NSSE 2007 Conclusions - Results Summary

The NSSE offers a tool for gathering information with a wide range of uses and provides an important occasion to re-frame local conversations about collegiate quality. In particular, results are expected to be useful to institutions themselves in improving undergraduate education. As discussed in the results section, it is most useful for UNL to contextualize the results for gauging the degree to which they foster practices consistent with its particular institutional characteristics and commitments, and to improve performance.

In summary, UNL first-year respondents were at least as engaged as their Big 12 first-year peers and first-year peers at other research institutions (like Carnegie Peers) on four of the five benchmarks: Active and Collaborative Learning, Student-Faculty Interaction, Level of Academic Challenge, and Supportive Campus Environment. On Level of Academic Challenge and Supportive Campus Environment, UNL first-year respondents were significantly more engaged than Big 12 first-year peers. On the fifth benchmark Enriching Educational Experiences, UNL first-year respondents were significantly less engaged than Big 12 or Carnegie Peers. In comparison to AAU first-year peers, UNL first-year respondents were equally engaged on Supportive Campus Environment benchmark but significantly less engaged on the other four benchmarks. All five benchmark scores for UNL first-year respondents have increased since 2004 and in the case of Student-Faculty Interaction the increase was significant.

UNL senior respondents were as engaged as their Big 12 senior peers and senior peers at other research institutions (like Carnegie Peers) on three of the five benchmarks: Active and Collaborative Learning, Student-Faculty Interaction, and Level of Academic Challenge. On the remaining two benchmarks, Supportive Campus Environment and Enriching Education Experiences, UNL senior respondents were significantly less engaged than Big 12 and Carnegie senior peers. In comparison to AAU senior peers, UNL senior peers were as engaged on two of the five benchmarks: Active and Collaborative Learning and Student-Faculty Interaction. On the remaining three benchmarks (Level of Academic Challenge, Enriching Educational Experiences, and Supportive Campus Environment), UNL peers were significantly less engaged than AAU senior peers. Although UNL senior Enriching Education Experience score was significantly lower than peers the item results were mixed. UNL seniors engaged significantly more often in some of these enriching experiences than their senior peers (e.g. internships/practicum, working with faculty on research, culminating senior project). All five benchmark scores for UNL senior respondents have stayed the same since 2004.

UNL will continue to participate in the NSSE every three years and track the benchmark scores as one method for determining the effectiveness of our efforts to improve undergraduate education at UNL.