The National Survey of Student Engagement (NSSE) assesses 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 includes both first-year students and seniors.Portland State University (PSU) participated in the NSSE during winter and spring of 2003.

The overall response rate across institutions participating in the NSSE was 43%.  At PSU, 220 of the 661 students included in the sample responded to the survey[1], for a response rate of 33% [2].  This report summarizes the PSU survey results for freshmen and seniors and compares them to results at other urban universities[3] (UUs) and at other doctoral/research intensive universities [4] (DRIUs).  All reported differences are statistically significant (p < .05).  The Executive Summary includes a brief overview of the findings organized in relation to major initiatives currently underway at PSU.  A detailed report of the findings follows the Executive Summary. 

Executive Summary

Satisfaction.  PSU students were generally satisfied with their educational experience.  PSU students were as likely as other UU and DRIU students to indicate that they would attend the same institution if they had the chance to start over again.  PSU students rated their relationships with instructors, students, and administrative personnel as somewhat friendly, helpful and supportive. 

Advising.  PSU students rated the quality of advising at PSU as fair to good, however, the average ratings of PSU freshmen were lower than either UU or DRIU freshmen.  In addition, PSU students reported that they talked with faculty members or other advisors about career plans less frequently than DRIU students did. 

PSU freshmen felt they received less support than other UU or DRIU freshmen received for succeeding academically and socially.  In contrast, PSU seniors felt they received more support than other DRIU seniors did for coping with non-academic responsibilities. 

Diversity.  In general, PSU students reported having frequent discussion with students who hold diverse religious beliefs, political opinions, or personal values, or who are from diverse racial or ethnic backgrounds.  PSU students engaged in such conversation about as frequently as other UU or DRIU students did.  PSU students reported frequently incorporating diverse perspectives (different races, religions, genders, political beliefs) into class discussion or assignments.  In particular, PSU freshmen incorporated diverse perspectives more often than other DRIU freshmen did. 

Few PSU, other UU, or DRIU students planned to participate or participated in study abroad.  PSU freshmen were more likely than DRIU freshmen to plan to take or take a foreign language course.  In addition, more PSU freshmen than other UU or DRIU freshmen studied or planned to study abroad. 

PSU students felt that their education had contributed to their understanding of persons from diverse racial or ethnic backgrounds “quite a bit”.  PSU students also indicated that PSU offers “some” to “quite a bit” of encouragement for contact among students from different economic, social, and racial or ethnic backgrounds. 

Community-based experiences.  PSU seniors participated in community-based projects more often than other UU or DRIU seniors did.  More PSU seniors than UU seniors participated or planned to participate in community services or volunteer work.  In addition, PSU students reported participating or planning to participate in culminating senior experiences at higher rates than either DRIU students or UU students.  The culminating senior experience at PSU is Capstone, which includes a community-based learning component.  Please note that, although PSU students had more community-based experiences than students at peer institutions had, PSU students’ participation was occasional relative to other learning activities in which they participated more frequently (e.g., integrating ideas from many sources for assignments, contributing to class discussions, and preparing multiple drafts of papers).  PSU seniors were more likely than either UU or DRIU seniors to attribute their contributions to the community to their educational experience.

General education outcomes.  The most frequent learning activity of PSU students was integrating ideas and information from many sources in papers and other projects.  In general, freshmen at PSU, other UUs and DRIUs read books and wrote papers with similar frequency, but PSU seniors read more than UU and DRIU seniors did. 

PSU students indicated that their college education had contributed most to their broad-based general education and their ability to think critically and analytically.  Students at PSU, other UUs and DRIUs reported that their coursework emphasized critical thinking at similar levels; however, PSU seniors were less likely than UU and DRIU seniors to report that their coursework emphasized making judgments about information or applying theories or concepts to practical problems or in new situations.

 

Report of Findings

Overall Satisfaction

style='mso-ignore:vglayout' clear=ALL> Respondents used a 4-point scale (1 = poor, 2 = fair, 3 = good, and 4 = excellent) to rate their overall satisfaction with their entire educational experience at the institution.  On average, PSU students rated their experience as good (M = 3.01).  Students also answered the question, “If you could start over again, would you go to the same institution you are now attending?”  Using a 4-point scale (1 = definitely no, 2 = probably no, 3 = probably yes, and 4 = definitely yes), PSU students responded that they probably would attend PSU again (M = 2.98).  For both of these items, the responses of PSU freshmen and seniors were similar to those of other UU and DRIU students (see Figures 1 & 2). 

Quality of Advising

Respondents rated the overall quality of academic advising they received at PSU on a 4-point scale (1 = poor, 2 = fair, 3 = good, and 4 = excellent).  In general, students indicated that PSU advising was fair to good (M = 2.60).  PSU seniors and freshmen were similar in their ratings.  As shown in Figure 3, freshmen rated the quality of academic advising at PSU lower than at other DRIUs and other UUs.  Seniors at PSU were similar to those at other DRIUs and UUs in their ratings of academic advising. 

