University of Colorado Denver 2013 NSSE Survey: Module Interpretation
NSSE Module: Executive Summary Compared to other institutions, first-years were less engaged in academic advising Less than 1/3 of first-years sought out assigned advisors as their primary source of academic planning advice seniors were much less engaged with academic advising than seniors from other institutions Seniors at don t believe they receive as much useful course information or help with academic difficulties from their advisors. Recommendations: o Advisors communicate more clearly and often with students o Obtain student input on enhancing advising services NSSE Module: Interpretation The National Survey of Student Engagement (NSSE) was first piloted in 1999 and has become a gold standard for institutions gathering student engagement data. The University of Colorado Denver () has been administering the NSSE since 2001 and most recently administered the 2013 version of the NSSE to all eligible first-year and senior students in spring 2013. The overall response rate for was 33.4%. This report summarizes and provides meaning to the pre-canned Module that administered as part of the larger NSSE administration (see Appendix A for complete report). This module collected information regarding students experiences with academic advising, such as: usage, approachability, information offered, and source information. The comparison group reported by NSSE for this module is all 233 institutions that participated in administering the Module (see Appendix A for complete listing of institutions). Nessie says, Results for First-Year Students had 239 first-year students (i.e., all considered full completions by NSSE) complete the module. Compared to students from the other institutions participating in this module s administration, students indicated less engagement with the academic advising enterprise. For example, first-years at reported discussing academic interests/ performance or first-year students were less engaged than students from other institutions in academic advising. 20120187-28 Source: OIRE October 18, 2013 NSSE Module Report Summary - Interpretation.docx Page 2 of 7
course selections with advisors less frequently than did students from other institutions (see Chart 1 below). 100 Chart 1. NSSE 2013 Module: #Times First-Years Discussed Academic Interests, Course Selections, or Academic Performance with Academic Advisor Percentage of Students 80 60 40 20 0 34 28 30 24 17 19 9 10 7 8 2 3 3 5 0 1 2 3 4 5 6 or more Number of Times Students Discussed with Advisor Source: NSSE13 Topical Module - ().xlsx Statistically significant (p < 0.05) differences were found for the extent to which firstyears were informed about important deadlines and academic support options. Thirty percent of the students from other institutions felt that their academic advisors kept them very much informed about important deadlines, compared to 23% of first-years (see Chart 2 100 Chart 2. NSSE 2013 Module: Extent to which Academic Advisors Informed First-Year Students about Important Deadlines Percentage of Students 80 60 40 20 15 14 21 19 31 28 30 23 10 9 0 Very little Some Quite a bit Very much Not applicable Extent to which Advisor Informed about Important Deadlines Source: NSSE13 Topical Module - ().xlsx below). first-years also felt less informed about academic support options like tutoring, study groups, writing center, etc. 20120187-28 Source: OIRE October 18, 2013 NSSE Module Report Summary - Interpretation.docx Page 3 of 7
Most (32%) first-year students named their assigned academic advisor as the person who was there primary source of advice about academic plans. Family members were the source named next most often (19%), with other academic advisors and faculty/staff coming in third (12%). This pattern was fairly similar for other institutions. It is also interesting to note that friends/students were also sought out (9% of CU Denver and 15% of other first-years) as a source for this same information. Nessie says, Less than 1/3 of CU Denver first-years seek out their assigned advisors as their primary source of academic planning advice. Results for Seniors Nessie says, seniors are significantly less engaged with their academic advisors than seniors from other institutions. All of the comparisons between seniors and seniors from other institutions suggest that the former are significantly (p < 0.001) less engaged with advising. The items with the largest differences between and other seniors were related to the extent to which the academic advisor provided useful information about courses and helped with academic difficulties. Nearly one-third of seniors reported that their academic advisors provided very little useful information about courses (compared to just 17% of seniors from other institutions) and more than one-quarter (27%) reported that those advisors helped them very little when they had academic difficulties (compared to 19% of seniors from other institutions). Charts 3 and 4 below provide the details and comparisons on how seniors responded to these two items. 100 Chart 3. NSSE 2013 Module: Extent to which Academic Advisors Provided Seniors Useful Information about Courses Percentage of Students 80 60 40 20 29 21 24 17 20 20 19 29 10 9 0 Very little Some Quite a bit Very much Not applicable Extent to which Advisor Provided Useful Information about Courses Source: NSSE13 Topical Module - ().xlsx 20120187-28 Source: OIRE October 18, 2013 NSSE Module Report Summary - Interpretation.docx Page 4 of 7
Percentage of Students 100 80 60 40 20 0 Chart 4. NSSE 2013 Module: Extent to which Academic Advisors Helped Seniors When They Had Academic Difficulties 27 19 15 16 17 12 14 33 23 25 Very little Some Quite a bit Very much Not applicable Extent to which Advisor Helped with Academic Difficulties Nessie says, Seniors at CU Denver don t receive as much useful course information or help with academic difficulties from their advisors. Source: NSSE13 Topical Module - ().xlsx Comparison of First-Year and Senior Students The NSSE pre-canned report does not provide a direct comparison of the first-years and seniors. However, such a comparison is instructive. Chart 5 presents the mean scores for all of the nine items with the stem, During the current school year, to what extent have your academic advisors done the following? While both seniors and first-years average scores are higher than the absolute average of 2, first-years scored higher than seniors on every item. Discussed your career interests and post-graduation plans Helped you get information on special opportunities (study abroad, internship, research projects, etc.) Helped you when you had academic difficulties Chart 5. NSSE 2013 Module: Comparisons of First-Years and Seniors During the current school year, to what extent have your academic advisors done the following? 2.2 2.1 2.2 2.4 2.4 2.6 Seniors First-Year Students Provided useful information about courses Informed you of academic support options (tutoring, study groups, help with writing, etc.) Helped you understand academic rules and policies Informed you of important deadlines Listened closely to your concerns and questions 2.3 2.7 2.1 2.5 2.4 2.7 2.6 2.7 2.7 3.0 Been available when needed 2.7 2.9 0.0 1.0 2.0 3.0 4.0 Note: Range for each item is 1-4. Source: NSSE13 Topical Module - ().xlsx Average Score 20120187-28 Source: OIRE October 18, 2013 NSSE Module Report Summary - Interpretation.docx Page 5 of 7
Conclusions and Recommendations While first-year students did score lower on all of the advising items, just two were statistically significantly lower than scores for other first-year students. This suggests that there is some room for improvement, particularly in the realm of communicating important deadlines and information about academic support options. The significantly lower senior scores compared to those from the other seniors are more concerning because of the pervasiveness, the magnitude of the differences, and the fact that seniors also scored lower than CU Denver first-years on all items. One solution may be to simply recommend to academic advisors that they more clearly state the nature of the content in their communications e.g., using repetitive language like important deadline and academic support options in emails (both subject line and body of the email), phone conversations, and in person discussions. Alternatively, it may be that the strategies being used to communicate with students do not resonate with them. For instance, many students infrequently utilize university email and prefer texts. Perhaps advisors could pilot using texts to communicate with students and see if there is an improvement in how frequently students perceive those advising behaviors as occurring. It also may be that seniors do not feel like they need to interact with their advisors (e.g., because it s late in their academic career, they have other sources of advice). However, one-third of the first-years and seniors are getting their academic advice from their assigned advisor, meaning: 1) that more than 2/3 of them are getting this information somewhere else (whether this information source provides correct or incorrect information); and 2) only 1/3 of them reach out to their academic advisors as a primary source of advice. It s important to understand why this is so. Another hypothesis is that there truly is a lack of those types of behaviors by advisors. Sharing these data with the academic advisors is a first step in making them aware of opportunities for improvement. Student input on how to improve their experiences with advising could also be valuable to share with advisors. Depending on what improvements are identified and the existing talent pool of advisors, some development might be beneficial. Comparisons between the first-year and senior students show higher scores among the former. This suggests that, while students had responses indicating less engagement with academic advisors than students from other institutions, there may be some improvement occurring within the institution. It could be that first-years are reaping the benefit of any enhancements to the advisory process that the seniors did not get to experience. Nessie suggests: Communicate more clearly and often and in a variety of ways -- with students about advising information and resources. Obtain student input on enhancing advising services. 20120187-28 Source: OIRE October 18, 2013 NSSE Module Report Summary - Interpretation.docx Page 6 of 7
Appendix A. NSSE 2013 Module Summary 20120187-28 Source: OIRE October 18, 2013 NSSE Module Report Summary - Interpretation.docx Page 7 of 7
NSSE 2013 Administration Summary University of Colorado Denver Module This module examines students experiences with academic advising, including frequency of use, accessibility, information provided, and primary source of advice. Comparison Group This section summarizes how your module's comparison group was identified, including selection criteria and whether the default option was taken. This is followed by the resulting list of institutions represented in the '' column of this report. Group label Date submitted 6/18/13 How was this Your institution retained the default comparison group (all module participants). comparison group constructed? Group description All other current-year NSSE 2013 institutions that administered the "" module '' institutions (N=233) Adelphi University (Garden City, NY) Alabama State University (Montgomery, AL) Alaska Pacific University (Anchorage, AK) Alberta College of Art + Design (Calgary, AB) Alvernia University (Reading, PA) Andrews University (Berrien Springs, MI) Auburn University (Auburn University, AL) Augsburg College (Minneapolis, MN) Bacone College (Muskogee, OK) Baker University (Baldwin City, KS) Baptist Memorial College of Health Sciences (Memphis, TN) Baylor University (Waco, TX) Bethany Lutheran College (Mankato, MN) Biola University (La Mirada, CA) Birmingham-Southern College (Birmingham, AL) Bloomsburg University of Pennsylvania (Bloomsburg, PA) Bowling Green State University (Bowling Green, OH) Brandon University (Brandon, MB) Brescia University