectiveness…. Improve student learning and achievement” (Standard 1.B.1), to demonstrate improvement as expected in 1.B.3, and to monitor patterns and trends in 1.B.4.

Standard 1.C. Student Learning

Participation in the NSSE survey and analyses of institutional results may offer evidence of support for several elements under Standard 1.C that focuses on quality of learning, learning outcomes, academic support and the use of assessment results to inform planning.

Standard 1.D. Student Achievement

Participation in the NSSE survey and analyses of institutional results may offer evidence of support for several elements under Standard 1.D including providing information and advice to students, and to benchmark and disaggregate on indicators of student achievement.

Standard 2.G. Student Support Resources

NSSE results and analyses of institutional results may offer evidence of support for several elements under Standard 2.G that focuses on effective learning environments, equity, and services to support student learning and success.

Standards in Effect January 2020

Northwest Commission on Colleges and Universities NWCCU Standards for Accreditation (2020 edition). This mapping reflects the latest revision of the 2010 Northwest Commission on Colleges and Universities Standards for Accreditation revised in September 2020.

NSSE 2022-23 Survey Items Mapped to NWCCU Standards

Item no.

Item wording

NWCCU Standards 2020

1.

During the current school year, about how often have you done the following?

 

a.

Asked questions or contributed to course discussions in other ways

 

b.

Asked another student to help you understand course materials

2.G.1

c.

Explained course material to one or more students

2.G.1

d.

Prepared for exams by discussing or working through course material with other students

2.G.1

e.

Worked with other students on course projects or assignments

2.G.1

f.

Gave a course presentation

 

2.

During the current school year, about how often have you done the following?

 

a.

Combined ideas from different courses when completing assignments

1.C.1, 1.C.6

b.

Connected your learning to societal problems or issues

1.C.1, 1.C.6

c.

Included diverse perspectives (political, religious, racial/ethnic, gender, etc.) in course discussions or assignments

1.C.1, 1.C.6

d.

Examined the strengths and weaknesses of your own views on a topic or issue

 

e.

Tried to better understand someone else’s views by imagining how an issue looks from his or her perspective

1.C.6

f.

Learned something that changed the way you understand an issue or concept

1.C.1, 1.C.6

g.

Connected ideas from your courses to your prior experiences and knowledge

1.C.1, 1.C.6

3.

During the current school year, about how often have you done the following?

 

a.

Talked about career plans with a faculty member

1.C.5, 1.D.1

b.

Worked with a faculty member on activities other than coursework (committees, student groups, etc.)

 

c.

Discussed course topics, ideas, or concepts with a faculty member outside of class

 

d.

Discussed your academic performance with a faculty member

2.C.5, 2.D.3

4.

During the current school year, how much has your coursework emphasized the following?

 

a.

Memorizing course material

1.C.1

b.

Applying facts, theories, or methods to practical problems or new situations

1.C.1, 1.C.6

c.

Analyzing an idea, experience, or line of reasoning in depth by examining its parts

1.C.1, 1.C.6

d.

Evaluating a point of view, decision, or information source

1.C.1, 1.C.6

e.

Forming a new idea or understanding from various pieces of information

1.C.1, 1.C.6

5.

During the current school year, to what extent have your instructors done the following?

 

a.

Clearly explained course goals and requirements

1.C.5, 2.G.1

b.

Taught course sessions in an organized way

1.C.5, 2.G.1

c.

Used examples or illustrations to explain difficult points

1.C.5, 2.G.1

d.

Provided feedback on a draft or work in progress

1.C.5, 1.D.1,  2.G.1

e.

Provided prompt and detailed feedback on tests or completed assignments

1.C.5, 2.G.1

f.

Explained in advance the criteria for successfully completing your assignments

1.D.1, 1.C.5

g.

Reviewed or summarized key ideas or concepts

 

h.

Taught in a way that aligns with how you prefer to learn

1.C.7

i.

Enabled you to demonstrate your learning through quizzes, assignments, and other activities

1.C.6, 1.D.6

6.

During the current school year, about how often have you done the following?

 

a.

Reached conclusions based on your own analysis of numerical information (numbers, graphs, statistics, etc.)

1.C.1, 1.C.6

b.

Used numerical information to examine a real-world problem or issue (unemployment, climate change, public health, etc.)

1.C.1, 1.C.6

c.

Evaluated what others have concluded from numerical information

1.C.1, 1.C.6

7.

During the current school year, about how many papers, reports, or other writing tasks of the following length have you been assigned? (Include those not yet completed.)

 

a.

Up to 5 pages

1.C.1

b.

Between 6 and 10 pages

1.C.1

c.

11 pages or more

1.C.1

8.

During the current school year, about how often have you had discussions with people from the following groups?

 

a.

People of a race or ethnicity other than your own

1.C.6

b.

People from an economic background other than your own

1.C.6

c.

