nsse25-high-impact-practices

NSSE 2025 High-Impact Practices University of Houston-Downtown

Prepared 2025-07-25

IPEDS: 225432

NSSE 2025 High-Impact Practices About This Report

About Your High-Impact Practices Report Due to their positive associations with student learning and retention, certain undergraduate opportunities are designated "high-impact." High-Impact Practices (HIPs) share several traits: They demand considerable time and effort, facilitate learning outside of the classroom, require meaningful interactions with faculty and students, encourage collaboration with diverse others, and provide frequent and substantive feedback. As a result, participation in these practices has the potential to be very influential and rewarding (Kilgo et al., 2015; Kuh, 2008). NSSE founding director George Kuh recommends that institutions should aspire for all students to participate in at least two HIPs over the course of their undergraduate experience—one during the first year and one in the context of their major (NSSE, 2007).

NSSE asks students about their participation in the six HIPs shown in the box at right. Unlike most questions on the NSSE survey, the HIP questions are not limited to the current school year. Thus, senior students' responses include participation from prior years.

High-Impact Practices in NSSE Service-Learning Courses that included a community-based project Learning Community Formal program where groups of students take two or more classes together Research with Faculty Work with a faculty member on a research project Internship or Field Experience Internship, co-op, field experience, student teaching, or clinical placement Study Abroad Culminating Senior Experience Capstone course, senior project or thesis, portfolio, recital, comprehensive exam, etc.

Report Sections Participation Comparisons (p. 3)

Displays HIP participation for your students compared with that of students at your comparison group institutions. Two views present insights into your students' HIP participation: Overall HIP Participation Displays the percentage of students who participated in one HIP and in two or more HIPs, relative to those at your comparison group institutions.

Statistical Comparisons Comparisons of participation in each HIP and overall for your students relative to those at comparison group institutions, with tests of significance and effect sizes.

Response Detail (pp. 4-5)

Provides complete response frequencies for the relevant HIP questions for your students and those at your comparison group institutions. First-year results include a summary of their expectations for future HIP participation.

Participation by Student Social Identities and Experiences (p. 6-End)

Displays your students' participation in each HIP by selected student social identities and experiences.

Interpreting Comparisons HIP participation varies more among students within an institution than it does between institutions, like many experiences and outcomes in higher education. As a result, focusing attention on overall participation rates amounts to examining the tip of the iceberg. It is equally important to understand how student engagement (including HIP participation) varies within your institution.

The table beginning on page 6 provides an initial look at how HIP participation varies by selected student social identities and experiences. Your NSSE Tableau dashboard and Report Builder (released in the fall) offer further perspectives on internal variation to help you investigate your students’ HIP participation in depth.

Kilgo, C. A., Sheets, J. K. E., & Pascarella, E. T. (2015). The link between high-impact practices and student learning: Some longitudinal evidence. Higher Education, 69 , 509-525.

Kuh, G. D. (2008). High-impact educational practices: What they are, who has access to them, and why they matter. Association of American Colleges and Universities.

National Survey of Student Engagement (2007). Experiences that matter: Enhancing student learning and success—Annual Report 2007. Indiana University Center for Postsecondary Research.

Rocconi, L.M., & Gonyea, R.M. (2018). Contextualizing effect sizes in the National Survey of Student Engagement: An empirical analysis. Research & Practice in Assessment, 13 (Summer/Fall), pp. 22-38.

2 • NSSE 2025 HIGH-IMPACT PRACTICES

NSSE 2025 High-Impact Practices Participation Comparisons

University of Houston-Downtown Overall HIP Participation The figures below display the level of participation of students in High-Impact Practices. Both figures include participation in service-learning, learning communities, and research with faculty. The senior figure also includes participation in internships or field experiences, study abroad, and culminating senior experiences. The first segment in each bar shows the percentage who participated in at least two HIPs, and the full bar (both colors) represents the percentage who participated in at least one.

First-year

Senior

UHD

8%

55%

UHD

Texas Universities

8%

52%

Texas Universities

50%

31%

Carnegie Class

8%

48%

Carnegie Class

52%

30%

Public

10%

49%

Public

57%

0%

25%

50%

Participated in two or more HIPs

75%

100%

39%

0%

Participated in one HIP

37%

27%

25%

50%

75%

Participated in two or more HIPs

100%

Participated in one HIP

Statistical Comparisons 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 or in two or more HIPs. 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.

