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. 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 2022-26 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 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 HLC Criteria 

The HLC Board of Trustees adopted revisions to the Criteria for Accreditation and placed new criteria in effect September 1, 2025. The revisions include a new “Institutional Mission” section reflecting the importance of mission as a lens for meeting the Criteria. The revisions add clarity by eliminating subcomponents and integrating some of the concepts into revised Criteria and/or Assumed Practices. The revisions consolidated criteria for teaching and learning into 1 criterion. Several of the modified criteria are particularly relevant to student engagement results and are well-represented in the mapping, and emphasize NSSE’s benchmarking opportunities to peer institutions. 

Criterion 1. Institutional Mission 

NSSE results can help demonstrate alignment with an institutions’ articulated mission and guide the mission specification. Notably, 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, and several items. 

Criterion 3. Teaching and Learning for Student Success 

Many NSSE items offer data points as evidence that the institution provides quality education, learning environments and support services, inclusive of Core Components 3.B., 3.C., 3.D., 3.E., 3.F., and 3.G. NSSE results broadly represent institutions’ commitment to continuous improvement for student success outcomes in 3.G. 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 and continuous improvement in academic and co-curricular learning. NSSE’s peer comparison groups make it possible to benchmark peer institutions as well as examine student populations and student success outcomes.   

Criterion 4. Sustainability: Institutional Effectiveness, Resources and Planning 

Participation in NSSE is related to Criterion 4, and in particular 4.C., which focuses on planning for quality improvement, including a reliance on data, and student learning assessment.  

Criteria in Effect September 2025 

Criteria for Accreditation (2025 edition). This mapping reflects the latest revision of the Higher Learning Commission’s (HLC) Criteria for Accreditation., adopted by the HLC Board of Trustees effective September 1, 2025. 

NSSE 2022-26 Survey Items Mapped to HLC Criteria and Core Components 

This mapping reflects the HLC Criteria for Accreditation, revised and in effect September 2025; *Note NSSE participation and results broadly relate to Criterion 4 

NSSE 2022-26 Survey Items 

Criteria/Core Components* 

  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,3.D 

b. 

Asked another student to help you understand course material 

3.B, 3.D 

c. 

Explained course material to one or more students 

3.B, 3.D 

d. 

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

3.B, 3.D 

e. 

Worked with other students on course projects or assignments 

3.B, 3.D 

f. 

Given 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, 3.D 

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  

g. 

Connected ideas from your courses to your prior experiences and knowledge 

3.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, 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.A, 3.B 

b. 

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

3.A, 3.B 

c. 

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

3.A, 3.B 

d. 

Evaluating a point of view, decision, or information source 

3.A, 3.B 

e. 

Forming a new idea or understanding from various pieces of information 

3.A, 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, 3.D 

e. 

Provided prompt and detailed feedback on tests or completed assignments 

2.E, 3.C, 3.D 

f. 

Explained in advance the criteria for successfully completing your assignments 

3.C, 3.D 

g.  

Reviewed and 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.A, 3.B 

b. 

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

3.A, 3.B 

c. 

Evaluated what others have concluded from numerical information 

3.A, 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.A, 3.B 

b. 

Between 6 and 10 pages 

3.A, 3.B 

c. 

11 pages or more 

3.A, 3.B 

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  

b. 

People from an economic background other than your own 

1.C, 3.B  

c. 

People with religious beliefs other than your own 

1.C, 3.B  

d. 

People with political views other than your own 

1.C, 3.B  

e.  

People with a sexual orientation other than your own 

1.C, 3.B 

f. 

People from a country other than your own 

1.C, 3.B 

9. 

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

 

a. 

Identified key information from reading assignments 

3.B, 3.D 

b. 

Reviewed your notes after class 

3.B, 3.D 

c. 

Summarized what you learned in class or from course materials 

3.B, 3.D 

10. 

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

3.A, 3.D 

11. 

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

 

a. 

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

3.B, 3.G 

b. 

Hold a formal leadership role in a student organization or group 

3.B, 3.C, 3.G 

c. 

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

3.D, 3.G 

d. 

Participate in a study abroad program 

1.C, 3.B, 3.G 

e.  

Work with a faculty member on a research project 

3.B, 3.C, 3.G 

f. 

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

3.B, 3.E, 3.G 

12. 

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

1.B, 3.D, 3.G 

13. 

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

 

a. 

Students 

3.B 

b. 

Academic advisors 

3.C, 3.D 

c. 

Faculty  

3.C, 3.D 

d. 

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

3.C, 3.D 

e. 

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

3.C, 3.D 

14. 

How much does your institution emphasize the following? 

 

a. 

Spending significant amounts of time studying and on academic work 

3.A, 3.B, 3.D 

b. 

Providing support to help students succeed academically 

3,A, 3.B, 3.D 

c. 

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

3.A, 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 

3.D, 3.G 

f. 

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

3.D  

g. 

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

3.D 

h.  

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

3.A, 3.B, 3.D 

i. 

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

3.A, 3.B, 3.D 

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.B, 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, 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,  

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.A 

b. 

Speaking clearly and effectively 

2.B, 3.A 

c. 

Thinking critically and analytically 

2.B, 3.A 

d. 

Analyzing numerical and statistical information 

2.B, 3.A 

e.  

Acquiring job- or work-related knowledge and skills 

2.B, 3.A, 3.G 

f. 

Working effectively with others 

2.B, 3.A 

g. 

Developing or clarifying a personal code of values and ethics 

2.B, 3.A 

h.  

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

1.C, 2.B, 3.A, 3.B 

i. 

Solving complex real-world problems 

2.B, 3.A 

j.  

Being an informed and active citizen 

2.B, 3.A 

19. 

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

1.B, 3.E 

20. 

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

3.E 

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 2022-25 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 2022-25 Survey Items Mapped to MSCHE Standards

This mapping reflects the MSCHE Standards for Accreditation and Requirements of Affiliation, 14th edition (2023)

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, “NSSE 2022-2026 Survey Items Mapped to NECHE Standards,” is not intended as a strict formula for relating NSSE results to 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 dimensions of institutional quality are necessarily interrelated. In the 2026 update to the NECHE Standards for Accreditation, several standards were consolidated. Institutions will find that NSSE results may be used to support many of the considerations detailed in the following three standards. 

