National Survey of Student Engagement 2006
CU-Boulder Overview
Office of Planning, Budget, and Analysis
June 2007
NSSE 2006 posting: http://www.colorado.edu/pba/surveys/NSSE/06/index.html
Questions? Send e-mail to IR@colorado.edu
This section presents some of the principal findings for CU-Boulder. Most of the graphs
below display results for multiple NSSE items. The last five graphs (source of most
academic advising, expected time/place of degree, plans after graduation, primary
obstacle to academic progress, and primary reason for working for pay) each display
results for a single item and therefore report percentages of students who did not respond
to that particular item. The percentages in all graphs are weighted to adjust statistically
for different sampling fractions and response rates over academic majors.
Students Are Satisfied with CU-Boulder
The great majority of freshmen and seniors reported that they would attend CU- Boulder
if they were starting college again. Likewise, a large majority of students rated their
entire educational experience as positive.
NSSE 2006
Overall Ratings for CU-Boulder
81
79
Rated entire education as positive
Would attend this institution again if
starting over
Freshmen
Seniors
79
75
0
20
40
60
80
100
Percent
CU-Boulder Course Work Emphasizes Synthesis, Application, and Analysis
More than half of all freshmen and seniors reported that their course work substantially
emphasizes:




synthesizing and organizing ideas;
applying theories or concepts to practical problems;
analyzing the basic elements of an idea, experience, or theory; and
making judgments about the value of information, arguments, or methods.
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National Survey of Student Engagement 2006
CU-Boulder At a Glance
NSSE 2006
CU-Boulder Course Work Emphasizes...
75
Analysis
82
68
Applying theories
76
Freshmen
59
Synthesis
69
Seniors
59
Making judgments
65
66
Memorizing facts/ideas
56
0
20
40
60
80
100
Percent
CU-Boulder Students Participate in the Classroom
Nearly all seniors, and most freshmen, reported that they ask questions in class, make
class presentations, and work on group projects during class.
NSSE 2006
CU-Boulder Classroom Experiences
94
98
Asked questions in class
75
Made a class presentation
95
84
87
In-class group projects
Freshmen
Seniors
82
83
Rewrote paper several times
0
20
40
60
80
100
Percent
CU-Boulder Contributes to Students' Knowledge and Skills
Large percentages (75%-83%) of freshmen and seniors reported that CU-Boulder
enhances their critical thinking and analysis skills and contributes toward acquiring a
broad general education. In addition, over 50% of freshmen and seniors reported that
their CU-Boulder education contributes toward skills in working effectively with others
and in learning independently. Other benefits that seniors frequently reported include the
development of computer, quantitative, and writing skills. Freshmen generally reported
similar benefits.
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National Survey of Student Engagement 2006
CU-Boulder At a Glance
Half or fewer of freshmen reported that their education, thus far, has improved their jobrelated skills or speaking skills. It is possible that these students have not yet attended
CU-Boulder long enough to experience improvement in these skills.
About a third of CU-Boulder students reported that their education contributes to
increased voting in local, state, or national elections, and slightly more than a third
reported that their education increases their efforts to contribute to community welfare.
NSSE 2006
CU-Boulder's Contribution to Students' Knowledge and Skills
75
Critical thinking
83
75
77
Acquiring a broad general education
61
Learning on my own
69
50
53
Understanding myself
65
Computer skills
72
58
Working effectively with others
66
63
67
Quantitative skills
Freshmen
55
Writing clearly and effectively
Seniors
66
44
Speaking clearly and effectively
55
50
Acquiring job-related skills
60
45
Understanding other races and ethnicities
36
39
Contributing to my community
34
29
Voting in elections
38
0
20
40
60
80
100
Percent
CU-Boulder Students Interact with Faculty
Nearly all students reported that they discuss grades or assignments with faculty. In
addition, more than half of students discuss career plans and ideas from readings or
classes with faculty. As might be expected, higher percentages of seniors than freshmen
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National Survey of Student Engagement 2006
CU-Boulder At a Glance
engaged in such discussions with faculty members. Smaller percentages of students (33%
of freshmen; 46% of seniors) work with faculty on activities other than course work, such
as committees and student life activities. Most students reported that they work harder
than they thought possible in order to meet faculty expectations.
