national survey of student engagement (nsse) 2016 excerpts ... · katie noel, senior office...

National Survey of Student Engagement (NSSE) 2016 Excerpts from the Institutional Report This report includes excerpts from the National Survey of Student Engagement (NSSE) Institutional Report. The survey is administered and the results are compiled by NSSE. Ithaca College’s Office of Institutional Research serves as the project manager for the NSSE survey.

More detailed information and additional analyses are available upon request.

Contents NSSE 2016 Overview 2-5

NSSE Response Rate FAQ 6-7

NSSE Administration Summary 8-9 A Pocket Guide to Choosing a College (based on IC students’ NSSE 2016 responses) 10-11

IC’s NSSE 2016 Snapshot 12-15

Engagement Indicators 16-32

High-Impact Practices 33-38

Selected Comparison Groups 39-44

Survey Instrument 45-55

First-Year Experiences and Senior Transitions Module Results 56-67

Senior Transitions Module Comments 68-79

First-Year Experiences and Senior Transitions Module Survey Instrument 80-82

Elijah Earl Research Analyst August 2016

953 Danby Road • Ithaca, NY 14850 • (607) 274-3164 • [email protected]

The National Survey of Student Engagement (NSSE) collects information from first-year and senior students about the characteristics and quality of their undergraduate experience. Since the inception of the survey, more than 1,600 bachelor’s-granting colleges and universities in the United States and Canada have used it to measure the extent to which students engage in effective educational practices that are empirically linked with learning, personal development, and other desired outcomes such as persistence, satisfaction, and graduation.

NSSE data are used by faculty, administrators, researchers, and others for institutional improvement, public reporting, and related purposes. Launched in 2000 with the support of a generous grant from The Pew Charitable Trusts, NSSE has been fully sustained through institutional participation fees since 2002. The NSSE questionnaire was substantially updated in 2013, including new customization options. This document provides an overview of NSSE 2016, including administration details, response rates, participating institutions, and respondent characteristics.

Survey Data and Methodology Over 1.3 million first-year and senior students from 557 institutions (530 in the US and 27 in Canada) were invited to participate in NSSE 2016. Of this population, 311,086 students responded to the survey. Less than half (45%) of these were first-year students and 55% were seniors.

NSSE’s sampling methodology calls for either a census of all first-year and senior students or a random selection of an equal number of students from each group, with the sample size based on total undergraduate enrollment. Census administration is available only via the email recruitment method, in which students receive a survey invitation and up to four reminders by email. In 2016, all but two participating institutions opted for this method. Sampled students at the two remaining institutions received up to three messages by postal mail and up to two reminders by email.

Unless noted otherwise, the results presented below are from 537 institutions—512 in the US and 25 in Canada—that participated in NSSE 2016. Due to nonstandard population files or survey administrations, 20 institutions are not represented. In these summary tables, as in each Institutional Report 2016, only data for census-administered surveys and randomly sampled students are included.

U.S. Participating Institutions NSSE 2016 U.S. respondents profiled here include 292,031 first-year (45%) and senior (55%) respondents from 512 institutions. NSSE 2016 participating institutions and students reflect the diversity of bachelor’s-granting colleges and universities in the US with respect to institution type, public or private control, size, region, and locale (Table 1).

Institutional Response Rates The average response rate for U.S. NSSE 2016 institutions was 29%. The highest institutional response rate among U.S. institutions was 77%, and three out of five institutions achieved a response rate of 25% or higher. Higher average response rates were observed for smaller institutions, and for institutions that offered incentives (Table 2).

Institutions had the option to use their learning management system or student portal to recruit students. In 2016, 36 U.S. institutions chose this option, and the average percentage of students who accessed the survey this way was 27%.

Note: A searchable list of participating institutions by year is on the NSSE website at nsse.indiana.edu/html/participants.cfm

NSSE 2016 Overview

Cameron University

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Table 1

Profile of NSSE 2016 U.S. Institutions and Respondents and Bachelor’s‐Granting U.S. Institutions and Their Students

Institutions (%)

Students (%)

Institution Characteristics NSSE U.S.a NSSE U.S.a

Carnegie Basic Classificationb

Doc/Highest: Doctoral Universities (Highest Research Activity)

5 7 18 24

Doc/Higher: Doctoral Universities (Higher Research Activity)

9 6 16 16

Doc/Moderate: Doctoral Universities (Moderate Research Activity)

8 6 15 7

Master's L: Master's Colleges and Universities (larger programs)

28 25 27 31

Master's M: Master's Colleges and Universities (medium programs)

13 11 8 7

Master's S: Master's Colleges and Universities (smaller programs)

7 7 4 3

Bac/A&S: Baccalaureate Colleges— Arts & Sciences Focus

15 17 7 5

Bac/Diverse: Baccalaureate Colleges—Diverse Fields

15 22 6 7

Control Public 42 34 61 66

Private 58 66 39 34

Undergraduate Enrollment Fewer than 1,000 12 20 3 2

1,000–2,499 34 33 15 10

2,500–4,999 19 18 13 12

5,000–9,999 17 14 20 19

10,000–19,999 12 9 25 24

20,000 or more 6 6 24 34

Region New England 8 8 8 6

Mid East 16 18 13 16

Great Lakes 13 15 14 14

Plains 11 10 10 8

Southeast 30 25 26 24

Southwest 10 8 14 12

Rocky Mountains 4 3 7 5

Far West 8 11 8 13

Outlying Areas 1 2 <1 2

Locale City 48 47 59 62

Suburban 21 26 21 22

Town 26 21 18 14

Rural 5 6 1 2

Notes: Percentages are unweighted and based on U.S. postsecondary institutions that award baccalaureate degrees and belong to one of the eight Carnegie classifications in the table. Percentages may not sum to 100 due to rounding.

a. U.S. percentages are based on the 2014 IPEDS InstitutionalCharacteristics data.

b. For information on the Carnegie Foundation’s 2015 Basic Classification, see carnegieclassifications.iu.edu.

Table 2

NSSE 2016 U.S. Participation and Response Rates by Undergraduate Enrollment and Use of Incentives

Institution Characteristics Number of Institutions

Average Institutional

Response Rate (%)

Undergraduate Enrollmenta

2,500 or fewer 242 36

2,501 to 4,999 96 27

5,000 to 9,999 85 23

10,000 or more 89 21

Incentives Offeredb

Offered incentives 296 32

No incentives 216 26

All Institutions 512 29

a. Three institutions had no enrollment information in the IPEDS data.

b. Some institutions used recruitment incentives, such as small gifts orraffles, to encourage students to complete the survey.

Survey Customization Participating institutions may append up to two additional question sets in the form of NSSE Topical Modules or consortium questions (for institutions sharing a common interest and participating as a NSSE consortium) (Table 3). Of the nine modules available in 2016, the most widely adopted module was Academic Advising, followed by First-Year Experiences and Senior Transitions (Table 4). Another customization option—including a question about sexual orientation in the demographic section of the core survey—was elected by 32% of participating institutions.

Table 3

Summary of NSSE 2016 Participation in Additional Questions Sets

Selection of Additional Question Sets

Number of Institutions

Percentage of Institutions

None 89 16

One module only 125 22

Two modules 238 43

Consortium items only 13 2

Consortium items plus one module 92 17

Notes: Includes both U.S. and Canadian institutions, and 20 institutions with nonstandard population files or administrations. Percentages do not sum to 100 due to rounding.