Standard 1. Mission, Organization, Governance, and Planning 

Participation in NSSE provides evidence to support Standard 1 overall. Mission (1.1-1.3), which includes statements about what students are expected to gain from their education, and the review and reaffirmation of the institution’s mission, can be demonstrated with NSSE results. Institutions that align their statements of student learning outcomes with NSSE items can include NSSE results in their institutional self-study to demonstrate mission fulfillment. NSSE results also align with Planning and Evaluation (1.14), which pertains to systemic evaluation and institutional effectiveness. Planning beyond the short-term can be demonstrated by periodic NSSE administrations, integrated planning, and use of student engagement data to inform and assess strategic priorities.  

Standard 2. The Academic Program, Faculty, and Students 

Overall results and in particular disaggregated NSSE data may address considerations about evaluating the success of specialized recruitment and services, support for teaching and learning, and in processes for program quality improvement specified in Standard 2. NSSE data may lend particular use to Students (2.23-2.25) including the assessment of institutional effectiveness in admitting and retaining students, the regular assessment of the effectiveness of programs for various student populations and to address student needs, and the provision and effectiveness of opportunities for co-curricular involvement.  

Standard 4. Educational Effectiveness and the Success of All Students 

Student responses to NSSE items may offer data points as evidence to broadly support appropriate levels of student achievement on mission-relevant student outcomes (particularly 4.1-4.5) and to support quality assurance and continuous improvement for student learning and success. NSSE stands out as a tool for systematic data collection to evaluate educational effectiveness, vital student services, learning supports, and other aspects of student success.  

Standards in Effect July 2026 

Standards for Accreditation New England Commission of Higher Education (NECHE) adopted in 2025 effective July 1, 2026. 

NSSE 2022-26 Survey Items Mapped to NECHE Standards

This mapping reflects NECHE Standards Effective July 1, 2026 

NSSE 2022-26 Survey Items

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 

Standards 1, 2, 4 (1.2, 1.14, 2.10, 2.20, 4.1, 4.2, 4.3, 4.4, 4.5)

b.

Asked another student to help you understand course material

Standards 1, 2, 4 (1.2, 1.14, 2.10, 2.20, 4.1, 4.2, 4.3, 4.4, 4.5)

c.

Explained course material to one or more students

Standards 1, 2, 4 (1.2, 1.14, 2.10, 2.20, 4.1, 4.2, 4.3, 4.4, 4.5)

d.

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

Standards 2, 4 (2.2, 2.23, 2.24, 4.2)

e.

Worked with other students on course projects or assignments

Standards 1, 2, 4 (1.2, 1.14, 2.10, 2.20, 4.1, 4.2, 4.3, 4.4, 4.5)

f.

Given a course presentation

Standards 1, 2, 4 (1.2, 1.14, 2.10, 2.20, 4.1, 4.2, 4.3, 4.4, 4.5)

2.

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

 

a.

Combined ideas from different courses when completing assignments

Standards 1, 2, 4 (1.2, 1.14, 2.7, 2.10, 4.1, 4.2, 4.3, 4.4, 4.5)

b.

Connected your learning to societal problems or issues

Standards 1, 2, 4 (1.2, 1.14, 2.7, 2.10, 4.1, 4.2, 4.3, 4.4, 4.5)

c.

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

Standards 1, 2 (1.2, 1.14, 2.7, 2.10, 4.1, 4.2, 4.3, 4.4, 4.5)

d.

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

Standards 1, 2, 4 (1.2, 1.14, 2.7, 2.10, 4.1, 4.2, 4.3, 4.4, 4.5)

e.

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

Standards 1, 2, 4 (1.2, 1.14, 2.7, 2.10, 4.1, 4.2, 4.3, 4.4, 4.5)

f.

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

Standards 1, 2, 4 (1.2, 1.14, 2.7, 2.10, 4.1, 4.2, 4.3, 4.4, 4.5)

g.

Connected ideas from your courses to your prior experiences and knowledge

Standards 1, 2, 4 (1.2, 1.14, 2.7, 2.10, 4.1, 4.2, 4.3, 4.4, 4.5)

3.

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

 

a.

Talked about career plans with a faculty member

Standards 1, 2, 4 (1.2, 1.14, 2.7, 2.10, 2.18, 2.22, 2.24, 4.1, 4.2, 4.3, 4.4, 4.5)

b.

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

Standards 1, 2, 4 (1.2, 1.14, 2.10, 4.1, 4.2, 4.3, 4.4, 4.5)

c.

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

Standards 1, 2, 4 (1.2, 1.14, 2.10, 2.18, 2.20, 2.23, 4.1, 4.2, 4.3, 4.4, 4.5)

d.

Discussed your academic performance with a faculty member

Standards 1, 2, 4 (1.2, 1.14, 2.7, 2.10, 2.18, 2.20, 2.22, 4.1, 4.2, 4.3, 4.4, 4.5)

4.

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

 

a.

Memorizing course material

Standards 1, 2, 4 (1.2, 1.14, 2.7, 2.10, 4.1, 4.2, 4.3, 4.4, 4.5)

b.

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

Standards 1, 2, 4 (1.2, 1.14, 2.7, 2.10, 4.1, 4.2, 4.3, 4.4, 4.5)

c.

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

Standards 1, 2, 4 (1.2, 1.14, 2.7, 2.10, 4.1, 4.2, 4.3, 4.4, 4.5)

d.

Evaluating a point of view, decision, or information source

Standards 1, 2, 4 (1.2, 1.14, 2.7, 2.10, 4.1, 4.2, 4.3, 4.4, 4.5)

e.

Forming a new idea or understanding from various pieces of information

Standards 1, 2, 4 (1.2, 1.14, 2.7, 2.10, 4.1, 4.2, 4.3, 4.4, 4.5)

5.

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

Standards 1, 2, 4 (1.2, 1.14, 2.7, 2.10, 4.1, 4.2, 4.3, 4.4, 4.5)

a.