People with religious beliefs other than your own

1.C.6

d.

People with political views other than your own

1.C.6

e.

People with a sexual orientation other than your own

1.C.6

f.

People from a country other than your own

1.C.6

9.

During the current school year, about how often have you done the following?

 

a.

Identified key information from reading assignments

1.C.1, 1.C.6

b.

Reviewed your notes after class

 

c.

Summarized what you learned in class or from course materials

 

10.

During the current school year, to what extent have your courses challenged you to do your best work?

 

11.

Which of the following have you done or do you plan to do before you graduate?

 

a.

Participate in an internship, co-op, field experience, student teaching, or clinical placement

2.G.1

b.

Hold a formal leadership role in a student organization or group

2.G.1

c.

Participate in a learning community or some other formal program where groups of students take two or more classes together

2.G.1

d.

Participate in a study abroad program

2.G.1

e.

Work with a faculty member on a research project

2.G.1

f.

Complete a culminating senior experience (capstone course, senior project or thesis, comprehensive exam, portfolio, etc.)

2.G.1

12.

About how many of your courses at this institution have included a community-based project (service-learning)?

2.G.1

13.

Indicate the quality of your interactions with the following people at your institution.

 

a.

Students

 

b.

Academic advisors

1.D.1, 2.G.1, 2.G.6, 2.F.3, 2.F.4

c.

Faculty

1.D.1, 2.G.1, 2.G.6, 2.F.3, 2.F.4

d.

Student services staff (career services, student activities, housing, etc.)

1.D.1, 2.G.1, 2.G.6, 2.F.3, 2.F.4

e.

Other administrative staff and offices (registrar, financial aid, etc.)

1.D.1, 2.G.1, 2.G.4, 2.G.6, 2.F.3, 2.F.4

14.

How much does your institution emphasize the following?

 

a.

Spending significant amounts of time studying and on academic work

 

b.

Providing support to help students succeed academically

1.C.1, 1.D.1, 2.G.1, 2.G.6, 2.H.1

c.

Using learning support services (tutoring services, writing center, etc.)

1.C.1,  2.G.1,  2.H.1

d.

Encouraging contact among students from different backgrounds (social, racial/ethnic, religious, etc.)

1.C.6

e.

Providing opportunities to be involved socially

 

f.

Providing support for your overall well-being (recreation, health care, counseling, etc.)

2.G.1

g.

Helping you manage your non-academic responsibilities (work, family, etc.)

2.G.1

h.

Attending campus activities and events (performing arts, athletic events, etc.)

2.G.1

i.

Attending events that address important social, economic, or political issues

2.G.1

15.

To what extent do you agree or disagree with the following statements?

 

a.

I feel comfortable being myself at this institution.

1.D.2, 2.G.1

b.

I feel valued by this institution.

1.D.2, 2.G.1

c.

I feel like part of the community at this institution.

1.D.2, 2.G.1

16.

About how many hours do you spend in a typical 7-day week doing the following?

 

a.

Preparing for class (studying, reading, writing, doing homework or lab work, analyzing data, rehearsing, and other academic activities)

 

b.

Participating in co-curricular activities (organizations, campus publications, student government, fraternity or sorority, intercollegiate or intramural sports, etc.)

2.G.1

c.

Working for pay on campus

 

d.

Working for pay off campus

 

e.

Doing community service or volunteer work

 

f.

Relaxing and socializing (time with friends, video games, TV or videos, keeping up with friends online, etc.)

 

g.

Providing care for dependents (children, parents, etc.)

 

h.

Commuting to campus (driving, walking, etc.)

 

17.

Of the time you spend preparing for class in a typical 7-day week, about how many hours are on assigned reading?

 

18.

How much has your experience at this institution contributed to your knowledge, skills, and personal development in the following areas?

 

a.

Writing clearly and effectively

1.C.6, 2.G.1

b.

Speaking clearly and effectively

1.C.6, 2.G.1

c.

Thinking critically and analytically

1.C.6, 2.G.1

d.

Analyzing numerical and statistical information

1.C.6, 2.G.1

e.

Acquiring job- or work-related knowledge and skills

1.C.6, 2.G.1

f.

Working effectively with others

1.C.6, 2.G.1

g.

Developing or clarifying a personal code of values and ethics

1.C.6

h.

Understanding people of other backgrounds (economic, racial/ethnic, political, religious, nationality, etc.)

1.C.6

i.

Solving complex real-world problems

1.C.6, 2.G.1

j.

Being an informed and active citizen

1.C.6, 2.G.1

19.

How would you evaluate your entire educational experience at this institution?

1.B.4

20.

If you could start over again, would you go to the same institution you are now attending?

1.B.4

Mapping NSSE Items to SACSCOC

A successful accreditation plan is authentic to each institution. An important step in developing any accreditation plan, however, is identifying the existing evaluation practices and the evidence from them that can be linked to accreditation standards, commitments, and/or criteria. This document offers guidelines for aligning NSSE survey items with accreditation standards.