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Table 4

NSSE 2016 Participation in Topical Modules

Topical Module Number of Institutions

Percentage of Institutions

Academic Advising 188 34

First‐Year Experiences and Senior Transitions

148 27

Global Learning 67 12

Experiences with Information Literacy

60 11

Experiences with Writing 54 10

Civic Engagement 50 9

Development of Transferable Skills 47 8

Learning with Technology 41 7

Experiences with Diverse Perspectives

38 7

Notes: Includes both U.S. and Canadian institutions, and 20 institutions with nonstandard population files or administrations. Percentages sum to more than 100 because many institutions selected two modules.

U.S. Respondent Profile Table 5 displays selected demographic and enrollment characteristics of NSSE 2016 U.S. respondents alongside all U.S. bachelor’s degree-seeking students for comparison. Among NSSE respondents, female, White, and full-time students were overrepresented in varying proportions. NSSE reports use weights as appropriate to correct for disproportionate survey response related to institution-reported sex and enrollment status at each institution. Table 6 provides additional details about U.S. respondents.

Canadian Respondent Profile Canadian respondents profiled here include 13,831 students (56% first-year, 44% fourth-year) from 25 institutions in 7 provinces, including 8 institutions in Ontario; 6 each in Alberta and British Columbia; 2 in New Brunswick; and 1 each in Manitoba, Nova Scotia, and Quebec. Female students and full-time students accounted for about 69% and 86% of Canadian respondents, respectively. The average response rate for Canadian NSSE 2016 institutions was 39%, with the highest institutional response rate being 74%. Twenty-one of the Canadian institutions achieved a response rate of 25% or higher.

About 26% of Canadian respondents were at least 24 years old. The majority of students providing ethnocultural information identified as White (78%), while 6% identified as Chinese; 5% South Asian; 4% Black; and at least 2% each Métis and North American Indian. Less than 2% of respondents identified with other categories.

Table 5

Characteristics of NSSE 2016 U.S. Respondents and Undergraduate Population at All U.S. Bachelor’s Degree‐Granting Institutions

Student Characteristics

NSSE 2016 Respondentsa

(%)

U.S. Bachelor's‐Granting

Populationb (%)

Sex

Male 35 45

Female 65 55

Race/Ethnicityc

African American/Black 10 12

American Indian/Alaska native 1 1

Asian 5 6

Native Hawaiian/other Pacific Isl. <1 <1

Caucasian/White 65 58

Hispanic/Latino 12 14

Multiracial/multiethnic 3 4

Foreign/nonresident alien 4 4

Enrollment Status

Full‐time 89 83

Not full‐time 11 17

Note: Percentages are unweighted and may not sum to 100 due to rounding.

a. The NSSE 2016 sampling frame consists of first‐year and senior undergraduates. Data were provided by participating institutions.

b. U.S. percentages are based on data from the 2014 IPEDS InstitutionalCharacteristics and Enrollment data. Includes all class years.

c. Institution‐reported, using categories provided in IPEDS. Excludesstudents whose race/ethnicity was unknown or not provided.

Table 6

Additional Characteristics of NSSE 2016 U.S. Respondents

Student Characteristics %

At least 24 years old 24

First‐generation college studenta 44

Transfer student 30

Expects to complete a master’s degree or higher 64

Living on campusb 39

Taking all classes online 9

Note: Percentages are unweighted.

a. No parent (or guardian) holds a bachelor’s degree.

b. Dormitory or other campus housing, fraternity, or sorority.

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Meet the NSSE Team Alexander C. McCormick, NSSE Director

Robert M. Gonyea, Associate Director, Research & Data Analysis

Jillian Kinzie, Associate Director, NSSE Institute

Shimon Sarraf, Assistant Director, NSSE Survey Operations & Project Services

Jennifer Brooks, NSSE Project Services Manager

Thomas F. Nelson Laird, Director, Center for Postsecondary Research, FSSE Principal Investigator

Allison BrckaLorenz, FSSE Project Manager, Research Analyst

James S. Cole, BCSSE Project Manager, Research Analyst

Marilyn Gregory, Finance Manager

Barbara Stewart, NSSE Project Coordinator

Sarah Martin, Publications Coordinator

Hien Nguyen, Webmaster

Katie Noel, Senior Office Administrator

NSSE Research Analysts

Brendan J. Dugan Amber D. Dumford Kevin Fosnacht Angie L. Miller Amy Ribera Louis M. Rocconi Rick Shoup

NSSE Research Project Associates Lanlan Mu Rong (Lotus) Wang Xiaolin Wang John Zilvinskis

NSSE Institute Project Associates Sarah Hurtado Katherine I. E. Wheatle

NSSE Project Services Team

Cindy Broderick Jana Clark Keeley Copridge Jake Docking Polly Graham Mark Houlemarde Natasha Saelua Berenice Sánchez

FSSE Project Associates Yi-Chen Chiang Bridget Chase Yuhas

NSSE National Advisory Board James A. Anderson, Chancellor, Fayetteville State

University

Jo Michelle Beld, Vice President for Mission, Professor of Political Science, St. Olaf College

Daniel J. Bernstein, Professor of Cognitive Psychology, The University of Kansas

Chris Conway, Director of Institutional Research and Planning, Queen’s University

Mildred García, President, California State University, Fullerton

Debra Humphreys, Senior Vice President for Academic Planning and Public Engagement, Association of American Colleges & Universities

Pat Hutchings (Chair), Senior Scholar, National Institute for Learning Outcomes Assessment

Susan Whealler Johnston, Executive Vice President and Chief Operating Officer, Association of Governing Board of Universities and Colleges

Christine M. Keller, Vice President, Research and Policy Analysis, Association of Public and Land-grant Universities, and Executive Director, Voluntary System of Accountability and Student Achievement Measure

Paul E. Lingenfelter (Vice Chair), President Emeritus, State Higher Education Executive Officers Association

Anne-Marie Nuñez, Associate Professor, Educational Leadership and Policy Studies, The University of Texas at San Antonio

Elsa M. Núñez, President, Eastern Connecticut State University

Lauren K. Robel, Provost and Executive Vice President, Indiana University Bloomington

Peter P. Smith, Senior Vice President of Academic Strategies and Development, Kaplan Higher Education

Evelyn Waiwaiole (Ex Officio), Director, Center for Community College Student Engagement

Center for Postsecondary Research Indiana University School of Education 1900 East Tenth Street, Suite 419 Bloomington, IN 47406‐7512

Phone: 812‐856‐5824 Fax: 812‐856‐5150 Email: [email protected] Web: nsse.indiana.edu

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1. For our institution to have confidence in our results, is a minimum response rate required?

This depends, in part, on the size of your institution, how you plan to use your NSSE results, and your specific campus context. In 2015, institutional response rates for NSSE ranged from 3% to 89%, with an average of 29%.

NSSE research suggests that the total number of respondents is more important than response rate in assuring that first-year student and senior institutional estimates are reliable. A NSSE study (Fosnacht, Sarraf, Howe, & Peck, 2013) found that even relatively low response rates provided reliable institution-level estimates, albeit with greater sampling error and less ability to detect statistically significant differences with comparison institutions.

Depending on institution size, as few as 25 to 75 respondents appeared to provide reliable institution-level estimates for most institutions (Fosnacht et al., p. 22). This comports with Pike’s (2012) finding that as few as 50 students could provide dependable group estimates of student engagement. However, institutions analyzing subpopulations of students (for example, using NSSE’s Major Field Report) generally should collect data from as many respondents as possible so that each subgroup is adequately represented.

NSSE also recommends that institutions benchmark their response rates in relation to peer institutions with similar enrollments. Institutions with larger enrollments generally see lower response rates (NSSE, 2015) but they enjoy a higher degree of confidence in estimates due to the sheer number of respondents.