College (London, ON) Bryant University (Smithfield, RI) California Baptist University (Riverside, CA) California State University, Northridge (Northridge, CA) California State University, San Bernardino (San Bernardino, CA) California University of Pennsylvania (California, PA) Campbell University Inc. (Buies Creek, NC) Cape Breton University (Sydney, NS) Capella University (Minneapolis, MN) Cardinal Stritch University (Milwaukee, WI) Carson-Newman University (Jefferson City, TN) Catholic University of America, The (Washington, DC) Central College (Pella, IA) Central Connecticut State University (New Britain, CT) Central Methodist University (Fayette, MO) Centre College (Danville, KY) Cheyney University of Pennsylvania (Cheyney, PA) Citadel, The Military College of South Carolina, The (Charleston, SC) Claflin University (Orangeburg, SC) Clarion University of Pennsylvania (Clarion, PA) Coastal Carolina University (Conway, SC) College of Saint Benedict and Saint John's University, The (Saint Joseph, MN) Colorado School of Mines (Golden, CO) Columbia Southern University (Orange Beach, AL) Concordia University (Montreal, QC) Concordia University Irvine (Irvine, CA) Concordia University Texas (Austin, TX) Culver-Stockton College (Canton, MO) CUNY Herbert H. Lehman College (Bronx, NY) CUNY Medgar Evers College (Brooklyn, NY) Dalton State College (Dalton, GA) Davis & Elkins College (Elkins, WV) Dickinson State University (Dickinson, ND) Dixie State College of Utah (Saint George, UT) East Central University (Ada, OK) East Stroudsburg University of Pennsylvania (East Stroudsburg, PA) Eastern Illinois University (Charleston, IL) Eastern Kentucky University (Richmond, KY) Eastern Michigan University (Ypsilanti, MI) Edinboro University of Pennsylvania (Edinboro, PA) Eureka College (Eureka, IL) Faulkner University (Montgomery, AL) NSSE 2013 TOPICAL MODULE REPORT 3
'' institutions (N=233), continued Florida Institute of Technology (Melbourne, FL) Francis Marion University (Florence, SC) Franklin College (Franklin, IN) Gonzaga University (Spokane, WA) Goshen College (Goshen, IN) Goucher College (Baltimore, MD) Hartwick College (Oneonta, NY) Harvey Mudd College (Claremont, CA) Hiram College (Hiram, OH) Houston Baptist University (Houston, TX) Humboldt State University (Arcata, CA) Huron University College (London, ON) Illinois Institute of Technology (Chicago, IL) Indiana State University (Terre Haute, IN) Indiana University of Pennsylvania (Indiana, PA) Indiana Wesleyan University (Marion, IN) Iona College (New Rochelle, NY) Iowa Wesleyan College (Mount Pleasant, IA) Ithaca College (Ithaca, NY) Judson College (Marion, AL) Kansas State University (Manhattan, KS) Kaplan University (Davenport, IA) Kean University (Union, NJ) Kentucky Wesleyan College (Owensboro, KY) Kettering University (Flint, MI) King's University College at the University of Western Ontario (London, ON) Kutztown University of Pennsylvania (Kutztown, PA) La Roche College (Pittsburgh, PA) Lake Superior State University (Sault Ste Marie, MI) Lees-McRae College (Banner Elk, NC) LIM College (New York, NY) Limestone College (Gaffney, SC) Lincoln Memorial University (Harrogate, TN) Lincoln University, The (Lincoln University, PA) Lipscomb University (Nashville, TN) Lock Haven University (Lock Haven, PA) Loyola University Chicago (Chicago, IL) Mansfield University of Pennsylvania (Mansfield, PA) Marian University (Fond Du Lac, WI) Marist College (Poughkeepsie, NY) Marlboro College (Marlboro, VT) Mars Hill University (Mars Hill, NC) Marshall University (Huntington, WV) Martin Methodist College (Pulaski, TN) Marymount University (Arlington, VA) Menlo College (Atherton, CA) Mercer University (Macon, GA) Merrimack College (North Andover, MA) Methodist College (Peoria, IL) Michigan State University (East Lansing, MI) Millersville University of Pennsylvania (Millersville, PA) Milligan College (Milligan College, TN) Millikin University (Decatur, IL) Millsaps College (Jackson, MS) Minnesota State University Moorhead (Moorhead, MN) Minnesota State University-Mankato (Mankato, MN) Minot State University (Minot, ND) Mississippi University for Women (Columbus, MS) Missouri University of Science & Technology (Rolla, MO) Missouri Western State University (Saint Joseph, MO) Montana State University Billings (Billings, MT) Morningside College (Sioux City, IA) National American University-Rapid City (Rapid City, SD) Nazareth College (Rochester, NY) Neumann University (Aston, PA) New Jersey City University (Jersey City, NJ) New Mexico Institute of Mining and Technology (Socorro, NM) New School, The (New York, NY) North Dakota State University (Fargo, ND) Northwood University--Michigan Campus (Midland, MI) Northwood University--TX Campus (Cedar Hill, TX) Northwood University-Florida Campus (West Palm Beach, FL) Norwich University (Northfield, VT) Ohio State University at Newark, The (Newark, OH) Ohio State University-Lima Campus (Lima, OH) Ohio State University-Mansfield Campus (Mansfield, OH) Ohio State University-Marion Campus (Marion, OH) Ohio State University, The (Columbus, OH) Ohio Wesleyan University (Delaware, OH) Oregon State University (Corvallis, OR) Park University (Parkville, MO) Pitzer College (Claremont, CA) Plymouth State University (Plymouth, NH) Point Park University (Pittsburgh, PA) Purdue University-Calumet Campus (Hammond, IN) Regent University (Virginia Beach, VA) Roanoke College (Salem, VA) Rochester Institute of Technology (Rochester, NY) Rocky Mountain College (Billings, MT) Roger Williams University (Bristol, RI) Rowan University (Glassboro, NJ) Saint Anselm College (Manchester, NH) Saint John Fisher College (Rochester, NY) Saint Joseph's College (Rensselaer, IN) Saint Leo University (Saint Leo, FL) Saint Mary's University of Minnesota (Winona, MN) Saint Thomas University (Miami Gardens, FL) Salem State University (Salem, MA) Salve Regina University (Newport, RI) School of Visual Arts (New York, NY) Schreiner University (Kerrville, TX) Seton Hall University (South Orange, NJ) Sewanee: The University of the South (Sewanee, TN) Shawnee State University (Portsmouth, OH) Shippensburg University of Pennsylvania (Shippensburg, PA) Slippery Rock University of Pennsylvania (Slippery Rock, PA) Southeastern University (Lakeland, FL) Southern Illinois Univ Edwardsville (Edwardsville, IL) Southwest Minnesota State University (Marshall, MN) Southwestern Adventist University (Keene, TX) Spelman College (Atlanta, GA) St. Olaf College (Northfield, MN) State University of New York at Potsdam, The (Potsdam, NY) Stephen F. Austin State University (Nacogdoches, TX) Susquehanna University (Selinsgrove, PA) Temple University (Philadelphia, PA) 4 NSSE 2013 TOPICAL MODULE REPORT
'' institutions (N=233), continued Tennessee State University (Nashville, TN) Texas A&M University - Corpus Christi (Corpus Christi, TX) Texas Christian University (Fort Worth, TX) Texas State University (San Marcos, TX) Texas Tech University (Lubbock, TX) Trine University (Angola, IN) Tyndale University College and Seminary (Toronto, ON) Union College (NE) (Lincoln, NE) University of Advancing Technology (Tempe, AZ) University of Akron (Akron, OH) University of Alabama in Huntsville (Huntsville, AL) University of Alaska Fairbanks (Fairbanks, AK) University of Arkansas (Fayetteville, AR) University of Arkansas at Little Rock (Little Rock, AR) University of Cincinnati (Cincinnati, OH) University of Colorado Colorado Springs (Colorado Springs, CO) University of Findlay, The (Findlay, OH) University of Hawai i at Hilo (Hilo, HI) University of Houston (Houston, TX) University of Houston-Downtown (Houston, TX) University of Houston-Victoria (Victoria, TX) University of Indianapolis (Indianapolis, IN) University of Massachusetts Lowell (Lowell, MA) University of Minnesota-Crookston (Crookston, MN) University of Missouri-St. Louis (Saint Louis, MO) University of Montana (Missoula, MT) University of Nebraska at Omaha (Omaha, NE) University of Nevada, Reno (Reno, NV) University of New Brunswick - Saint John Campus (Saint John, NB) University of North Texas (Denton, TX) University of Northern Iowa (Cedar Falls, IA) University of Pikeville (Pikeville, KY) University of Pittsburgh-Bradford (Bradford, PA) University of Puerto Rico at Cayey (Cayey, PR) University of Rhode Island (Kingston, RI) University of South Carolina-Beaufort (Bluffton, SC) University of Southern Indiana (Evansville, IN) University of Tennessee Martin, The (Martin, TN) University of Texas at Arlington, The (Arlington, TX) University of Texas at Brownsville, The (Brownsville, TX) University of the Fraser Valley (Abbotsford, BC) University of Tulsa (Tulsa, OK) University of Wisconsin-Whitewater (Whitewater, WI) Vaughn College of Aeronautics and Technology (Flushing, NY) Virginia Intermont College (Bristol, VA) Washington Adventist University (Takoma Park, MD) Weber State University (Ogden, UT) Wentworth Institute of Technology (Boston, MA) West Chester University of Pennsylvania (West Chester, PA) West Virginia University (Morgantown, WV) Western Michigan University (Kalamazoo, MI) Westminster College (Salt Lake City, UT) Whitworth University (Spokane, WA) Wilberforce University (Wilberforce, OH) Wilmington University (New Castle, DE) Wisconsin Lutheran College (Milwaukee, WI) Youngstown State University (Youngstown, OH) NSSE 2013 TOPICAL MODULE REPORT 5
First-Year Students NSSE 2013 Frequencies and Statistical Comparisons University of Colorado Denver Frequency Distributions a Academic Advising Variable Item wording or description name Values c Response options Count % Count % Mean 1. During the current school year, about how many times have you and an academic advisor discussed your academic interests, course selections, or academic performance? ADV01 0 0 21 9 4,624 10 1 1 67 28 11,199 24 2 2 83 34 14,389 30 3 3 41 17 9,016 19 2.0 2.2 -.11 4 4 15 7 4,042 8 5 5 5 2 1,535 3 6 6 or more 7 3 2,694 5 Total 239 100 47,499 100 2. During the current school year, to what extent have your academic advisors done the following? a. Been available when needed ADV02a 1 Very little 20 9 3,763 8 2 Some 53 22 8,720 18 3 Quite a bit 81 34 15,138 32 2.9 3.0 -.12 4 Very much 67 28 16,279 34 Not applicable 18 8 3,632 8 Total 239 100 47,532 100 b. Listened closely to your concerns ADV02b 1 Very little 17 7 3,699 8 and questions 2 Some 48 20 8,520 18 3 Quite a bit 71 30 14,461 31 3.0 3.0.00 4 Very much 82 35 16,755 35 Not applicable 21 9 4,004 9 Total 239 100 47,439 100 c. Informed you of important ADV02c 1 Very little 37 15 6,351 14 deadlines 2 Some 49 21 9,231 19 3 Quite a bit 74 31 13,390 28 2.7 2.8 * -.14 4 Very much 54 23 14,279 30 Not applicable 23 10 4,098 9 Total 237 100 47,349 100 d. Helped you understand academic ADV02d 1 Very little 37 15 6,091 13 rules and policies 2 Some 46 20 10,053 21 3 Quite a bit 76 31 13,196 28 2.7 2.8 -.11 4 Very much 51 22 13,160 28 Not applicable 28 12 4,806 11 Total 238 100 47,306 100 e. Informed you of academic support ADV02e 1 Very little 46 19 7,409 16 options (tutoring, study groups, 2 Some 54 23 9,931 21 help with writing, etc.) 3 Quite a bit 58 24 12,213 26 2.5 2.7 * -.16 4 Very much 50 21 12,523 26 Not applicable 29 12 5,344 12 Total 237 100 47,420 100 Statistical Comparisons b Academic Advising Mean Effect size d *p<.05, **p<.01, ***p<.001 (2-tailed) 6 NSSE 2013 TOPICAL MODULE REPORT
First-Year Students NSSE 2013 Frequencies and Statistical Comparisons University of Colorado Denver Frequency Distributions a Academic Advising Variable Item wording or description name Values c Response options Count % Count % Mean f. Provided useful information about ADV02f 1 Very little 40 16 5,578 12 courses 2 Some 46 21 9,417 20 Statistical Comparisons b Academic Advising 3 Quite a bit 64 26 13,766 29 2.7 2.9 -.14 4 Very much 65 28 15,116 32 Not applicable 23 10 3,500 8 Total 238 100 47,377 100 g. Helped you when you had ADV02g 1 Very little 43 18 7,411 16 academic difficulties 2 Some 40 17 8,649 18 3 Quite a bit 55 23 9,734 21 2.6 2.7 -.09 4 Very much 45 19 11,164 23 Not applicable 54 23 10,379 22 Total 237 100 47,337 100 h. Helped you get information on ADV02h 1 Very little 54 23 9,408 20 special opportunities (study abroad, 2 Some 41 17 8,887 19 internship, research projects, etc.) 3 Quite a bit 46 19 9,155 20 2.4 2.5 -.10 4 Very much 42 18 9,790 20 Not applicable 54 23 10,037 22 Total 237 100 47,277 100 i. Discussed your career interests and ADV02i 1 Very little 50 22 9,976 21 post-graduation plans 2 Some 47 21 10,293 21 3 Quite a bit 61 25 9,599 20 2.4 2.5 -.05 4 Very much 41 17 10,630 22 Not applicable 36 15 6,727 15 Total 235 100 47,225 100 3. During the current school year, which of the following has been your primary source of advice regarding your academic plans? (Select one) ADV03 Academic advisor(s) assigned to you 78 31 15,781 32 Academic advisor(s) available to any student Faculty or staff not formally assigned as an advisor 26 12 4,303 10 28 12 4,639 9 Online advising system 2 1 1,139 3 (degree progress report, etc.) Web site, catalog, or other 16 7 2,206 5 published sources Friends or other students 21 9 7,231 15 Family members 47 19 8,427 17 Other, please specify: 8 3 1,247 3 I did not seek academic 13 6 2,540 6 advice this year Total 239 100 47,513 100 Mean Effect size d *p<.05, **p<.01, ***p<.001 (2-tailed) NSSE 2013 TOPICAL MODULE REPORT 7
Seniors NSSE 2013 Frequencies and Statistical Comparisons University of Colorado Denver Frequency Distributions a Academic Advising Variable Item wording or description name Values c Response options Count % Count % Mean 1. During the current school year, about how many times have you and an academic advisor discussed your academic interests, course selections, or academic performance? ADV01 0 0 89 13 9,169 14 1 1 200 30 16,800 24 2 2 194 28 17,917 26 3 3 92 14 10,727 15 2.0 2.3 *** -.16 4 4 52 7 5,889 8 5 5 22 3 2,403 3 6 6 or more 33 5 7,696 10 Total 682 100 70,601 100 2. During the current school year, to what extent have your academic advisors done the following? a. Been available when needed ADV02a 1 Very little 102 15 6,665 10 2 Some 144 21 12,832 19 3 Quite a bit 202 29 20,784 29 2.7 3.0 *** -.23 4 Very much 186 27 25,782 36 Not applicable 52 8 4,602 7 Total 686 100 70,665 100 b. Listened closely to your concerns ADV02b 1 Very little 101 15 6,942 10 and questions 2 Some 149 22 12,288 18 3 Quite a bit 191 27 19,342 27 2.7 3.0 *** -.24 4 Very much 184 27 26,030 36 Not applicable 59 9 5,882 9 Total 684 100 70,484 100 c. Informed you of important ADV02c 1 Very little 137 20 12,024 17 deadlines 2 Some 165 24 13,498 19 3 Quite a bit 151 22 17,488 25 2.6 2.7 *** -.14 4 Very much 178 26 21,335 30 Not applicable 54 8 6,100 9 Total 685 100 70,445 100 d. Helped you understand academic ADV02d 1 Very little 160 23 12,148 17 rules and policies 2 Some 152 22 14,368 20 3 Quite a bit 143 21 16,012 23 2.4 2.7 *** -.21 4 Very much 134 20 18,250 26 Not applicable 94 14 9,519 14 Total 683 100 70,297 100 e. Informed you of academic support ADV02e 1 Very little 212 31 16,845 24 options (tutoring, study groups, 2 Some 147 22 13,968 20 help with writing, etc.) 3 Quite a bit 91 13 12,429 18 2.1 2.4 *** -.24 4 Very much 96 14 14,272 20 Not applicable 136 20 12,974 18 Total 682 100 70,488 100 Statistical Comparisons b Academic Advising Mean Effect size d *p<.05, **p<.01, ***p<.001 (2-tailed) 8 NSSE 2013 TOPICAL MODULE REPORT
Seniors NSSE 2013 Frequencies and Statistical Comparisons University of Colorado Denver Frequency Distributions a Academic Advising Variable Item wording or description name Values c Response options Count % Count % Mean f. Provided useful information about ADV02f 1 Very little 200 29 11,733 17 courses 2 Some 145 21 13,902 20 Statistical Comparisons b Academic Advising 3 Quite a bit 138 20 17,557 24 2.3 2.7 *** -.36 4 Very much 130 19 20,820 29 Not applicable 70 10 6,414 9 Total 683 100 70,426 100 g. Helped you when you had ADV02g 1 Very little 187 27 12,749 19 academic difficulties 2 Some 100 15 11,070 16 3 Quite a bit 84 12 12,262 17 2.2 2.6 *** -.36 4 Very much 94 14 16,825 23 Not applicable 217 33 17,428 25 Total 682 100 70,334 100 h. Helped you get information on ADV02h 1 Very little 219 32 16,156 23 special opportunities (study abroad, 2 Some 113 17 11,365 16 internship, research projects, etc.) 3 Quite a bit 88 13 11,390 16 2.1 2.5 *** -.31 4 Very much 90 13 15,228 21 Not applicable 169 26 16,113 24 Total 679 100 70,252 100 i. Discussed your career interests and ADV02i 1 Very little 237 35 17,221 26 post-graduation plans 2 Some 140 21 13,362 19 3 Quite a bit 101 15 12,346 17 2.2 2.5 *** -.27 4 Very much 114 17 17,937 24 Not applicable 88 13 9,350 14 Total 680 100 70,216 100 3. During the current school year, which of the following has been your primary source of advice regarding your academic plans? (Select one) ADV03 Academic advisor(s) assigned to you 215 31 23,164 32 Academic advisor(s) available to any student Faculty or staff not formally assigned as an advisor 45 7 6,385 10 122 18 13,445 18 Online advising system 27 4 3,768 6 (degree progress report, etc.) Web site, catalog, or other 67 10 3,827 6 published sources Friends or other students 75 11 7,134 10 Family members 54 8 5,867 8 Other, please specify: 36 5 2,534 4 I did not seek academic 41 6 4,504 7 advice this year Total 682 100 70,628 100 Mean Effect size d *p<.05, **p<.01, ***p<.001 (2-tailed) NSSE 2013 TOPICAL MODULE REPORT 9
NSSE 2013 Detailed Statistics e University of Colorado Denver First-Year Students Variable name N Mean Standard error f deviation g DF h Sig. i size d Standard Effect ADV01 241 2.0 2.2.09.01 1.3 1.5 242.064 -.11 ADV02a 222 2.9 3.0.06.00 0.9 1.0 60,817.071 -.12 ADV02b 219 3.0 3.0.06.00 1.0 1.0 60,183.954.00 ADV02c 215 2.7 2.8.07.00 1.0 1.0 59,890.045 -.14 ADV02d 212 2.7 2.8.07.00 1.0 1.0 58,862.126 -.11 ADV02e 210 2.5 2.7.07.00 1.1 1.1 58,257.019 -.16 ADV02f 216 2.7 2.9.07.00 1.1 1.0 217.053 -.14 ADV02g 183 2.6 2.7.08.00 1.1 1.1 51,069.245 -.09 ADV02h 184 2.4 2.5.08.00 1.1 1.1 51,409.171 -.10 ADV02i 200 2.4 2.5.08.00 1.1 1.1 55,853.446 -.05 Comparisons with: *p<.05, **p<.01, ***p<.001 (2-tailed) 10 NSSE 2013 TOPICAL MODULE REPORT
NSSE 2013 Detailed Statistics e University of Colorado Denver Seniors Variable name N Mean Standard error f deviation g DF h Sig. i size d Standard Effect ADV01 682 2.0 2.3.06.01 1.5 1.8 694.000 -.16 ADV02a 632 2.7 3.0.04.00 1.1 1.0 639.000 -.23 ADV02b 623 2.7 3.0.04.00 1.1 1.0 630.000 -.24 ADV02c 629 2.6 2.7.04.00 1.1 1.1 89,963.000 -.14 ADV02d 587 2.4 2.7.05.00 1.1 1.1 85,200.000 -.21 ADV02e 542 2.1 2.4.05.00 1.1 1.2 549.000 -.24 ADV02f 612 2.3 2.7.05.00 1.1 1.1 619.000 -.36 ADV02g 460 2.2 2.6.05.00 1.2 1.2 73,600.000 -.36 ADV02h 506 2.1 2.5.05.00 1.1 1.2 512.000 -.31 ADV02i 590 2.2 2.5.05.00 1.1 1.2 598.000 -.27 Comparisons with: *p<.05, **p<.01, ***p<.001 (2-tailed) NSSE 2013 TOPICAL MODULE REPORT 11
NSSE 2013 Endnotes University of Colorado Denver Endnotes a. b. c. These are the values used to calculate means. For the majority of items, these values match the codes in the data file and codebook. d. Effect size for independent t-tests uses Cohen's d. e. Statistics are weighted by gender and enrollment status (and institution size for comparison groups). Categorical items are not listed. f. The 95% confidence interval for the population mean is equal to the sample mean plus or minus 1.96 times the standard error of the mean. g. A measure of the amount individual scores deviate from the mean of all the scores in the distribution. h. Degrees of freedom used to compute the t-tests. Values differ from Ns due to weighting and whether equal variances were assumed. i. Column percentages are weighted by gender and enrollment status (and institution size for comparison groups). Percentages may not sum to 100 due to rounding. Counts are unweighted; column percentages cannot be replicated from counts. All statistics are weighted by gender and enrollment status (and institution size for comparison groups). Unless otherwise noted, statistical comparisons are two-tailed independent t-tests. Items with categorical response sets are left blank. Statistical comparisons are two-tailed independent t-tests. Statistical significance represents the probability that the difference between your students' mean and that of the comparison group is due to chance. 12 NSSE 2013 TOPICAL MODULE REPORT