(Comparison group percentages appear on the following pages.)

Your students' participation compared with: UHD

Texas Universities Difference a

Carnegie Class ES b

Difference a

Public ES b

Difference a

ES b

First-year

%

Service-Learning

62

Learning Community

6

-2

-.10

-2

-.09

-5

Research with Faculty

4

-1

-.05

-1

-.04

-2

-.08

Participated in at least one

63

Participated in two or more

8

-1

-.02

-2

-.08

+4

.09

+2

.04

+9

**

+6

* -0

.18

.13

+8

**

.16

**

-.19

+4

-.02

.07

Senior

Service-Learning

62

Learning Community

17

Research with Faculty

13

-6

***

-.16

-4

***

Internship or Field Exp.

26

-13

***

-.28

-15

***

Study Abroad

4

-4

***

-.18

-4

Culminating Senior Exp.

26

-9

***

-.20

Participated in at least one

76

-5

***

-.12

Participated in two or more

39

-11

***

-.22

+2

.05 -2

-.05

+3

.05 -2

-.05

+2

.05 -5

***

-.12

-.12

-9

***

-.23

-.32

-21

***

-.45

***

-.16

-6

***

-.23

-17

***

-.37

-17

***

-.35

-6

***

-.14

-8

***

-.21

-13

***

-.26

-18

***

-.37

a. Percentage point differences (institution – comp. group) rounded to whole numbers. Values less than one may not display a bar and may be shown as +0 or -0. b. Cohen's h (standardized difference between two proportions). Effect sizes indicate the practical importance of observed differences. For service-learning, internships, study abroad, and culminating senior experiences, an ES of about .2 may be considered small, .5 medium, and .8 large. For learning community and research with faculty, an ES of about .1 may be considered small, .3 medium, and .5 large (Rocconi & Gonyea, 2018). *p < .05, **p < .01, ***p < .001 (z- test comparing participation rates).

Note: Participation includes the percentage of students who responded "done or in progress" except for service-learning which is the percentage who responded that at least "some" courses included a community-based project. Results are unweighted, except for overall percentages which are weighted by sex and enrollment status.

NSSE 2025 HIGH-IMPACT PRACTICES • 3

NSSE 2025 High-Impact Practices Response Detail

University of Houston-Downtown First-year students Service-Learning About how many of your courses at this institution have included a communitybased project (servicelearning)?

% Most or all

% Some

% None

UHD

18

45

38

Texas Universities

13

45

42

Carnegie Class

14

40

46

Public

12

43

46

% Done or in progress

% Plan to do

% Have not decided

% Do not plan to do

UHD

6

42

35

17

Texas Universities

8

32

34

26

Carnegie Class

8

27

37

28

Public

11

28

33

28

% Done or in progress

% Plan to do

% Have not decided

% Do not plan to do

UHD

4

31

37

28

Texas Universities

5

31

37

27

Carnegie Class

5

27

41

28

Public

6

31

37

26

Learning Community Participate in a learning community or some other formal program where groups of students take two or more classes together.

Research with a Faculty Member Work with a faculty member on a research project.

Plans to Participatea Knowing whether first-year students plan to participate in upper-division HIPs can reveal insights about HIP demand, awareness of opportunities, and the clarity of institutional information. These results might also point to topics for additional exploration, such as what contributes to students’ expectations, their assumptions about who can participate, or why other students are undecided or have no plans to participate in the activity.

Percentage responding "Plan to do"

Culminating Senior Experience

Internship or Field Experience Participate in a study abroad program.

Complete a culminating senior experience (capstone course, senior project or thesis, portfolio, recital, comprehensive exam, etc.).

UHD 68

29

40

Texas Universities 68

33

45

Carnegie Class 63

27

46

Public 70

33

48

Participate in an internship, co-op, field experience, student teaching, or clinical placement.

Study Abroad

a. Refer to your Frequencies and Statistical Comparisons for details on the other response options.

Note: Results are unweighted, except for overall percentages which are weighted by sex and enrollment status.

4 • NSSE 2025 HIGH-IMPACT PRACTICES

NSSE 2025 High-Impact Practices

wl

Response Detail

University of Houston-Downtown Seniors Service-Learning About how many of your courses at this institution have included a communitybased project (servicelearning)?