Clearly explained course goals and requirements

Standards 1, 2, 4 (1.2, 1.14, 2.7, 2.10, 4.1, 4.2, 4.3, 4.4, 4.5)

b.

Taught course sessions in an organized way

Standards 1, 2, 4 (1.2, 1.14, 2.7, 2.10, 4.1, 4.2, 4.3, 4.4, 4.5)

c.

Used examples or illustrations to explain difficult points

Standards 1, 2, 4 (1.2, 1.14, 2.7, 2.10, 4.1, 4.2, 4.3, 4.4, 4.5)

d.

Provided feedback on a draft or work in progress

Standards 1, 2, 4 (1.2, 1.14, 2.10, 2.18, 4.1, 4.2, 4.3, 4.4, 4.5)

e.

Provided prompt and detailed feedback on tests or completed assignments

Standards 1, 2, 4 (1.2, 1.14, 2.10, 2.18, 4.1, 4.2, 4.3, 4.4, 4.5)

f.

Explained in advance the criteria for successfully completing your assignments

Standards 1, 2, 4 (1.2, 1.14, 2.10, 2.20, 4.1, 4.2, 4.3, 4.4, 4.5)

g.

Reviewed and summarized key ideas or concepts

Standards 1, 2, 4 (1.2, 1.14, 2.10, 2.20, 4.1, 4.2, 4.3, 4.4, 4.5)

h.

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

Standards 1, 2, 4 (1.2, 1.14, 2.7, 2.10, 2.20, 4.1, 4.2, 4.3, 4.4, 4.5)

i.

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

Standards 1, 2, 4 (1.2, 1.14, 2.7, 2.10, 2.20, 4.1, 4.2, 4.3, 4.4, 4.5)

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.)

Standards 1, 2, 4 (1.2, 1.14, 2.7, 2.10, 4.1, 4.2, 4.3, 4.4, 4.5)

b.

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

Standards 1, 2, 4 (1.2, 1.14, 2.7, 2.10, 4.1, 4.2, 4.3, 4.4, 4.5)

c.

Evaluated what others have concluded from numerical information

Standards 1, 2, 4 (1.2, 1.14, 2.7, 2.10, 4.1, 4.2, 4.3, 4.4, 4.5)

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

Standards 1, 2, 4 (1.2, 1.14, 2.7, 2.10, 4.1, 4.2, 4.3, 4.4, 4.5),

b.

Between 6 and 10 pages

Standards 1, 2, 4 (1.2, 1.14, 2.7, 2.10, 4.1, 4.2, 4.3, 4.4, 4.5)

c.

11 pages or more

Standards 1, 2, 4 (1.2, 1.14, 2.7, 2.10, 4.1, 4.2, 4.3, 4.4, 4.5)

8.

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

 

a.

People of races or ethnicities other than your own

Standards 1, 2, 4 (1.2, 1.14, 2.7, 2.10, 4.1, 4.2, 4.3, 4.4, 4.5)

b.

People from economic backgrounds other than your own

Standards 1, 2, 4 (1.2, 1.14, 2.7, 2.10, 4.1, 4.2, 4.3, 4.4, 4.5)

c.

People with religious beliefs other than your own

Standards 1, 2, 4 (1.2, 1.14, 2.7, 2.10, 4.1, 4.2, 4.3, 4.4, 4.5)

d.

People with political views other than your own

Standards 1, 2, 4 (1.2, 1.14, 2.7, 2.10, 4.1, 4.2, 4.3, 4.4, 4.5)

e.

People with sexual orientations other than your own

Standards 1, 2, 4 (1.2, 1.14, 2.7, 2.10, 4.1, 4.2, 4.3, 4.4, 4.5)

f.

People from countries other than your own

Standards 1, 2, 4 (1.2, 1.14, 2.7, 2.10, 4.1, 4.2, 4.3, 4.4, 4.5)

9.

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

 

a.

Identified key information from reading assignments

Standard 2 (2.22)

b.

Reviewed your notes after class

Standard 2 (2.22)

c.

Summarized what you learned in class or from course materials

Standard 2 (2.22)

10.

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

Standards 1, 2, 4 (1.2, 1.14, 2.7, 2.10, 4.1, 4.2, 4.3, 4.4, 4.5)

11.

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

 

a.

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

Standards 1, 2, 4 (1.2, 1.14, 2.10, 4.1, 4.2, 4.3, 4.4, 4.5),

b.

Hold a formal leadership role in a student organization or group

Standards 1, 2, 4 (1.2, 1.14, 2.7, 2.10, 4.1, 4.2, 4.3, 4.4, 4.5)

c.

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

Standards 1, 2, 4 (1.2, 1.14, 2.7, 2.10, 4.1, 4.2, 4.3, 4.4, 4.5)

d.

Participate in a study abroad program

Standards 1, 2, 4 (1.2, 1.14, 2.7, 2.10, 4.1, 4.2, 4.3, 4.4, 4.5)

e.

Work with a faculty member on a research project

Standards 1, 2, 4 (1.2, 1.14, 2.7, 2.10, 4.1, 4.2, 4.3, 4.4, 4.5)

f.

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

Standards 1, 2, 4 (1.2, 1.14, 2.7, 2.10, 4.1, 4.2, 4.3, 4.4, 4.5)

12.

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

Standards 1, 2, 4 (1.2, 1.14, 2.7, 2.10, 4.1, 4.2, 4.3, 4.4, 4.5)

13.

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

 

a.

Students

Standard 2 (2.23)

b.

Academic advisors

Standards 1, 2, 4 (1.2, 1.14, 2.10, 2.18, 2.22, 4.1, 4.2, 4.3, 4.4, 4.5)

c.

Faculty

Standards 1, 2, 4 (1.2, 1.14, 2.10, 2.18, 2.22, 4.1, 4.2, 4.3, 4.4, 4.5)

d.

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

Standard 2 (2.22, 2.24, 2.25)

e.

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

Standard 2 (2.22, 2.24, 2.25)

14.

How much does your institution emphasize the following?

 

a.

Spending significant amounts of time studying and on academic work

Standards 1, 2, 4 (1.2, 1.14, 2.7, 2.10, 4.1, 4.2, 4.3, 4.4, 4.5)

b.