Frequency of Academic and Intellectual Experiences

Respondents indicated how often they participated in academic and intellectual experiences using a 4-point scale (1 = never, 2 = sometimes, 3 = often, and 4 = very often).  PSU students worked most often on papers or projects that required the integration of ideas and information from various sources (M = 3.16).  Other frequent classroom activities included asking questions or contributing to class discussions (M = 2.85) and incorporating diverse perspectives (different races, religions, gender, political beliefs) into class discussion or writing assignments (M = 2.83). 

Academic experiences that involved interaction with faculty included discussing grades or assignments with instructors (M = 2.47), working harder than students thought possible to meet instructor standards or expectations (M = 2.45), and receiving prompt feedback from faculty on academic performance (M = 2.60).  Frequent forms of interaction with other students included conversing with students from diverse ethnic backgrounds (M = 2.70) or with students who hold diverse religious or political beliefs and opinions or values (M = 2.72).  In addition, PSU students often used e-mail to communicate with instructors (M = 2.86) and various forms of electronic media to discuss or complete course assignments (M = 2.68).  Activities in which PSU students reported engaging never or occasionally included working with faculty members on activities other than coursework (M = 1.51) and tutoring or teaching other students (M = 1.47).

As shown in Figure 4, PSU seniors indicated that they engaged in a variety of academic and intellectual experiences more frequently than freshmen did.  In particular, seniors more frequently worked on papers requiring the integration of ideas, participated in community-based projects as part of their courses, talked about career plans with a faculty member or advisor, discussed ideas from their readings or classes with others, and used e-mail to communicate with instructors.  Freshmen worked with other students on projects in class more frequently than seniors did. 

PSU seniors differed from other DRIU or UU seniors on 12 academic and intellectual activities.  PSU seniors engaged more frequently than DRIU or UU seniors in community-based learning projects as part of regular coursework and in discussions of their readings with others outside of classes (see Figure 5).  PSU seniors were less likely than DRIU seniors to engage in 10 learning activities, five of which PSU seniors also engaged in less often that UU seniors (see Figure 6).  PSU seniors differed the most from DRIU and UU seniors in how often they worked with other students outside of class to prepare class assignments.  The other items on which PSU and DRIU seniors differed are shown in Figure 7.  Note that half of the activities that PSU seniors indicating engaging in less frequently than DRIU seniors were opportunities to interact with faculty. 

As shown in Figure 8, PSU freshmen differed from both DRIU and UU freshmen in the frequency of four academic and intellectual activities.PSU freshmen were more likely than other freshmen to work with other students on projects during class and make class presentations; however, PSU freshmen were less likely than other freshmen to talk about career plans with an instructor or advisor and less likely to tutor other students. 

PSU freshmen differed from DRIU freshman on four additional items.  (See Figure 9.)  PSU freshmen reported more frequently than DRIU freshmen that they included diverse perspectives in class discussions or writing assignments.  PSU freshmen reported less frequently than other DRIU freshmen that they discussed grades or assignments and used e-mail to communicate with their instructors, but PSU freshmen also reported that they came to class unprepared less frequently.  PSU freshmen differed from only UU freshmen on two learning experience items.  PSU freshmen were more likely than UU freshmen to work with other students on projects outside of class (M = 2.42 and 2.14, respectively), but less likely to prepare multiple drafts of papers or assignments (M = 2.57 and 2.77, respectively).

Reading, Writing, and Exams

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 five and ten assigned textbooks, books, or book-length packets of course readings (M = 3.47), whereas they read fewer than five unassigned books on their own (M = 2.26).  PSU students wrote brief papers (i.e., fewer than 5 pages in length) most frequently (M = 3.12).  They wrote between 5 and 10 short papers or reports (i.e., between 5 and 19 pages in length) (M = 2.44) and fewer than five long papers or reports (i.e., 20 or more pages) (M = 1.46).  Seniors, however, wrote more short and long papers and read more books for personal enjoyment (M = 2.63, 1.65, and 2.44 respectively) than freshmen did (M = 2.24, 1.25, and 2.07 respectively).

Freshmen at PSU did not differ from freshmen at other UUs in the amount of reading and writing they accomplished, however, PSU freshmen (M = 2.24) wrote fewer medium-length papers (i.e., 5 to 19 pages) than freshmen at DRIUs (M = 2.46) wrote.  Otherwise, freshmen at PSU and other DRIUs were similar in their amounts of reading and writing.

As shown in Figure 10, PSU seniors read more assigned books than DRIU or UU seniors.  They also read more unassigned books than DRIU seniors.  Although it appears in Figure 10 that PSU seniors write fewer papers of 20 pages or more in length when compared to DRIU seniors, the difference is not statistically significant. 