% Most or all

% Some

% None

UHD

16

46

38

Texas Universities

14

45

41

Carnegie Class

14

45

41

Public

13

46

41

% Done or in progress

% Plan to do

% Have not decided

% Do not plan to do

UHD

17

21

22

40

Texas Universities

19

13

18

50

Carnegie Class

19

12

18

51

Public

21

11

15

52

Learning Community Participate in a learning community or some other formal program where groups of students take two or more classes together.

Research with a Faculty Member Work with a faculty member on a research project.

% Done or in progress

% Plan to do

% Have not decided

% Do not plan to do

UHD

13

20

25

42

Texas Universities

19

14

19

48

Carnegie Class

17

13

20

50

Public

22

13

17

48

Internship or Field Experience Participate in an internship, co-op, field experience, student teaching, or clinical placement.

% Done or in progress

% Plan to do

% Have not decided

% Do not plan to do

UHD

26

40

16

18

Texas Universities

39

30

13

19

Carnegie Class

40

26

13

20

Public

47

25

11

17

% Done or in progress

% Plan to do

% Have not decided

% Do not plan to do

UHD

4

14

22

59

Texas Universities

8

9

15

68

Carnegie Class

8

7

16

69

Public

10

8

14

69

% Done or in progress

% Plan to do

% Have not decided

% Do not plan to do

UHD

26

35

20

19

Texas Universities

35

27

13

25

Carnegie Class

43

27

12

18

Public

42

26

11

21

Study Abroad Participate in a study abroad program.

Culminating Senior Experience Complete a culminating senior experience (capstone course, senior project or thesis, portfolio, recital, comprehensive exam, etc.).

Note: Results are unweighted, except for overall percentages which are weighted by sex and enrollment status.

NSSE 2025 HIGH-IMPACT PRACTICES • 5

NSSE 2025 High-Impact Practices Disaggregated Results

University of Houston-Downtown Participation in High-Impact Practices by Student Social Identities and Experiences Examining participation rates for different groups offers insight into how engagement varies within your student population. The table below displays participation in each HIP by selected social identities and experiences. Details include the number of HIP participants (N), the number within the group who responded to the item (total), and the group participation percentage (%).

First-year

ServiceLearning

Senior

Learning Community

Research with Faculty

ServiceLearning

Learning Community

Research with Faculty

Internship or Field Experience

Study Abroad

Culminating Senior Experience

Major categorya

N/total

%

N/total

%

N/total

%

N/total

%

N/total

%

N/total

%

N/total

%

N/total

%

N/total

Arts & humanities

11/18 61

0/18

0

0/18

0

22/42 52

4/44

9

3/44

7

16/43 37

2/44

5

15/44 34

Bio. sci., agric., and natural res.

19/31 61

3/31 10

0/31

0

75/101 74

21/99 21

37/103 36

19/103 18

3/103

3

25/103 24

Physical sci., math, computer sci.

23/34 68

4/34 12

2/34

6

66/114 58

22/116 19

29/117 25

24/117 21

2/115

2

40/117 34

Social sciences

11/21 52

1/21

5

1/21

5

64/123 52

13/126 10

31/125 25

33/126 26

5/126

4

27/126 21

Business

51/83 61

4/84

5

4/84

5

271/485 56

55/490 11

25/486

5

67/490 14

25/492

5

95/491 19

3/3 100

0/4

0

0/4

0

14/21 67

2/21 10

1/21

5

8/21 38

Education

10/16 63

1/16

6

1/16

6

113/133 85

48/134 36

15/134 11

Engineering

12/13 92

0/13

0

0/13

0

15/25 60

8/24 33

Health professions

13/29 45

2/29

7

1/29

3

16/16 100

1/16

6

Social service professions

18/27 67

1/27

4

1/28

4

78/111 70

24/113 21

Communications, media, public rel.