Providing support to help students succeed academically

Standards 1, 2, 4 (1.2, 1.14, 2.7, 2.10, 2.22, 2.23, 2.24, 4.1, 4.2, 4.3, 4.4, 4.5)

c.

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

Standards 2,4 (2.22)

d.

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

Standards 1, 2, 4 (1.2, 1.14, 2.7, 2.10, 4.1, 4.2, 4.3, 4.4, 4.5)

e.

Providing opportunities to be involved socially

Standards 1, 2, 4 (1.2, 1.14, 2.10, 2.24, 4.2, 4.3, 4.4, 4.5)

f.

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

Standards 2, 4 (2.22)

 

 

NSSE 2022-26 Survey Items Mapped to NECHE Standards (continued)

NSSE 2022-26 Survey Items

NECHE Standards

g.

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

Standards 1, 2, 4 (1.2, 1.14, 2.10, 2.24, 4.2, 4.3, 4.4, 4.5)

h.

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

Standards 1, 2, 4 (1.2, 1.14, 2.10, 2.24, 4.2, 4.3, 4.4, 4.5)

i.

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

Standards 1, 2, 4 (1.2, 1.14, 2.10, 2.24, 4.2, 4.3, 4.4, 4.5)

15.

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

 

a.

I feel comfortable being myself at this institution.

Standards 1, 4

b.

I feel valued by this institution.

Standards 1, 4

c.

I feel like part of the community at this institution.

Standards 1, 4

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)

Standards 1, 2, 4 (1.2, 1.14, 2.7, 2.10, 4.1, 4.2, 4.3, 4.4, 4.5)

b.

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

Standards 1, 2, 4 (1.2, 1.14, 2.7, 2.10, 2.25, 4.1, 4.2, 4.3, 4.4, 4.5)

c.

Working for pay on campus

 

d.

Working for pay off campus

 

e.

Doing community service or volunteer work

Standards 1, 2, 4 (1.2, 1.14, 2.7, 2.10, 4.2, 4.3, 4.4, 4.5)

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 much is 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

Standards 1, 2, 4 (1.2, 1.14, 2.7, 2.10, 4.1, 4.2, 4.3, 4.4, 4.5)

b.

Speaking clearly and effectively

Standards 1, 2, 4 (1.2, 1.14, 2.7, 2.10, 4.1, 4.2, 4.3, 4.4, 4.5)

c.

Thinking critically and analytically

Standards 1, 2, 4 (1.2, 1.14, 2.7, 2.10, 4.1, 4.2, 4.3, 4.4, 4.5)

d.

Analyzing numerical and statistical information

Standards 1, 2, 4 (1.2, 1.14, 2.7, 2.10, 4.1, 4.2, 4.3, 4.4, 4.5)

e.

Acquiring job- or work-related knowledge and skills

Standards 1, 2, 4 (1.2, 1.14, 2.7, 2.10, 2.23, 4.1, 4.2, 4.3, 4.4, 4.5)

f.

Working effectively with others

Standards 1, 2, 4 (1.2, 1.14, 2.7, 2.10, 4.1, 4.2, 4.3, 4.4, 4.5)

g.

Developing or clarifying a personal code of values and ethics

Standards 1, 2, 4 (1.2, 1.14, 2.7, 2.10, 4.1, 4.2, 4.3, 4.4, 4.5)

h.

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

Standards 1, 2, 4 (1.2, 1.14, 2.7, 2.10, 4.1, 4.2, 4.3, 4.4, 4.5)

i.

Solving complex real-world problems

Standards 1, 2, 4 (1.2, 1.14, 2.7, 2.10, 4.1, 4.2, 4.3, 4.4, 4.5)

j.

Being an informed and active citizen

Standards 1, 2, 4 (1.2, 1.14, 2.7, 2.10, 4.1, 4.2, 4.3, 4.4, 4.5)

19.

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

Standards 1, 4 (1.14, 4.4, 4.5)

20.

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

Standards 1, 4 (1.14, 4.4, 4.5)

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 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 2022-26 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 (revised 2020).  This mapping reflects the latest revision of the 2010 Northwest Commission on Colleges and Universities Standards for Accreditation revised 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, perceptions of institutional support, and relationships between writing and learning. Additional modules will be added over time.

 

NSSE 2022-26 Survey Items Mapped to NWCCU Standards 

This mapping reflects the NWCCU Standards for Accreditation 2020 edition. 

NSSE 2022-26 Survey Items 

NWCCU 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   

 

b. 

Asked another student to help you understand course material 

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. 

Given 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 and 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 

 

 

NSSE 2022-26 Survey Items Mapped to NWCCU Standards (continued) 

NSSE 2022-26 Survey Items 

NWCCU Standards 

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 while in college 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/thesis, portfolio, recital, comprehensive exam 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.C.5, 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.6, 2.F.3, 2.F.4, 2.G.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 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. 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, “NSSE 2022-26 Survey Items Mapped to the Commission (SACSCOCs) 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 distance learning programs, branch campuses, 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 April, 2024 

The Principles of Accreditation: Foundations for Quality Enhancement (2024 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 2023, and adapted in January 2024. 

NSSE 2022-26 Survey Items Mapped to The Commission (SACSCOCs) Criteria 

This mapping reflects the revision of the 2012 Principles of Accreditation, revised in 2023 and adapted in January 2024.   

NSSE 2022-26 Survey Items 

SACSCOC 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 material 

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. 

Given 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, 9.1.a 

b. 

Connected your learning to societal problems or issues 

8.2.a, 9.1.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 their 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, 9.1.a 

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, 12.1 

b. 

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

9.1.a, 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, 12.1 

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 

8.2.a 

5. 

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

 

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 

d. 

Provided feedback on a draft or work in progress 

8.2.a 

e. 

Provided prompt and detailed feedback on tests or completed assignments 

8.2.a 

f. 

Explained in advance the criteria for successfully completing your assignments 

8.2.a, 8.2.b 

g.  

Reviewed and 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 

8.2a, 9.1.a 

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 

b. 

Between 6 and 10 pages 

8.2.a 

c. 