PSU students also described how much their exams challenged them to do their best work using a 7-point scale (1 = Very little to 7 = Very much).  PSU freshmen (M = 5.33) and seniors (M = 5.35) were similar to DRIU and UU seniors in their ratings of exams. 

Critical Thinking

Respondents used a 4-point scale (1 = very little, 2 = some, 3 = quite a bit, and 4 = very much) to estimate how much their coursework emphasized five mental activities corresponding to levels of critical thinking skill.  As shown in Figure 11, PSU students indicated that “quite a bit” of their coursework emphasized analyzing the basic elements of an idea, experience, or theory. 

The emphasis on critical thinking was generally similar for PSU and other freshmen; however, PSU freshmen (M = 2.50) were less likely than either UU (M = 3.00) or DRIU (M = 2.96) freshmen to memorize facts in order to repeat them.  They were also less likely (M = 2.84) than DRUI freshmen (M = 3.02) to apply theories or concepts to practical problems or in new situations. PSU seniors (M = 2.68) were less likely than UU (M = 2.88) or DRUI (M = 2.90) seniors to make judgments about the value of information, arguments or methods.  They were also less likely (M = 2.90) than UU (M = 3.10) or DRUI (M = 3.18) seniors to apply theories or concepts to practical problems or in new
situations.

Learning Outcomes

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, 2 = some, 3 = quite a bit, and 4 = very much).  PSU students indicated that their college education contributed the most to their ability to think critically and analytically (M = 3.16) and to their broad, general education (M = 3.00).  Students also rated PSU education highly for contributing to their ability to write clearly and effectively (M = 2.92), learn effectively on their own (M = 2.82), work effectively with others (M = 2.96), and to use computer and information technology (M = 2.89).  PSU seniors more than freshmen felt that their college education had contributed to their work-related knowledge and skills (M = 2.62 and 2.22, respectively), and their ability to contribute to the welfare of their community (M = 2.46 and 2.12, respectively). 

PSU students indicated that their college education had contributed the least to helping them fulfill their civic duty by voting in elections (M = 2.14).  These results do not mean that PSU students lack a sense of 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 freshmen were generally similar to those of other UU and DRIU freshmen, but a few differences were present.  PSU freshmen (M = 2.22) were less likely than UU (M = 2.49) or DRIU (M = 2.67) freshmen to attribute gains in work-related knowledge and skills to their education, but they (M = 2.98) were more likely than UU freshmen (M = 2.77) to indicate that their education had contributed to their ability to work effectively with others.  Despite the low ratings by PSU students of the contribution of their education to their voting behavior, PSU freshmen (M = 2.15) were more likely than UU (M = 1.82) or DRIU (M = 1.75) freshmen to attribute their voting to their educational experience at PSU. 

More differences between PSU, UU, and DRIU students were present in the senior data than in the freshman data.  As shown in Figure 12, both UU and DRIU seniors were more likely than PSU seniors to attribute gains in analyzing quantitative problems, in the use of computer and information technology, and in acquiring work-related knowledge and skills to their college education.  In contrast, they were less likely than PSU seniors to attribute their contributions to the welfare of their communities to their education.  In addition, DRIU seniors were more likely than PSU seniors to attribute gains in their critical thinking ability (M = 3.30 and 3.14, respectively) and their ability to solve complex real-world problems to their education (M = 2.67 and 2.48, respectively). 

Enriching Educational Experiences

The survey items pertaining to enriching educational experiences asked students to report past or expected future participation.  Therefore, seniors were more likely to report past actual behavior and freshmen 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 participated or expected to participate in culminating senior experiences (73%); practica, internships, or field experiences (66%); and community service or volunteer work (71%) before graduating.  Fewer PSU students participated or expected to participate in independent study or self-designed majors (17%), research projects with faculty members outside of course or program requirements (23%), or study abroad programs (21%). 

 

More PSU students than other UU students or
DRIU students planned to participate or participated in a senior culminating experience (see Figure 13).  More PSU seniors (72%) than UU (50%) or DRIU (60%) seniors participated or planned to participate in community service or volunteer work.  More PSU freshmen (52%) than other DRIU freshmen (41%) studied or planned to study a foreign language.  Fewer PSU students (71% freshmen and 63% seniors) than DRIU students (83% freshmen and 72% seniors) enrolled or expected to enroll in practica, internships, field experiences, or clinical assignments.  Fewer PSU seniors (16%) than DRIU seniors (26%) participated or expected to participate in an independent study or self-designed major.

 

 

Use of Time

Student use of time is likely to be related to the number of classes in which they enroll; 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 DRIUs were not factored into the reported responses, but should be kept in mind when interpreting the results.

