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National Survey of Student Engagement

Comparing CU-Boulder with Other Participating AAU Institutions, 2000 Versus 2002

This section compares CU-Boulder students' average responses to NSSE items in 2000 and 2002. In addition, it compares CU-Boulder students' responses with those of other students at AAU public institutions that participated both in 2000 and 2002. Students at participating AAU public institutions are administered, in addition to the NSSE items, a common set of 20 items.

Fifteen AAU public institutions participated in the 2000 NSSE administration. In 2002, 12 AAU public institutions participated. Eight institutions participated both in 2000 and 2002; the results comparing CU-Boulder to other AAU public institutions for 2000 and 2002 are based on data from these eight institutions only. It is important to note that not all of the 12 comparison institutions used in analyses of the 2000 results are represented in the 2000 and 2002 comparisons. Consequently, the results shown for a particular scale or item in the CU-Boulder 2000 NSSE results may differ somewhat from those shown for the 2000 and 2002 comparisons.

When interpreting NSSE responses over institutions, it is important to keep in mind that at least some of the differences in average institutional responses may be due to differences in student populations rather than, or in addition to, specific actions a particular institution may take to improve quality. Additional information concerning institutional differences is provided in How AAU Institutions Differ.

In general, the average ratings of CU-Boulder freshmen and seniors on 2002 NSSE items are similar to those observed in 2000. For several items, however, relatively large changes in average ratings from 2000 to 2002 were observed. For example, CU-Boulder seniors who participated in the 2002 NSSE rated the university's responsiveness to student academic problems higher than did CU- Boulder seniors who participated in 2000 (weighted averages = 2.2 and 2.0, respectively, on a four-point scale). This was a noteworthy change in average rating, relative to most changes observed. Table 3 summarizes this and other noteworthy changes in average ratings. All items have a four-point scale unless otherwise noted.

The rest of this section highlights particular areas (e.g., cognitive skills, general satisfaction, faculty engagement) in which generally positive change over time was observed for CU-Boulder students. In addition, CU-Boulder's average responses on NSSE items are compared graphically with those of other AAU public institutions for both 2000 and 2002.

The links below lead to graphs displaying results for particular areas. To view graphs of all the results, please see Changes over Time, As Reflected in the NSSE Scales. This link displays a graph with NSSE scales; clicking on a particular scale will display results for items within that scale.

Changes over Time in Cognitive Skills

CU-Boulder freshmen and seniors who participated in the 2002 NSSE gave generally higher ratings of certain cognitive skills required in course work and attained in college than did their 2000 counterparts. CU-Boulder students' ratings in 2002 were higher for the following cognitive skills:

• analyzing the basic elements of an idea, experience, or theory;
• applying theories or concepts to practical problems;
• synthesizing and organizing ideas; and
• making judgments about the value of information, arguments, or methods.

CU-Boulder freshmen also gave slightly higher ratings in 2002 of the extent to which their college education contributes toward critical and analytical thinking. Results for seniors on this particular skill were about the same in 2000 and 2002. Both freshmen and seniors gave slightly lower ratings in 2002 of the extent to which their college education contributes toward analyzing quantitative problems.

CU-Boulder students were typically in the middle of the distribution of comparison AAU public institutions. One exception occurred for quantitative problem-solving skills: CU-Boulder freshmen rated their institution's contribution to the development of these skills lower than did students at most other AAU institutions. CU Boulder's standing, relative to the seven other AAU institutions that participated in both 2000 and 2002, did not change much with respect to cognitive skills ratings.

The key that links participating AAU institutions to the letters used to denote them in the graphs is provided in a separate document, which may be released only to authorized users at CU-Boulder, and to NSSE-AAUDE liaisons at other participating institutions. For permission to access this document, please send an email to IR@colorado.edu.

Changes over Time in Satisfaction

Changes occurred on several other NSSE items pertaining to student satisfaction. Although these changes are relatively small, they are reported here because of their interest to many readers. For example, seniors were somewhat more satisfied, on average, with the general academic quality of the university in 2002 than in 2000. Freshmen, in comparison, were slightly less satisfied in 2002 than in 2000. CU-Boulder students' satisfaction with the general academic quality of the university was low for both freshmen and seniors, relative to that of students at other participating AAU public institutions. Seniors surveyed in 2002 rated the likelihood of attending CU-Boulder again somewhat higher than did those surveyed in 2000.

Additional changes pertaining to student satisfaction with academic advising were observed. For example, CU-Boulder seniors were more satisfied in 2002 with the university's responsiveness to academic problems, and with the overall quality of academic advising. In 2000, the mean rating of CU-Boulder seniors on quality of academic advising was low, compared with that of seniors at other AAU institutions. In 2002, however, CU-Boulder mean ratings for academic advising quality moved up slightly in the distribution of average AAU institutional ratings.

Changes over Time in Faculty Engagement

In general, 2002 CU-Boulder freshmen and seniors reported higher levels of faculty engagement than did 2000 freshmen and seniors. The changes were not particularly large, but they were consistent over almost all items in the faculty engagement scale. For example, 2002 CU-Boulder students reported that they more often discuss career plans and ideas with faculty, work with faculty outside of class, and receive prompt faculty feedback and expectations about what students need to learn, compared with their 2000 counterparts.

Areas of Concern

Not all changes in student responses from 2000 to 2002 were positive. In fact, one of the noteworthy changes described in Table 3 was negative: In 2002, both freshmen and seniors reported working less with other students on projects in class than they did in 2000. Somewhat smaller negative changes were observed for seniors on all items of the personal development scale (University's contribution to learning on your own, understanding yourself, and voting in elections). Negative changes were observed for freshmen with respect to learning on one's own and voting in elections.

Other items of concern for which relatively small negative change occurred include:

• University emphasis on spending significant amounts of time on studying and academic work (freshmen),
• Overall quality of advising and availability of advisor (freshmen),
• University's contribution to quantitative skills (freshmen and seniors),
• University's contribution to computing skills (seniors),
• Writing and speaking clearly and effectively (seniors), and
• Community engagement items (e.g., did or planned to do community service or volunteer work-seniors).

Additional Results

Other results comparing students' responses on the 2000 and 2002 administrations of the NSSE are available on this site. To view graphs of all of the results, please see Changes over Time, As Reflected in the NSSE Scales. This link displays a graph with NSSE scales; clicking on a particular scale will display results for items within that scale.

CU-Boulder NSSE 2002 Main Page

Last revision 01/07/03

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