Undecided/undeclared

10/21 48

90/134 67

4/132

3

44/132 33

5/25 20

8/25 32

0/25

0

13/25 52

3/16 19

3/16 19

1/16

6

7/16 44

11/112 10

41/112 37

4/110

4

21/113 19

0/1

0

0/1

0

0/1

0

N/total

%

N/total

%

N/total

%

Started here

166/267 62

16/269

6

10/270

4

137/187 73

41/191 21

29/189 15

6/12 50

1/12

8

0/12

0

634/1060 60

171/1065 16

142/1067 13

N/total

N/total

N/total

Started elsewhere

2/2 100

2/21 10

Transfer status

N/total

%

0/2

0

0/2

0

N/total

%

N/total

%

Enrollment statusb

N/total

%

N/total

%

N/total

%

N/total

Not full-time

46/74 62

4/77

5

5/76

7

415/707 59

91/716 13

%

%

%

1/2 50

0/2

0

0/2

0

N/total

%

N/total

%

62/190 33

7/191

4

57/191 30

276/1071 26

44/1066

4

273/1069 26

N/total

%

%

N/total

%

N/total

79/713 11

127/721 18

23/716

3

152/717 21

%

%

Full-time

135/216 63

14/217

6

6/218

3

383/582 66

130/592 22

92/590 16

218/595 37

29/592

5

183/592 31

First-generationc

N/total

%

N/total

%

N/total

%

N/total

N/total

N/total

N/total

%

N/total

%

N/total

Continuing generation

35/56 63

4/56

7

4/56

7

198/314 63

50/319 16

57/319 18

80/320 25

13/317

4

98/319 31

First-generation

%

%

%

%

120/196 61

13/198

7

5/199

3

556/903 62

159/907 18

111/905 12

248/910 27

37/910

4

224/910 25

I prefer not to respond

16/25 64

0/25

0

1/25

4

25/42 60

4/43

9

3/44

7

12/44 27

1/43

2

8/44 18

Race/ethnicityd

N/total

N/total

%

N/total

%

N/total

N/total

%

N/total

%

N/total

Asian

16/26 62

3/27 11

2/27

7

76/105 72

Black or African American

%

%

19/105 18

19/107 18

%

N/total

%

N/total

30/106 28

6/105

6

27/106 25

%

17/32 53

3/32

9

2/32

6

167/279 60

58/281 21

38/279 14

67/280 24

16/280

6

82/282 29

Hispanic, Latina/o, Latine, or Latinx

124/200 62

11/201

5

5/202

2

432/676 64

109/679 16

77/679 11

190/683 28

22/681

3

167/681 25

Indigenous, American Indian, etc.

3/6 50

0/6

0

0/6

0

15/29 52

6/30 20

5/29 17

11/30 37

2/30

7

5/30 17

Middle Eastern or North African

5/6 83

0/7

0

1/7 14

9/15 60

2/15 13

3/15 20

2/15 13

1/15

7

6/15 40

Native Hawaiian or Pacific Islander

1/1 100

0/2

0

0/2

0

5/8 63

1/8 13

2/8 25

2/8 25

0/7

0

2/8 25

11/19 58

0/19

0

0/19

0

116/226 51

35/230 15

42/229 18

67/230 29

10/229

4

57/229 25

White Another race or ethnicity

2/5 40

1/5 20

0/5

0

9/17 53

2/17 12

3/18 17

4/18 22

1/18

6

5/18 28

I prefer not to respond

3/4 75

0/4

0/4

0

22/36 61

4/36 11

2/36

5/37 14

0/37

0

7/37 19

6 • NSSE 2025 HIGH-IMPACT PRACTICES

0

6

NSSE 2025 High-Impact Practices Disaggregated Results

University of Houston-Downtown Participation in High-Impact Practices by Student Social Identities and Experiences Examining participation rates for different groups offers insight into how engagement varies within your student population. The table below displays participation in each HIP by selected social identities and experiences. Details include the number of HIP participants (N), the number within the group who responded to the item (total), and the group participation percentage (%).

First-year

ServiceLearning

Senior

Learning Community

Research with Faculty

ServiceLearning

International status

N/total

%

N/total

%

N/total

%

N/total

Not an international student

166/270 61

15/272

6

8/273

3

752/1223 61

International student

4/6 67

2/6 33

2/6 33

%

25/34 74

Learning Community N/total

%

203/1231 16 8/36 22

Gender identityd

N/total

%

N/total

%

N/total

%

N/total

Woman

92/146 63

12/146

8

4/147

3

523/830 63

157/834 19

Man

%

N/total

%

Research with Faculty N/total

%

159/1230 13 11/36 31

Internship or Field Experience N/total

Study Abroad

Culminating Senior Experience

%

N/total

%

N/total

329/1236 27

48/1232

4

313/1235 25

3/36

8

16/36 44

%

N/total

%

N/total

116/831 14

243/836 29

35/834

4

209/835 25

15/396

N/total

%

9/35 26

%

N/total

%

74/124 60

5/126

4

6/126

5

231/390 59

48/395 12

48/398 12

83/398 21

4

106/398 27

Trans/Transgender

2/3 67

0/4

0

0/4

0

3/6 50

1/6 17

3/6 50

2/6 33

1/6 17

2/6 33

Agender or gender neutral

0/1

0/1

0

0/1

0

3/3 100

2/3 67

2/3 67

2/3 67

0/3

1/3 33

Demigender

0/0

0/0

0/0

0/0

0/0

0/0

0/0

Genderqueer, non-binary, etc.

