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National Surveys of Student Engagement 2000 and 2002

CU-Boulder at a Glance, 2002

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

Nearly all freshmen and seniors reported that they would attend CU- Boulder if they were starting college again. Likewise, nearly all students rated their entire educational experience as positive.

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.

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.

CU-Boulder Contributes to Students' Knowledge and Skills

Large percentages 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 self-knowledge and computer, quantitative, and writing skills. Freshmen generally reported similar benefits.

Fewer than 50% of freshmen reported that their education, thus far, has improved their job-related, speaking, or writing skills. It is possible that these students have not yet attended CU-Boulder long enough to experience improvement in these skills.

Very few CU-Boulder students reported that their education contributes to increased voting in local, state, or national elections, and few reported that their education increases their efforts to contribute to community welfare.

CU-Boulder Students Interact with Faculty

Nearly all students reported that they discuss grades or assignments with faculty. In addition, many students discuss career plans and ideas from readings or classes with faculty. Smaller percentages of students 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.

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. Almost half of all seniors reported that they completed foreign language course work. Over one-third 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.

CU-Boulder Students Balance Their Academic and Personal Activities

More than half of CU-Boulder freshmen and seniors reported studying for ten or more hours each week; they also reported relaxing and socializing for a similar amount of time. Many seniors worked 10 or more hours each week for pay off campus. More freshmen (67%) than seniors (55%) reported that they spend time relaxing and socializing.

CU-Boulder Students Obtain Academic Advising From College or Departmental Advisors

More than one-third of freshmen and almost one-half of seniors reported that college or departmental advisors are the source of most of their academic advising. Twice as many freshmen as seniors reported that friends or family are the source of most academic advising. Relatively small percentages of freshman and seniors reported catalogs, online registration, and instructors other than their advisor as primary sources of advising.

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 7% of freshmen and 0.4% of seniors expect to transfer to another institution to complete their degrees.

Most CU-Boulder Students Plan to Be Employed or to Attend Graduate School

Almost half of seniors and 21% of freshmen reported that they plan to be employed after completing their undergraduate studies, and many reported that they plan to attend graduate or professional school. More freshmen than seniors (17% vs. 10%) reported that they plan to attend graduate or professional school and be employed at the same time.

Money is a Primary Obstacle to Academic Progress for Many CU-Boulder Students

Thirty-eight percent of freshmen and 46% 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 next greatest obstacle by 29% of freshmen and 21% of seniors. Some freshmen and seniors (14% and 9%, respectively) reported that difficulty in getting the courses they needed is impeding their academic progress.

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. Seventeen percent of freshmen and seniors reported working for pay in order to earn extra spending money; smaller percentages (4% and 13%, respectively) reported doing so in order to gain knowledge or skills.

Results for 2002 Compared with Those for 2000

In general, the percentages displayed in the preceding graphs are similar to those displayed in graphs in NSSE 2000 CU-Boulder at a Glance. Several relatively large percentage point differences were observed; a few examples are provided in Table 2. For additional information on changes in student responses from 2000 to 2002, see Comparing CU- Boulder with Other Participating AAU Institutions, 2000 Versus 2002.

CU-Boulder NSSE 2002 Main Page

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Last revision 06/12/07