Portland State University (PSU) participated in a pilot implementation of the National Survey of Student Engagement (NSSE) during fall 1999. The purpose of NSSE is to assess the institutional learning environment for undergraduates. In order to represent students at the early and late stages of their college careers, the survey sample at each participating school included both sophomores and seniors.

Institutional response rates for the NSSE ranged from 28% to 59%. The overall response rate across institutions was 43%. At PSU, 244 of the 677 students included in the sample responded to the survey resulting in a 36% response rate. This summary reports the PSU survey results for sophomores and seniors and compares them to results at other urban universities (UUs) and at large public research universities (LPRUs). All reported differences are statistically significant (p < .05).

Respondents used a 4-point scale (1 = poor to 4 = excellent) to rate their overall satisfaction with their institution. PSU students rated their experience as good (M = 2.90). Students also answered the question, "If you could start over again, would you go to the same institution you are now attending?" Using a scale
(1 = definitely no to 4 = definitely yes), PSU students responded that they would probably attend PSU again (M = 2.81).

For both of these items, the responses of PSU sophomores and seniors were similar to each other and to those of other UU students. However, PSU students were less satisfied than were LPRU students. PSU seniors and sophomores rated their overall experience lower than LPRU seniors and sophomores did (see Figure 1). PSU seniors (M = 2.84) and sophomores (M = 2.76) were less sure they would attend their institution again when compared to LPRU seniors (M = 3.23) and sophomores (M = 3.34).

Respondents indicated how often they participate in active learning experiences using a 4-point scale (1 = never to 4 = very often). PSU students discussed ideas from their readings or classes with others outside of class most frequently (M = 2.86). Asking questions in class or contributing to class discussions (M = 2.76), making class presentations (M = 2.69), and using e-mail to communicate with instructors or other students (M = 2.67) were also frequent activities.

PSU seniors, more often than sophomores, talked about career plans with a faculty member or advisor (M = 2.05 & 1.74 respectively) and participated more often in community-based projects as part of their regular courses (M = 1.70 & 1.31 respectively). Sophomores (M = 2.82) made class presentations more frequently than seniors (M = 2.58).

PSU student responses differed from those of LPRU students on half of the items. PSU seniors participated more frequently than LPRU seniors in community-based projects as part of regular coursework (see Figure 2). PSU sophomores, were more likely than LPRU sophomores to ask questions in class (M = 2.82 & 2.59 respectively), make class presentations (M = 2.82 & 2.12 respectively), work with other students on projects during class (M = 2.58 & 2.37 respectively), and discuss ideas from their readings with others outside of class (M = 2.92 & 2.67 respectively).

PSU sophomores talked with faculty members or advisors about career plans less frequently than LPRU sophomores (M = 1.74 & to 2.15 respectively). In addition, sophomores at PSU used E-mail to communicate with instructors or other students (M = 2.75 & 3.09 respectively) and electronic media (e.g., E-mail, list-serves, or chat groups) to discuss or complete assignments (M = 2.19 & 2.49 respectively) less frequently than those at LPRUs. A similar pattern held true for seniors at PSU and LPRUs. Also, PSU seniors, compared to LPRU seniors, had less frequent discussions about grades or assignments with instructors (M = 2.39 & 2.57 respectively) and less frequent serious conversations with students who hold different beliefs, opinions, or values from respondents’ own views (M = 2.31 & 2.63 respectively).

PSU ratings of active learning experiences were generally similar to other UU student ratings; PSU students differed from other UU students on only four items. PSU seniors participated more frequently than other UU seniors in community-based projects as part of regular coursework (M = 1.70 & 1.37 respectively). PSU sophomores, compared to sophomores at other UUs, make more frequent class presentations (M = 2.82 & 2.44 respectively), and work more often with classmates outside of classes to prepare assignments (M = 2.63 & 2.33 respectively). PSU sophomores are less likely than other UU sophomores to talk about career plans with faculty members or advisors (M = 1.74 & 1.99 respectively).

Respondents rated the amount of reading and writing they accomplished during the previous academic year using a 5-point scale (1 = none), 2 = fewer than 5, 3 = between 5 and 10, 4 = between 11 and 20, and 5 = more than 20). On average, PSU students read between 11 and 20 assigned textbooks, books, or book-length packets of course readings (M = 3.66), whereas they read fewer than five unassigned books on their own (M = 2.40). PSU students wrote between 11 and 20 short papers or reports (i.e., less than 20 pages in length) (M = 3.59) and fewer than five long papers or reports (i.e., 20 or more pages) (M = 1.47). Seniors (M = 1.64) wrote more long papers than sophomores (M = 1.27).