Students used an 8-point scale (1 = 0 hrs, 2 = 5 or fewer hrs, 3 = 6 – 10 hrs, 4 = 11 – 15 hrs, 5 = 16 – 20 hrs, 6 = 21 – 25 hrs, 7 = 26 – 30 hrs, and 8 = 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 preparing for class (M = 4.20) and relaxing and socializing (M = 3.82).  They spent the fewest hours working for pay on campus (M = 1.50) and participating in co-curricular activities (M = 1.60).  PSU seniors were more likely than freshmen to spend time working for pay off campus (M = 4.60 and 2.82, respectively) and providing care for dependents living with them (M = 2.77 and 1.76, respectively). 

As shown in Figure 14, PSU seniors spent less time than DRIU seniors spent participating in co-curricular activities and more time commuting to class, caring for dependents and working for pay off campus.  In addition, PSU seniors spent more time than UU seniors preparing for class (M = 4.23 and 3.85, respectively) and less time working for pay off campus (M = 4.60 and 5.13, respectively). 

Figure 15 shows that PSU freshmen spent more time commuting to class and working for pay off campus when compared to DRIU freshmen.  PSU freshmen also spent less time than DRIU freshmen did on co-curricular activities.  PSU freshmen spent less time working for pay off campus (M = 2.82 and 3.39, respectively) and more time preparing for class (M = 4.18 and 3.68, respectively) compared to UU freshmen. 

 

College Support Environment

PSU students used a 4-point scale (1 = very little, 2 = some, 3 = quite a bit, and 4 = very much) to rate the extent to which PSU emphasized a supportive college environment.  PSU students indicated that PSU emphasized using computers in academic work, spending significant amounts of time studying and producing academic work, and provided support to help students succeed academically.  They reported that PSU placed less emphasis on helping students cope with non-academic responsibilities such as work and family life or providing support for students to thrive socially (see Figure 16).  PSU seniors and freshmen did not differ in their ratings of the college support environment. 

As shown in Figure 17, PSU freshmen differed from UU and DRIU freshmen on three items.  PSU freshmen were less likely than other freshmen to indicate that their institution emphasized spending significant amounts of time on academics, provided support needed to succeed academically, and provided support needed to thrive socially.  In addition, PSU freshmen were less likely than DRIU freshmen to report that their institution emphasized attending campus events, such as speakers, cultural performances, and athletic events (M = 2.27 and 2.67, respectively).  PSU freshmen also felt less support for non-academic responsibilities than did DRIU freshmen (M = 1.80 and 2.00, respectively).

PSU seniors (M = 1.83) were more likely than UU seniors (M = 1.66) to report that their institution helped them to cope with non-academic responsibilities (e.g., work and family). As shown in Figure 18, seniors indicated that PSU (emphasized attending campus events and activities and provided social support less than DRIUs did. Seniors also felt PSU provided less support for academic success and less emphasis on using computers in academic work compared to DRIUs.

Quality of Relationships

Respondents rated the quality of their relationships with people at their school using 7-point scales (1= least favorable to 7 = most favorable rating).  On average, PSU students were neutral to favorable in their ratings of other students, faculty, and administrative personnel.  PSU students indicated that their relationships with other students were somewhat friendly and supportive, and that they experienced a sense of belonging (M = 5.38).  They described faculty members as somewhat available, helpful and sympathetic (M = 5.50).  PSU student ratings of administrative personnel and offices were more neutral (M = 4.93); 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 freshmen and seniors did not differ from each other.

PSU freshmen were similar to those at UUs and DRIUs in their ratings of their relationships with people at their institution.  Although both PSU and DRIU students’ ratings of relationships with other students were somewhat favorable, PSU seniors (M = 5.38) rated their relationships lower than DRIU seniors (M = 5.69) did.  Seniors characterized their relationships with administrative personnel as more positive at PSU (M = 4.86) than at UUs (M = 4.36). 

Conclusions

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 similar to those of other UU and DRIU students.  More PSU seniors than other UU or DRIU seniors participated in community-based projects as part of their coursework.  In addition, more PSU students than UU or DRIU students participated in culminating senior experiences. 

The NSSE results suggest that PSU has helped students achieve desirable learning outcomes, but they also draw attention to areas where the institution could improve.  One notable example is advising.  PSU students rated the quality of their advising lower than other UU and DRIU students did.  PSU students also reported discussing career plans with faculty members and advisors less often than DRIU students did.  As PSU continues to improve the advising services provided to students, results of future administration of the NSSE should reflect higher levels of satisfaction on par with our peers. 

Portland State University plans to participate in the NSSE again in winter 2004.  For more information about these results and future administrations of NSSE, please contact Juliette Stoering, Office of Institutional Research and Planning, 503-725-3427, stoeringj@pdx.edu.