NSSE Multi-year Benchmark Report (Combined U of S / College Report)
NSSE Benchmarks: 2006, 2008 and 2011
Prepared by the office of Institutional Planning and Assessment December 2011
Highlights of Results
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U of S scores for first-year students were generally lower than the average of medical/doctoral universities
in Canada (our peers), especially on the Level of Academic Challenge and Enriching Educational Experience
benchmarks.
However, U of S final-year students generally scored higher than our peers on most benchmarks including
Active and Collaborative Learning, Student-Faculty Interaction, and Supportive Campus Environment.
U of S scores, for both first- and final-year students, have improved between 2006 and 2011.
Overall, scores for first-year students were significantly lower than final-year students (same as our peers).
Pharmacy & Nutrition had the best overall scores, followed by Edwards, Nursing, and Education.
At the final-year student level:
o Nursing, Engineering, and Edwards had the best scores in Level of Academic Challenge;
o Edwards, Pharmacy & Nutrition, and Education out-performed the rest in Active and
Collaborative Learning;
o The Division of Humanities & Fine Arts and Agriculture & Bioresources excelled in StudentFaculty Interaction;
o Education and Pharmacy & Nutrition students had the highest scores for Enriching Educational
Experience;
o Agriculture & Bioresources, Kinesiology, and Pharmacy & Nutrition topped the list on
Supportive Campus Environment.
About NSSE
The National Survey of Student Engagement (NSSE, pronounced "Nessie") is a survey that measures students'
levels of engagement with their institution. The NSSE obtains information from first-year and final-year
undergraduate students in Canada and the United States about their participation in programs and activities
that institutions provide for their learning and personal development.
Survey items on the NSSE represent empirically confirmed "good practices" in undergraduate education. That
is, they reflect behaviors by students and institutions that are associated with desired outcomes of a university
education/experience. More than 1,300 different colleges and universities in the United States and Canada
have participated in NSSE since its inception in 2000.
NSSE at the University of Saskatchewan
NSSE was first administered at the University of Saskatchewan (U of S) in 2006 with follow-ups in 2008 and
2011. It is now planned to be conducted every three years with the next survey scheduled for 2014. In 2006
and 2008, the survey was administered using a random sample of first-year and final-year U of S students,
while in 2011, a census was conducted. The response rates were 55%, 53% and 43% respectively.
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NSSE Multi-year Benchmark Report (Combined U of S / College Report)
NSSE Benchmarks
The NSSE instrument is short, reliable, and easy to complete. It asks undergraduates how they spend their
time, what they feel they have gained from classes, and their assessment of the quality of their interactions
with faculty and students as well as the value of other important educational activities. NSSE results are
organized into five benchmarks of effective educational practice, as outlined below:
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Active & Collaborative Learning (ACL)
Level of Academic Challenges (LAC)
Student-Faculty Interaction (SFI)
Enriching Educational Experiences (EEE)
Supportive Campus Environment (SCE)
NSSE benchmark scores are calculated based on respondents’ answers to a series of questions that associate
with each benchmark. There are 6-11 questions behind each benchmark. Theoretically, the values of the
benchmarks range from 0 to 100, as all items that contribute to a benchmark are converted to a 0 – 100 point
scale. For example, items with four response options (e.g., never, sometimes, often, very often) are recoded
with values of 0, 33.33, 66.67, or 100. In Canada, the average scores on NSSE benchmarks range from the midtwenties to the mid-fifties1. For more information about the construction of the NSSE Benchmarks, please go
to http://nsse.iub.edu/_/?cid=403.
1
Conway, C., Zhao, H., & Montgomery, S. (2011). The NSSE National Data Project Report. Toronto: Higher Education
Quality Council of Ontario.
