NSSE 2016 Multi-Year Report

NSSE 2016 Multi-Year Report University of Houston-Downtown

IPEDS: 225432

NSSE 2016 Multi-Year Report About This Report

About Your Multi-Year Report For institutions participating in multiple NSSE administrations since 2013, the year of the last survey update, this report presents year-to-year results for Engagement Indicators (EIs), High-Impact Practices (HIPs), and key academic challenge items to illustrate patterns of change or stability. It also provides details such as number of respondents, standard deviation, and standard error so that statistical tests can be calculated.

For more information and recommendations for analyzing NSSE data over time, consult the Multi-Year Data Analysis Guide on the NSSE website. nsse.indiana.edu/pdf/MYDAG.pdf This report contains three main parts: (a) a page that provides a quick reference to important information about each year’s administration, (b) multi-year figures, and (c) detailed statistics. Key terms and features are illustrated below.

Report sections Administration Summaries (p. 3)

A summary of respondent counts, response rates, sampling errors, and administration details for each participation year.

Engagement Results by Theme (pp. 4-7)

Results for ten EIs and selected individual survey items are displayed, organized under four broad themes. The Academic Challenge theme is represented by four EIs as well as several individual items. The three remaining engagement themes (Learning with Peers, Experiences with Faculty, and Campus Environment) follow, each represented by two EIs.

High-Impact Practices (pp. 8-9)

Results for six HIPs are displayed. First-year results indicate students who participated in a Learning Community, ServiceLearning, and Research with Faculty, and who planned to do an Internship or Field Experience, Study Abroad, and a Culminating Senior Experience. Senior results indicate students who participated in all six.

Detailed Statistics (pp. 10-13)

Displays detailed information for results including counts, standard errors, and confidence intervals (CIs) for each measure.

Interpreting year-to-year results When examining year-to-year results, you may wonder whether observed differences signify meaningful change and whether a trend is indicated. Figures display CIs around each score showing the range of values that will contain the population score 95% of the time. Upper and lower CI bounds are also reported in the Detailed Statistics section.

For further investigation The Report Builder—Institution Version, updated with current data in the fall, allows for multi-year analysis of Engagement Indicators and individual items. It also affords the analysis of results by subpopulation.

NSSE 2016 MULTI-YEAR REPORT  2

NSSE 2016 Multi-Year Report Administration Summaries

University of Houston-Downtown The precision of an institution's population estimates can vary between administrations. An important early step in conducting a multi-year analysis is to review data quality. The values in the tables below were drawn from your Administration Summary reports.

Response Details by Participation Year First-year students Total

Seniors Total

Year

Response ratea

Sampling errorb

respondentsc

Full completions

Partial completions

Response ratea

Sampling errorb

respondentsc

Full completions

Partial completions

2013

15%

+/- 6.0%

227

171

56

19%

+/- 3.1%

784

652

132

13%

+/- 8.4%

117

83

34

13%

+/- 3.8%

585

420

165

2014 2015 2016 2017 2018 2019 2020

Administration Details by Participation Year Year

Recruitment method

Sample type

Incentives offered

Topical module(s)

Consortium

BCSSE

FSSE

2013

Email

Census

Yes

Academic Advising, Writing Experiences

None

No

No

Email

Census

No

Academic Advising, Civic Engagement

None

No

No

2014 2015 2016 2017 2018 2019 2020

Note: All of your institution's participation years since 2013 (the first year of the updated NSSE) are reported. Years in which your institution did not participate are blank. a. Response rates (number of respondents divided by sample size) are adjusted for ineligibility, nondeliverable addresses, and students who were unavailable during the survey administration. b. Sampling error gauges the precision of results based on a sample survey. It is an estimate (at the 95% confidence level) of how much survey item percentages for your respondents could differ from those of the entire population of students at your institution. While data with larger sampling errors (such as +/-10%) need not be dismissed out of hand, such results should be interpreted more conservatively. c. This is the count used to calculate response rates and sampling errors for each year's Administration Summary report. This number includes all census-administered and randomly sampled students.

NSSE 2016 MULTI-YEAR REPORT  3

NSSE 2016 Multi-Year Report Engagement Results by Theme

University of Houston-Downtown Engagement Indicators (EIs) provide valuable information about distinct aspects of student engagement, organized within four themes. EI scores represent the averaged student responses to a set of related survey questions. The Academic Challenge theme contains four EIs as well as several important individual items. See page 10 for detailed statistics. For more information, including the items that make up each EI, refer to your Engagement Indicators report.

