NSSE 2007 Student-Faculty Interaction (SFI) Benchmark Score Results

Student-Faculty Interaction • NSSE 2007 Survey Results • NSSE 2007 Table of Contents

2007 SFI Comparison with Peers

2007 SFI First-Year Peer Comparison

UNL first-year score for the Student-Faculty Interaction (SFI) benchmark is similar to Carnegie and Big 12 first-year scores but significantly lower than the AAU first-year score (as noted by the asterisk in the graph above).

In comparison to Big 12 first-year respondents, UNL first-year respondents were more likely to receive prompt feedback from faculty on their academic performance but less likely to talk about career plans with faculty/advisor and work with faculty members on activities other than coursework.

UNL first-year respondents were less likely than AAU first-year respondents to discuss ideas from class with faculty outside of class, work with faculty members on activities other than coursework, and work with faculty member on a research project outside of course or program requirements. Although the number of UNL first-year respondents who "had" worked on research projects was lower than AAU first-year respondents the percentage of UNL first-year respondents that "planned" to work on a research project was slightly higher than first-year response of all three peer groups. On all other SFI items, first-year responses were similar to AAU first-year responses.

2007 SFI Senior Peer Comparison

The UNL senior score for the SFI benchmark was similar to senior scores for all three peers groups. UNL senior respondents were more likely to have worked on research projects with faculty outside of course/program requirements than Big 12 and Carnegie peers. This peer difference in working on a research project occurred on 2002 and 2004 NSSE as well.

Senior respondents were more likely than Carnegie senior peers to work with faculty member on activities other than coursework and less likely than Big 12 senior respondents to talk about career plans with faculty/advisor or receive prompt feedback from faculty on academic work.

Trend in SFI since 2002 NSSE

Since 2004 the first-year SFI score has increased significantly (see chart below). Although there was a decrease in the first-year score between 2002 and 2004, 2002 sample was significantly smaller than 2007 and 2004 samples making 2002 comparison less reliable. Survey items contributing significantly to this increase include discussing grades/assignments with an instructor and talking about career plans with faculty/advisor. Note the discussing career plans is an activity that UNL first-year respondents participated less often than peers but UNL is seeing an increase in first-year participation in this activity over time.

The senior SFI score has not changed significantly over time (see chart below) but senior respondents participation with faculty on activities other than coursework has increased significantly since 2002.

Trend in SFI since 2002

Contextual Interpretation of SFI Results

NSSE results suggest that Student-Faculty Interaction is valued and emphasized at UNL. UNL first-year and senior scores compare favorably with Big 12 and Carnegie peers. Although a lower first-year score compared to AAU first-year peers may suggest room for improvement, UNL seniors compare favorably with AAU senior peers on SFI. In addition, first-year engagement in SFI has increased significantly since 2004. Results since 2002 testify to the contribution of initiatives like UCARE that intentionally pair students with faculty to work on research projects. Although results suggest that first-year students may not be as engaged in research as their first-year peers, closer examination of results suggest that UNL first-year students are more likely to "plan" to work with faculty on research than their peers and students are following through on these plans given higher percentages of UNL senior respondents have been involved in research than their peers. This result indicates UNL is successfully creating a distinctive campus culture where undergraduates enter expecting and desiring to be involved in faculty research.