Seniors at PSU did not differ from seniors at LPRUs or other UUs in the amount of reading and writing they accomplished, however, PSU sophomores read more unassigned books than LPRU sophomores. (See Figure 3.) They also read more assigned textbooks, books, or book-length packets of course readings than other UU sophomores. Although PSU and other UU sophomores wrote approximately the same number of long papers or reports, PSU sophomores wrote more short papers or reports than other UU sophomores wrote. PSU students also described the nature of the exams they took at PSU using a scale of 1 (Mostly multiple choice or short answer) to 7 (Mostly essays or open-ended problems). PSU students indicated that their exams represented a combination of multiple choice and essay questions (M = 3.86). More PSU sophomores (M = 3.74) than LPRU sophomores (M = 3.01) reported that their exams consisted of essay and open-ended problems.

Respondents used a scale (1 = very little to 4 = very much) to estimate how much their coursework has emphasized five mental activities corresponding to levels of critical thinking skill. PSU students indicated that "quite a bit" of their coursework emphasizes analyzing the basic elements of an idea, experience, or theory (M = 2.97). They indicated that "some" of their coursework emphasizes making judgements about the value of information, arguments, or methods (M = 2.55). The coursework of PSU seniors (M = 2.81) compared to sophomores (M = 2.55) more heavily emphasized synthesizing and organizing ideas, information, or experiences. The critical thinking activities of PSU students did not differ from those of students at other UUs or LPRUs.

The survey items pertaining to special types of coursework asked students to report past or expected future participation. Therefore, seniors were more likely to report past actual behavior and sophomores were more likely to report a mix of past actual behavior and predicted future behavior on these items.

The majority of PSU students reported that they have participated or expect to participate in culminating senior experiences (68%) and in practica, internships, or field experiences (62%) before graduating. More PSU students than other UU students or LPRU students planned or participated in a senior culminating experience (see Figure 4). Fewer PSU seniors (60%) and sophomores (65%) than LPRU seniors (73%) and sophomores (83%) planned to participate or participated in practica, internships, or field experiences. Few PSU students (17%) studied or expected to study abroad, although more PSU sophomores (25%) than PSU seniors (10%) planned to do or had done so. More PSU sophomores (54%) than PSU seniors (38%), UU sophomores (39%), or LPRU sophomores (35%) took or planned to take foreign language coursework. In addition, more PSU sophomores (19%) than LPRU sophomores (10%) took or planned to take independent study or self-designed majors.

Student use of time is likely to be related to the number of classes in which they enroll and the NSSE samples included both full- and part-time students. Possible differences in student load within groups, between class levels, and among PSU, other UUs and LPRUs are not factored into the reported responses, but should be kept in mind when interpreting the results.

Students used a scale (1 = 5 or fewer hrs, 2 = 6 – 10 hrs, 3 = 11 – 15 hrs, 4 = 16 – 20 hrs, 5 = 21 – 25 hrs, 6 = 26 – 30 hrs, and 7 = more than 30 hrs) to estimate the hours they spend during a typical week engaging in a variety of activities. On average, PSU students spent the most hours working for pay off campus (M = 3.70) and preparing for class (M = 3.59). They spent the fewest hours working for pay on campus (M = 1.37) and participating in co-curricular activities (M = 1.31). PSU seniors and sophomores spent their time similarly to each other and to students at other UUs.

PSU student use of time differed from LPRU student use of time. PSU students spent more hours than LPRU students caring for dependents who live with them (M = 2.39 & 1.31 respectively for seniors and M = 2.00 & 1.15 respectively for sophomores). PSU students also spent more hours than LPRU students spent working for pay off campus (M = 3.55 & 2.30 respectively for seniors and M = 3.87 & 1.53 respectively for sophomores). Seniors at LPRUs (M = 1.84) spent more hours than PSU seniors (M = 1.41) working for pay on campus. In contrast, PSU students spent less time on leisure activities such as participating in co-curricular activities (M = 1.31 & 1.90 respectively for seniors and M = 1.32 & 2.00 respectively for sophomores) or relaxing and socializing (M = 2.89 & 3.31 respectively for seniors and M = 2.87 & 3.41 respectively for sophomores).