Academic Challenge: First-year students Higher-Order Learning

Reflective & Integrative Learning

Learning Strategies

Quantitative Reasoning

60

60

60

60

45

41.6

38.7

45

41.1

45

45

39.4

36.6

35.7

30

30

30

30

15

15

15

15

0

0 2013

2014

2015

2016

0 2013

2014

2015

2016

31.6

28.2

0 2013

2014

2015

2016

2013

2014

2015

2016

Academic Challenge (additional items): First-year students Preparing for Class (hrs/wk)

Course Reading (hrs/wk)a

Assigned Writing (pages)a

Course Challengeb

Academic Emphasisc

30

30

200

7

4 5.6

5.6

3.2

3.1

150 20

20

10

10

0

7.2

7.0

0 2013

2014

2015

2016

3

3

2

100

12.9

11.0

5

57.2

52.8 50

0 2013

2014

2015

2016

1 2013

2014

2015

2016

1 2013

2014

2015

2016

2013

2014

2015

2016

a. Values for Course Reading and Assigned Writing are estimates calculated from two or more survey questions. The Course Reading question was modified after 2013; comparability between 2013 and later years is limited. b. Extent to which courses challenged students to do their best work (from 1 = "Not at all" to 7 = "Very much"). c. How much students said the institution emphasizes spending significant time studying and on academic work (1 = "Very little," 2 = "Some," 3 = "Quite a bit," and 4 = "Very much").

NSSE 2016 MULTI-YEAR REPORT  4

NSSE 2016 Multi-Year Report Engagement Results by Theme

University of Houston-Downtown Engagement Indicators (EIs) provide valuable information about distinct aspects of student engagement, organized within four themes. EI scores represent the averaged student responses to a set of related survey questions. The Academic Challenge theme contains four EIs as well as several important individual items. See page 10 for detailed statistics. For more information, including the items that make up each EI, refer to your Engagement Indicators report.

Academic Challenge: Seniors Higher-Order Learning

Reflective & Integrative Learning

Learning Strategies

Quantitative Reasoning

60

60

60

60

45

42.8

45

40.7

43.4

45

38.6

42.0

45

37.3 29.4

29.3 30

30

30

30

15

15

15

15

0

0 2013

2014

2015

2016

0 2013

2014

2015

2016

0 2013

2014

2015

2016

2013

2014

2015

2016

Academic Challenge (additional items): Seniors Preparing for Class (hrs/wk)

Course Reading (hrs/wk)a

Assigned Writing (pages)a

Course Challengeb

30

30

200

7

Academic Emphasisc 4 5.9

5.9

3.2

150 20

20 14.5

13.4 10

100 10

3

3

2

77.8 59.5

8.6

8.0

5

3.1

50

0

0 2013

2014

2015

2016

0 2013

2014

2015

2016

1 2013

2014

2015

2016

1 2013

2014

2015

2016

2013

2014

2015

2016

a. Values for Course Reading and Assigned Writing are estimates calculated from two or more survey questions. The Course Reading question was modified after 2013; comparability between 2013 and later years is limited. b. Extent to which courses challenged students to do their best work (from 1 = "Not at all" to 7 = "Very much"). c. How much students said the institution emphasizes spending significant time studying and on academic work (1 = "Very little," 2 = "Some," 3 = "Quite a bit," and 4 = "Very much").

NSSE 2016 MULTI-YEAR REPORT  5

NSSE 2016 Multi-Year Report Engagement Results by Theme

University of Houston-Downtown Engagement Indicators (EIs) provide valuable information about distinct aspects of student engagement, organized within four themes. EI scores represent the averaged student responses to a set of related survey questions. The Learning with Peers, Experiences with Faculty, and Campus Environment themes are each represented by two EIs. See pages 10-11 for detailed statistics. For more information, including the items that make up each EI, refer to your Engagement Indicators report.