A team of NSSE staff members reviewed accreditation standards for each accreditation organization and mapped NSSE survey items to those standards that we thought closely corresponded. Our hope is that this alignment encourages institutions to consider various ways to integrate NSSE data into accreditation processes, beyond simply mentioning NSSE as an element in its systematic assessment activities.

This toolkit, including the table on pages 6 and 7, “NSSE 2022 Survey Items Mapped to SACSCOC Core Requirements (CRs) and Standards,” is not intended as a strict formula for relating NSSE results to accreditation standards but, rather, as a stimulus to think more broadly about how these data can provide evidence to support specific standards. NSSE findings can also be used to support and document institutional improvement efforts but will be most meaningful when coupled with other measures of student learning outcomes for your campus.

Specific Core Requirements (CRs) and Standards

SACS 7.1. Institutional Planning and Effectiveness: Institutional Planning

Institutions may consider using NSSE results as institution wide evidence to support the criteria under this core requirement: (a) focus on institutional quality and effectiveness; and (b) incorporate a systematic review of institutional goals and outcomes consistent with the institution’s mission.

SACS 7.2. Institutional Planning and Effectiveness: Quality Enhancement Plan (QEP)

NSSE results can be used by institutions for data-driven, evidence-based decision making and for focusing on a course of action for the QEP. As direct assessments, NSSE results support the first, third, and fifth criteria of the QEP strategy: (a) has a topic identified through its ongoing comprehensive planning and evaluation processes; (c) focuses on improving specific student learning outcomes and/or student success; and (e) includes a plan to assess achievement.

SACS 8.1. Student Achievement

NSSE results can be used to evaluate outcomes for student achievement, to document student success, and to meet expectations for publishing student achievement outcomes.

SACS 14.3. Transparency and Institutional Representation: Comprehensive Institutional Review

NSSE results can be used to assess and showcase the experiences of online, branch campus, and off-campus instructional sites through the identification and assessment of these learners based on students’ self-selection of their participation in online classes.

Standards in Effect January 1, 2018

The Principles of Accreditation: Foundations for Quality Enhancement (2018 edition). Southern Association of Colleges and Schools Commission on Colleges (SACSCOC). This mapping reflects the latest revision of the 2012 Principles of Accreditation: Foundations for Quality Enhancement, revised in December 2017, and adapted in January 2018.

NSSE 2022-23 Survey Items Mapped to SACSCOC Criteria

Item no.

Item wording

SACS CRs & Standards 

1.

During the current school year, about how often have you done the following?

 

a.

Asked questions or contributed to course discussions in other ways

8.2.a

b.

Asked another student to help you understand course materials

8.2.a

c.

Explained course material to one or more students

12.1

d.

Prepared for exams by discussing or working through course material with other students

8.2.a

e.

Worked with other students on course projects or assignments

8.2.a

f.

Gave a course presentation

8.2.a

2.

During the current school year, about how often have you done the following?

 

a.

Combined ideas from different courses when completing assignments

8.2.a

b.

Connected your learning to societal problems or issues

8.2.a

c.

Included diverse perspectives (political, religious, racial/ethnic, gender, etc.) in course discussions or assignments

8.2.a

d.

Examined the strengths and weaknesses of your own views on a topic or issue

8.2.a

e.

Tried to better understand someone else’s views by imagining how an issue looks from his or her perspective

8.2.a

f.

Learned something that changed the way you understand an issue or concept

8.2.a, 12.1

g.

Connected ideas from your courses to your prior experiences and knowledge

8.2.a, 12.1

3.

During the current school year, about how often have you done the following?

 

a.

Talked about career plans with a faculty member

8.2.a, 8.2.c, 10.4, 12.1

b.

Worked with a faculty member on activities other than coursework (committees, student groups, etc.)

9.1.b, 12.1

c.

Discussed course topics, ideas, or concepts with a faculty member outside of class

12.1

d.

Discussed your academic performance with a faculty member

8.2.a, 10.4

4.

During the current school year, how much has your coursework emphasized the following?

 

a.

Memorizing course material

8.2.a

b.

Applying facts, theories, or methods to practical problems or new situations

8.2.a

c.

Analyzing an idea, experience, or line of reasoning in depth by examining its parts

8.2.a

d.

Evaluating a point of view, decision, or information source

8.2.a

e.

Forming a new idea or understanding from various pieces of information

 

5.

During the current school year, to what extent have your instructors done the following?

8.2.a, 8.2.b

a.

Clearly explained course goals and requirements

8.2.a

b.

Taught course sessions in an organized way

8.2.a

c.

Used examples or illustrations to explain difficult points

8.2.a, 10.4

d.

Provided feedback on a draft or work in progress

8.2.a, 10.4

e.

