Stephen F. Austin State University
National Engagement
Survey Report
Spring 2011
Prepared by
The Office of Institutional Research
Stephen F. Austin State University
National Engagement Survey Report
TABLE OF CONTENTS
TABLE/PAGE TITLE
Executive Summary
Diversity
Chart 1: NSSE Question 1u. (Students had serious conversations with student of different race.)
Chart 2: NSSE Question 1v. (Students had serious conversations with students of different beliefs.)
Chart 3: NSSE Question 6f. (Students learned something that changed their understanding of issue.)
Chart 4: NSSE Question 10c. (Institution encourages contact among students from different ethnic groups.)
Student-Faculty Interaction
Chart 5: NSSE Question 1n. (Students discussed assignments with an instructor.)
Chart 6: NSSE Question 1o. (Students talked about career plans with faculty/advisor.)
Chart 7: NSSE Question 1s. (Students worked with faculty on activities other than coursework.)
Chart 8: NSSE Question 1q. (Students received prompt feedback from faculty.)
Supportive Campus Environment
Chart 9: NSSE Question 8b. (Students rating of quality of relationships with faculty.)
Chart 10: NSSE Question 10b. (Institution emphasizes providing students support to succeed academically.)
Chart 11: NSSE Question 8c. (Students rating of quality of relationships with administrative personnel.)
Chart 12: NSSE Question 10e. (Institution emphasizes providing students support to thrive socially.)
Time Usage
Chart 13: NSSE Question 9b. (Students spend how many hours per week working on campus?)
Chart 14: NSSE Question 9f. (Students spend how many hours per week caring for dependents?)
Chart 15: NSSE Question 9c. (Students spend how many hours per week working off campus?)
Chart 16: NSSE Question 9g. (Students spend how many hours per week cummuting to class?)
Miscellaneous Questions
Chart 17: NSSE Question 9d. (Students spend how many hours per week participating in co-curricular activities?)
Chart 18: NSSE Question 10f. (Institution emphasizes attendance at campus events.)
Chart 19: NSSE Question 11b. (Students develop knowledge in acquiring job or work-related skills.)
Chart 20: NSSE Question 11h. (Students develop knowledge in working effectively with others.)
Communication
Chart 21: NSSE Question 3d. (Papers or reports produced by students between 5 to 19 pages.)
Chart 22: NSSE Question 3e. (Papers or reports produced by students of fewer than 5 pages.)
Chart 23: NSSE Question 11c. (Students develop knowledge in writing clearly and effectively.)
Chart 24: NSSE Question 11d. (Students develop knowledge in speaking clearly and effectively.)
FSSE vs. NSSE - Faculty Interaction
Chart 25: Prepared two or more drafts of a paper or assignment before turning it in.
Chart 26: Come to class without completing readings or assignments.
Chart 27: Received prompt written or oral feedback from faculty on academic performance.
Chart 28: Worked harder than usual to meet an instructor's standards or expectations.
FSSE vs. NSSE - Diversity
Chart 29: Had serious conversations with students of a different race or ethnicity than his or her own.
Chart 30: Discussed ideas from his or her readings or classes with others outside of class.
Chart 31: Had serious conversations with students who are different from him in term of beliefs/opionions/values.
Chart 32: Tried to understand someone else's views by imagining how an issue looks from person's perspective.
FSSE vs. NSSE - Perceived Student Gains
Chart 33: Writing clearly and effectively.
Chart 34: Speaking clearly and effectively.
Chart 35: Thinking critically and analytically.
Chart 36: Solving complex real-world problems.
FSSE vs. NSSE - Student Work
Chart 37: Time spent working on campus.
Chart 38: Time spent working off campus.
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Institutional Research Report
Stephen F. Austin State University
National Engagement Survey Report
Spring 2011
Executive Summary
Stephen F. Austin State University (SFA) is focused on student success and strives to determine opportunities
for improvement in student learning and personal development. The SFA Strategic Plan 2013: Preparing for
the Future outlines plans for student success through university-wide collaboration. Additionally, SFA is
regionally accredited through the Southern Association of Colleges and Schools (SACS), an organization
which emphasizes “foundations for quality enhancement”.
To monitor the progress of its supportive learning environment, SFA adopted a regular assessment schedule
for the administration of the National Survey of Student Engagement (NSSE), a project coordinated through
the Indiana University Center for Postsecondary Research. NSSE provides important insight about the quality
of undergraduate learning and contributes to national benchmarks of effective educational practice.
SFA additionally scheduled regular participation with the Faculty Survey of Student Engagement (FSSE) as a
complementary assessment instrument. FSSE is designed to measure faculty expectations for student
engagement in educational practices that are known to be empirically linked with high levels of learning and
development. The FSSE information may further assist the identification of institutional strengths, as well as
motivating opportunities for improvement.