Learning with Peers: First-year students

Experiences with Faculty: First-year students

Collaborative Learning

Discussions with Diverse Others

Student-Faculty Interaction

Effective Teaching Practices

60

60

60

60

45

45

45

45

39.0

38.1

41.9

40.4

32.3

30.4 30

30

30

23.4

30

19.2 15

15

0

15

0 2013

2014

2015

2016

15

0 2013

2014

2015

2016

0 2013

2014

2015

2016

2013

2014

2015

2016

Campus Environment: First-year students Quality of Interactions

Supportive Environment

60

60

45

40.4

38.0

45

38.6 35.1

30

30

15

15

0

0 2013

2014

2015

2016

2013

2014

2015

2016

NSSE 2016 MULTI-YEAR REPORT  6

NSSE 2016 Multi-Year Report Engagement Results by Theme

University of Houston-Downtown Engagement Indicators (EIs) provide valuable information about distinct aspects of student engagement, organized within four themes. EI scores represent the averaged student responses to a set of related survey questions. The Learning with Peers, Experiences with Faculty, and Campus Environment themes are each represented by two EIs. See pages 10-11 for detailed statistics. For more information, including the items that make up each EI, refer to your Engagement Indicators report.

Learning with Peers: Seniors

Experiences with Faculty: Seniors

Collaborative Learning

Discussions with Diverse Others

Student-Faculty Interaction

Effective Teaching Practices

60

60

60

60

45

45

45

45

30

30

44.1

41.0

38.8

30.2

29.6 30

30

17.7 15

15

0 2014

2015

2016

17.6

15

0 2013

40.6

15

0 2013

2014

2015

2016

0 2013

2014

2015

2016

2013

2014

2015

2016

Campus Environment: Seniors Quality of Interactions

Supportive Environment

60

60

45

42.2

41.1

45 33.3

30

30

15

15

0

32.2

0

2013

2014

2015

2016

2013

2014

2015

2016

NSSE 2016 MULTI-YEAR REPORT  7

NSSE 2016 Multi-Year Report High-Impact Practices

University of Houston-Downtown Due to their positive associations with student learning and retention, special undergraduate opportunities are designated "high-impact." The figures below display first-year students' participation, or intent to participate, in High-Impact Practices (HIPs) by year. See page 12 for detailed statistics. For more information, refer to your High-Impact Practices report.

High-Impact Practices: First-year students Learning Community

Service-Learning

Research with Faculty

(Done or in progress)

(Some, most, or all courses)

(Done or in progress)

100%

100%

100%

Overall first-year HIP participation The figure below displays the percentages of firstyear students who participated in one, and two or more, HIPs. The figure is limited to participation in a learning community, service-learning, and research with faculty.

77% 75%

75%

50%

50%

75%

49% 50% 100% 20%

25%

25%

25%

0%

0% 2013

11%

9%

8%

2014

2015

2013

2016

75%

0% 2014

2015

2016

2013

2014

2015

61%

2016

Internship/Field Experience

Study Abroad

Culminating Senior Experience

(Plan to do)

(Plan to do)

(Plan to do)

100%

100%

100%

50%

41%

25% 75%

66%

63%

50%

75%

75%

50%

50%

41%

19% 11%

49%

46%

0% 2013

2014

2015

2016

35% Participated in two or more HIPs 25%

25%

0%

0% 2013

2014

2015

2016

Participated in one HIP

25%

0% 2013

2014

2015

2016

2013

2014

2015

2016

NSSE 2016 MULTI-YEAR REPORT  8

NSSE 2016 Multi-Year Report High-Impact Practices

University of Houston-Downtown Due to their positive associations with student learning and retention, special undergraduate opportunities are designated "high-impact." Participation in High-Impact Practices (HIPs) by year is displayed in the figures below. See page 12 for detailed statistics. For more information, refer to your High-Impact Practices report.

High-Impact Practices: Seniors Learning Community

Service-Learning

Research with Faculty

(Done or in progress)

(Some, most, or all courses)

(Done or in progress)

100%

100%

100%

75%

75%

67%

Overall senior HIP participation The figure below displays the percentages of seniors who participated in one, and two or more, HIPs. The figure includes all six HIPs.

75%

58% 50%

50%

50% 100%

25%

18%

16%

25%

25%

13%

13% 75%

0%

0% 2013

2014

2015

0% 2013

2016

2014

2015

2016

2013

2014

2015

2016

Internship/Field Experience

Study Abroad

Culminating Senior Experience

(Done or in progress)

(Done or in progress)

(Done or in progress)

100%

100%

50%

43%

41%

37%

30%

100% 25%

75%

75%

75%

50%

50%

50%

0%

30%

29%

28%

25%

25%

2014

2015

2016

2014

2015

2016

Participated in two or more HIPs Participated in one HIP

4%

0%

2013

29%

25% 5%

0%

2013

0%

2013

2014

2015

2016

2013

2014

2015

2016

NSSE 2016 MULTI-YEAR REPORT  9

NSSE 2016 Multi-Year Report Detailed Statistics: Engagement Indicators and Additional Items