NSSE 2006
Interaction with CU-Boulder Faculty
Discussed grades with faculty
86
Received prompt faculty feedback
85
94
92
Worked harder than thought possible in order
to meet faculty expectations
84
89
Seniors
63
Discussed career plans with faculty
Freshmen
78
51
Discussed ideas with faculty
72
Worked with faculty on activities other than
course work (e.g., committees)
33
46
0
20
40
60
80
100
Percent
CU-Boulder Seniors Participate in Outside-of-the-Classroom Activities
Many CU-Boulder seniors indicated that they participated in such activities as internships
and volunteer work. Slightly more than half of all seniors reported that they have
completed or will complete foreign language course work. Over half reported that they
have completed or will complete a senior thesis or similar culminating project. Many
freshmen reported that they participated in, or plan to participate in, internships,
community service, and study abroad.
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National Survey of Student Engagement 2006
CU-Boulder At a Glance
NSSE 2006
Participation in Enriching Activities While at CU-Boulder
78
Practicum, internship, etc.
72
74
71
Community service/volunteer work
58
Study abroad
30
Out-of-class research project with faculty
member
Freshmen
40
38
Seniors
52
54
Foreign language course work
42
Senior experience (culminating exam, thesis)
57
15
Independent study or own major
28
0
20
40
60
80
100
Percent who have participated or plan to participate
CU-Boulder Students Balance Their Academic and Personal Activities
Six out of ten CU-Boulder freshmen and seniors reported studying for ten or more hours
each week; about half reported relaxing and socializing for a similar amount of time.
Greater proportions of freshmen (53%) than seniors (44%) reported that they spend ten or
more hours relaxing and socializing each week. Substantially larger proportions of
seniors worked 10 or more hours each week for pay, compared with freshmen (36% vs.
12% working off campus; 17% vs. 7% working on campus).
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National Survey of Student Engagement 2006
CU-Boulder At a Glance
NSSE 2006
Time Devoted to Different Activities While at CU-Boulder
Relaxing and
socializing
53
44
61
60
Studying
Working for pay off
campus
12
36
Working for pay on
campus
Freshmen
Seniors
7
17
Participating in cocurricular activity
13
16
Providing care for
dependents
2
7
0
20
40
60
80
100
Percent spending 10 or more hours per week
CU-Boulder Students Obtain Academic Advising From College or Departmental
Advisors
About four in ten students reported that they received most of their academic advising
from college or departmental advisors. The proportion of freshmen who reported that
friends or family are the source of most academic advising was three times as great as the
proportion of seniors who reported this (26% vs. 9%). Relatively small percentages of
freshmen and seniors reported catalogs, online registration, and instructors other than
their advisor as primary sources of advising.
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National Survey of Student Engagement 2006
CU-Boulder At a Glance
NSSE 2006
Source of Most Academic Advising
Friends or family
26
9
Catalog or other publication
6
7
Online registration
7
16
9
Instructor/staff member, not advisor
Freshmen
Seniors
17
40
Advisors in my college or dept.
Not applicable/no response
8
0
44
12
10
20
30
40
50
Percent
CU-Boulder Students Expect to Graduate Within Four Years
Over half of freshmen and seniors reported that they expect to graduate from CU-Boulder
in four years or less. Close to one-third of freshmen and seniors reported that they expect
to graduate in more than four years, but within five years. Only 5% of freshmen and no
seniors expect to transfer to another institution to complete their degrees.
NSSE 2006
Expected Time/Place of Degree
At this university in ≤ 4 yrs. total
51
27
At this university in 4-5 yrs. total
1
At this university in > 5 yrs. total
At another college or university
0
I may well not complete a degree
1
0
No response
34
9
Freshmen
5
6
0
56
Seniors
10
10
20
30
40
50
60
Percent
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National Survey of Student Engagement 2006
CU-Boulder At a Glance
Most CU-Boulder Students Plan to Be Employed or to Attend Graduate School
Forty-one percent of seniors and 22% of freshmen reported that they plan to be employed
after completing their undergraduate studies, and a quarter of both groups reported that
they plan to attend graduate or professional school. More freshmen than seniors (17% vs.