11 pages or more 

8.2.a 

8. 

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

 

a. 

People of races or ethnicities other than your own 

2.1 

b. 

People from economic backgrounds 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 sexual orientations other than your own 

2.1 

f. 

People from countries 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 

b. 

Reviewed your notes after class 

8.2.a 

c. 

Summarized what you learned in class or from course materials 

8.2.a 

 

 

NSSE 2022-26 Survey Items Mapped to Criteria (continued) 

NSSE 2022-26 Survey Items 

SACSCOC CRs & Standards 

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 while in college 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 

12.1 

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, 12.1 

e.  

Work with a faculty member on a research project 

8.2.c, 12.1 

f. 

Complete a culminating senior experience (capstone course, senior project or thesis, portfolio, recital, comprehensive exam, 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.a, 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, 12.1 

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, 12.1 

c. 

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

8.2.c, 12.1, 13.7 

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.) 

 

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 much is 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 TRACS 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 body 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 “NSSE 2022-26 Survey Items Mapped to TRACS 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 TRACS Standards

The specific standards in TRACS Standards for Accreditation and Requirements of Affiliation (2024 Edition) are necessarily interrelated. All pathways are framed around the Criteria for Accreditation as their evaluative basis. NSSE 2022-26 survey items have been aligned in this toolkit with the Criteria for Accreditation. Several of the criteria are particularly relevant to student engagement results and are well-represented in the mapping, including Standards 2, 4, 8, 9, 10, 12, and 14.

Standard 2. Mission and Name

NSSE results can help demonstrate and guide the institutions’ mission. Notably, the Standard’s description includes, “The institution’s mission gives direction to its activities and provides a basis for the assessment and enhancement of the institution’s effectiveness” maps to NSSE Engagement Indicators.

Standard 4. Institutional Integrity

NSSE results emphasize the transparency and ethical practices that support student trust, in order to represent the institution accurately.

Standard 8. Educational Programs

Many NSSE items may offer data points as evidence that the institutions provide quality educational programs, wherever and however its offerings are delivered. Particularly Standards 8.2 and 8.3.

Standard 9. Faculty

NSSE Engagement Indicators, including Experiences with Faculty, may highlight the faculty’s effective instruction at the institution.

Standard 10. Student Services

NSSE results are specifically appropriate for Standard 10.1, where the student services address the mission, objectives, and needs of its students.

Standard 12. Institutional Assessment

NSSE results are particularly appropriate to focus on gathering, assessing, and evaluating data as evidence of learning to inform continuous improvement. Regular participation in NSSE is a 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.

Standard 14. Library and Learning Services

Many NSSE items may offer data points as evidence that the institution provides quality learning services.

Standards for Accreditation in Effect

Standards TRACS (2024 Edition). This mapping reflects the Transnational Association of Christian Colleges & Schools standards, adopted by the TRACS Institution’s Board (IER) effective June 2025.

 

NSSE 2022-26 Survey Items Mapped to TRACS Criteria

This mapping reflects the TRACS Standards for Accreditation and Requirements of Affiliation, 2024 Edition

NSSE 2022-26 Survey Items

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 

8.2, 8.5

b.

Asked another student to help you understand course material

8.2, 8.5

c.

Explained course material to one or more students

8.2, 8.5

d.

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

8.2, 8.5

e.

Worked with other students on course projects or assignments

8.2, 8.5

f.

Given a course presentation

8.2, 8.5

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, 8.5

b.

Connected your learning to societal problems or issues

2.1, 4.1, 8.5

c.

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

2.1, 4.1, 8.5

d.

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

2.1, 4.1, 8.5

e.

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

8.2, 8.5

f.

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

8.2, 8.5

g.

Connected ideas from your courses to your prior experiences and knowledge

8.2, 8.5

3.

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

 

a.

Talked about career plans with a faculty member

2.1, 4.1, 9.2, 10.4

b.

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

9.2, 14.2

c.

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

8.2, 9.2, 14.2

d.

Discussed your academic performance with a faculty member

8.2, 9.2, 14.2

4.

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

 

a.

Memorizing course material

8.2, 8.5

b.

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

8.2, 8.5

c.

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

8.2, 8.5

d.

Evaluating a point of view, decision, or information source

8.2, 8.5

e.

Forming a new idea or understanding from various pieces of information

8.2, 8.5

5.

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

 

a.

Clearly explained course goals and requirements

8.2, 9.2

b.

Taught course sessions in an organized way

8.2, 9.2

c.

Used examples or illustrations to explain difficult points

8.2, 9.2

d.

Provided feedback on a draft or work in progress

8.2, 9.2

e.

Provided prompt and detailed feedback on tests or completed assignments

8.2, 9.2

f.

Explained in advance the criteria for successfully completing your assignments

8.2, 9.2

g.

Reviewed and summarized key ideas or concepts

8.2, 9.2

h.

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

8.2, 9.2

i.

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

8.2, 9.2

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.)

8.2, 8.5

b.

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

8.2, 8.5

c.

Evaluated what others have concluded from numerical information

8.2, 8.5

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

8.5

b.

Between 6 and 10 pages

8.5

c.

11 pages or more

8.5

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, 4.1

b.

People from an economic background other than your own

2.1, 4.1

c.

People with religious beliefs other than your own

2.1, 4.1

d.

People with political views other than your own

2.1, 4.1

e.

People with a sexual orientation other than your own

2.1, 4.1

f.

People from a country other than your own

2.1, 4.1

9.

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

 

a.

Identified key information from reading assignments

8.2, 8.5

b.

Reviewed your notes after class

8.2, 8.5

c.

Summarized what you learned in class or from course materials

8.2, 8.5

 

NSSE 2022-26 Survey Items Mapped to Criteria (continued)

NSSE 2022-26 Survey Items

Criteria

10.

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

8.2, 8.5

11.

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

 

a.

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

8.3, 10.1

b.

Hold a formal leadership role in a student organization or group

8.3, 10.1

c.

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

8.3, 10.1

d.

Participate in a study abroad program

8.3, 10.1

e.

Work with a faculty member on a research project

8.3, 9.1, 10.1

f.

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

8.3, 10.1, 12.2

12.