University of Houston-Downtown First-year students 2013

Academic Challenge Higher-Order Learning

Reflective & Integrative Learning

Learning Strategies

Quantitative Reasoning

Mean n SD SE CI upper bound CI lower bound Mean n SD SE CI upper bound CI lower bound Mean n SD SE CI upper bound CI lower bound Mean n SD SE CI upper bound CI lower bound

Academic Challenge (additional items) Mean Preparing for Class

2014

2015

2016

2017

Seniors 2018

2019

2020

2013

2014

2015

2016

38.7 196 13.7 .98 40.7 36.8 35.7 206 12.0 .84 37.3 34.0 41.1 179 14.4 1.08 43.2 39.0 28.2 203 18.0 1.26 30.7 25.7

41.6 103 14.4 1.42 44.4 38.8 36.6 105 13.0 1.26 39.1 34.2 39.4 92 14.4 1.49 42.3 36.5 31.6 103 15.4 1.52 34.6 28.6

42.8 725 13.9 .52 43.9 41.8 38.6 753 13.2 .48 39.5 37.6 43.4 692 13.8 .53 44.4 42.3 29.3 745 16.6 .61 30.4 28.1

40.7 502 14.5 .65 42.0 39.4 37.3 533 13.3 .57 38.4 36.1 42.0 468 14.1 .65 43.2 40.7 29.4 516 16.5 .72 30.8 28.0

(hours/week)

n SD SE CI upper bound CI lower bound

11.0 167 7.0 .54 12.1 10.0

12.9 89 7.8 .83 14.5 11.2

13.4 660 8.5 .33 14.0 12.7

14.5 435 9.2 .44 15.4 13.7

Course Reading

Mean n SD SE CI upper bound CI lower bound

7.0 165 5.1 .40 7.8 6.3

7.2 89 6.6 .70 8.6 5.8

8.0 660 6.3 .25 8.5 7.5

8.6 431 7.5 .36 9.3 7.9

Estimated hours per week calculated from two survey questions. The item was modified in 2014; comparability between 2013 and later years is limited.

2017

2018

2019

2020

Notes: n = Number of respondents; SD = Standard deviation; SE = Standard error of the mean; upper and lower bounds represent the 95% confidence interval (mean +/- 1.96 * SE).

NSSE 2016 MULTI-YEAR REPORT  10

NSSE 2016 Multi-Year Report Detailed Statistics: Engagement Indicators and Additional Items

University of Houston-Downtown First-year students 2013

Academic Challenge (additional items, continued) Mean 52.8 Assigned Writing Estimated number of pages calculated from three survey questions.

Course Challenge Extent to which courses challenged students to do their best work (1 = "Not at all" to 7 = "Very much").

Academic Emphasis Perceived institutional emphasis on spending significant time studying and on academic work (1 = "Very little," 2 = "Some," 3 = "Quite a bit," and 4 = "Very much").

2014

2015

2016

2017

Seniors 2018

2019

2020

2013

2014

2015

2016

n

175

57.2 86

59.5 628

77.8 434

SD SE CI upper bound CI lower bound Mean n SD SE CI upper bound CI lower bound Mean n SD SE CI upper bound CI lower bound

86.6 6.55 65.6 39.9 5.6 182 1.2 .09 5.8 5.4 3.2 164 0.7 .06 3.3 3.1

68.5 7.38 71.6 42.7 5.6 97 1.2 .13 5.8 5.4 3.1 92 0.8 .09 3.3 2.9

70.7 2.82 65.0 54.0 5.9 707 1.2 .04 6.0 5.8 3.2 665 0.8 .03 3.2 3.1

97.2 4.67 86.9 68.7 5.9 472 1.2 .06 6.1 5.8 3.1 442 0.8 .04 3.2 3.1

Mean n SD SE CI upper bound CI lower bound Mean n SD SE CI upper bound CI lower bound

30.4 215 13.8 .94 32.2 28.5 39.0 189 17.3 1.26 41.5 36.6

32.3 110 15.1 1.45 35.1 29.5 38.1 94 18.4 1.90 41.8 34.4

29.6 753 14.7 .54 30.7 28.6 44.1 698 17.1 .65 45.3 42.8

30.2 547 15.0 .64 31.5 29.0 41.0 473 18.0 .83 42.6 39.4

2017

2018

2019

2020

Learning with Peers Collaborative Learning

Discussions with Diverse Others

Notes: n = Number of respondents; SD = Standard deviation; SE = Standard error of the mean; upper and lower bounds represent the 95% confidence interval (mean +/- 1.96 * SE).