13%) reported that they plan to attend graduate or professional school and be employed at
the same time. Substantially greater proportions of freshmen, compared with seniors, are
not sure what they will be doing after graduation (21% vs. 10%).
NSSE 2006
Plans After Graduation
Not at all sure what I'll be doing
21
10
3
Take time off, travel, etc.
6
Attend school & be employed
13
17
Freshmen
22
Be employed (incl. self- & part-time)
Seniors
41
26
24
Attend graduate or prof. school
No response
6
0
10
10
20
30
40
50
Percent
Money is a Primary Obstacle to Academic Progress for Many CU-Boulder Students
Thirty percent of freshmen and 38% of seniors reported that money, work obligations,
and finances are primary obstacles to their academic progress. A lack of personal
motivation was cited as the greatest obstacle by 23% of freshmen and 14% of seniors.
Very small percentages (3% to 8%) of students reported other obstacles to academic
progress, including difficulty in getting the courses they need, lack of good academic
advising, and family obligations. Nearly a quarter of students (23% of freshmen; 24% of
seniors) reported no real obstacles to academic progress.
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National Survey of Student Engagement 2006
CU-Boulder At a Glance
NSSE 2006
Primary Obstacle to Academic Progress
Lack of personal motivation
23
14
6
Lack of good academic advising
8
5
5
Difficulties getting courses I need
Freshmen
3
4
Family obligations
Seniors
30
Money, work obligations, finances
38
23
24
I have no real obstacles
No response
10
6
0
10
20
30
40
Percent
Students Work to Earn Money for Basic Expenses
About a third of CU-Boulder freshmen and half of seniors reported that they work for pay
in order to earn money for basic expenses. About 17% of freshmen and seniors reported
working for pay in order to earn extra spending money; smaller percentages (6% and
12%, respectively) reported doing so in order to gain knowledge or skills.
NSSE 2006
Primary Reason for Working for Pay
0
1
For something to do
16
18
To earn extra spending money
Freshmen
32
To earn money for basic expenses
6
To gain knowledge/skills
48
12
Not working/no response
45
21
0
Seniors
10
20
30
40
50
60
Percent
Results for 2006 Compared with Those for 2002
In general, the percentages displayed in the preceding graphs are similar to those
displayed in graphs in NSSE 2002 CU-Boulder at a Glance. Several relatively large
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National Survey of Student Engagement 2006
CU-Boulder At a Glance
percentage point differences were observed; a few examples are provided in Table 2. For
additional information on changes in student responses from 2002 to 2006, see bycollege and by-major results over time.
Table 2
Examples of Relatively Large Differences in
CU-Boulder Students' Ratings from 2002 to 2006
2002
2006
Direction of
change
10
29
Positive
19
38
Positive
Freshman
50
63
Positive
Experience at CU-B contributed to writing
Freshman
clearly and effectively
45
55
Positive
Experience at CU-B contributed to
speaking clearly and effectively
Freshman
32
44
Positive
Engaged in community service/volunteer
work
Senior
61
71
Positive
Took foreign language courses
Senior
44
54
Positive
Senior experience (culminating project,
thesis, exam)
Senior
43
57
Positive
Freshman
66
50
Negative
Senior
66
53
Negative
Item
Class
level
Weighted
percentage*
Experience at CU-B contributed to “voting Freshman
in local, state, or national elections”
Senior
Experience at CU-B contributed to
quantitative skills
Experience at CU-B contributed to
“understanding yourself”
*The percentages reported in this table are weighted to adjust statistically for different
sampling fractions and response rates over academic majors.
NSSE 2006 posting: http://www.colorado.edu/pba/surveys/NSSE/06/index.html
Questions? Send e-mail to IR@colorado.edu
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