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

2.1, 4.1, 8.3, 10.1

13.

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

 

a.

Students

8.3

b.

Academic advisors

8.3, 10.4

c.

Faculty

8.3, 9.1, 14.2

d.

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

8.3, 10.1, 14.1, 14.2

e.

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

8.3, 14.1

14.

How much does your institution emphasize the following?

 

a.

Spending significant amounts of time studying and on academic work

8.2

b.

Providing support to help students succeed academically

8.2, 8.3, 10.4

c.

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

8.2, 8.3, 10.1, 14.1

d.

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

2.1, 4.1

e.

Providing opportunities to be involved socially

10.1

f.

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

10.1

g.

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

10.1

h.

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

10.1

i.

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

10.1

15.

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

 

a.

I feel comfortable being myself at this institution.

2.1, 4.1

b.

I feel valued by this institution.

2.1, 4.1

c.

I feel like part of the community at this institution.

2.1, 4.1

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)

8.3, 8.5

b.

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

8.3, 8.5

c.

Working for pay on campus

 

d.

Working for pay off campus

 

e.

Doing community service or volunteer work

8.3, 8.5

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?

8.3, 8.5

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, 8.5

b.

Speaking clearly and effectively

8.2, 8.5

c.

Thinking critically and analytically

8.2, 8.5

d.

Analyzing numerical and statistical information

8.2, 8.5

e.

Acquiring job- or work-related knowledge and skills

8.2, 8.5

f.

Working effectively with others

8.2, 8.5

g.

Developing or clarifying a personal code of values and ethics

8.2, 8.5

h.

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

2.1, 4.1, 8.2, 8.5

i.

Solving complex real-world problems

8.2, 8.5

j.

Being an informed and active citizen

8.2, 8.5

19.

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

2.1, 4.1, 12.1

20.

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

8.2, 12.1

Mapping NSSE Items to WSCUC 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.  

Many NSSE items relate to achieving WSCUC standards, and results can help address WSCUC’s Standards of Accreditation for reaffirmation of accreditation, and in an institution’s reaffirmation process, including the self-study, essays, and evidence that need to be included in 

the institutional report, interactions with the review team, and other details. To facilitate institutions’ consideration of related student engagement results, we have mapped NSSE survey items to the WASC 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 standards and to demonstrate and organization committed to 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). 

Institutions may find that NSSE results support multiple criteria for review within WSCUC standards. This toolkit, including the following table, “NSSE 2022-26 Survey Items Mapped to WSCUC 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 Acting with Integrity 

Participation in the NSSE survey and results may offer evidence of support for Standard 1 and CFR 1.2. 

Consistent with its purposes and character, the institution defines and acts with intention to advance diversity, equity, and inclusion in all its activities, including its goal setting, policies, practices, and use of resources across academic, student support, and co-curricular programs and services. 

Standard 2. Achieving Educational Objectives and Student Success 

Many NSSE items may offer data points as evidence of achieving education objectives and student success. 

Degree programs engage students in an integrated course of study of sufficient breadth and depth. These programs ensure the development of core and professional competencies relevant to the level of the degree. 

Standard 4. Creating an Organization Committed to Quality Assurance and Improvement 

NSSE results are particularly appropriate to Criteria 4.1 – 4.6, which focus on gathering, assessing, and evaluating data as evidence of learning to inform improvement efforts, strategic planning, and decision-making. Participation in NSSE itself can also serve as evidence of engagement with inquiry, assessment, and quality assurance.  

The institution employs comprehensive quality assurance processes in both academic and nonacademic areas and uses the results to improve institutional operations.  

The institution has institutional research capacity, scope, and coordination consistent with its purposes and characteristics.  

Standards in Effect July 2023 

WSCUC 2023 Handbook of Accreditation (2023, July 18).  
WASC Senior College and University Commission (WSCUC). This mapping reflects the latest revision of the 2023 Handbook.   

NSSE 2022-26 Survey Items Mapped to WSCUC Standards* 

This mapping reflects the latest revision of the WSCUC 2023 Handbook.  *Note NSSE participation and results broadly relate to Standard 4 

NSSE 2022-26 Survey Items 

WSCUC Standards* CFRs 

  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   

2.2 

b. 

Asked another student to help you understand course material 

2.2 

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 

2.2 

e. 

Worked with other students on course projects or assignments 

2.2 

f. 

Given a course presentation 

2.2 

2. 

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

 

a. 

Combined ideas from different courses when completing assignments 

2.2, 2.8 

b. 

Connected your learning to societal problems or issues 

2.2 

c. 

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

1.2, 2.2 

d. 

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

2.2 

e. 

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

1.2, 2.2 

f. 

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

2.2 

g. 

Connected ideas from your courses to your prior experiences and knowledge 

2.2 

3. 

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

 

a. 

Talked about career plans with a faculty member 

2.11, 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 

 

d. 

Discussed your academic performance with a faculty member 

2.13 

4. 

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

 

a. 

Memorizing course material 

2.2 

b. 

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

2.2 

c. 

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

2.2 

d. 

Evaluating a point of view, decision, or information source 

2.2 

e. 

Forming a new idea or understanding from various pieces of information 

2.2 

5. 

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

 

a. 

Clearly explained course goals and requirements 

2.7 

b. 

Taught course sessions in an organized way 

2.5 

c. 

Used examples or illustrations to explain difficult points 

2.5 

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 

2.7 

g. 

Reviewed and summarized key ideas or concepts 

2.5 

h. 

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

2.5 

i. 

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

2.5 

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.) 

2.2 

b. 

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

2.2 

c. 

Evaluated what others have concluded from numerical information 

2.2 

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 races or ethnicities other than your own 

1.2, 2.2 

b. 

People from economic backgrounds other than your own 

1.2, 2.2 

c. 

People with religious beliefs other than your own 

1.2, 2.2 

d. 

People with political views other than your own 

1.2, 2.2 

e. 

People with sexual orientations other than your own 

1.2, 2.2 

f. 

People from countries other than your own 

1.2, 2.2 

9. 

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

 

a. 

Identified key information from reading assignments 

 

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? 