Respondents rated the extent to which their college education contributed to their knowledge, skills, and personal development on a 4-point scale (1 = very little to 4 = very much). PSU students indicated that their college education had contributed the most by helping them to think critically and analytically (M = 3.18) and acquire a broad, general education (M = 3.13). PSU seniors more than sophomores felt that their college education had contributed to their general education (M = 3.23 & 3.00 respectively) and their work-related knowledge and skills (M = 2.84 & 2.46 respectively). PSU students indicated that their college education had contributed the least to helping them fulfill their civic duty by voting in elections (M = 1.75), contribute to the welfare of their community (M = 2.16), and be honest and truthful (M = 2.41). These results do not mean that PSU students lack honesty, a sense of volunteerism or civic duty; instead these results indicate that students did not feel that PSU contributed to these aspects of their personal development, regardless of individual levels of growth in these areas.

The ratings of PSU students and other UU students were similar. In contrast, more PSU students than LPRU students felt that their college education contributed to their ability to write clearly and effectively (see Figure 5). PSU sophomores in comparison to LPRU students indicated their college education contributed more to their ability to speak effectively in public or groups (M = 2.71 & 2.47 respectively) and their ability to fulfill their civic duty by voting in elections (M = 1.75 & 1.53 respectively).

PSU sophomores (M = 2.82) were less likely than LPRU sophomores (M = 3.06) to report that their college education had helped them to learn effectively on their own. PSU seniors were less likely than LPRU seniors to report that their college education had contributed to their ability to be honest (M = 2.37 & 2.64 respectively) and understand themselves (M = 2.68 & 3.01 respectively). The reported differences in the contribution of college education to personal development might be due to differences in average age. PSU and other urban university students are traditionally older than LPRU students and might have reached higher levels of age-related maturity before or outside of their college experience.

PSU students used a 4-point scale (1 = very little to 4 = very much) to rate the extent to which PSU emphasized a supportive college environment. PSU seniors and sophomores were similar in their responses to each other and students at other UUs. PSU students indicated that PSU emphasized spending significant amounts of time studying and producing academic work (M = 3.02). They also reported that PSU placed less emphasis on helping students cope with non-academic responsibilities such as work and family life (M = 1.68).

PSU seniors did not differ in their ratings from LPRU seniors. PSU sophomores (M = 1.68) reported receiving less support coping with non-academic responsibilities when compared to sophomores at LPRUs (M = 1.92). PSU sophomores were also less likely than LPRU sophomores to report that their institution provided support to help students succeed in academic work and meet personal goals (M = 2.52 & 2.79 respectively). These differences might be related to PSU and other urban university students’ higher levels of need for this support rather than an indication of differences between institutional types.

Respondents rated the quality of their relationships with people at their school using 7-point scales (where 1= least favorable and 7 = most favorable rating). On average, PSU students were favorable in their ratings of other students and faculty. PSU students indicated that their relationships with other students were somewhat friendly and supportive, and that they experienced a sense of belonging (M = 4.93). They described faculty members as somewhat available, helpful and sympathetic (M = 4.79). PSU student ratings of administrative personnel and offices were more neutral (M = 4.09); some students found personnel to be helpful, considerate, and flexible, whereas other students found personnel to be unhelpful, inconsiderate, and rigid.

The ratings of PSU sophomores and seniors did not differ from each other or from ratings of students at other UUs. In addition, PSU seniors did not differ from LPRU seniors in their ratings of relationships. However, PSU sophomores (M = 4.81) were less likely the LPRU sophomores (M = 5.43) to describe their relationships with other students as friendly and supportive.

The results of the NSSE indicate the extent to which students are engaged in good educational practices and what they gain from their college experience. Items on the NSSE ask about student behaviors that correlate with positive learning and personal development outcomes of attending university. PSU students were generally satisfied with their education. Overall, their experiences and activities were on par with those of other urban university students. More PSU students than LPRU students participated in community-based projects as part of their coursework. PSU students also felt more strongly than LPRU students felt that their college experience had contributed to clear and effective writing skills. These results indicate that PSU has helped students achieve desirable learning outcomes. PSU students spent more time than LPRU students did working for pay off-campus and caring for dependents. This finding suggests that PSU students may have a greater need for institutional support in helping to balance competing responsibilities.