2. Does low response rate mean our results are biased?

A high response rate is no guarantee of data quality, nor does a low response rate automatically mean your results are biased. For results to be biased in any meaningful way, nonrespondents’ level of engagement must be significantly different from that of respondents. In other words, one must take into account both response rate and differences between responders and nonresponders. Although we might feel more confident with a higher response rate, the NSSE study (Fosnacht et al.) found that survey administrations that collected a minimum number of respondents, even with a low response rate, provided unbiased estimates for the majority of institutions. Many prominent survey researchers have also questioned the widely held assumption that low response rates are associated with biased results (Groves, 2006; Massey & Tourangeau, 2013; Peytchev, 2013). For additional information related to this question, see the answer to the final question below about respondent representativeness.

3. While reviewing our NSSE results, should we consider data quality indicators besides response rate? Would another indicator provide a better measure of survey data quality?

Response rate, respondent count, and sampling error are all included in your NSSE reports, providing several components of data quality. Results from the 2013 NSSE study on response rates (Fosnacht et al., 2013) indicate that respondent count has particular value and may be more useful for determining the reliability of NSSE estimates than other measures.

NSSE Response Rate FAQWhile viewing and interpreting your institution’s survey results, you may have questions about your response rate and what it means for data quality. In this document, our answers to several commonly asked questions about this issue are informed by current survey methodology research and specific analyses of NSSE data from hundreds of participating institutions.

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Center for Postsecondary Research Indiana University School of Education1900 East Tenth Street, Suite 419 Bloomington, IN 47406-7512

Phone: 812-856-5824 Fax: 812-856-5150 Email: [email protected]: nsse.indiana.edu

If institutions discover disproportionate representation and differences in engagement according to particular student characteristics, developing weights to address these imbalances may be warranted.

ReferencesFosnacht, K., Sarraf, S., Howe, E., & Peck, L. (in press). How important are high response rates for college surveys? The Review of Higher Education.

Groves, R. M. (2006). Nonresponse rates and nonresponse bias in household surveys. Public Opinion Quarterly, 70(5), 646–675.

Massey, D. S., & Tourangeau, R. (2013). Where do we go from here? Nonresponse and social measurement. The ANNALS of the American Academy of Political and Social Science, 645(2013 January), 222–236.

National Research Council. (2013). Nonresponse in social science surveys: A research agenda. Washington, DC: The National Academies Press.

National Survey of Student Engagement. (2015). NSSE 2015 U.S. response rates by institutional characteristics. Retrieved from http://nsse.indiana.edu/pdf/2015/NSSE2015ResponseRateSummarytable.pdf

Peytchev, A. (2013). Consequences of survey nonresponse. The ANNALS of the American Academy of Political and Social Science, 645(2013 January), 88–111.

Pike, G. R. (2012). NSSE benchmarks and institutional outcomes: A note on the importance of considering the intended uses of a measure in validity studies. Research in Higher Education, 54(2), 149–170.

Although other data quality indicators exist, because response rate is a key consideration for many campus constituents, it cannot be ignored—even when other indicators suggest the data are valid and reliable. A low response rate will influence how results are received, regardless of how many individuals responded or what the sampling error is. For this reason, maximizing response remains a worthy goal, and, importantly, helps ensure sufficient data for analyzing campus subgroups and running statistical analyses.Information about respondent representativeness across key student subpopulations is also important to assessing data quality. In addition to using the information provided in NSSE reports, we urge users to conduct representativeness studies by comparing the characteristics of NSSE respondents and nonrespondents.

4. Is ours the only institution struggling with alow or declining survey response rate?

Researchers across a number of social science disciplines in the US and abroad have witnessed a steady erosion in survey response rates over time (National Research Council, 2013). Higher education researchers, NSSE included, also have seen a general decline in survey participation.

5. Should we worry that certain campussubpopulations did not participate in the survey in proportion to their overall numbers?

We generally do not find large differences between different types of students on NSSE measures (academic major being an exception), so disproportionate representation should not be particularly troublesome in accurately assessing engagement levels. For example, if an institution’s adult learners were underrepresented among NSSE respondents but the results indicate they interacted with faculty at levels comparable to those of traditional-aged learners, student-faculty interaction scores most likely are unbiased.

Differences in engagement and response rates do exist, however, between men and women, as well as between full-time and part-time students. NSSE addresses these differences by weighting the results. NSSE encourages institutions to dig into their own data to discover meaningful differences between different types of students and, then, to evaluate representativeness.

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Population FilePopulation file options

Included "group" variablesa NoIdentified an oversampleb NoUpdated to identify ineligible studentsc YesIdentified students who completed BCSSE 2015d BCSSE not administered

Survey OptionsAdministration features

Sample type CensusRecruitment method Email

Portal/LMS useda NoIncentive offered YesSurvey version U.S. EnglishInstitution logo used in survey YesMobile respondentsb 343, 38%

Additional question sets and companion surveysAsked optional sexual orientation question YesTopical module(s) FY Experiences / Sr TransitionsConsortium NoneBCSSE 2015 NoFSSE 2016 No

Recruitment MessagesMessage schedule

First-yearInvitationReminder 1Reminder 2Reminder 3Final reminder

Report CustomizationComparison groups for NSSE core survey reports

Group 1 Mid East Private* (default)Group 2 Carnegie Class (customized)Group 3 NSSE 2015 & 2016 (default)

Comparison groups for additional question set report(s)Topical Module: FY Experiences / Sr Transitions FY Exp / Sr Transitn (default)

Your institution had the option to customize the comparison groups used in reports. The group selected for the Snapshot comparisons is identified with an asterisk.

NSSE 2016 Administration SummaryIthaca College

11%19%25%

13%20%23%03/22/2016

02/23/201603/02/2016

Senior

The options at right were available to customize the content of your NSSE survey and to collect complementary data from companion surveys.

Your institution provided a population file for survey administration and was afforded an opportunity to update it.

Students received up to five direct contacts. Your institution had the option to customize message content and timing.

Cumulative response rate

a. Institutions had the option to include additional variables in their population files for oversampling or for their own post hoc analyses. Upto five “group” variables were allowed; If formatting specifications were met, Group 1 can be used in the Report Builder–Institution Version.

b. Institutions that did not survey all first-year and senior students (census) had the option to oversample a segment of their population.Oversamples may also be used to survey students in other class years.

c. Institutions had the option to update their population files to identify students who did not return to campus in the spring or otherwise did not meet NSSE eligibility criteria.

d. Institutions that participated in the Beginning College Survey of Student Engagement (BCSSE) can identify BCSSE survey respondentsin their NSSE population file. This information is required to receive the longitudinal results in the BCSSE-NSSE Combined Report.

29%32%

27%29%

03/28/201604/05/2016

Date

a. Institutions that used their student portal or learning management system to recruit students are indicated by “Yes” followed by the number and percentage of respondents that used posted survey links.”

b. Number and percentage of students who responded with either a smartphone or tablet. See the “operating system” variables in your SPSS data file for additional details.

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Administration Summary

Population and Respondents

Submitted populationAdjusted populationa

Survey sampleb

Total respondentsb

Full completionsc

Partial completions

Response Rate and Sampling Errora

Response rateSampling errorb

Representativeness and Weighting

FemaleFull-timeFirst-time, first-year

Race/ethnicitya

Am. Indian or Alaska Native Asian Black or African American Hispanic or Latino Native Hawaiian/Other Pac. Isl.White Other Foreign or nonresident alien Two or more races/ethnicitiesUnknown

Full-time, femaleFull-time, malePart-time, femalePart-time, male

The table below summarizes response rates and sampling errors for your institution and comparison groups. For more information see NSSE’s Response Rate FAQ: nsse.indiana.edu/pdf/Resp_Rate_FAQ.pdf

506347159

a. Adjusted for ineligible students and those for whom survey requests were returned as undeliverable.b. Targeted, experimental, and locally administered samples were not included.c. Completed at least one demographic question after the core engagement items on the survey.

1,721

Survey completions

a. Based on the IPEDS categories (not available for Canadian institutions) submitted in the population file. Results not reported for institutions without full (at least 90%) race/ethnicity information in the population file.

Carnegie Class

28%

+/- 0.4%

Representativeness

Weighting

+/- 0.2% +/- 0.2%+/- 0.6% +/- 0.6%+/- 0.4%

100 100 99 98

a. Comparison group response rate and sampling error were computed at the student level (i.e., they are not institution averages).b. Also called “margin of error,” sampling error is an estimate of the amount the true score on a given item could differ from the estimate based on a sample. For example,

if the sampling error is +/- 5.0% and 40% of your students reply "Very often" to a particular item, then the true population value is most likely between 35% and 45%.

22% 24%28% 30%26%

Mid East Private

2 2 2

70 71 74 720 0 0 0

0 0 0

ICMid East Private Carnegie Class

NSSE 2015 & 2016 IC

29%

First-year Senior

NSSE 2015 & 2016

+/- 3.7%

32%

+/- 4.1%

The first table at right reports on variables submitted in your population file. Respondent and population percentages are listed side by side as a convenience to see how well the characteristics of your respondents reflect your first-year and senior populations. For more respondent characteristics, refer to your Respondent Profile report.

NSSE weights results by institution-reported sex and enrollment status so institutional estimates reflect the population with respect to these characteristics. The second table at right provides the respondent and population proportions used to calculate your 2016 weights. For more information, see nsse.indiana.edu/html/weighting.cfm

4 3 4 3

Respondent % Population % Respondent % Population %

32

Respondent % Population % Respondent %First-year

42 30

Senior

67 58 68 54

0

6 7 4 54 4 4 4

N/A

This report provides an overview of your NSSE administration, including details about your population and sample, response rates, representativeness of your respondents, survey customization choices, and recruitment message schedule. This information can be useful for assessing data quality and planning future NSSE administrations.

First-year Senior

1,819

9 8 6 6

5567 58 68

The table at right reports your institution's population sizes, how many students were sampled (whether census-administered or randomly selected), and how many completed the survey.

First-year Senior1,2971,2601,256

397321

76

1,716

2

NSSE 2016 Administration SummaryIthaca College

0 144

00 0 1 1

0

0 0 0 0

6 5 7 8

Population %

99 100 N/A

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How do students rate their interactions with faculty?c

How often do students make course presentations?b

A Pocket Guide to Choosing a College:NSSE 2016 Answers from Students

56% of FY students rated the quality of their interactions with faculty as "high."

Academics Experiences with Faculty

Each year the National Survey of Student Engagement (NSSE) asks students at hundreds of colleges and universities to reflect on the time they devote to various learning activities. The topics explored are linked to previous research on student success in college.

Results from NSSE can provide prospective students with insights into how they might learn and develop at a given college. To help in the college exploration process, NSSE developed A Pocket Guide to Choosing a College to give students and their families key questions to ask during campus visits.

The following responses were provided by 903 IC students on the 2016 survey.

A Pocket Guide to Choosing a College

is available at nsse.indiana.edu/html/

pocket_guide.cfm

Ithaca College

First-year (FY) students spent an average of 15 hours per week preparing for class while seniors spent an average of 15 hours per week.

How much writing is expected?

Do courses challenge students to do their best?a

How much time do students spend studying each week?

How much reading is expected?

33% of FY students "frequently" used numerical information to examine a real-world problem or issue; 40% of seniors "frequently" reached conclusions based on their own analysis of numerical information.

Are students expected to use numbers or statistics throughout their coursework?b

57% of FY students "frequently" included diverse perspectives in course discussions or assignments.

Do class discussions and assignments include the perspectives of diverse groups of people?b

FY students estimated they spent an average of 8 hours per week on assigned reading, and seniors read 7 hours per week.

In an academic year, FY students estimated they were assigned an average of 55 pages of writing and seniors estimated an average of 82 pages.

43% of FY students and 65% of seniors "frequently" gave course presentations.

45% of FY students reported that their courses "highly" challenged them to do their best work.

3% of FY students and 40% of seniors worked on a research project with a faculty member.

Do faculty members clearly explain course goals and requirements?

How often do students talk with faculty members or advisors about their career plans?b

29% of FY and 57% of seniors "frequently" discussed career plans with faculty.

79% of FY students said instructors clearly explained course goals and requirements "quite a bit" or "very much."

Do students receive prompt and detailed feedback?d

62% of FY students and 63% of seniors said instructors "substantially" gave prompt and detailed feedback on tests or completed assignments.

How often do students talk with faculty members outside class about what they are learning?b

How many students work on research projects with faculty?

28% of FY students "frequently" discussed course topics, ideas, or concepts with a faculty member outside of class.

15 15

0

5

10

15

20

25

30

First-year Senior

Hour

s per

wee

k

62% 63%

0%

50%

100%

First-year Senior

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How many students study in other countries?

Notes

How well do students get along with each other?c

How many courses include community-based service-learning projects?e

How often do students work together to prepare for exams?b

54% of FY students "frequently" prepared for exams by discussing or working through course material with other students.

74% of FY students said the institution "substantially" emphasized the use of learning support services.

63% of FY students and 73% of seniors "frequently" worked with their peers on course projects and assignments.

"Highly" is a 6 or 7 on a seven-point scale where 1 is "Not at all" and 7 is "Very much.""Frequently" is "Often" or "Very often."A "High" rating is a 6 or 7 on a seven-point scale where 1 is "Poor" and 7 is "Excellent.""Substantially" is "Quite a bit" or "Very much.""At least some" is defined by combining responses of "Some," "Most," and "All."

Campus Environment

How often do students interact with others who have different viewpoints or who come from different backgrounds?b

Among FY students, 59% "frequently" had discussions with people with different political views, 72% "frequently" had discussions with people from a different economic background, and 78% "frequently" had discussions with people from a different race or ethnicity.

Learning with Peers

67% of seniors "frequently" explained course material to one or more students.

Rich Educational Experiences

What types of honors courses, learning communities, and other distinctive programs are offered?

During their first year, 10% of students participated in a learning community. By spring of their senior year, 70% of students had done (or were doing) a culminatingsenior experience.

By their senior year, 42% of students had studied abroad.

By spring of their senior year, 75% of students had participated in some form of internship, co-op, field experience, student teaching, or clinical placement.

Do students help each other learn?b How many students get practical, real-world experience through internships or field experiences?

How often do students work together on class projects and assignments?b

IPEDS: 191968

38% of FY students and 60% of seniors said "at least some" of their courses included a community-based service-learning project.

Are students encouraged to use learning support services (tutors, writing center)?d

a.

b.c.

d.e.

Center for Postsecondary ResearchIndiana University School of Education1900 East Tenth Street, Suite 419Bloomington, IN 47406-7512Phone: 812-856-5824Fax: 812-856-5150Email: [email protected]: nsse.indiana.edu86% of FY and 87% of seniors rated their entire educational

experience at this institution as "excellent" or "good."

How satisfied are students with their educational experience?

61% of FY students gave the quality of their interactions with their peers a "high" rating.

45% of FY students and 50% of seniors gave the quality of their interactions with academic advisors a "high" rating.

How do students rate their interactions with academic advisors?c

63%73%

0%

50%

100%

First-year Senior

38%60%

0%

50%

100%

First-year Senior

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A Summary of Student Engagement Results

Engagement Indicators

Theme Engagement Indicator

Higher-Order Learning

Reflective & Integrative Learning

Learning Strategies

Quantitative Reasoning

Collaborative Learning

Discussions with Diverse Others

-- Student-Faculty Interaction

Effective Teaching Practices

Quality of Interactions

Supportive Environment

High-Impact Practices

--

▽

----

▽

Due to their positive associations with student learning and retention, special undergraduate opportunities are designated "high-impact." For more details and statistical comparisons, see your High-Impact Practices report.

SeniorLearning Community, Service-Learning, Research w/Faculty, Internship, Study Abroad, and Culminating Senior Experience

No significant difference.

Learning with Peers

Experiences with Faculty

Campus Environment

▲

▼Your students’ average was significantly lower (p < .05) with an effect size at least .3 in magnitude.

Your students’ average was significantly higher (p < .05) with an effect size at least .3 in magnitude.

This Snapshot is a concise collection of key findings from your institution’s NSSE 2016 administration. We hope this information stimulates discussions about the undergraduate experience. Additional details about these and other results appear in the reports referenced throughout.

Student engagement represents two critical features of collegiate quality. The first is the amount of time and effort students put into their studies and other educationally purposeful activities. The second is how institutional resources, courses, and other learning opportunities facilitate student participation in activities that matter to student learning. NSSE surveys first-year and senior students to assess their levels of engagement and related information about their experience at your institution.

Sets of items are grouped into ten Engagement Indicators, organized under four broad themes. At right are summary results for your institution. For details, see your Engagement Indicators report.

Key:

Academic Challenge

----

△

--

△▽▽

Mid East PrivateFirst-year Senior

--

▽

First-yearLearning Community, Service-Learning, and Research w/Faculty

NSSE 2016 SnapshotIthaca College

Your students compared with

See your Selected Comparison Groups report for details.

Mid East Private

Comparison GroupThe comparison group

featured in this report is

--

△--

▽▽

△Your students’ average was significantly higher (p < .05) with an effect size less than .3 in magnitude.

▽Your students’ average was significantly lower (p < .05) with an effect size less than .3 in magnitude.

--

87%

76%

9%

17%

IC

Mid East Private

Participated in two or more HIPs Participated in one HIP

5%

13%

40%

49%

0% 25% 50% 75% 100%

IC

Mid East Private

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Academic Challenge: Additional Results

Time Spent Preparing for ClassFirst-year

Senior

Reading and WritingFirst-year

Senior

Challenging Students to Do Their Best Work Academic Emphasis

First-year

Senior


First-year Senior

How much did students say their institution emphasizes spending significant time studying and on academic work? Response options included "Very much," "Quite a bit," "Some," and "Very little."

The Academic Challenge theme contains four Engagement Indicators as well as several important individual items. The results presented here provide an overview of these individual items. For more information about the Academic Challenge theme, see your Engagement Indicators report. To further explore individual item results, see your Frequencies and Statistical Comparisons, the Major Field Report, the Online Institutional Report, or the Report Builder—Institution Version.

This figure reports the average weekly class preparation time for your first-year and senior students compared to students in your comparison group.

To what extent did students' courses challenge them to do their best work? Response options ranged from 1 = "Not at all" to 7 = "Very much."

These figures summarize the number of hours your students spent reading for their courses and the average number of pages of assigned writing compared to students in your comparison group. Each is an estimate calculated from two or more separate survey questions.

7.3

7.1

7.3

8.3

0 10 20 30

Mid East Private

IC

Mid East Private

IC

Average Hours per Week on Course Reading

85.6

82.0

54.7

54.7

0 50 100 150Average Pages of

Assigned Writing, Current Year

14.7

15.0

14.8

15.4

0 10 20 30

Mid East Private

IC

Mid East Private

IC

Average Hours per Week Preparing for Class

54%46% 50% 42%

45%53% 49%

56%

0%

25%

50%

75%

100%

IC Mid EastPrivate

IC Mid EastPrivate

81%

72%

84%

78%

0% 25% 50% 75% 100%

Mid East Private

IC

Mid East Private

IC

Percentage Responding "Very much" or "Quite a bit"

of 82

Item Comparisons

First-yearHighest Performing Relative to Mid East PrivateWorked with other students on course projects or assignmentsb (CL)

Instructors used examples or illustrations to explain difficult pointsc (ET)

Tried to better understand someone else's views by imagining…his or her perspective b (RI)

Spent more than 10 hours per week on assigned readingf

Quality of interactions with studentsd (QI)

Lowest Performing Relative to Mid East PrivateParticipated in a learning community or some other formal program where… (HIP)

Institution emphasis on helping you manage your non-academic responsibilities (…)c (SE)

Discussions with… People with political views other than your ownb (DD)

Reached conclusions based on your own analysis of numerical information (…)b (QR)

About how many courses have included a community-based project (service-learning)?e (HIP)

SeniorHighest Performing Relative to Mid East PrivateParticipated in a study abroad program (HIP)

Completed a culminating senior experience (…) (HIP)

Participated in an internship, co-op, field exp., student teach., clinical placemt. (HIP)

Worked with a faculty member on a research project (HIP)

Combined ideas from different courses when completing assignmentsb (RI)

Lowest Performing Relative to Mid East PrivateDiscussions with… People with political views other than your ownb (DD)

Institution emphasis on helping you manage your non-academic responsibilities (…)c (SE)

Reached conclusions based on your own analysis of numerical information (…)b (QR)

Reviewed your notes after classb (LS)

Institution emphasis on encouraging contact among students from different backgrounds...c (SE)


Percentage Point Difference with Mid East Private

a. The displays on this page draw from the items that make up the ten Engagement Indicators (EIs), six High-Impact Practices (HIPs), and the additional academic challenge items reported on page 2. Key to abbreviations for EI items: HO = Higher-Order Learning, RI = Reflective & Integrative Learning, LS = Learning Strategies, QR = Quantitative Reasoning, CL = Collaborative Learning, DD = Discussions with Diverse Others, SF = Student-Faculty Interaction, ET = Effective Teaching Practices, QI = Quality of Interactions, SE = Supportive Environment. HIP items are also indicated. Item numbering corresponds to the survey facsimile included in your Institutional Report and available on the NSSE website.

b. Combination of students responding "Very often" or "Often."c. Combination of students responding "Very much" or "Quite a bit."d. Rated at least 6 on a 7-point scale.e. Percentage reporting at least "Some."f. Estimate based on the reported amount of course preparation time spent on assigned reading.g. Estimate based on number of assigned writing tasks of various lengths.

By examining individual NSSE questions, you can better understand what contributes to your institution's performance on theEngagement Indicators. This section displays the five questionsa on which your first-year and senior students scored the highest and the five questions on which they scored the lowest, relative to students in your comparison group. Parenthetical notes indicate whether an item belongs to a specific Engagement Indicator or is a High-Impact Practice. While these questions represent the largest differences (in percentage points), they may not be the most important to your institutional mission or current program or policy goals. For additional results, see your Frequencies and Statistical Comparisons report.

Percentage Point Difference with Mid East Private

-8

-8

-9

-11

-16

11c.

14g.

8d.

6a.

12.

+8

+7

+6

+6

+4

-30 -20 -10 0 10 20 30

1h.

5c.

2e.

16.

13a.

Item #

Item #

-13

-14

-14

-15

-15

8d.

14g.

6a.

9b.

14d.

+18

+10

+9

+8

+8

-30 -20 -10 0 10 20 30

11d.

11f.

11a.

11e.

2a.