NSSE 2016 MULTI-YEAR REPORT  11

NSSE 2016 Multi-Year Report Detailed Statistics: Engagement Indicators and Additional Items

University of Houston-Downtown First-year students 2013

2014

2015

2016

2017

Seniors 2018

2019

2020

2013

2014

2015

2016

2017

2018

2019

2020

Experiences with Faculty Student-Faculty Interaction

Effective Teaching Practices

Mean n SD SE CI upper bound CI lower bound Mean n SD SE CI upper bound CI lower bound

19.2 201 14.8 1.05 21.3 17.2 41.9 207 13.7 .95 43.7 40.0

23.4 105 17.6 1.71 26.7 20.0 40.4 104 15.1 1.48 43.3 37.6

17.7 738 15.9 .58 18.9 16.6 40.6 746 14.7 .54 41.6 39.5

17.6 520 15.1 .66 18.9 16.3 38.8 525 15.9 .70 40.2 37.4

Mean n SD SE CI upper bound CI lower bound Mean n SD SE CI upper bound CI lower bound

38.0 175 15.5 1.17 40.3 35.7 35.1 162 15.1 1.19 37.4 32.8

40.4 90 14.8 1.56 43.4 37.3 38.6 87 16.5 1.77 42.1 35.2

42.2 660 13.5 .53 43.2 41.2 33.3 658 15.7 .61 34.5 32.1

41.1 432 13.6 .65 42.4 39.8 32.2 433 16.1 .77 33.7 30.6

Campus Environment Quality of Interactions

Supportive Environment

Notes: n = Number of respondents; SD = Standard deviation; SE = Standard error of the mean; upper and lower bounds represent the 95% confidence interval (mean +/- 1.96 * SE).

NSSE 2016 MULTI-YEAR REPORT  12

NSSE 2016 Multi-Year Report Detailed Statistics: High-Impact Practices

University of Houston-Downtown First-year students 2013

Learning Communitya

Service-Learninga

Research with Facultya

Internship or Field Experienceb Study Abroadb

Culminating Senior Experienceb

2014

2015

2016

2017

Seniors 2018

2019

2020

2013

2014

2015

2016

% n SE CI upper bound (%) CI lower bound (%) % n SE CI upper bound (%) CI lower bound (%) % n SE CI upper bound (%) CI lower bound (%) % n SE CI upper bound (%) CI lower bound (%) % n SE CI upper bound (%) CI lower bound (%) % n SE CI upper bound (%) CI lower bound (%) c

8 184 2.0 12 4 49 184 3.7 57 42 9 183 2.1 13 5 63 185 3.6 70 56 35 184 3.5 42 28 46 184 3.7 53 39

20 95 4.2 28 12 77 96 4.3 86 69 11 95 3.3 18 5 66 96 4.9 75 56 41 96 5.0 51 31 49 95 5.2 59 39

18 709 1.4 21 15 58 702 1.9 61 54 13 700 1.3 15 10 30 711 1.7 34 27 5 707 0.8 7 4 29 707 1.7 33 26

16 471 1.7 20 13 67 466 2.2 72 63 13 466 1.5 16 10 28 473 2.1 32 24 4 467 0.9 6 2 29 470 2.1 33 24

% n SE CI upper bound (%) CI lower bound (%) % n SE CI upper bound (%) CI lower bound (%)

41 184 3.6 48 34 11 184 2.3 16 7

61 96 5.0 71 51 19 96 4.0 27 11

30 711 1.7 33 27 41 711 1.8 45 37

37 475 2.2 41 33 43 475 2.3 47 38

2017

2018

2019

2020

Overall HIP Participation Participated in one HIP

Participated in two or more HIPs

Notes: n = Number of respondents; SE = Standard error of the proportion (sqrt[ ( p * ( 1 - p ) ) / (n - 1) ]) where p is the proportion; upper and lower bounds represent the 95% confidence interval (p +/- 1.96 * SE). a. Results are the percentage who had done the activity. b. First-year results are the percentage who planned to do the activity, and senior results are the percentage who had done the activity. c. First-year results are limited to participation in a Learning Community, Service-Learning, and Research with Faculty; senior results include all six HIPs.

IPEDS: 225432

NSSE 2016 MULTI-YEAR REPORT  13