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National Survey of Student Engagement 2002

CU-Boulder Results, by Major

Data from the 2002 NSSE administration at CU-Boulder were analyzed by academic major. Results for large majors in Arts and Sciences, Business, and Engineering are compared graphically. This link displays a graph with NSSE scales; clicking on a particular scale will display results for items within that scale. Letters in the graphs denote different academic majors, within colleges. To view a table containing item numbers and names for each item within each of the scales, see NSSE Item Numbers and Variable Names, by Scale.

Because of the large number of majors displayed in the graphs, separate sets of highlighted graphs that allow efficient viewing of results for individual majors are provided. In these graphs, each major is highlighted in turn by a special symbol. For example, in the set of graphs that display results for anthropology majors, a purple triangle denotes their results, whereas results for all other majors are denoted by their original symbols (i.e., letters). A guide to interpreting the graphs is also provided.

Response rates are reported for all majors represented in the 2002 NSSE administration. Across majors at CU-Boulder, response rates ranged from 18% (economics) to 50% (electrical and computer engineering). The total numbers of respondents in some majors (e.g., economics, history, fine arts, environmental studies, and marketing) for 2002 were relatively small (9, 9, 10, 10 and 12, respectively). For certain items, the number of respondents may be even smaller. For example, only seven history seniors responded to an item that asked them to rate the university’s responsiveness to academic problems. Caution should therefore be used when interpreting the results for certain majors and items, particularly if the results are associated with small response rates. Detailed information about the numbers of respondents, by item, major, and class level, is available in an Excel file.

Summary of Principal Results

Students were generally satisfied with the academic quality of CU-Boulder, regardless of major. In addition, students typically reported that they likely would attend the university again if they were starting college over.

There is considerable variability across majors in students’ average responses to NSSE items. For example, history majors reported on average that CU-Boulder’s contribution to their computing skills was low, whereas computer science majors reported that this was quite high. Similarly, history majors reported that they used the internet infrequently in class assignments, whereas information systems majors typically reported frequent use of that resource. These results are not particularly surprising, considering the probable differences in frequency of computer use within these disciplines.

Students also displayed considerable variability in their responses to a question on the overall quality of academic advising. On average, communication majors gave very low ratings of academic advising quality, whereas aerospace engineering majors gave very high ratings for this item. In addition, aerospace engineering majors indicated high levels of satisfaction, relative to other majors, with both the availability of their advisors, and with the accuracy of information that advisors provide.

Computer science majors gave low ratings, relative to other majors in the College of Engineering, when questioned about how often they were challenged to do their best, the extent to which CU-Boulder emphasizes studying, and how often they had to work harder than they thought possible in order to meet instructor expectations. Among majors in the College of Business, finance majors gave consistently high ratings on each of these items.

Comparing Results from the 2000 and 2002 NSSE Administrations

Across majors, the largest positive change in average ratings from 2000 to 2002 occurred for communication majors on an item that asked students the extent to which CU-Boulder had encouraged contact among students from different economic, social, and racial or ethnic backgrounds. In 2000, CU-Boulder communications majors’ average rating on this item was 1.6; in 2002, it was 2.9. The largest negative change in average ratings occurred for history majors on an item that asked about CU-Boulder’s contribution to computing skills (3.1 in 2000 vs. 1.7 in 2002). It is important to keep in mind, however, that only nine history majors responded to the 2002 NSSE. This number represents only 19% of all CU-Boulder history majors who were invited to participate in the survey.

Additional information concerning noteworthy changes in average ratings from 2000 to 2002 is provided in Table 1. All items are on a four-point scale unless otherwise noted. Average ratings, by major, on other items that are common to the 2000 and 2002 NSSE administrations are provided in an Excel file.

Table 1
Noteworthy Changes in CU-Boulder Students’ Average Ratings from 2000 to 2002, by Major

*The averages reported in this table are weighted to adjust statistically for different sampling fractions and response rates over majors.

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Last revision 02/06/03