Methodology
The SFA Office of Institutional Research (OIR) prepared potential student and faculty respondent data in the
fall of 2010. The OIR further coordinated with the NSSE Institute to administer the surveys during the 2011
spring semester. Many survey administration aspects were handled by NSSE (drawing random student
samples, emailing student surveys, distributing follow-up contacts with non-respondents, and initial data
analysis).
For the NSSE administration, random samples of first-year and senior students were selected for participation.
The OIR reviewed sample populations and updated enrollment and graduation statuses to help ensure a valid
and available survey group. The sampled students were invited by SFA President, Baker Pattillo, to participate
in the NSSE survey. Students received four email contacts containing a hyperlink to the web-based version of
the survey.
The FSSE paralleled student survey efforts. The OIR selected a faculty sample of full-time lecturers,
instructors and professorial ranked individuals who were scheduled to teach during the 2010-11 year. The OIR
reviewed potential faculty respondent information in the spring semester prior to survey opening and updated
employment statuses as needed to secure a valid survey population. SFA Provost and Vice President for
Academic Affairs, Dr. Richard Berry, emailed the selected faculty to invite participation in the web-based FSSE
administration. Selected faculty were emailed several participation reminders.
NSSE has been collecting data from students at four-year colleges and universities around the country since
2000. SFA participated in the 2011 national administration along with almost two million other first-year and
senior students. The 2011 sampled students were randomly selected from data files provided by 751
participating four-year colleges and universities. Approximately 537,000 students from this sample responded.
*SFA’s mean is significantly higher or lower at the p<.05 level.
Prepared by The Office of Institutional Research; SFASU; 1/2012
Information Source: National Survey of Student Engagement, Indiana
Indiana Center for Postsecondary Research
Page 2 of 19
Institutional Research Report
Stephen F. Austin State University
National Survey of Student Engagement
Spring 2011
Executive Summary
Results
NSSE sampling procedures require sending the survey to an equal number of first-year and senior students
with the standard sample size determined by the number of undergraduate students enrolled at the institution.
In Spring 2011, students at 25 colleges and universities (3%) had the option of responding via a traditional
paper questionnaire. Seventy-nine institutions (11%) opted for Web+ administration which includes multiple
email contacts and one paper questionnaire sent to a portion of non-respondents. SFA used the Web-only
administration mode where students received all contacts electronically and only completed the online survey.
Six-hundred forty-seven schools (86%) opted for the Web-only administration. NSSE reports a continuing
trend of institutions moving to more web-based administrations. Overall, about 99% of all NSSE 2011
respondents completed the survey online.
NSSE 2011 schools closely resemble the national profile of four-year colleges and universities with respect to
institutional type, size, region, and location. Caveats include the following: Public institutions are
overrepresented while very small institutions – those with fewer than 1,000 undergraduates – are
underrepresented. Also institutions with very high levels of research activity were also slightly
underrepresented.
In each NSSE administration, institutions are offered the opportunity to customize institutional reports by
tailoring up to three comparison groups. For 2011, SFA selected all participating Texas public universities, all
participating SACS level V public peer institutions, and all NSSE 2011 institutions for comparison purposes.
The NSSE instrument was completed by 577 SFA students (298 first-year; 279 seniors). Overall the SFA
response rate was 11% with a slightly larger proportion of senior students responding than first-time freshmen.
The SFA response rate was lower than the Texas Public, SACS Public, and NSSE comparison groups. SFA
responses by gender differed from comparison groups for first-year students (79% female and 21% male) and
senior students (70% female and 30% male). Comparison groups were approximately two-thirds female and
one-third male. The ethnic distribution of SFA and comparison group respondents was similar to the SFA
student body population with slightly less proportions of Black/African American responses. In comparing the
ethnic distribution of the NSSE respondents to the SFA student body, Black/African American first-year
students are underrepresented.
To focus student engagement and guide institutional improvement efforts, NSSE sorts response means from
the 85 survey questions into five benchmarks of effective educational practice:





Level of Academic Challenge
Active and Collaborative Learning
Student-Faculty Interaction
Enriching Educational Experiences
Supportive Campus Environment
*SFA’s mean is significantly higher or lower at the p<.05 level.
Prepared by The Office of Institutional Research; SFASU; 1/2012
Information Source: National Survey of Student Engagement, Indiana
Indiana Center for Postsecondary Research
Page 3 of 19
Institutional Research Report
Stephen F. Austin State University
National Survey of Student Engagement
Spring 2011
Executive Summary
Results (continued)
NSSE Benchmark
Level of Academic Challenge
(LAC)
SFA response means were significantly
lower than the comparison groups for
the Level of Academic Challenge
(LAC) benchmark for first-year students
compared to SACS public institutions
and all NSSE institutions.
(Comparisons that are statistically significant
are denoted with an asterisk.)