Provided prompt and detailed feedback on tests or completed assignments

8.2.a, 10.4

f.

Explained in advance the criteria for successfully completing your assignments

8.2.a, 8.2.b

g.

Reviewed or summarized key ideas or concepts

8.2

h.

Taught in a way that aligns with how you prefer to learn

8.2

i.

Enabled you to demonstrate your learning through quizzes, assignments, and other activities

8.2.a, 9.1.b

6.

During the current school year, about how often have you done the following?

 

a.

Reached conclusions based on your own analysis of numerical information (numbers, graphs, statistics, etc.)

8.2.a

b.

Used numerical information to examine a real-world problem or issue (unemployment, climate change, public health, etc.)

8.2.a

c.

Evaluated what others have concluded from numerical information

8.2.a

7.

During the current school year, about how many papers, reports, or other writing tasks of the following length have you been assigned? (Include those not yet completed.)

 

a.

Up to 5 pages

8.2.a, 10.4

b.

Between 6 and 10 pages

8.2.a, 10.4

c.

11 pages or more

8.2.a, 10.4

8.

During the current school year, about how often have you had discussions with people from the following groups?

 

a.

People of a race or ethnicity other than your own

2.1

b.

People from an economic background other than your own

2.1

c.

People with religious beliefs other than your own

2.1

d.

People with political views other than your own

2.1

e.

People with a sexual orientation other than your own

2.1

f.

People from a country other than your own

2.1

9.

During the current school year, about how often have you done the following?

 

a.

Identified key information from reading assignments

8.2.a, 10.4

b.

Reviewed your notes after class

8.2.a, 10.4

c.

Summarized what you learned in class or from course materials

8.2.a, 10.4

10.

During the current school year, to what extent have your courses challenged you to do your best work?

 

11.

Which of the following have you done or do you plan to do before you graduate?

 

a.

Participate in an internship, co-op, field experience, student teaching, or clinical placement

12.1

b.

Hold a formal leadership role in a student organization or group

 

c.

Participate in a learning community or some other formal program where groups of students take two or more classes together

8.2.a, 12.1

d.

Participate in a study abroad program

8.2.a, 10.4,  12.1

e.

Work with a faculty member on a research project

8.2.a,  12.1

f.

Complete a culminating senior experience (capstone course, senior project or thesis, comprehensive exam, portfolio, etc.)

8.2.a, 12.1

12.

About how many of your courses at this institution have included a community-based project (service-learning)?

8.2.a, 9.1.b, 10.4, 12.1

13.

Indicate the quality of your interactions with the following people at your institution.

 

a.

Students

 

b.

Academic advisors

8.2.c 12.1

c.

Faculty

8.2.c

d.

Student services staff (career services, student activities, housing, etc.)

5.4, 7.3, 8.2.c, 12.1, 12.2

e.

Other administrative staff and offices (registrar, financial aid, etc.)

5.4, 7.3, 8.2.c, 12.1, 12.2

14.

How much does your institution emphasize the following?

 

a.

Spending significant amounts of time studying and on academic work

8.2.a

b.

Providing support to help students succeed academically

8.2.a, 8.2.c, 10.4, 11.1, 11.2, 11.3, 12.1

c.

Using learning support services (tutoring services, writing center, etc.)

8.2.c, 12.1

d.

Encouraging contact among students from different backgrounds (social, racial/ethnic, religious, etc.)

8.2.a, 12.1, 2.1

e.

Providing opportunities to be involved socially

12.1

f.

Providing support for your overall well-being (recreation, health care, counseling, etc.)

8.2.c, 12.1

g.

Helping you manage your non-academic responsibilities (work, family, etc.)

12.1

h.

Attending campus activities and events (performing arts, athletic events, etc.)

8.2.c, 12.1, 13.7

i.

Attending events that address important social, economic, or political issues

8.2.c, 12.1, 13.7

15.

To what extent do you agree or disagree with the following statements?

 

a.

I feel comfortable being myself at this institution.

8.2.c

b.

I feel valued by this institution.

8.2.c

c.

I feel like part of the community at this institution.

8.2.c

16.

About how many hours do you spend in a typical 7-day week doing the following?

 

a.

Preparing for class (studying, reading, writing, doing homework or lab work, analyzing data, rehearsing, and other academic activities)

8.2.a

b.

Participating in co-curricular activities (organizations, campus publications, student government, fraternity or sorority, intercollegiate or intramural sports, etc.)

12.1

c.

Working for pay on campus

8.2.a

d.

Working for pay off campus

 

e.

Doing community service or volunteer work

 

f.

Relaxing and socializing (time with friends, video games, TV or videos, keeping up with friends online, etc.)

12.1

g.

Providing care for dependents (children, parents, etc.)

12.1

h.

Commuting to campus (driving, walking, etc.)

12.1

17.