2.5 

NSSE 2022-26 Survey Items Mapped to Criteria (continued) 

NSSE 2022-26 Survey Items 

WSCUC Standards* CFRs 

11. 

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

 

a. 

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

2.13, 2.14 

b. 

Hold a formal leadership role in a student organization or group 

2.13, 2.14 

c. 

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

2.13, 2.14 

d. 

Participate in a study abroad program 

2.2, 2.13, 2.14 

e. 

Work with a faculty member on a research project 

2.8 

f. 

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

2.2, 2.13, 2.14 

12. 

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

2.13, 2.14 

13. 

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

 

a. 

Students 

 

b. 

Academic advisors 

2.12 

c. 

Faculty  

2.7 

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.) 

1.2, 2.2 

e. 

Providing opportunities to be involved socially 

2.13 

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.) 

2.2, 2.13 

i. 

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

1.2, 2.2, 2.13 

15. 

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

 

a. 

I feel comfortable being myself at this institution. 

1.2 

b. 

I feel valued by this institution. 

1.2 

c. 

I feel like part of the community at this institution. 

1.2 

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) 

2.10 

b. 

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

 2.13 

c. 

Working for pay on campus 

 

d. 

Working for pay off campus 

 

e. 

Doing community service or volunteer work 

2.2 

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 much is 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 

2.2 

b. 

Speaking clearly and effectively 

2.2 

c. 

Thinking critically and analytically 

2.2 

d. 

Analyzing numerical and statistical information 

2.2 

e. 

Acquiring job- or work-related knowledge and skills 

2.2 

f. 

Working effectively with others 

2.2 

g. 

Developing or clarifying a personal code of values and ethics 

2.2 

h. 

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

1.2, 2.2 

i. 

Solving complex real-world problems 

2.2 

j. 

Being an informed and active citizen 

2.2 

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? 

 


 

Mapping NSSE Items to CPHE 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. This document offers guidelines for aligning NSSE survey items with regional accreditation standards. 

A team of NSSE staff members reviewed accreditation standards for accreditation organizations 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 “NSSE 2022-26 Survey Items Mapped to CPHE Accreditation Standards,” is not intended as a strict formula for relating NSSE results to 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 CPHE Standards

CPHE accreditation asserts a pioneering model for assuring educational quality and student success and a more streamlined review process for institutions. To this end, the focus of what is being evaluated is the institution and thus the assembling of evidence is at the institution-level. In addition, CPHE’s commitment to streamlining the process and evidentiary guidelines emphasizes repurposing existing data and reports, whenever feasible and appropriate, to respond to accreditation standards. These commitments make NSSE – a longstanding institution-level student success measure – a suitable source of evidence to demonstrate fulfillment of CPHE standards.

CPHE standards relating to continuous improvement, student success and learning, and support services, are most relevant to NSSE. However, other dimensions of mission, public purpose and curricular quality, may also benefit from references to NSSE results as evidence in the institutional self-study.

Continuous Improvement

Standard 5. NSSE results are particularly appropriate to Standard 5, which focuses on continuous improvement. Regular NSSE administrations and application of results in institutional assessment, effectiveness and improvements processes, can demonstrate expected planning, cycles of improvement and applying lessons learned.

Mission, Public Purpose, and Academic Excellence

Standard 8. NSSE data can be a source of evidence of mission fulfillment when student engagement concepts are thoughtfully mapped to an institution’s mission. For example, institutions with commitments to career-connected learning may use data about students’ engagement in experiential learning, such as internships and undergraduate research, and perceptions of career and work-related gains, to evaluate mission efficacy.

Standard 9. Benefits to students and the larger public good are reflected in NSSE results including students’ perception of institutional contribution to personal and professional gains, and the extent to which students are involved in community-based service-learning and volunteering.

Standard 10. Evidence of academic excellence may be documented by students’ overall quality of experience, levels of higher-order learning and reflective and integrative learning, etc., particularly when benchmarked against relevant institutional comparators.

Faculty

Standard 11. A comprehensive discussion of faculty qualifications to ensure the achievement of student learning and institution mission, benefits from evidence of students’ quality of interaction with faculty and overall quality of academic experience.

Intellectual Diversity

Standard 12 & 13. Welcoming a spectrum of ideas and the effectiveness of the curriculum and co-curriculum to introduce students to and help them practice human understanding, is reflected in several NSSE items.

Curricula

Standard 14. A comprehensive evaluation of curricula rigor and appropriateness benefits from evidence of equitable student engagement in effective educational practice across program areas and as an expression of mission.

Student Learning, Student Success, and Student Support Services

Standard 16 & 17. The prioritization of student outcomes in CPHE makes NSSE data an obvious source of evidence for all dimensions of student success and support services. For example, NSSE data can provide evidence of advising quality and use of learning support. In addition, data can inform retention and persistence information and when results are compared overtime, can demonstrate institutional improvement.

NSSE 2022-26 Survey Items Mapped to CPHE Standards*

This mapping reflects CPHE Standards Effective October 1, 2025. *Note NSSE participation and results broadly relate to Standards 5 and 16 & 17

NSSE 2022-26 Survey Items

CPHE 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

14

b.

Asked another student to help you understand course material

16, 17

c.

Explained course material to one or more students

16, 17

d.

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

16, 17

e.

Worked with other students on course projects or assignments

16,17

f.

Given a course presentation

12, 14, 16,

2.

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

 

a.

Combined ideas from different courses when completing assignments

8, 14, 16,

b.

Connected your learning to societal problems or issues

8, 9 , 13, 14, 16,

c.

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

8, 12, 13, 14, 16,

d.

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

8, 14, 16,

e.

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

8, 9, 12, 13, 14, 16,

f.

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

8, 14, 16,

g.

Connected ideas from your courses to your prior experiences and knowledge

8, 9, 14, 16,

3.

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

 

a.

Talked about career plans with a faculty member

8, 9, 11, 17

b.

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

11

c.

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

11, 14

d.

Discussed your academic performance with a faculty member

11, 14, 17

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

8, 9, 14, 16,

c.

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

8, 9, 14, 16,

d.

Evaluating a point of view, decision, or information source

8, 9, 14, 16,

e.