100.0
SFA
Texas Public
75.0
SACS Public
All NSSE
50.0
49.9
53.7*
50.9 51.8*
56.7
55.6
56.7
57.4
25.0
0.0
First-Year
NSSE Benchmark
Active & Collaborative Learning
(ACL)
SFA response means were significantly
higher than the comparison groups for
the Active & Collaborative Learning
(ACL) benchmark for senior students
compared to Texas public institutions
and all NSSE institutions.
(Comparisons that are statistically significant
are denoted with an asterisk.)
Senior
100.0
SFA
Texas Public
75.0
SACS Public
All NSSE
50.0
53.7
40.9
50.6*
53.3 51.3*
41.3 43.5* 43.2*
25.0
0.0
First-Year
*SFA’s mean is significantly higher or lower at the p<.05 level.
Prepared by The Office of Institutional Research; SFASU; 1/2012
Senior
Information Source: National Survey of Student Engagement, Indiana
Indiana Center for Postsecondary Research
Page 4 of 19
Institutional Research Report
Stephen F. Austin State University
National Survey of Student Engagement
Spring 2011
Executive Summary
Results (continued)
100.0
SFA
NSSE Benchmark
Student-Faculty Interaction
(SFI)
SFA response means were significantly
higher than the comparison groups for
the Student-Faculty Interaction (SFI)
benchmark for senior students
compared to Texas public institutions
and all NSSE institutions.
Texas Public
75.0
SACS Public
All NSSE
50.0
45.7
25.0
34.4
32.5
36.1
44.4
39.4*
41.9*
34.4
(Comparisons that are statistically significant
are denoted with an asterisk.)
0.0
First-Year
Senior
100.0
SFA
NSSE Benchmark
Enriching Educational Experiences
(EEE)
SFA response means were significantly
higher than the comparison groups for
the Enriching Educational Experiences
(EEE) benchmark for senior students
compared to Texas public institutions.
Texas Public
SACS Public
75.0
All NSSE
50.0
40.4
25.0
36.5* 38.4
40.4
26.0 27.7* 27.7 27.8*
(Comparisons that are statistically significant
are denoted with an asterisk.)
0.0
First-Year
*SFA’s mean is significantly higher or lower at the p<.05 level.
Prepared by The Office of Institutional Research; SFASU; 1/2012
Senior
Information Source: National Survey of Student Engagement, Indiana
Indiana Center for Postsecondary Research
Page 5 of 19
Institutional Research Report
Stephen F. Austin State University
National Survey of Student Engagement
Spring 2011
Executive Summary
Results (continued)
100
SFA
NSSE Benchmark
Supportive Campus Environment
(SCE)
Texas Public
SACS Public
75
All NSSE
SFA response means were significantly
higher than the comparison groups for
the Supportive Campus Environment
(SCE) benchmark for first year and
senior students compared to Texas
public institutions, SACS public
institutions, and NSSE institutions.
65.3
62.0* 62.5* 62.7*
50
63.3
59.5* 61.1 59.1*
25
(Comparisons that are statistically significant
are denoted with an asterisk.)
0
First-Year
Senior
Multi-Year NSSE Benchmark Scores
First-Year Students
80.0
65.3
Level of Academic
Challenge
50.5
49.9
Active & Collaborative
Learning
40.6
40.9
62.7
60.0
60.3
59.0
47.3
47.7
48.1
41.3
38.7
Response Means
60.0
40.0
37.4
35.6
31.8
20.0
27.0
23.7
Student-Faculty
Interaction
38.0
33.5
24.8
25.3
34.4
26.0
Enriching Educational
Experiences
Supportive Campus
Environment
0.0
2004
2005
2007
Survey Year
*SFA’s mean is significantly higher or lower at the p<.05 level.
Prepared by The Office of Institutional Research; SFASU; 1/2012
2009
2011
Information Source: National Survey of Student Engagement, Indiana
Indiana Center for Postsecondary Research
Page 6 of 19
Institutional Research Report
Stephen F. Austin State University
National Survey of Student Engagement
Spring 2011
Executive Summary
Results (continued)
Multi-Year NSSE Benchmark Scores
Senior Students
80.0
Level of Academic
Challenge
Response Means
60.0
53.4
49.9
57.9
53.4
53.1
52.3
52.1
45.7
40.0
63.3
61.3
61.2
57.9
42.0
55.0
51.7
46.1
43.5
Active & Collaborative
Learning
53.7
Student-Faculty
Interaction
45.7
41.4
38.1
56.7
40.4
38.5
Enriching Educational
Experiences
35.1
Supportive Campus
Environment
20.0
2004
2005
2007
Survey Year
2009
2011
FSSE Summary
The Faculty Survey of Student Engagement (FSSE) was designed to compliment the NSSE by measuring
faculty members’ expectations of student engagement and educational practices that are linked to learning and
development.
In 2011, almost 20,000 faculty from 157 colleges and universities responded to the FSSE. Faculty members at
participating institutions were sent invitation emails and asked to respond to the online survey.
Points to note concerning SFA FSSE respondents include the following:
 282 of 497 invited faculty responded to the FSSE for a response rate of 57%.
 75% were of professor, associate professor, or assistant professor rank.
 80% were tenured or on tenure track.
 50% were male; 50% were female.
 Respondents participated from each discipline.
*SFA’s mean is significantly higher or lower at the p<.05 level.
Prepared by The Office of Institutional Research; SFASU; 1/2012
Information Source: National Survey of Student Engagement, Indiana
Indiana Center for Postsecondary Research
Page 7 of 19
Institutional Research Report
Stephen F. Austin State University
National Survey of Student Engagement
Spring 2011
Executive Summary
Conclusion
NSSE responses indicate that SFA students are effectively engaged in several areas.








SFA students enjoy interacting with individuals different from themselves. (Tables 1-4)
SFA faculty members excel in engaging with students compared to other Texas Public institutions.
(Tables 5-8)
SFA students enjoy a campus environment that provides them the support they need to succeed.
(Tables 9-12)
SFA senior students are much more likely to work on-campus than all comparison groups. SFA
first-year students are much less likely to work off-campus than all comparison groups.
(Tables 13 & 15)
SFA students are more likely to report time spent in co-curricular activities than comparison
institutions. (Table 17)
SFA first-year students indicated that SFA emphasizes attending campus events and activities
(more than comparison institutions) and the response mean fell in the “Quite a bit” to “Very much”
range. In contrast, the SFA senior student response mean was slightly lower than comparison
institutions and fell in the “Some” to “Quite a bit” range, indicating that there is a change of attitude
between the two groups. (Table 18)
SFA students are more likely to report that experiences at SFA contributed to acquiring job or workrelated knowledge and skills than students at comparison institutions. (Table 19)
SFA senior students are more likely to report that experiences at SFA contributed to development
of skills in working effectively with others than students at comparison institutions. (Table 20)
SFA NSSE responses provide contradictory data in communication skills of students.

SFA first-year and senior students report fewer written papers or reports (between 5 to 19 pages)
than comparison institutions. (Table 21)
 SFA first-year students report fewer written papers or reports (fewer than 5 pages) than comparison
institutions. (Table 22)
However,
 SFA first-year and senior students report that experience at SFA contribute to knowledge, skills,
and personal development in writing clearly and effectively more often than comparison institutions.
(Table 23)
 SFA first-year and senior students report that experience at SFA contribute to knowledge, skills,
and personal development in speaking clearly and effectively. (Table 24)
FSSE faculty perceptions and NSSE student responses differ in several areas:




Number of drafts prepared for written assignments. (Table 25)
How often students attend classes unprepared. (Table 26)
How promptly students receive written or oral feedback on academic performance. (Table 27)
How often students work harder than usual to meet an instructor’s expectations. (Table 28)
*SFA’s mean is significantly higher or lower at the p<.05 level.
Prepared by The Office of Institutional Research; SFASU; 1/2012
Information Source: National Survey of Student Engagement, Indiana
Indiana Center for Postsecondary Research
Page 8 of 19
Institutional Research Report
Stephen F. Austin State University
National Survey of Student Engagement
Spring 2011
Executive Summary
Conclusion (continued)
FSSE faculty perceptions and NSSE student responses differ in several areas: (Continued)






How often students interact with peers of a different race or ethnicity. (Table 29)
How often students discuss ideas from class with others outside of class. (Table 30)
How often students have conversations with students who are different from him or her in terms of
their religious beliefs, political opinions, or personal values. (Table 31)
Perceived student gains:
o Writing clearly and effectively (Table 33)
o Speaking clearly and effectively (Table 34)
o Thinking critically and analytically (Table 35)
o Solving complex real-world problems (Table 36)
How much time students spend in a 7-day week working on-campus. (Table 37)
How much time students spend in a 7-day week working off-campus. (Table 38)
Student engagement at SFA appears to be strong, and engagement appears to strengthen as students
progress to the senior year. Engagement in relation to the ways in which students interact with faculty appears
to be a particular strength for SFA, especially in the senior year. However, providing a supportive campus
environment (SCE) consistently is the engagement strength for SFA. Not only is it the SCE benchmark where
SFA excelled in 2011; it is also the benchmark where SFA historically excels. The SCE benchmark score is
consistently higher than comparison institutions and also higher than the other benchmark areas each survey
year.
In contrast, an opportunity for improvement seems to exist in the benchmark area “Level of Academic
Challenge” (LAC). For first-year SFA students, the response mean was significantly lower than SACS public
institutions and NSSE institutions. (All other response means for LAC were not significantly different from
comparison institutions.) In comparing SFA to comparison institutions for all other benchmark categories,
there was at least one positive comparison. Only the LAC benchmark lacked a positive comparison.
Additionally, there is a disconnect in the perceptions of faculty and students concerning several topics
including class preparation, faculty responsiveness, perceived academic gains, and amount of time students
work on and off campus. The disconnect in faculty-student perceptions also may provide an opportunity for
improvement at SFA.
*SFA’s mean is significantly higher or lower at the p<.05 level.
Prepared by The Office of Institutional Research; SFASU; 1/2012
Information Source: National Survey of Student Engagement, Indiana
Indiana Center for Postsecondary Research
Page 9 of 19
Institutional Research Report
Stephen F. Austin State University
National Engagement Survey Report
Spring 2011
Diversity Related Issues
Chart 1: NSSE Question 1u.
How often have students had serious conversations with students of a
different race or ethnicity than their own? (1=Never, 2=Sometimes, 3=Often,
4=Very often)
4
SFA
Texas Public
SACS Public
All NSSE
3
Chart 2: NSSE Question 1v.
How often have students had serious conversations with students who are
very different from them in terms of their religious beliefs, political
opinions, or personal values? (1=Never, 2=Sometimes, 3=Often, 4=Very often)
4
SFA
Texas Public
SACS Public
All NSSE
3
2.64
2.90
2.60
2
2.56
2.61
2.69*
2.61*
2.69*
2
1
2.55
2.62
2.65
2.66
2.86
2.66*
2.67*
2.71*
1
0
0
First-Year
Senior
First-Year
Chart 3: NSSE Question 6f.
How often have students learned something that changed the way they
understand an issue or concept? (1=Never, 2=Sometimes, 3=Often, 4=Very often)
4
SFA
Texas Public
SACS Public
All NSSE
3
2.88
2.85
2.90
2.89
3.05
Senior
Chart 4: NSSE Question 10c.
To what extent does the institution emphasize encouraging contact
among students from different economic, social, and racial or ethnic
backgrounds? (1=Very Little, 2=Some, 3=Quite a bit, 4=Very much)
4
SFA
Texas Public
SACS Public
All NSSE
3
2.88*
2.94*
2.93*
2.80
2
2
1
1
0
2.72
2.71
2.74
2.76
2.60*
2.61*
2.56*
0
First-Year
Senior
*SFA's mean is significantly higher or lower at the p<.05 level.
Prepared by The Office of Institutional Research; SFASU; 1/2012.
First-Year
Senior
Information Source: National Survey of Student Engagement,
Indiana Center for Postsecondary Research
Page 10 of 19
Institutional Research Report
Stephen F. Austin State University
National Engagement Survey Report
Spring 2011
Student-Faculty Interaction
Chart 5: NSSE Question 1n.
How often have students discussed grades or assignments with an
instructor? (1=Never, 2=Sometimes, 3=Often, 4=Very often)
4
SFA
Texas Public
SACS Public
All NSSE
Chart 6: NSSE Question 1o.
How often have students talked about career plans with a faculty member
or advisor? (1=Never, 2=Sometimes, 3=Often, 4=Very often)
4
Texas Public
SACS Public
All NSSE
3
3
3.01
2.68
2
2.51*
2.71
2.63
2.78*
2.94
2.81*
2.55
2.29
2
2.18
2.28
2.18
2.32*
2.52
2.40*
1
1
0
0
First-Year
Senior
First-Year
Chart 7: NSSE Question 1s.
How often have students worked with faculty members on activities other
than coursework (committees, orientation, student life activities, etc.)?
(1=Never, 2=Sometimes, 3=Often, 4=Very often)
4
Texas Public
SACS Public
All NSSE
often)
2
1.55
1.62
1.69*
1.93
1.64
1.75*
1.90
SFA
Texas Public
SACS Public
All NSSE
3
2.64
2
Senior
Chart 8: NSSE Question 1q.
How often have students received prompt written or oral feedback from
faculty on academic performance? (1=Never, 2=Sometimes, 3=Often, 4=Very
4
SFA
3
1
SFA
2.47*
2.67
2.69
2.90
2.69*
2.87
2.80
1.84
1
0
0
First-Year
Senior
*SFA's mean is significantly higher or lower at the p<.05 level.
Prepared by The Office of Institutional Research; SFASU; 1/2012.
First-Year
Senior
Information Source: National Survey of Student Engagement,
Indiana Center for Postsecondary Research
Page 11 of 19
Institutional Research Report
Stephen F. Austin State University
National Engagement Survey Report
Spring 2011
Supportive Campus Environment
Chart 9: NSSE Question 8b.
How do students rate the quality of relationships with faculty?
Chart 10: NSSE Question 10b.
To what extent does the institution emphasize providing students the
support they need to succeed academically? (1=Very little, 2=Some, 3=Quite a
(1=Unavailable, Unhelpful, Unsympathetic to 7=Available, Helpful, Sympathetic)
7
6
5
5.39
SFA
Texas Public
SACS Public
All NSSE
5.82
5.14*
5.23
5.29
5.38*
5.53*
5.46*
bit, 4=Very much)
4
3
3.32
3.08*
3.10*
3.12*
SFA
Texas Public
SACS Public
All NSSE
3.08
2.95*
3.03
2.96*
4
2
3
2
1
1
0
0
First-Year
Senior
First-Year
Chart 11: NSSE Question 8c.
How do students rate the quality of relationships with administrative
personnel and offices? (1=Unhelpful, Inconsiderate, Rigid to 7=Helpful, Considerate,
Flexible)
7
6
SFA
Texas Public
SACS Public
All NSSE
Chart 12: NSSE Question 10e.
To what extent does the institution emphasize providing students the
support they need to thrive socially? (1=Very little, 2=Some, 3=Quite a bit, 4=Very
much)
4
SFA
Texas Public
SACS Public
All NSSE
3
5
4
Senior
4.84
4.77
4.79
4.85
4.92
4.71
4.76
2.72
4.66*
2
2.56*
2.57*
2.54*
2.42
2.31
2.35
2.27*
3
2
1
1
0
0
First-Year
Senior
*SFA's mean is significantly higher or lower at the p<.05 level.
Prepared by The Office of Institutional Research; SFASU; 1/2012.
First-Year
Senior
Information Source: National Survey of Student Engagement,
Indiana Center for Postsecondary Research
Page 12 of 19
Institutional Research Report
Stephen F. Austin State University
National Engagement Survey Report
Spring 2011
Time Usage
Chart 13: NSSE 9b.
About how many hours per week do students spend in a typical 7-day
week working for pay on campus? (1=0 hrs/wk, 2=1-5 hrs/wk, 3=6-10 hrs/wk, 4=1115 hrs/wk, 5=16-20 hrs/wk, 6=21-25 hrs/wk, 7=26-30 hrs/wk, 8=More than 30 hrs/wk)
Chart 14: NSSE 9f.
About how many hours per week do students spend in a typical 7-day
week providing care for dependents living with them (parents, children,
spouses, etc.)? (1=0 hrs/wk, 2=1-5 hrs/wk, 3=6-10 hrs/wk, 4=11-15 hrs/wk, 5=16-20
hrs/wk, 6=21-25 hrs/wk, 7=26-30 hrs/wk, 8=More than 30 hrs/wk)
8
8
SFA
Texas Public
SACS Public
All NSSE
7
6
5
6
5
4
4
3
3
2
1
SFA
Texas Public
SACS Public
All NSSE
7
2
1.50
2.06
1 40
1.40
1 35
1.35
1.47
1.76*
1.79*
1.83*
0
1
2.57
1.50
1.89*
1.91*
2.82
2.92*
1.86*
2.44
0
First-Year
Senior
First-Year
Senior
Chart 15: NSSE 9c.
About how many hours per week do students spend in a typical 7-day
week working for pay off campus? (1=0 hrs/wk, 2=1-5 hrs/wk, 3=6-10 hrs/wk, 4=11-
Chart 16: NSSE 9g.
About how many hours per week do students spend in a typical 7-day
week commuting to class? (1=0 hrs/wk, 2=1-5 hrs/wk, 3=6-10 hrs/wk, 4=11-15
15 hrs/wk, 5=16-20 hrs/wk, 6=21-25 hrs/wk, 7=26-30 hrs/wk, 8=More than 30 hrs/wk)
hrs/wk, 5=16-20 hrs/wk, 6=21-25 hrs/wk, 7=26-30 hrs/wk, 8=More than 30 hrs/wk)
8
8
SFA
Texas Public
SACS Public
All NSSE
7
6
5
4
6
5
4
3.77*
3
2
SFA
Texas Public
SACS Public
All NSSE
7
3.64*
3.11
3.51*
3
2
1
1
0
0
Senior
*SFA's mean is significantly higher or lower at the p<.05 level.
Prepared by The Office of Institutional Research; SFASU; 1/2012.
2.39
2.56*
2.42
First-Year
2.27
2.11
2.60*
2.53*
2.39*
Senior
Information Source: National Survey of Student Engagement,
Indiana Center for Postsecondary Research
Page 13 of 19
Institutional Research Report
Stephen F. Austin State University
National Engagement Survey Report
Spring 2011
Miscellaneous Questions
Chart 17: NSSE 9d.
About how many hours per week do students spend in a typical 7-day
week participating in co-curricular activities (organizations, campus
publications, student government, fraternity or sorority, intercollegiate or
intramural sports, etc.)? (1=0 hrs/wk, 2=1-5 hrs/wk, 3=6-10 hrs/wk, 4=11-15 hrs/wk,
5=16-20 hrs/wk, 6=21-25 hrs/wk, 7=26-30 hrs/wk, 8=More than 30 hrs/wk)
8
7
6
Chart 18: NSSE Question 10f.
To what extent does the institution emphasize attending campus events
and activities (special speakers, cultural performances, athletic events,
etc.)? (1=Very little, 2=Some, 3=Quite a bit, 4=Very much)
4
SFA
Texas Public
SACS Public
All NSSE
3
SFA
SACS Public
3.20
5
2.90*
2.91*
2.88*
2.55
2
4
2.67
Texas Public
All NSSE
2.69
2.66
3
2
1
2.40
1
2.24
2.16*
2.24
2.27
2 00*
2.00
2.02*
2.02
2.12
0
0
First-Year
Senior
Chart 19: NSSE 11b.
To what extent do students report that experiences at this institution
contributed to knowledge, skills, and personal development in acquiring
job or work-related knowledge and skills? (1=Very little, 2=Some, 3=Quite a
bit, 4=Very much)
4
SFA
Texas Public
SACS Public
All NSSE
3.33
3
2.98
2.77*
2.77*
2.83*
3.07*
3.16*
First-Year
Senior
Chart 20: NSSE 11h.
To what extent do students report that experiences at this institution
contributed to knowledge, skills, and personal development in working
effectively with others? (1=Very little, 2=Some, 3=Quite a bit, 4=Very much)
4
3
3.06*
2
2
1
1
3.11
SFA
Texas Public
SACS Public
All NSSE
3.37
3.00
3.03
3.02
3.18*
3.24*
3.18*
0
0
First-Year
Senior
*SFA's mean is significantly higher or lower at the p<.05 level.
Prepared by The Office of Institutional Research; SFASU; 1/2012.
First-Year
Senior
Information Source: National Survey of Student Engagement,
Indiana Center for Postsecondary Research
Page 14 of 19
Institutional Research Report
Stephen F. Austin State University
National Engagement Survey Report
Spring 2011
Communication Skills
Chart 21: NSSE 3d.
During a given school year, about how many written papers or reports do
students produce between 5 to 19 pages? (1=None, 2=1-4, 3=5-10, 4=11-20,
Chart 22: NSSE 3e.
During a given school year, about how many written papers or reports do
students produce of fewer than 5 pages? (1=None, 2=1-4, 3=5-10, 4=11-20,
5=More than 20)
5=More than 20)
SFA
Texas Public
SACS Public
All NSSE
5
4
3
4
3
2
1.95
1.96
2.04
2.20*
2.26
2.30
2.39*
2.54*
2
1
1
0
0
First-Year
4
2.90*
3.05
3.03*
3.19
3.08
3.14
2.84
3.11
2.74
2.81
2.99*
Senior
SFA
Texas Public
SACS Public
All NSSE
4
3
3.02
1
1
0
0
*SFA's mean is significantly higher or lower at the p<.05 level.
Prepared by The Office of Institutional Research; SFASU; 1/2012.
2.97*
5
2
Senior
2.84*
Chart 24: NSSE 11d.
To what extent do students report that experiences at this institution
contributed to knowledge, skills, and personal development in speaking
clearly and effectively? (1=Very little, 2=Some, 3=Quite a bit, 4=Very much)
2
First-Year
2.66*
First-Year
SFA
Texas Public
SACS Public
All NSSE
5
3.14
2.53
Senior
Chart 23: NSSE 11c.
To what extent do students report that experiences at this institution
contributed to knowledge, skills, and personal development in writing
clearly and effectively? (1=Very little, 2=Some, 3=Quite a bit, 4=Very much)
3
SFA
Texas Public
SACS Public
All NSSE
5
2.81*
2.89*
First-Year
2.87*
3.18
3.01*
3.10
3.01*
Senior
Information Source: National Survey of Student Engagement,
Indiana Center for Postsecondary Research
Page 15 of 19
Institutional Research Report
Stephen F. Austin State University
National Engagement Survey Report
Spring 2011
FSSE vs. NSSE - Faculty Interaction
Chart 25:
Prepared two or more drafts of a paper or assignment before turning it in.
Chart 26:
Come to class without completing readings or assignments.
80
60
57%
52%
40
31%
20
14%
0
Faculty
Perception
First-Year
Student
Responses
First-Year
Faculty
Perception
Seniors
% Responded Often or Very Often
100
90%
90%
60
68%
56%
40
20
0
Faculty
Perception
First-Year
Student
Responses
First-Year
Faculty
Perception
Seniors
*SFA's mean is significantly higher or lower at the p<.05 level.
Prepared by The Office of Institutional Research; SFASU; 1/2012.
80
60
Student
Responses
Seniors
73%
40
40%
20
20%
19%
0
Student
Responses
Seniors
Chart 27:
Received prompt written or oral feedback from faculty on his or her
academic performance.
80
% Responded Often or Very Often
100
Faculty
Perception
First-Year
Student
Responses
First-Year
Faculty
Perception
Seniors
Student
Responses
Seniors
Chart 28:
Worked harder than usual to meet an instructor's standards or
expectations.
% Responded Often or Very Often
% Responded Often or Very Often
100
100
80
60
64%
20
64%
50%
40
30%
0
Faculty
Perception
First-Year
Student
Responses
First-Year
Faculty
Perception
Seniors
Student
Responses
Seniors
Information Source: National Survey of Student Engagement,
Indiana Center for Postsecondary Research
Page 16 of 19
Institutional Research Report
Stephen F. Austin State University
National Engagement Survey Report
Spring 2011
FSSE vs. NSSE - Diversity
80
60
64%
54%
40
39%
20
31%
0
Faculty
Perception
First-Year
Student
Responses
First-Year
Faculty
Perception
Seniors
Student
Responses
Seniors
% Responded Often or Very Often
Chart 31:
Had serious conversations with students who are very different from him
or her in terms of their religious beliefs, political opinions, or personal
values.
100
80
60
63%
40
20
48%
34%
23%
0
Faculty
Perception
First-Year
Student
Responses
First-Year
Faculty
Perception
Seniors
*SFA's mean is significantly higher or lower at the p<.05 level.
Prepared by The Office of Institutional Research; SFASU; 1/2012.
Student
Responses
Seniors
% Responded Often or Very Often
100
Chart 30:
Discussed ideas from his or her readings or classes with others outside of
class (other students, family members, co-workers, etc.)
100
80
70%
60
57%
40
32%
20
20%
0
Faculty
Perception
First-Year
Student
Responses
First-Year
Faculty
Perception
Seniors
Student
Responses
Seniors
Chart 32:
Tried to better understand someone else's views by imagining how an
issue looks from that person's perspective.
% Responded Often or Very Often
% Responded Often or Very Often
Chart 29:
Had serious conversations with students of a different race or ethnicity
than his or her own.
100
80
60
66%
60%
40
20
43%
35%
0
Faculty
Perception
First-Year
Student
Responses
First-Year
Faculty
Perception
Seniors
Student
Responses
Seniors
Information Source: National Survey of Student Engagement,
Indiana Center for Postsecondary Research
Page 17 of 19
Institutional Research Report
Stephen F. Austin State University
National Engagement Survey Report
Spring 2011
FSSE vs. NSSE - Perceived Student Gains
Chart 33:
Perceived student gain: Writing clearly and effectively.
Chart 34:
Perceived student gain: Speaking clearly and effectively.
100
82%
79%
60
60%
40
37%
20
0
Faculty
Perception
First-Year
Student
Responses
First-Year
Faculty
Perception
Seniors
Student
Responses
Seniors
Chart 35:
Perceived student gain: Thinking critically and analytically.
% Responded Quite a Bit or Very
Much
80
80%
73%
60
61%
40
20
28%
0
Faculty
Perception
First-Year
Student
Responses
First-Year
Faculty
Perception
Seniors
Student
Responses
Seniors
Chart 36:
Perceived student gain: Solving complex real-world problems.
100
100
80
91%
89%
60
40
% Res
sponded Quite a Bit or Very Much
80
64%
44%
20
0
Faculty
Perception
First-Year
Student
Responses
First-Year
Faculty
Perception
Seniors
*SFA's mean is significantly higher or lower at the p<.05 level.
Prepared by The Office of Institutional Research; SFASU; 1/2012.
Student
Responses
Seniors
% Responded Quite a Bit or Very
Much
% Responded Quite a Bit or Very
Much
100
80
75%
60
65%
40
46%
20
19%
0
Faculty
Perception
First-Year
Student
Responses
First-Year
Faculty
Perception
Seniors
Student
Responses
Seniors
Information Source: National Survey of Student Engagement,
Indiana Center for Postsecondary Research
Page 18 of 19
Institutional Research Report
Stephen F. Austin State University
National Engagement Survey Report
Spring 2011
FSSE vs. NSSE - Student Work
Chart 37:
In a typical 7-day week, time spent working for pay on campus.
Chart 38:
In a typical 7-day week, time spent working for pay off campus.
80
100
90%
87%
60
40
20
25%
14%
0
Faculty
Perception
First-Year
Student
Responses
First-Year
Faculty
Perception
Seniors
*SFA's mean is significantly higher or lower at the p<.05 level.
Prepared by The Office of Institutional Research; SFASU; 1/2012.
Student
Responses
Seniors
%R
Responded 1 to 20 Hours per Week
%R
Responded 1 to 20 Hours per Week
100
80
74%
60
63%
40
20
18%
14%
0
Faculty
Perception
First-Year
Student
Responses
First-Year
Faculty
Perception
Seniors
Student
Responses
Seniors
Information Source: National Survey of Student Engagement,
Indiana Center for Postsecondary Research
Page 19 of 19