Of the time you spend preparing for class in a typical 7-day week, about how many hours are on assigned reading?

 

18.

How much has your experience at this institution contributed to your knowledge, skills, and personal development in the following areas?

 

a.

Writing clearly and effectively

8.2.a, 8.2.b

b.

Speaking clearly and effectively

8.2.a, 8.2.b

c.

Thinking critically and analytically

8.2.a, 8.2.b

d.

Analyzing numerical and statistical information

8.2.a, 8.2.b

e.

Acquiring job- or work-related knowledge and skills

8.2.a, 8.2.b, 12.1

f.

Working effectively with others

8.2.a, 12.1

g.

Developing or clarifying a personal code of values and ethics

8.2.a, 12.1

h.

Understanding people of other backgrounds (economic, racial/ethnic, political, religious, nationality, etc.)

8.2.a, 12.1, 2.1

i.

Solving complex real-world problems

8.2.a, 12.1

j.

Being an informed and active citizen

8.2.a, 12.1

19.

How would you evaluate your entire educational experience at this institution?

7.1

20.

If you could start over again, would you go to the same institution you are now attending?

7.1


 

Mapping NSSE Items to WSCUC Core Commitments

A successful accreditation plan is authentic to each institution. An important step in developing any accreditation plan, however, is identifying the existing evaluation practices  and the evidence from them that can be linked to accreditation standards, commitments, and/or criteria. In the 2013 WSCUC Handbook of Accreditation, WSCUC calls on institutions to “ground their activities in three Core Commitments” (p. 8): (1) Student Learning and Success; (2) Quality and Improvement; and (3) Institutional Integrity, Sustainability, and Accountability.

Many NSSE items relate to achieving these commitments, and their results can be woven into Core Commitment narratives. To facilitate institutions’ consideration of related student engagement results, we have mapped NSSE survey items to the WSCUC Core Commitments and Standards (see table pp. 6 –7). Institutions are encouraged to consider the mappings and to think broadly about how NSSE data can be used when preparing their self-study. NSSE data can be used as a guide when designing an assessment plan or, retroactively, when looking back to assess the impact of a new program or initiative.

Looking forward, when designing an assessment plan for a new program, institutions can look at their NSSE results to think critically and shape the new program. Looking back, if an institution has participated in NSSE two or more times leading up to reaffirmation, it can also use NSSE data longitudinally to reflect on the Core Commitment to Quality and Improvement. By looking across data from two or three NSSE administrations, institutions can reflect on quality and improvement initiatives and their impact over time on seniors, first-years, or subgroups among NSSE participants (e.g., veterans, commuter students).

Mapping NSSE Items to WSCUC Standards

Institutions may find that NSSE results support multiple criteria for review within WASC’s three of the four major WSCUC standards areas. This toolkit, including the following table, “NSSE 2022-23 Survey Items Mapped to WSCUC Core Commitments and Standards,” is not intended as a strict formula for relating NSSE results to accreditation standards but, rather, as a stimulus to think more broadly about how these data can provide evidence of specific standards. NSSE findings can also be used to support and document institutional improvement efforts but will be most meaningful when coupled with other measures of student learning outcomes for your campus.

Standard 1. Defining Institutional Purposes and Ensuring Educational Objectives

Participation in the NSSE survey and analyses of results may offer evidence of support for Criterion 1.2.

Educational objectives are widely recognized throughout the institution, are consistent with stated purposes, and are demonstrably achieved. The institution regularly generates, evaluates, and makes public data about student achievement, including measures of retention and graduation, and evidence of student earning outcomes.

Standard 2. Achieving Educational Objectives Through Core Functions

Many NSSE items may offer data points as evidence of achieving education objectives, in particular, Criterion 2.2a, which focuses on assessment of core competencies.

The institution achieves its institutional purposes and attains the educational objectives at the institutional and program level through the core functions of teaching and learning, scholarship and creative activity, and support for student learning and success. The institution demonstrates that these core functions are performed effectively by evaluating valid and reliable evidence of learning and by supporting the success of every student.

Standard 4. Creating an Organization Committed to Learning and Improvement

NSSE results are particularly appropriate to Criteria 4.1–4.4, which focus on gathering, assessing, and evaluating data as evidence of learning to inform improvement efforts, strategic planning, and decision-making.

The institution engages in sustained, evidence-based, and participatory self-reflection about how effectively it is accomplishing its purposes and achieving its educational objectives. The institution considers the changing environment of higher education in envisioning its future. These activities inform both institutional planning and systematic evaluations of educational effectiveness. The results of institutional inquiry, research, and data collection are used to establish priorities, to plan, and to improve quality and effectiveness.

Standards in Effect July 2013

2013 Handbook of Accreditation (2013, July 1).
WASC Senior College and University Commission (WSCUC). This mapping reflects the latest revision of the 2013 Handbook, revised in 2015, edited in 2018, and updated in November 2021. 

