NSSE is pleased to announce that the 2023 survey administration will launch February 22. 

Quick facts on NSSE's 2023 administration:

• 549 institutions have registered to participate, the most since 2020. 
• More than 2 million students will be invited to complete the survey.
• 468 (68%) of participating institutions elected to use at least one Topical Module.
• 106 participating institutions are particpating in consortia. 
• The most popular Topical Module chosen was Academic Advising (167 institutions).

To read more significant information to know about the NSSE 2023 survey launch and administration, including edits to the core survey, access to early raw data, experimental efforts, and the new Mental Health and Well-Being Topical Module, visit our recent blog post.

NSSE recently updated its popular Report Builder tool with data from the 2022 administration. The Report Builder currently includes data going back to 2009, including data from all U.S. and Canadian participating institutions. 

The NSSE Report Builder is designed to target specific questions about normative patterns of engagement, such as "Do international students interact less often with faculty than their U.S. peers?" or "How do your first-generation students compare to those at other colleges and universities?". Through a simple series of steps, it walks users through the filter process, prompting them to query carious categories with the end result being a customized report.

Read more about the NSSE Report Builder in our recent blog post. In addition to further information, the blog post also offers access to a link for practice using the Report Builder and instructions for how to access your institution's 2022 data.

Mapping HIP Participation (Clemson University)

For years, Clemson had wanted to reproduce a report that connects their NSSE data and disaggregates high-impact practices (HIPs) by student demographic factors based on the data that can be verified at the institution.

By engaging in its project ClemsonForward, Clemson was able to map, define, and identify data while also understanding where and who was engaging in this process and areas that needed improvement. This work entailed partial use of institutional-level data, partial use of programmatic-level data, and some good old-fashioned walking around campus to talk to those who had pieces of the student engagement puzzle. However, much of their data is not centralized which prevented from engaging in learning more about the HIPs that they were engaging in across their campus. They began this process by identifying the institutional scope of HIPs and conducted a two-part focus group with faculty and staff stakeholders. They also made use of the partial data they had and combined it with data that was available at their campus through various offices. The longitudinal aspects of this project was carried out with a entering cohort of students by identifying each students' involvement in high-impact practices each semester for the entire time they spent at the institution or for six years until they left the institution with or without a degree.

With an intent to provide a roadmap for other institutions to fully understand engagement and drive change on their campus, they decided to focus on activities that fit the criteria of high impact practices or better known as HIPs.

To learn more about Clemson’s case, including its 10-year strategic plan ClemsonForward and its goals, visit the NSSE Lessons from the Field webpage.