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NSSE Multi-year Benchmark Report (Combined U of S / College Report)
Interpreting the Benchmark Report
Name of the
benchmark
Means are reported for
first-year and final-year
students
The mean is the weighted
arithmetic average of
student level benchmark
scores calculated based
on student responses to
the benchmark questions
The U of S uses the
Canadian medical/
doctoral group for NSSE
benchmarking purposes.
This group (which
includes the U of S)
consists of universities
that offer a broad range
of Ph.D. programs and
research, as well as
medical schools. For a
complete list, please see
Appendix One.
A description of the
benchmark and the
individual items used in
its creation are
summarized
Level of Academic Challenge (LAC)
Benchmark Mean Comparisons
Ag & Bio
Arts & Science
A&S – Science Div.
A&S – Social Sciences Div.
A&S – Humanities & Fine Arts Div.
Education
Engineering
Edwards
Kinesiology
Nursing
Pharmacy & Nutrition
U of S
Medical/Doctoral
2006
44
45
52
55
48
46
47
50
First-year
2008
43
47
46
52
50
46
48
51
2011
48
48
46
50
47
46
48
52
2006
56
53
53
53
54
49
57
53
48
56
55
53
54
Final-year
2008
53
53
51
53
55
49
59
54
53
58
53
53
55
2011
50
53
51
52
55
49
58
57
49
58
55
54
55
Level of Academic Challenge (LAC) Items
Challenging intellectual and creative work is central to student learning and collegiate quality. Universities promote
high levels of student achievement by emphasizing the importance of academic effort and setting high expectations for
student performance.
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Preparing for class (studying, reading, writing, doing homework or lab work, etc. related to academic
program)
Number of assigned textbooks, books, or book-length packs of course readings
Number of written papers or reports of 20 pages or more; number of written papers or reports of between
5 and 19 pages; and number of written papers or reports of fewer than 5 pages
Coursework emphasizes: Analysis of the basic elements of an idea, experience or theory
Coursework emphasizes: Synthesis and organizing of ideas, information, or experiences into new, more
complex interpretations and relationships
Coursework emphasizes: Making of judgments about the value of information, arguments, or methods
Coursework emphasizes: Applying theories or concepts to practical problems or in new situations
Working harder than you thought you could to meet an instructor's standards or expectations
Campus environment emphasizes: Spending significant amount of time studying and on academic work.
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NSSE Multi-year Benchmark Report (Combined U of S / College Report)
Level of Academic Challenge (LAC)
Benchmark Mean Comparisons
Ag & Bio
Arts & Science
A&S – Science Div.
A&S – Social Sciences Div.
A&S – Humanities & Fine Arts Div.
Education
Engineering
Edwards
Kinesiology
Nursing
Pharmacy & Nutrition
U of S
Medical/Doctoral
2006
44
45
52
55
48
46
47
50
First-year
2008
43
47
46
52
50
46
48
51
2011
48
48
46
50
47
46
48
52
2006
56
53
53
53
54
49
57
53
48
56
55
53
54
Final-year
2008
53
53
51
53
55
49
59
54
53
58
53
53
55
2011
50
53
51
52
55
49
58
57
49
58
55
54
55
Level of Academic Challenge (LAC) Items
Challenging intellectual and creative work is central to student learning and collegiate quality. Universities
promote high levels of student achievement by emphasizing the importance of academic effort and setting
high expectations for student performance.
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Preparing for class (studying, reading, writing, doing homework or lab work, etc. related to academic
program)
Number of assigned textbooks, books, or book-length packs of course readings
Number of written papers or reports of 20 pages or more; number of written papers or reports of
between 5 and 19 pages; and number of written papers or reports of fewer than 5 pages
Coursework emphasizes: Analysis of the basic elements of an idea, experience or theory
Coursework emphasizes: Synthesis and organizing of ideas, information, or experiences into new,
more complex interpretations and relationships
Coursework emphasizes: Making of judgments about the value of information, arguments, or methods
Coursework emphasizes: Applying theories or concepts to practical problems or in new situations
Working harder than you thought you could to meet an instructor's standards or expectations
Campus environment emphasizes: Spending significant amount of time studying and on academic
work.