NSSE 2022-23 Survey Items Mapped to WSCUC Standards

Item no.

Item Wording

WSCUC Standards

1.

During the current school year, about how often have you done the following?

 

a.

Asked questions or contributed to course discussions in other ways

2.2a, 2.5

b.

Asked another student to help you understand course materials

2.2a, 2.5

c.

Explained course material to one or more students

2.13

d.

Prepared for exams by discussing or working through course material with other students

2.2a, 2.5

e.

Worked with other students on course projects or assignments

2.2a, 2.5

f.

Gave a course presentation

2.2a, 2.5

2.

During the current school year, about how often have you done the following?

 

a.

Combined ideas from different courses when completing assignments

2.2a, 2.5, 2.9

b.

Connected your learning to societal problems or issues

2.2a, 2.5

c.

Included diverse perspectives (political, religious, racial/ethnic, gender, etc.) in course discussions or assignments

1.4, 2.2a

d.

Examined the strengths and weaknesses of your own views on a topic or issue

2.2a, 2.5

e.

Tried to better understand someone else’s views by imagining how an issue looks from his or her perspective

1.4, 2.2a

f.

Learned something that changed the way you understand an issue or concept

2.2a, 2.5

g.

Connected ideas from your courses to your prior experiences and knowledge

2.2a, 2.5

3.

During the current school year, about how often have you done the following?

 

a.

Talked about career plans with a faculty member

2.13

b.

Worked with a faculty member on activities other than coursework (committees, student groups, etc.)

2.11

c.

Discussed course topics, ideas, or concepts with a faculty member outside of class

2.5

d.

Discussed your academic performance with a faculty member

2.5

4.

During the current school year, how much has your coursework emphasized the following?

 

a.

Memorizing course material

 

b.

Applying facts, theories, or methods to practical problems or new situations

2.2a, 2.5

c.

Analyzing an idea, experience, or line of reasoning in depth by examining its parts

2.2a, 2.5

d.

Evaluating a point of view, decision, or information source

2.2a, 2.5

e.

Forming a new idea or understanding from various pieces of information

2.2a, 2.5

5.

During the current school year, to what extent have your instructors done the following?

 

a.

Clearly explained course goals and requirements

2.4, 2.5

b.

Taught course sessions in an organized way

3.2

c.

Used examples or illustrations to explain difficult points

3.2

d.

Provided feedback on a draft or work in progress

2.5

e.

Provided prompt and detailed feedback on tests or completed assignments

2.5

f.

Explained in advance the criteria for successfully completing your assignments

2.4, 2.5

g.

Reviewed or summarized key ideas or concepts

2.5, 3.2

h.

Taught in a way that aligns with how you prefer to learn

2.5, 3.2

i.

Enabled you to demonstrate your learning through quizzes, assignments, and other activities

2.5, 3.2

6.

During the current school year, about how often have you done the following?

 

a.

Reached conclusions based on your own analysis of numerical information (numbers, graphs, statistics, etc.)

2.2a, 2.5

b.

Used numerical information to examine a real-world problem or issue (unemployment, climate change, public health, etc.)

2.2a, 2.5

c.

Evaluated what others have concluded from numerical information

2.2a, 2.5

7.

During the current school year, about how many papers, reports, or other writing tasks of the following length have you been assigned? (Include those not yet completed.)

 

a.

Up to 5 pages

 

b.

Between 6 and 10 pages

 

c.

11 pages or more

 

8.

During the current school year, about how often have you had discussions with people from the following groups?

 

a.

People of a race or ethnicity other than your own

1.4, 2.2a

b.

People from an economic background other than your own

1.4, 2.2a

c.

People with religious beliefs other than your own

1.4, 2.2a

d.

People with political views other than your own

1.4, 2.2a

e.

People with a sexual orientation other than your own

1.4, 2.2a

f.

People from a country other than your own

1.4, 2.2a

9.

During the current school year, about how often have you done the following?

 

a.

Identified key information from reading assignments

2.10

b.

Reviewed your notes after class

2.10

c.

Summarized what you learned in class or from course materials

2.10

10.

During the current school year, to what extent have your courses challenged you to do your best work?

2.5

11.

Which of the following have you done or do you plan to do before you graduate?

 

a.

Participate in an internship, co-op, field experience, student teaching, or clinical placement

2.8

b.

Hold a formal leadership role in a student organization or group

2.11

c.

Participate in a learning community or some other formal program where groups of students take two or more classes together

2.11

d.

Participate in a study abroad program

2.2a, 2.8

e.

Work with a faculty member on a research project

2.8

f.

Complete a culminating senior experience (capstone course, senior project or thesis, comprehensive exam, portfolio, etc.)

2.2a, 2.8

12.

About how many of your courses at this institution have included a community-based project (service-learning)?