6/7 86

0/7

5/9 56

1/9 11

1/9 11

4/9 44

1/9 11

Two-spirit

0/0

0/0

0/1

0/1

0/1

0/1

0

0/1

0

1/1 100

Cis/Cisgender

4/9 44

0/9

10/31 32

0/31

0

8/30 27

Questioning or unsure

0/0

0/0

0/0

Another gender identity

0/0

0/0

0/0

I prefer not to respond

1/1 100

0/1

0

0/1

0

0

0/0 0

0/7

0

0/0 0

0/9

0

0

19/31 61

0

0

0

0/0 4/8 50

6/31 19

8/31 26

2/3 67

0/3

0

0/3

0

0/3

0

0/2

0

0/3

0

1/2 50

0/2

0

0/2

0

0/2

0

0/2

0

0/2

0

6/21 29

1/21

5

6/21 29

14/20 70

4/21 19

3/20 15

Sexual orientationd

N/total

%

N/total

%

N/total

%

N/total

%

N/total

%

N/total

Straight or heterosexual

134/219 61

12/221

5

8/221

4

636/1037 61

170/1040 16

138/1040 13

282/1045 27

41/1042

4

275/1045 26

Bisexual

18/23 78

2/24

8

1/24

4

50/74 68

16/75 21

14/75 19

24/75 32

3/75

4

19/75 25

Lesbian

1/2 50

0/2

0

0/2

0

12/19 63

4/20 20

4/20 20

5/20 25

0/20

0

4/20 20

Gay

1/2 50

0/2

0

0/2

0

19/30 63

5/32 16

1/32

3

6/32 19

2/32

6

7/31 23

Queer

0/1

0

0/1

0

0/1

0

6/10 60

3/11 27

3/11 27

7/11 64

3/11 27

4/11 36

Pansexual or polysexual

2/3 67

0/3

0

0/3

0

14/22 64

5/23 22

8/23 35

10/23 43

1/23

4

6/23 26

Ace, gray, or asexual

1/2 50

0/2

0

0/2

0

4/6 67

1/6 17

0/6

0/6

0

0/6

0

2/6 33

Demisexual

1/2 50

0/2

0

0/2

0

1/5 20

1/5 20

1/5 20

1/5 20

0/5

0

2/5 40

Questioning or unsure

3/4 75

1/4 25

0/4

0

9/14 64

0/14

0

1/14

7

1/14

7

0/13

0

1/14

Another sexual orientation

1/2 50

0/2

0

0/2

0

2/3 67

0/3

0

0/3

0

0/3

0

0/3

0

1/3 33

2/21 10

1/22

5

45/70 64

16/72 22

15/72 21

5/72

7

18/72 25

I prefer not to respond

Age

b

11/22 50 N/total

%

%

N/total

N/total

%

%

N/total

%

0

9/71 13 N/total

%

N/total

N/total

%

7

%

N/total

%

N/total

%

N/total

%

N/total

%

N/total

FY 21+, Seniors 25+

12/22 55

0/23

0

0/23

0

494/834 59

132/845 16

104/841 12

203/849 24

35/843

4

213/844 25

%

FY < 21, Seniors < 25

169/268 63

18/271

7

11/271

4

304/455 67

89/463 19

67/462 15

142/467 30

17/465

4

122/465 26

NSSE 2025 HIGH-IMPACT PRACTICES • 7

NSSE 2025 High-Impact Practices Disaggregated Results

University of Houston-Downtown Participation in High-Impact Practices by Student Social Identities and Experiences Examining participation rates for different groups offers insight into how engagement varies within your student population. The table below displays participation in each HIP by selected social identities and experiences. Details include the number of HIP participants (N), the number within the group who responded to the item (total), and the group participation percentage (%).

First-year

ServiceLearning Disability statusd

Senior

Learning Community

Research with Faculty

N/total

%

N/total

%

N/total

%

Sensory disability

0/12

0

0/12

0

0/12

0

Physical disability

0/0

0/0

Mental health or develop. disability

7/16 44

1/16

Another disability or condition

0/0

0/0

Multiple types of disab. or cond.