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NSSE Multi-year Benchmark Report (Combined U of S / College Report)
Active and Collaborative Learning (ACL)
Benchmark Mean Comparisons
Ag & Bio
Arts & Science
A&S – Science Div.
A&S – Social Sciences Div.
A&S – Humanities & Fine Arts Div.
Education
Engineering
Edwards
Kinesiology
Nursing
Pharmacy & Nutrition
U of S
Medical/Doctoral
2006
28
28
47
37
40
27
31
34
First-year
2008
27
30
46
39
44
31
33
34
2011
37
30
45
37
42
30
33
35
2006
47
39
37
38
42
50
45
48
44
42
51
43
41
Final-year
2008
50
38
37
38
42
47
47
49
50
40
54
43
42
2011
44
40
38
42
41
50
44
54
46
47
51
45
44
Active and Collaborative Learning (ACL) Items
Students learn more when they are intensely involved in their education and asked to think about what they
are learning in different settings. Collaborating with others in solving problems or mastering difficult material
prepares students for the messy, unscripted problems they will encounter daily during and after university.
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Asked questions in class or contributed to class discussions
Made a class presentation
Worked with other students on projects during class
Worked with classmates outside of class to prepare class assignments
Tutored or taught other students (paid or voluntary)
Participated in a community-based project (e.g., service learning) as part of a regular course
Discussed ideas from your readings or classes with others outside of class (students, family members,
co-workers, etc.)
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NSSE Multi-year Benchmark Report (Combined U of S / College Report)
Student-Faculty Interaction (SFI)
Benchmark Mean Comparisons
Ag & Bio
Arts & Science
A&S – Science Div.
A&S – Social Sciences Div.
A&S – Humanities & Fine Arts Div.
Education
Engineering
Edwards
Kinesiology
Nursing
Pharmacy & Nutrition
U of S
Medical/Doctoral
2006
20
20
40
19
19
22
20
20
First-year
2008
18
23
37
18
22
20
22
22
2011
22
22
29
15
19
20
21
21
2006
41
32
33
32
33
31
29
27
31
30
37
31
29
Final-year
2008
41
32
32
30
35
33
34
28
33
32
33
32
31
2011
35
33
34
29
37
31
32
32
32
33
31
33
31
Student-Faculty Interaction (SFI) Items
Students learn firsthand how experts think about and solve practical problems by interacting with faculty
members inside and outside the classroom. As a result, their teachers become role models, mentors, and
guides for continuous, life-long learning.
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Discussed grades or assignments with an instructor
Talked about career plans with a faculty member or advisor
Discussed ideas from your readings or classes with faculty members outside of class
Worked with faculty members on activities other than coursework (committees, orientation, studentlife activities, etc.)
Received prompt written or oral feedback from faculty on your academic performance
Worked on a research project with a faculty member outside of course or program requirements
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NSSE Multi-year Benchmark Report (Combined U of S / College Report)
Enriching Educational Experience (EEE)
Benchmark Mean Comparisons
Ag & Bio
Arts & Science
A&S – Science Div.
A&S – Social Sciences Div.
A&S – Humanities & Fine Arts Div.
Education
Engineering
Edwards
Kinesiology
Nursing
Pharmacy & Nutrition
U of S
Medical/Doctoral
2006
21
20
29
21
21
19
20
24
First-year
2008
19
21
22
20
21
20
21
25
2011
21
22
21
18
21
22
21
24
2006
36
29
30
28
28
35
32
25
26
29
38
30
34
Final-year
2008
34
29
31
29
29
37
35
27
35
35
39
32
35
2011
29
29
29
29
29
38
32
30
32
33
36
31
36
Enriching Educational Experiences (EEE) Items
Complementary learning opportunities enhance academic programs. Diversity experiences teach students
valuable things about themselves and others. Technology facilitates collaboration between peers and
instructors. Internships, community service, and senior capstone courses provide opportunities to integrate
and apply knowledge.