2.8, 2.11

13.

Indicate the quality of your interactions with the following people at your institution.

 

a.

Students

 

b.

Academic advisors

2.12

c.

Faculty

2.5

d.

Student services staff (career services, student activities, housing, etc.)

2.13

e.

Other administrative staff and offices (registrar, financial aid, etc.)

2.13

14.

How much does your institution emphasize the following?

 

a.

Spending significant amounts of time studying and on academic work

2.10

b.

Providing support to help students succeed academically

2.5, 2.10, 2.12, 2.13

c.

Using learning support services (tutoring services, writing center, etc.)

2.12, 2.13

d.

Encouraging contact among students from different backgrounds (social, racial/ethnic, religious, etc.)

1.4, 2.2a

e.

Providing opportunities to be involved socially

2.11

f.

Providing support for your overall well-being (recreation, health care, counseling, etc.)

2.13

g.

Helping you manage your non-academic responsibilities (work, family, etc.)

2.13

h.

Attending campus activities and events (performing arts, athletic events, etc.)

2.2a, 2.11

i.

Attending events that address important social, economic, or political issues

1.4, 2.2a, 2.11

15.

To what extent do you agree or disagree with the following statements?

 

a.

I feel comfortable being myself at this institution.

1.4, 2.10

b.

I feel valued by this institution.

1.4, 2.10

c.

I feel like part of the community at this institution.

1.4, 2.10

16.

About how many hours do you spend in a typical 7-day week doing the following?

 

a.

Preparing for class (studying, reading, writing, doing homework or lab work, analyzing data, rehearsing, and other academic activities)

 

b.

Participating in co-curricular activities (organizations, campus publications, student government, fraternity or sorority, intercollegiate or intramural sports, etc.)

2.11, 2.13

c.

Working for pay on campus

 

d.

Working for pay off campus

 

e.

Doing community service or volunteer work

2.2a

f.

Relaxing and socializing (time with friends, video games, TV or videos, keeping up with friends online, etc.)

 

g.

Providing care for dependents (children, parents, etc.)

 

h.

Commuting to campus (driving, walking, etc.)

 

17.

Of the time you spend preparing for class in a typical 7-day week, about how many hours are on assigned reading?

 

18.

How much has your experience at this institution contributed to your knowledge, skills, and personal development in the following areas?

 

a.

Writing clearly and effectively

2.2a

b.

Speaking clearly and effectively

2.2a

c.

Thinking critically and analytically

2.2a

d.

Analyzing numerical and statistical information

2.2a

e.

Acquiring job- or work-related knowledge and skills

2.2a, 2.5

f.

Working effectively with others

2.2a

g.

Developing or clarifying a personal code of values and ethics

2.2a

h.

Understanding people of other backgrounds (economic, racial/ethnic, political, religious, nationality, etc.)

1.4, 2.2a

i.

Solving complex real-world problems

2.2a, 2.5

j.

Being an informed and active citizen

2.2a

19.

How would you evaluate your entire educational experience at this institution?

 

20.

If you could start over again, would you go to the same institution you are now attending?

 

 

Rationale for Using NSSE in Accreditation

In June 2012, the American Council on Education (ACE) National Task Force on Institutional Accreditation released a report urging the higher education community to strengthen and improve the quality and public accountability of the institutional accreditation process.

Assuring Academic Quality in the 21st Century: Self-Regulation in a New Era is designed to spark productive conversations throughout the higher education community to address the challenges of strengthening the system of voluntary self-regulation.

The report describes current approaches to accreditation, addresses criticisms of the process, and offers six recommendations colleges, universities, and accrediting bodies can implement to ensure that the accreditation process is a meaningful guarantor of academic quality. The recommendations are:

  1. Increase the transparency of accreditation and clearly communicate its results;
  2. Increase the centrality of evidence about student success and educational quality;
  3. Take prompt, strong, and public action against substandard institutions; and
  4. Adopt a more “risk-sensitive” approach to accreditation.
  5. Seek common terminology, promote cooperation, and expand participation.
  6. Enhance the cost-effectiveness of accreditation.

The second recommendation’s emphasis on evidence is particularly noteworthy. In response to the growing demand for public accountability, accrediting bodies now consider graduation and retention rates, student experiences and learning outcomes, supportive institutional resources, and placement data to be part of a standard comprehensive review that is made public. However, the report highlights the need to ensure these metrics are explained and qualified within the institution’s unique context so as to present a meaningful interpretation. Moreover, evidence must be sensitive to the institution’s mission and the characteristics of entering students and should reflect the educational benefits the institution seeks to provide. Finally, evidence of educational outcomes must be presented systematically and transparently. View the full report on the ACE website.

www.acenet.edu

NSSE results are meaningful indicators of educational quality and can be used in planning as well as for documenting institutional effectiveness, guiding improvements, and assessing their impact. NSSE data show the levels of engagement of various types of students in effective educational practices during their first and last years of college. Thus, NSSE results are a direct indicator of what students put into their education and an indirect indicator of what they get out of it.