2/4 50

0/4

0

0/4

149/237 63

14/237

6

2/12 17

No disability or condition I prefer not to respond

9/12 75

Research with Faculty N/total

%

0/56

0

1/2 50

Culminating Senior Experience

%

N/total

%

N/total

%

0/57

0

0/57

0

0/57

0

0/0

0/4

0/0

0/0

41/80 51

12/81 15

17/80 21

27/79 34

0/81

0

13/15 87

6/15 40

3/15 20

6/15 40

1/14

7

3/15 20

0

41/63 65

17/64 27

11/64 17

20/64 31

6/63 10

16/64 25

9/238

4

636/1025 62

164/1031 16

129/1030 13

271/1037 26

42/1034

4

269/1035 26

1/12

8

32/54 59

9/56 16

7/57 12

11/57 19

1/57

2

13/57 23

0

N/total

Study Abroad

N/total

0/0

%

2/4 50

Internship or Field Experience

%

0/16

N/total

Learning Community

1/4 25

0/0 6

ServiceLearning

0

0/0 24/81 30

Residence

N/total

%

N/total

%

N/total

%

N/total

%

N/total

%

N/total

Not on campus

169/275 61

17/277

6

10/278

4

765/1242 62

209/1253 17

168/1252 13

335/1256 27

49/1253

4

326/1257 26

1/1 100

0/1

0

0/1

0

7/9 78

2/8 25

1/8 13

3/9 33

1/9 11

3/9 33

On campus

%

Athlete status

N/total

%

N/total

%

N/total

0

N/total

Not an athlete

161/266 61

14/268

5

7/269

3

757/1231 61

Student-athlete

8/9 89

3/9 33

3/9 33

%

9/12 75

N/total

N/total

%

0

207/1242 17 2/11 18

Greek membership

N/total

%

N/total

%

N/total

%

N/total

Not a member

164/269 61

16/271

6

9/272

3

720/1171 61

186/1180 16

1/5 20

39/59 66

21/60 35

Member

5/5 100

1/5 20

%

Military status

N/total

%

N/total

%

N/total

%

N/total

No military service

167/271 62

16/273

6

9/274

3

739/1189 62

Current or former military service

2/4 50

1/4 25

1/4 25

%

31/59 53

N/total

N/total

%

%

202/1198 17 9/60 15

Satisfactione

N/total

%

N/total

%

N/total

%

N/total

Fair or poor

25/39 64

0/39

0

0/39

0

84/158 53

23/159 14

Good or excellent

149/242 62

17/244

7

10/245

4

699/1109 63

Overall

181/290

18/294

6

11/294

4

798/1289

62

%

62

N/total

%

N/total

N/total

%

%

166/1240 13 1/12

8

N/total

%

N/total

N/total

%

%

N/total

%

N/total

332/1245 27

49/1242

4

321/1246 26

1/12

8

%

N/total

%

N/total

155/1180 13

308/1185 26

43/1181

4

306/1185 26

11/60 18

25/60 42

6/60 10

20/60 33

N/total

%

159/1197 13

4/12 33

%

N/total

N/total

%

%

N/total

%

N/total

324/1203 27

44/1199

4

315/1203 26

10/60 17

13/59 22

N/total

N/total

6/60 10

%

15/60 25

%

N/total

%

N/total

20/160 13

31/161 19

4/159

3

33/161 20

193/1118 17

151/1116 14

309/1120 28

47/1119

4

299/1120 27

221/1308

171/1303

345/1316

52/1308

4

335/1309

17

%

5/12 42

13

26

%

26

Notes: Results are of those responding "done or in progress" except for service-learning which is the percentage responding that at least "some" courses included a community-based project. Results are unweighted, except for overall percentages which are weighted by sex and enrollment status if applicable. Percentages are within-group and can be read, for example, "X% of business major respondents participated in a learning community." a. NSSE's default categories, based on first major if more than one was reported. Customizable major categories are available in your NSSE Tableau dashboards and Report Builder (released in the fall). Excludes majors categorized as "all other." b. Institution-reported variable. c. No parent, guardian, or person who raised you holds a bachelor's degree. d. Select-all-that-apply item; students may be represented in more than one category. e. Based on responses to "How would you evaluate your entire educational experience at this institution?"

8 • NSSE 2025 HIGH-IMPACT PRACTICES