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Participating in co-curricular activities (organizations, campus publications, student government, social
fraternity or sorority, etc.)
Practicum, internship, field experience, co-op experience, or clinical assignment
Community service or volunteer work
Foreign language coursework / Study abroad
Independent study or self-designed major
Culminating senior experience (capstone course, senior project or thesis, comprehensive exam, etc.)
Serious conversations with students of different religious beliefs, political opinions, or personal values
Serious conversations with students of a different race or ethnicity than your own
Using electronic medium (e.g., listserv, chat group, Internet, instant messaging, etc.) to discuss or
complete an assignment
Campus environment encouraging contact among students from different economic, social, and racial
or ethnic backgrounds
Participate in a learning community or some other formal program where groups of students take two
or more classes together
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NSSE Multi-year Benchmark Report (Combined U of S / College Report)
Supportive Campus Environment (SCE)
Benchmark Mean Comparisons
Ag & Bio
Arts & Science
A&S – Science Div.
A&S – Social Sciences Div.
A&S – Humanities & Fine Arts Div.
Education
Engineering
Edwards
Kinesiology
Nursing
Pharmacy & Nutrition
U of S
Medical/Doctoral
2006
54
51
70
52
52
54
52
54
First-year
2008
56
54
68
54
52
61
54
54
2011
55
55
64
54
54
60
55
56
2006
59
51
53
47
53
51
49
49
55
50
65
51
48
Final-year
2008
64
51
55
48
53
50
55
50
57
51
55
52
49
2011
63
52
53
50
54
58
53
55
62
56
60
55
51
Supportive Campus Environment (SCE) Items
Students perform better and are more satisfied at colleges that are committed to their success and cultivate
positive working and social relations among different groups on campus.
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Campus environment provides the support you need to help you succeed academically
Campus environment helps you cope with your non-academic responsibilities (work, family, etc.)
Campus environment provides the support you need to thrive socially
Quality of relationships with other students
Quality of relationships with faculty members
Quality of relationships with administrative personnel and offices
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NSSE Multi-year Benchmark Report (Combined U of S / College Report)
Appendix One. Medical/Doctoral Universities in Our Comparator Group
Institution Name
City
Prov.
2011
Dalhousie University
McGill University
McMaster University
Queen's University
Université d'Ottawa / University of Ottawa
Université de Montréal
Université de Sherbrooke
Université Laval
University of Alberta
University of British Columbia
University of Calgary
University of Manitoba, The
University of Toronto
University of Western Ontario
Halifax
Montreal
Hamilton
Kingston
Ottawa
Montreal
Sherbrooke
Quebec city
Edmonton
Vancouver
Calgary
Winnipeg
Toronto
London
NS
QC
ON
ON
ON
QC
QC
QC
AB
BC
AB
MB
ON
ON
2008
Dalhousie University
McGill University
McMaster University
Queen's University
The University of Manitoba
Université d'Ottawa / University of Ottawa
Université de Montréal
Université Laval
University of Alberta
University of British Columbia
University of Calgary
University of Toronto
University of Western Ontario
Halifax
Montreal
Hamilton
Kingston
Winnipeg
Ottawa
Montreal
Quebec city
Edmonton
Vancouver
Calgary
Toronto
London
NS
QC
ON
ON
MB
ON
QC
QC
AB
BC
AB
ON
ON
Halifax
Montreal
Hamilton
Kingston
Quebec city
Edmonton
Vancouver
Ottawa
Toronto
London
NS
QC
ON
ON
QC
AB
BC
ON
ON
ON
2006
Dalhousie University
McGill University
McMaster University
Queen's University
Université Laval
University of Alberta
University of British Columbia
University of Ottawa
University of Toronto
University of Western Ontario
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