NSSE results help answer key questions related to institutional policies and programs associated with high levels of student engagement and learning. Accreditation bodies and program-specific accreditation standards have tended to encourage institutions to focus on self-evaluation and formative reviews that guide improvement efforts. So, rather than fashion self-studies as a stand-alone document for one-time use, these standards feature more elements of strategic planning and program evaluation that can be used to identify areas in which institutions wish to improve.

NSSE results are especially valuable for this purpose because they are actionable. That is, NSSE data point to aspects of student and institutional performance that institutions can do something about related to the curriculum, pedagogy, instructional emphases, and campus climate. In addition, because NSSE benchmarks allow a school to compare itself to others, the results often point to areas where improvement may be desired.

Specific applications of student engagement information for accreditation range from minimal use, such as including the results in a self-study appendix, to systematically incorporating results over several years to demonstrate the impact of improvement initiatives on student behavior and the efficacy of modifications of policies and practices.

Voluntary accreditation has served higher education extremely well for more than a century. However, the ACE Board of Directors urged the creation of this task force so we could share with the academic community an assessment of the value of voluntary peer review in light of wide-ranging changes in the higher education landscape.

Molly Corbett Broad, twelfth president of the American Council on Education

NSSE as a Tool for Documenting Student Learning Outcomes

Here are several examples of how student engagement information links to accreditation goals related to documenting student learning processes and outcomes:

  • NSSE is a national survey that helps institutions measure their effectiveness in key areas of interest.
  • Used systematically over time, NSSE provides data that illustrate (a) that a college or university is using assessment to determine the extent to which it is meeting its educational objectives; (b) whether current institutional goals remain appropriate; and (c) if various areas of teaching and learning need improvement.
  • Institutions can benchmark their performance against select peer comparison groups, their Carnegie classification category, and NSSE national norms.
  • Information about student engagement and
    institutional effectiveness provides evidence of efforts to meet accrediting standards and continuously improve.
  • NSSE results can yield insights into widely held assumptions about the nature of students and how they use the institution’s resources for learning.
  • Student engagement results are intuitively accessible and understandable by different groups of stakeholders, on and off campus.

This toolkit provides suggestions for incorporating NSSE into regional accreditation processes and products, with an emphasis on mapping student engagement results to regional accreditation standards.

NSSE and Accreditation Timelines

NSSE results can be used in all components of the institutional accreditation process. These include but are not limited to:

(a) the self-study that responds to evaluation criteria established by the accrediting body; 

(b) the visit by the team of peer evaluators who consider additional evidence; and

(c) the response to a decision by an accreditation body requesting an improvement plan or additional evidence of student learning and related areas.

 When and how often to collect and integrate student engagement data in the accreditation process are decisions facing all colleges and universities. The answers will vary, depending on several factors. Some schools want to collect student engagement information to establish a baseline. Ideally, this is done three to five years before preparing the self-study. This way, the institution has enough time to analyze, interpret, and disseminate the results to appropriate audiences, identify areas for improvement, take action in these areas, and administer the survey in subsequent years to demonstrate whether student and institutional performance are moving in the desired direction.

Other institutions will establish different timelines to meet their self-study objectives. For this reason, some schools administer NSSE on an annual or biennial basis. The appropriate NSSE participation cycle for your school depends on how you intend to use your data. Many institutions have found it valuable to have several years of NSSE results to establish a reliable baseline of data. Then, institutions assess their students every few years to allow time for institutional changes to take effect. This planned administration cycle maximizes the use of student engagement data for most accreditation purposes.

A substantial number of schools have gathered student engagement information multiple times, suggesting they may be comparing the results over time to estimate areas in which student performance is changing. It may also indicate that some of these colleges are carefully monitoring trends in student learning processes over time to make certain that institutional performance remains at the desired level. Because legitimate reasons vary for schools using NSSE at different intervals, the best answer to how frequently an institution should obtain student engagement data depends on the needs of a given college or university.

What If Accreditation Is Around the Corner?

For some institutions, a self-study or site visit review may be just a year away. In this case, NSSE can still provide valuable data to schools during even for a single year. Keep in mind that schools must register for NSSE by September, the survey is administered during the spring semester, and results are provided to schools in August.

This timeline offers institutions baseline data to demonstrate educational strengths and weaknesses and results to corroborate institutional evidence. In addition, subsequent NSSE administrations can be used to evaluate institutional improvement efforts outlined in the self-study.

Consideration of the typical NSSE administration timeline - fall registration, spring survey administration, and early fall results - should be taken into account in plans to use NSSE results in accreditation.

Trends in Accreditation

The following trends in accreditation support the use of student engagement results in assessment and institutional improvement initiatives: