NSSE 2018 High-Impact PracticesStatistical Comparisons

First-year % Difference a ES b Difference a ES b Difference a ES b

Service-Learning 34 -11 *** -.22 -7 * -.15 -19 *** -.39

Learning Community 22 +13 *** .35 +13 *** .36 +10 *** .26

Research with Faculty 3 -3 * -.14 -2 -.12 -2 -.09

Participated in at least one 47 -3 -.07 -0 .00 -11 *** -.22

Participated in two or more 10 +2 .07 +3 .10 -0 .00

SeniorService-Learning 57 -4 -.09 -1 -.01 -6 -.11

Learning Community 39 +9 ** .20 +13 *** .27 +15 *** .32

Research with Faculty 51 +0 .01 -1 -.03 +27 *** .56

Internship or Field Exp. 75 +2 .03 +1 .03 +23 *** .48

Study Abroad 80 +33 *** .71 +33 *** .71 +64 *** 1.40

Culminating Senior Exp. 56 -23 *** -.50 -23 *** -.51 +9 * .17

Participated in at least one 96 -2 -.10 -2 -.09 +9 *** .34

Participated in two or more 93 +3 .10 +3 .12 +29 *** .75

Admissions Overlap Carnegie UG Program NSSE 2017 & 2018NSSEville State

Your students' participation compared with:

The table below displays the percentage of your students who participated in a given High-Impact Practice, including the percentage who participated in at least one, two, or more. It also graphs the difference in percentage points between your students and those of your comparison groups. Blue bars indicate how much higher your institution’s percentage is compared to the comparison group. Dark red bars indicate how much lower your institution’s percentage is compared to the comparison group.

SAMPLE

The National Survey of Student Engagement (NSSE) documents dimensions of quality in undergraduate education and provides information and assistance to colleges, universities, and other organizations to improve student learning. NSSE’s primary activity is an annual survey of college students assessing the extent to which they engage in educational practices associated with high levels of learning and development.

Measuring and Increasing

High-Impact PracticesStudent Participation in

HIP Participation: How NSSE Reports Results

“We are dedicated to delivering High-Impact Practices, and NSSE provides an indirect measure of how well we’re doing.”

—SUSAN DENNING, DIRECTOR OF INSTITUTIONAL EFFECTIVENESS, UNIVERSITY OF MOUNT UNION

Photo credit: New York Institute of Technology

Learning Community • Service-Learning • Research with Faculty • Internship/Co-op/Field Experience • Study Abroad • Culminating Senior Experience

NSSE’s information-rich, graphically illustrative reports include one focusing on six High-Impact Practices (HIPs), listed above, aptly named for their positive associations with student learning and retention.

HIPs are enriching, potentially life-changing educational experiences that demand considerable time and effort, facilitate learning outside the classroom, require meaningful interactions with faculty and other students, encourage collaboration with diverse others, and provide frequent and substantive feedback.

The table on the right, summarizing data from all NSSE 2018 U.S. respondents, displays the percentage of students who participated in each HIP by selected student characteristics.

The table below, from a sample NSSE 2018 Institutional Report featuring results for a fictional institution (“NSSEville State”)using actual NSSE data, provides the institution’s comparison group results on first-year and senior students’ participation in HIPs. See the full sample report at nsse.indiana.edu/html/sample_institutional_report.cfm

SexFemaleMale

Race/ethnicity or internationalAmerican Indian or Alaska Native Asian Black or African American Hispanic or Latino Native Hawaiian/Other Pac. Islander White Other Foreign or nonresident alien Two or more races/ethnicities

AgeTraditional (FY < 21, Seniors < 25):Nontraditional (FY 21+, Seniors 25+)

First-generationa

Not first-generationFirst-generation

EnrollmentLess than full-timeFull-time

ResidenceLiving off campusLiving on campus

TransferStarted hereStarted elsewhere

Major categoryb

Arts & humanitiesBiological sciences, agriculture, natural res.Physical sciences, math, computer scienceSocial sciencesBusinessCommunications, media, public relationsEducationEngineeringHealth professionsSocial service professionsUndecided/undeclared

Overall

Participation in High-Impact Practices by Student CharacteristicsNSSE 2018 U.S. Summary Percentages

22 10 30

23 49 14 45

18 48 9 3616 50 9 4114

68 10 4430 56 12 57

11 43 15 4320 62 24 5814

46 12 4531 49 21 48

27 44 25 5746 52 19 4637

47 12 4335 63 28 60

12 31 5 3025 53 17 49

20

56 20 5018 42 9 40

29 60 20 5312 31 4 33

27

38 20 4224 48 16 47

24 53 16 4825 74 12 4924

42 11 3820 38 8 34

24 47 14 4217 40 8 4018

46 12 45

21 38 9 37

23 51 16 4523

54

45

7159

62

4360566379

2520

1325

5757

6163

54

45

65

63

79

23

6557

566567637460637362

21202333

146456

614

252414

2519

24

2133

22

43

5

2421

232525212423222222

28

44464

5

4865

53

53

45

466454074

55

5160485860

4852465055

55

4953

5254

10

5354

545657566451406750

5442

51

15

11

13

1311

713

9

7

12

13

14

7

8

141413131113121412

139

1311

1012

Notes: Percentages weighted by sex, enrollment status, and institution size. Participating students are those who responded "Done or in progress" for all HIPs except service-learning, where students reported at least "Some" of their courses included a community-based project. Sex, enrollment status, and race/ethnicity are institution-reported variables. a. Neither parent holds a bachelor's degree.b. NSSE's default related-major categories, based on students' first reported majors. Excludes majors categorized as "all other."Not for re-use without permission. ©2018 The Trustees of Indiana University

First-Year Students (%) Seniors (%)

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1014

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226

5536

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6558

3015

Interpreting and Using HIP Results

Center for Postsecondary Research • Indiana University School of Education • 1900 East Tenth Street, Suite 419 • Bloomington, IN 47406-7512812-856-5824 | nsse@indiana.edu | nsse.indiana.edu | Twitter: @NSSEsurvey @NSSEinstitute | Facebook: @NSSEsurvey | Blog: NSSEsightings.indiana.edu

A task force at California State University San Marcos of faculty, staff, and administrators disaggregated participation in HIPs by student characteristics and majors and developed interventions directing those groups (e.g., first-generation or low-income) to HIP opportunities.

Seeing in NSSE results that their students wanted more service-learning opportunities, The University of Georgia created the Office of Service-Learning Fellows Program to assist faculty—now more than 70 participants from various disciplines—in incorporating service-learning into their teaching, research, and service.

Having launched an initiative to document HIPs in undergraduate education, The University of Texas at Tyler is using assessment rubrics drawn from NSSE reports and HIP criteria and curriculum-mapping templates to document course-related HIPs in each undergraduate academic program.

One way Judson College fulfills its commitment to prepare students to “serve and lead” is by instilling a passion for learning and encouraging participation in HIPs. The college’s HIPs web page says, “Our results on the HIPs portion of NSSE show we’re serious about offering our students life-changing opportunities at every stage of their college development.”

Through its Center for Engaged Learning and Teaching, Tulane University is expanding opportunities for students and faculty to participate in HIPs and other practices that complement academic and career goals. Tulane is also using NSSE data related to service-learning, undergraduate research, and internships as baseline indicators to monitor student participation and educational effectiveness.

“We draw on NSSE data when reporting to the Kentucky Council for Postsecondary Education about student engagement in learning and preparing our students for life and work and civic involvement.”

—RODNEY B. PIERCEY, PROVOST AND VICE PRESIDENT FOR ACADEMIC AFFAIRS, EASTERN KENTUCKY UNIVERSITY

Lessons from the FieldSee our Lessons from the Field series for instructive and inspiring narratives from colleges and universities about the innovative ways they put NSSE data into action—including their HIP results.nsse.indiana.edu/links/lessons_home

Relationship of High-Impact Practicesa with Engagement and Students’ Assessment of Their Experiences

High-Impact PracticesFirst-Year Senior

Lear

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Com

mun

ity

Serv

ice-

Lear

ning

Rese

arch

wit

h Fa

cult

y

Lear

ning

Com

mun

ity

Serv

ice-

Lear

ning

Rese

arch

wit

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cult

y

Stud

y A

broa

d

Inte

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ip o

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ld

Expe

rien

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Culm

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Seni

or

Expe

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ce

Engagement IndicatorsHigher-Order Learning ++ ++ +++ ++ ++ ++ + ++ ++Reflective & Integrative Learning +++ ++ +++ +++ +++ ++ ++ ++ ++Quantitative Reasoning ++ ++ +++ +++ ++ +++ + ++ ++Learning Strategies ++ ++ +++ ++ ++ ++ ns + +Collaborative Learning +++ ++ +++ +++ +++ ++ ++ +++ ++Discussions with Diverse Others ++ ++ ++ ++ ++ ++ + ++ ++Student-Faculty Interaction +++ +++ +++ +++ +++ +++ ++ +++ +++Effective Teaching Practices ++ ++ ++ ++ ++ ++ + + ++Quality of Interactions ++ ++ ++ ++ ++ ++ + + +Supportive Environment ++ ++ ++ ++ +++ ++ ++ ++ ++

How Students Assess Their Experiences

Perceived Gainsb ++ +++ +++ +++ +++ ++ ++ ++ ++Satisfaction with Entire Educational Experience

++ ++ ++ ++ ++ ++ + + +

+p<.001, Unstd B>0; ++p<.001, Unstd B>.10; +++p<.001, Unstd B>.30; ns=not significant

Source: NSSE 2017

Notes: Continuous variables were standardized before entry into regression models. Engagement Indicators, Perceived Gains, and satisfaction were dependent variables. Controls included major, enrollment status, grades, transfer status, first-generation status, sex, Carnegie classification, institutional control, selectivity.

a. Those who responded “Done or in progress,” except for Service-Learning participants, who indicated that at least “Some” of their courses included a community-based project.

b. Perceived Gains is a scale composed of 10 items that explore the degree to which students believe their college experience contributed to their learning and development in a variety of personal, social, and general education competencies.

The experiences of five institutions exemplify how colleges and universities use results from their High-Impact Practices report to improve learning and retention through participation in HIPs. Read details at nsse.indiana.edu/links/NSSE_Data_Brief_2018

The strong relationship between HIPs and indicators of student engagement is illustrated in the table below summarizing data from all institutions that participated in NSSE.

Using HIP Results for ImprovementHIPs & Engagement Indicators: The Relationship

Increasing Opportunities to Engage in High-Impact Practices

WHAT IS YOUR NSSE DATA USE STORY? Our growing collection of stories about how NSSE

institutions use their results is a shared resource for

colleges and universities, and assists in our

continuing efforts to improve the quality of the

undergraduate experience. Please contact your NSSE

Project Services team to share examples highlighting

your institution’s uses of NSSE data, usage

strategies, and special activities. nsse.indiana.edu/html/staff.cfm

Many institutions have focused on High-Impact Practices

(HIPs), special opportunities for student engagement such as

learning communities, service-learning, research with a

faculty mentor, study abroad, internships, and culminating

senior experiences—known for their positive effects on

learning and retention (see G. D. Kuh & K. O’Donnell,

Ensuring Quality and Taking High-Impact Practices to

Scale, AAC&U, 2013). HIPs can result in life-changing

educational experiences for participants because they:

• Demand considerable time and effort,• Provide learning opportunities outside the classroom,

• Require meaningful interactions with faculty members

and students,• Encourage interaction with diverse others, and

• Provide frequent and meaningful feedback.The examples featured in this brief highlight how institutions

have shared results from their NSSE High-Impact Practices

report with faculty and staff and used these results to make

the case for increasing opportunities for students to engage

in High-Impact Practices to improve learning and retention

on their campuses. Visit our website for more information and NSSE resources

related to High-Impact Practices.nsse.indiana.edu/html/high_impact_practices.cfm

TARGETING SPECIF IC GROUPS FOR

HIP PARTIC IPATION High-Impact Practices (HIPs) are a leading priority at

California State University San Marcos (CSUSM), where

an HIPs task force was recently created consisting of faculty,

staff, and administrators involved in campus HIPs. This task

force disaggregated participation in HIPs by several student

characteristics and majors to identify student groups less

likely to participate in HIPs. This strategy allowed them to

develop interventions that direct those student groups (e.g.,

first-generation or low-income) to HIP opportunities. By

using NSSE data to assess participation and its impact,

CSUSM ensures that all campus stakeholders are working

from the same reference points. These data have facilitated

cross-division collaboration at the university, which serve as

the framework for identifying needs and planning

interventions. CSUSM’s most recent NSSE data illustrate

their strategies are working, and they are encouraged to

continue using NSSE to further inform practice.

NSSE DATA USE IN BRIEFInstitutions participating in NSSE have provided hundreds of examples demonstrating wide-ranging uses of NSSE data.

Diagnostic, actionable information on student engagement catalyzes vital, sometimes challenging conversations on

campus about the quality of undergraduate education. This brief focuses on one theme among these examples.

California State University San Marcos