Forming a new idea or understanding from various pieces of information

8, 9, 14, 16,

5.

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

 

a.

Clearly explained course goals and requirements

10, 11, 16, 17

b.

Taught course sessions in an organized way

10, 11, 16, 17

c.

Used examples or illustrations to explain difficult points

10, 11, 16, 17

d.

Provided feedback on a draft or work in progress

10, 11, 16, 17

e.

Provided prompt and detailed feedback on tests or completed assignments

10, 11, 16, 17

f.

Explained in advance the criteria for successfully completing your assignments

10, 11, 16, 17

g.

Reviewed and summarized key ideas or concepts

10, 11, 16, 17

h.

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

10, 11, 16, 17

i.

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

10, 11, 16, 17

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, 14, 16,

b.

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

8, 9, 14, 16,

c.

Evaluated what others have concluded from numerical information

8, 14, 16,

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

14, 16,

b.

Between 6 and 10 pages

14, 16,

c.

11 pages or more

14, 16,

8.

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

 

a.

People of races or ethnicities other than your own

8, 9, 13, 16,

b.

People from economic backgrounds other than your own

8, 9, 13, 16,

c.

People with religious beliefs other than your own

8, 9, 13, 16,

d.

People with political views other than your own

8, 9, 13, 16,

e.

People with sexual orientations other than your own

8, 9, 13, 16,

f.

People from countries other than your own

8, 9, 13, 16,

9.

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

 

a.

Identified key information from reading assignments

16, 17

b.

Reviewed your notes after class

16, 17

c.

Summarized what you learned in class or from course materials

16, 17

 

NSSE 2022-26 Survey Items Mapped to Criteria (continued)

NSSE 2022-26 Survey Items

CPHE Standards

10.

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

10, 14, 16, 17

11.

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

 

a.

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

8, 14, 16, 17

b.

Hold a formal leadership role in a student organization or group

8, 12, 13, 16, 17

c.

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

8, 14, 16, 17

d.

Participate in a study abroad program

8, 12, 14, 16,17

e.

Work with a faculty member on a research project

8, 11, 13, 14, 16,17

f.

Complete a culminating senior experience (capstone course, senior project or thesis, portfolio, recital, comprehensive exam,

etc.)

8, 14, 16,17

12.

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

8, 9, 12, 14, 16,17

13.

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

 

a.

Students

17

b.

Academic advisors

17

c.

Faculty

11, 17

d.

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

17

e.

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

17

14.

How much does your institution emphasize the following?

 

a.

Spending significant amounts of time studying and on academic work

10, 14, 16,

b.

Providing support to help students succeed academically

10, 14, 16, 17

c.

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

10, 14, 17, 16, 17

d.

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

9, 12, 13, 16,

e.

Providing opportunities to be involved socially

16, 17

f.

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

16, 17

 

g.

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

16, 17

 

h.

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

14, 16, 17

 

i.

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

9, 12, 13, 14, 16,17

 

15.

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

 

 

a.

I feel comfortable being myself at this institution.

16, 17

b.

I feel valued by this institution.

11, 16, 17

c.

I feel like part of the community at this institution.

16, 17

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)

16

b.

Participating in co-curricular activities (organizations, campus publications, student government, fraternity or sorority,

intercollegiate or intramural sports, etc.)

17

c.

Working for pay on campus

 

d.

Working for pay off campus

 

e.

Doing community service or volunteer work

9, 17

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 much is on assigned reading?

 

18.

f

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

ollowing areas?

 

a.

Writing clearly and effectively

8, 9, 10, 14, 16

b.

Speaking clearly and effectively

8, 9, 10, 14, 16

c.

Thinking critically and analytically

8, 9, 10, 12, 13, 14, 16

d.

Analyzing numerical and statistical information

8, 9, 10, 14, 16

e.

Acquiring job- or work-related knowledge and skills

8, 9, 14, 16

f.

Working effectively with others

8, 9, 13, 14, 16

g.

Developing or clarifying a personal code of values and ethics

8, 9, 11, 12, 13, 14, 16

h.

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

8, 9, 10, 12, 13, 14, 16

i.

Solving complex real-world problems

8, 9,14, 16

j.

Being an informed and active citizen

8, 9, 12, 13, 14, 16

19.

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

5, 14, 16, 21

20.

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

5

 

Rationale for Using NSSE in Accreditation

Accreditation continues to be the foundational gatekeeper of institutional recognition, federal aid eligibility, and quality in U.S. higher education; however beginning in 2025, the system began undergoing significant regulatory challenges aimed at increasing competition among accreditors, emphasizing innovation, streamlining processes, and redefining educational quality. As the accreditation landscape is being dramatically reshaped, there are significant implications for institutions. Accreditation standards and processes are integrally connected to how institutions do their educational work and how they explain and evidence this work to their accreditors and peer reviewers and more importantly, their students, families, employers, policymakers, and the public.

NSSE data appropriately focuses institutional attention on and provides evidence of educational quality and what matters to student learning and success. To this end, NSSE data remains essential to judgements about institutional contributions to student success and what represents a quality undergraduate education, as well as providing institutions opportunities to act on data that points to areas to improve and innovate.

Accreditation touches student learning, student success, transfer credit, academic programs, institutional mission, governance, data, financial sustainability, innovation, and public accountability. At its best, accreditation insists that quality must be judged with evidence, expertise, context, and mission in mind.

—Nassar Paydar, President Council for Higher Education Accreditation (CHEA)

NSSE as Evidence of Educational Quality

More specifically to standards of educational quality across all accrediting bodies, NSSE results are meaningful indicators of educational quality and can be used in planning as well as for documenting institutional effectiveness, guiding improvements, assessing their impact, and informing opportunities for innovation.   

NSSE data show the levels of engagement of a range of student populations, by student identities and other characteristics (for example, major or program, mode of educational delivery, residential status) vital to understanding student engagement in effective educational practices. 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 discipline- or 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 should 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 act upon 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 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.

 

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 or assurance argument that responds to evaluation criteria established by the accrediting body; 

(b) the visit by the team of peer evaluators who consider the institutional narrative and 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 October, 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.