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How Students Assess Their Experience

Perceived Gains Among Seniors Satisfaction with IC

First-year

Senior

First-year

Senior

Administration DetailsResponse Summary Additional Questions

What is NSSE?

IPEDS: 191968


Solving complex real-world problems

Being an informed and active citizen

Analyzing numerical and statistical information

59%

70%

59%

82%

72%

Students' perceptions of their cognitive and affective development, as well as their overall satisfaction with the institution, provide useful evidence of their educational experiences. For more details, see your Frequencies and Statistical Comparisons report.

88%

Students reported how much their experience at your institution contributed to their knowledge, skills, and personal development in ten areas.

Students rated their overall experience at the institution, and whether or not they would choose it again.

Perceived Gains(Sorted highest to lowest)

Percentage of Seniors Responding "Very much" or "Quite a bit"

Percentage Rating Their Overall Experience as "Excellent" or "Good"

Thinking critically and analytically

Working effectively with others

Percentage Who Would "Definitely" or "Probably" Attend This Institution Again

71%

71%

Speaking clearly and effectively

Acquiring job- or work-related knowledge and skills

Developing or clarifying a personal code of values and ethics

Writing clearly and effectively

506 29%

32% 68%

54%

44%

Understanding people of other backgrounds (econ., racial/ethnic, polit., relig., nation., etc.)

397

NSSE annually collects information at hundreds of four-year colleges and universities about student participation in activities and programs that promote their learning and personal development. The results provide an estimate of how undergraduates spend their time and what they gain from attending their college or university. Institutions use their data to identify aspects of the undergraduate experience that can be improved through changes in policy and practice.

NSSE has been in operation since 2000 and has been used at more than 1,600 colleges and universities in the US and Canada. More than 90% of participating institutions administer the survey on a periodic basis.

Visit our website: nsse.indiana.edu

Your institution administered the following additional question set(s):

First-Year Experiences and Senior Transitions

See your Topical Module report(s) for results.

First-year

99%

See your Administration Summary and Respondent Profile reports for more information.

67%

Full-timeFemale

100%

Count Resp. rate

Senior

85%

87%

86%

86%

0% 25% 50% 75% 100%

Mid East Private

IC

Mid East Private

IC

78%

78%

82%

83%

0% 25% 50% 75% 100%

Mid East Private

IC

Mid East Private

IC

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Rocconi, L., & Gonyea, R. M. (2015). Contextualizing student engagement effect sizes: An empirical analysis. Paper presented at the Association for Institutional Research Annual

Forum, Denver, CO.

About Your Engagement Indicators ReportTheme Engagement Indicator

Higher-Order LearningReflective & Integrative LearningLearning StrategiesQuantitative Reasoning

Collaborative LearningDiscussions with Diverse Others

Student-Faculty InteractionEffective Teaching Practices

Quality of InteractionsReport Sections Supportive Environment

Overview (p. 3)

Theme Reports (pp. 4-13)

Mean Comparisons

Score Distributions

Performance on Indicator Items

Interpreting Comparisons

How Engagement Indicators are Computed

Mean comparisons report both statistical significance and effect size. Effect size indicates the practical importance of an observed difference. For EI comparisons, NSSE research has concluded that an effect size of about .1 may be considered small, .3 medium, and .5 large (Rocconi & Gonyea, 2015). Comparisons with an effect size of at least .3 in magnitude (before rounding) are highlighted in the Overview (p. 3).

EIs vary more among students within an institution than between institutions, like many experiences and outcomes in higher education. As a result, focusing attention on average scores alone amounts to examining the tip of the iceberg. It’s equally important to understand how student engagement varies within your institution. Score distributions indicate how EI scores vary among your students and those in your comparison groups. The Report Builder—Institution Version and your Major Field Report (both to be released in the fall) offer valuable perspectives on internal variation and help you investigate your students’ engagement in depth.

Each EI is scored on a 60-point scale. To produce an indicator score, the response set for each item is converted to a 60-point scale (e.g., Never = 0; Sometimes = 20; Often = 40; Very often = 60), and the rescaled items are averaged. Thus a score of zero means a student responded at the bottom of the scale for every item in the EI, while a score of 60 indicates responses at the top of the scale on every item.

For more information on EIs and their psychometric properties, refer to the NSSE website: nsse.indiana.edu

Detailed information about EI score means, distributions, and tests of statistical significance.Detailed Statistics (pp. 16-19)

NSSE 2016 Engagement IndicatorsAbout This Report

Comparisons with High-Performing Institutions (p. 15)

Comparisons of your students’ average scores on each EI with those of students at institutions whose average scores were in the top 50% and top 10% of 2015 and 2016 participating institutions.

Displays how average EI scores for your first-year and senior students compare with those of students at your comparison group institutions.

Academic Challenge

Learning with Peers


Campus Environment

Engagement Indicators (EIs) provide a useful summary of the detailed information contained in your students’ NSSE responses. By combining responses to related NSSE questions, each EI offers valuable information about a distinct aspect of student engagement. Ten indicators, based on three to eight survey questions each (a total of 47 survey questions), are organized into four broad themes as shown at right.

Detailed views of EI scores within the four themes for your students and those at comparison group institutions. Three views offer varied insights into your EI scores:

Responses to each item in a given EI are summarized for your institution and comparison groups.

Box-and-whisker charts show the variation in scores within your institution and comparison groups.

Straightforward comparisons of average scores between your students and those at comparison group institutions, with tests of significance and effect sizes (see below).

of 82

Engagement Indicators: Overview

▲ Your students’ average was significantly higher (p < .05) with an effect size at least .3 in magnitude.

△ Your students’ average was significantly higher (p < .05) with an effect size less than .3 in magnitude.

-- No significant difference.

▽ Your students’ average was significantly lower (p < .05) with an effect size less than .3 in magnitude.

▼ Your students’ average was significantly lower (p < .05) with an effect size at least .3 in magnitude.

First-Year Students




Learning Strategies




Student-Faculty Interaction




Seniors




Learning Strategies








▲--

----▽

-- --

▽▼△--

--

▽

--

-- -- --

----

▽-- --

--

--

Carnegie Class

△▼

NSSE 2015 & 2016

▽

--

▽Campus Environment

Campus Environment ▽

Your seniors compared with




--

△

--

▽ ▼

--

--

△▽▽Learning with Peers

△

△Academic Challenge

--

△

Engagement Indicators are summary measures based on sets of NSSE questions examining key dimensions of student engagement. The ten indicators are organized within four broad themes: Academic Challenge, Learning with Peers, Experiences with Faculty, and Campus Environment. The tables below compare average scores for your students with those in your comparison groups.

Use the following key:

Learning with Peers

Mid East Private Carnegie Class

--

NSSE 2015 & 2016

--

△--

Your first-year students compared with



--△--


Mid East Private

--

NSSE 2016 Engagement Indicators

Academic Challenge

----

----▽▽

Ithaca CollegeOverview

▽▽

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Academic Challenge: First-year students

Mean Comparisons

Engagement Indicator


Reflective & Integrative Learning *

Learning Strategies *

Quantitative Reasoning *** *** ***

Score Distributions

Challenging intellectual and creative work is central to student learning and collegiate quality. Colleges and universities promote student learning by challenging and supporting them to engage in various forms of deep learning. Four Engagement Indicators are part of this theme: Higher-Order Learning, Reflective & Integrative Learning, Learning Strategies, and Quantitative Reasoning. Below and on the next page are three views of your results alongside those of your comparison groups.

ICYour first-year students compared with

Mid East Private Carnegie Class NSSE 2015 & 2016

NSSE 2016 Engagement IndicatorsAcademic Challenge

Ithaca College

Effect size

39.2 40.0 -.06 39.7 -.04 38.8 .03Mean Mean

Effect size Mean

Effect size Mean

.12

37.9 39.6 -.12 39.1 -.08 39.2 -.09

37.1 36.2 .07 36.2 .07 35.6

-.23Notes: Results weighted by institution-reported sex and enrollment status (and institution size for comparison groups); Effect size: Mean difference divided by pooled standard deviation; Symbols on the Overview page are based on effect size and p before rounding; *p < .05, **p < .01, ***p < .001 (2-tailed).

Higher-Order Learning Reflective & Integrative Learning

Quantitative ReasoningLearning Strategies

24.3 27.7 -.21 28.9 -.29 28.0

Notes: Each box-and-whiskers chart plots the 5th (bottom of lower bar), 25th (bottom of box), 50th (middle line), 75th (top of box), and 95th (top of upper bar) percentile scores. The dot represents the mean score. Refer to Detailed Statistics for your institution’s sample sizes.

0

15

30

45

60

IC Mid East Private Carnegie Class NSSE 2015 & 20160

15

30

45

60


0

15

30

45

60


15

30

45

60


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Academic Challenge: First-year students (continued)Performance on Indicator Items


%

4b. 74

4c. 78

4d. 74

4e. 70


2a. 58

2b. 58

57

2d. 64

74

2f. 69

2g. 81

Learning Strategies

9a. 79

9b. 63

9c. 60


42

33

6c. 33


NSSE 2015 & 2016

Percentage responding "Very much" or "Quite a bit" about how much coursework emphasized…


Ithaca College

The table below displays how your students responded to each EI item, and the difference, in percentage points, between your students and those of your comparison group. Blue bars indicate how much higher your institution's percentage is from that of the comparison group. Orange bars indicate how much lower your institution's percentage is from that of the comparison group.

Percentage point difference a between your FY students and

IC

Applying facts, theories, or methods to practical problems or new situations

Analyzing an idea, experience, or line of reasoning in depth by examining its parts

Evaluating a point of view, decision, or information source

+2 +0 +4

Percentage of students who responded that they "Very often" or "Often"…

-2 +1 +2Forming a new idea or understanding from various pieces of information

Combined ideas from different courses when completing assignments

+1 +4 +4

-1 -4 +1

+2 +6+3

2c.Included diverse perspectives (political, religious, racial/ethnic, gender, etc.) in course discussions or assignments

+3 +3 +5

+3 +4 +6

+0 +1 +1

Connected your learning to societal problems or issues

Examined the strengths and weaknesses of your own views on a topic or issue

+3 +2 +4

2e.Tried to better understand someone else's views by imagining how an issue looks from his or her perspective

+2 +1 +3Learned something that changed the way you understand an issue or concept

Connected ideas from your courses to your prior experiences and knowledge

+6 +6 +6



-4 -3 -3

-3 -2 +0

-2 -0 -3

Identified key information from reading assignments

Reviewed your notes after class

Summarized what you learned in class or from course materials

Notes: Refer to your Frequencies and Statistical Comparisons report for full distributions and significance tests. Item numbering corresponds to the survey facsimile included in your Institutional Report and available on the NSSE website.a. Percentage point difference = Institution percentage – Comparison group percentage. Because results are rounded to whole numbers, differences of less than 1 point may or may not display a bar. Small, but nonzero differences may be represented as +0 or -0.

6b.Used numerical information to examine a real-world problem or issue (unemployment, climate change, public health, etc.)

-6 -9 -5

6a.Reached conclusions based on your own analysis of numerical information (numbers, graphs, statistics, etc.)

-11 -14 -11

-6 -8 -6

Evaluated what others have concluded from numerical information

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Academic Challenge: Seniors

Mean Comparisons



Reflective & Integrative Learning * *** ***

Learning Strategies *** ***

Quantitative Reasoning *** *** ***

Score Distributions

Notes: Results weighted by institution-reported sex and enrollment status (and institution size for comparison groups); Effect size: Mean difference divided by pooled standard deviation; Symbols on the Overview page are based on effect size and p before rounding; *p < .05, **p < .01, ***p < .001 (2-tailed).


24.9 29.7 -.28 31.9 -.42 30.3 -.32


NSSE 2015 & 2016

Higher-Order Learning Reflective & Integrative Learning

Learning Strategies

MeanEffect size Mean

Effect size Mean

41.3 .01 40.6 .07 40.9 .05

39.3 .13


Ithaca College

.17 38.7 .18

39.1 -.19 37.4 -.08 39.9 -.25

Challenging intellectual and creative work is central to student learning and collegiate quality. Colleges and universities promote student learning by challenging and supporting them to engage in various forms of deep learning. Four Engagement Indicators are part of this theme: Higher-Order Learning, Reflective & Integrative Learning, Learning Strategies, and Quantitative Reasoning. Below and on the next page are three views of your results alongside those of your comparison groups.


Effect size


38.8

IC

Mean

41.5

41.1

36.2

0

15

30

45

60


15

30

45

60


0

15

30

45

60


15

30

45

60


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Academic Challenge: Seniors (continued)Performance on Indicator Items


%

4b. 80

4c. 77

4d. 70

4e. 75


2a. 80

2b. 71

59

2d. 67

75

2f. 75

2g. 86

Learning Strategies

9a. 80

9b. 45

9c. 55


40

36

6c. 39

+5

-0 +2 +1

+3

+7


Percentage point difference a between your seniors and


NSSE 2015 & 2016

Percentage responding "Very much" or "Quite a bit" about how much coursework emphasized…

Evaluating a point of view, decision, or information source

Forming a new idea or understanding from various pieces of information

+1 -0 +1

-1 -1 -0

-4

Applying facts, theories, or methods to practical problems or new situations

Analyzing an idea, experience, or line of reasoning in depth by examining its parts

IC

+8 +7 +10

+0 -2

+2 +4 +3


Ithaca CollegeAcademic Challenge

Combined ideas from different courses when completing assignments


-11


-2 -1 -2

Reviewed your notes after class

Summarized what you learned in class or from course materials

Connected your learning to societal problems or issues

Examined the strengths and weaknesses of your own views on a topic or issue

Learned something that changed the way you understand an issue or concept

Connected ideas from your courses to your prior experiences and knowledge

Identified key information from reading assignments

6b. -8 -12

+52e.

-9 -4

-14 -19

+5 +7

2c.Included diverse perspectives (political, religious, racial/ethnic, gender, etc.) in course discussions or assignments

Tried to better understand someone else's views by imagining how an issue looks from his or her perspective

+1 +5

-10

-6 -12 -7


Evaluated what others have concluded from numerical information

Used numerical information to examine a real-world problem or issue (unemployment, climate change, public health, etc.)


6a.Reached conclusions based on your own analysis of numerical information (numbers, graphs, statistics, etc.)

-16

+4

+4 +3 +5

+2 +2 +3

-15 -8 -18

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Learning with Peers: First-year students

Mean Comparisons


Collaborative Learning * *


Score Distributions


Collaborative Learning%

1e. Asked another student to help you understand course material 54

1f. Explained course material to one or more students 62

1g. Prepared for exams by discussing or working through course material with other students 54

1h. Worked with other students on course projects or assignments 63


8a. People from a race or ethnicity other than your own 78

8b. People from an economic background other than your own 72

8c. People with religious beliefs other than your own 70

8d. People with political views other than your own 59

Ithaca CollegeLearning with Peers


+3+2

+6

-2

+1

-10

+4



+0

-9Notes: Refer to your Frequencies and Statistical Comparisons report for full distributions and significance tests. Item numbering corresponds to the survey facsimile included in your Institutional Report and available on the NSSE website.a. Percentage point difference = Institution percentage – Comparison group percentage. Because results are rounded to whole numbers, differences of less than 1 point may or may not display a bar. Small, but nonzero differences may be represented as +0 or -0.

Percentage of students who responded that they "Very often" or "Often" had discussions with…

+1

-9

+6

-0

+2

Mean

NSSE 2015 & 2016


IC


Collaborative Learning Discussions with Diverse Others


33.5 .02

-3

+4

+4

+10

32.3

41.3 -.07 -.06


+4

+2

-.10

+8

-4

-2

-4

Mean

33.8

40.3

Collaborating with others in mastering difficult material and developing interpersonal and social competence prepare students to deal with complex, unscripted problems they will encounter during and after college. Two Engagement Indicators make up this theme: Collaborative Learning and Discussions with Diverse Others. Below are three views of your results alongside those of your comparison groups.

Your first-year students compared withMid East Private Carnegie Class NSSE 2015 & 2016IC

40.441.1

.10

-.01

35.2

Effect sizeMean

Effect size Mean

Effect size

0

15

30

45

60


15

30

45

60


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Learning with Peers: Seniors

Mean Comparisons


Collaborative Learning *** ***


Score Distributions


Collaborative Learning%

1e. Asked another student to help you understand course material 53

1f. Explained course material to one or more students 67

1g. Prepared for exams by discussing or working through course material with other students 55

1h. Worked with other students on course projects or assignments 73


8a. People from a race or ethnicity other than your own 71

8b. People from an economic background other than your own 77

8c. People with religious beliefs other than your own 72

8d. People with political views other than your own 56


Percentage of students who responded that they "Very often" or "Often" had discussions with…


+2 +4 +3

-13 -13 -14

-1 +1 -1

+2 +3 +3

+9

40.1



NSSE 2015 & 2016


IC

34.0 .18 35.7 .06Mean

36.5

Collaborating with others in mastering difficult material and developing interpersonal and social competence prepare students to deal with complex, unscripted problems they will encounter during and after college. Two Engagement Indicators make up this theme: Collaborative Learning and Discussions with Diverse Others. Below are three views of your results alongside those of your comparison groups.

Your seniors compared withIC

NSSE 2016 Engagement IndicatorsLearning with Peers

Ithaca College

+11

Mean

32.4

-.08 40.9 -.05 41.3Notes: Results weighted by institution-reported sex and enrollment status (and institution size for comparison groups); Effect size: Mean difference divided by pooled standard deviation; Symbols on the Overview page are based on effect size and p before rounding; *p < .05, **p < .01, ***p < .001 (2-tailed).

Effect sizeMean

Effect size Mean

.28

41.3

Effect size

-.07

+7 +2


+5 +2 +9

+3 +0 +8

Collaborative Learning Discussions with Diverse Others


+8 +3

0

15

30

45

60


15

30

45

60


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Experiences with Faculty: First-year students

Mean Comparisons


Student-Faculty Interaction *


Score Distributions


Student-Faculty Interaction%

3a. Talked about career plans with a faculty member 29

3b. Worked w/faculty on activities other than coursework (committees, student groups, etc.) 20

3c. Discussed course topics, ideas, or concepts with a faculty member outside of class 28

3d. Discussed your academic performance with a faculty member 27


5a. Clearly explained course goals and requirements 79

5b. Taught course sessions in an organized way 81

5c. Used examples or illustrations to explain difficult points 84

5d. Provided feedback on a draft or work in progress 63

5e. Provided prompt and detailed feedback on tests or completed assignments 62

NSSE 2016 Engagement IndicatorsExperiences with Faculty

Ithaca College

Percentage responding "Very much" or "Quite a bit" about how much instructors have…


-4 +1 +1

+7 +5 +8

-5 +1 -1

+3 +0 +4

-1 -2 +0

-3 +0 +2

-7 -1 -2




.0740.3 .01 39.6 .07 39.4Notes: Results weighted by institution-reported sex and enrollment status (and institution size for comparison groups); Effect size: Mean difference divided by pooled standard deviation; Symbols on the Overview page are based on effect size and p before rounding; *p < .05, **p < .01, ***p < .001 (2-tailed).

-5 -2 -3

-1 +0 +0

ICEffect size

Effect sizeMean

Students learn firsthand how experts think about and solve problems by interacting with faculty members inside and outside of instructional settings. As a result, faculty become role models, mentors, and guides for lifelong learning. In addition, effective teaching requires that faculty deliver course material and provide feedback in student-centered ways. Two Engagement Indicators investigate this theme: Student-Faculty Interaction and Effective Teaching Practices. Below are three views of your results alongside those of your comparison groups.


MeanEffect size Mean Mean


21.0




NSSE 2015 & 2016


IC

22.4 20.5 .0321.1 -.01-.10

40.4

0

15

30

45

60


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Experiences with Faculty: Seniors

Mean Comparisons


Student-Faculty Interaction ** *** ***


Score Distributions


Student-Faculty Interaction%

3a. Talked about career plans with a faculty member 57

3b. Worked w/faculty on activities other than coursework (committees, student groups, etc.) 41

3c. Discussed course topics, ideas, or concepts with a faculty member outside of class 46

3d. Discussed your academic performance with a faculty member 35


5a. Clearly explained course goals and requirements 85

5b. Taught course sessions in an organized way 85

5c. Used examples or illustrations to explain difficult points 82

5d. Provided feedback on a draft or work in progress 63

5e. Provided prompt and detailed feedback on tests or completed assignments 63



Percentage responding "Very much" or "Quite a bit" about how much instructors have…

-5 -3 -3

-0 +4

-2 +3 +1

-4 +3 +3

+8 +15

+4 +7 +13

.03

27.3 .15 26.2 .23

40.4 .03 40.3

Effect sizeMean

Effect size Mean

.39

Effect size

Students learn firsthand how experts think about and solve problems by interacting with faculty members inside and outside of instructional settings. As a result, faculty become role models, mentors, and guides for lifelong learning. In addition, effective teaching requires that faculty deliver course material and provide feedback in student-centered ways. Two Engagement Indicators investigate this theme: Student-Faculty Interaction and Effective Teaching Practices. Below are three views of your results alongside those of your comparison groups.


NSSE 2016 Engagement IndicatorsExperiences with Faculty

Ithaca College

+2 +5

+3


Student-Faculty Interaction Effective Teaching Practices


+6 +10 +16

Mean

23.5

.01Notes: Results weighted by institution-reported sex and enrollment status (and institution size for comparison groups); Effect size: Mean difference divided by pooled standard deviation; Symbols on the Overview page are based on effect size and p before rounding; *p < .05, **p < .01, ***p < .001 (2-tailed).

Mean

29.7

40.7

IC

+6

40.6



NSSE 2015 & 2016


IC

+4 +2 +4

+8

0

15

30

45

60


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Campus Environment: First-year students

Mean Comparisons



Supportive Environment ** *** *

Score Distributions


Quality of Interactions%

13a. Students 61

13b. Academic advisors 45

13c. Faculty 56

13d. Student services staff (career services, student activities, housing, etc.) 41

13e. Other administrative staff and offices (registrar, financial aid, etc.) 36


14b. Providing support to help students succeed academically 78

14c. Using learning support services (tutoring services, writing center, etc.) 74

14d. Encouraging contact among students from diff. backgrounds (soc., racial/eth., relig., etc.) 57

14e. Providing opportunities to be involved socially 72

14f. Providing support for your overall well-being (recreation, health care, counseling, etc.) 69

14g. Helping you manage your non-academic responsibilities (work, family, etc.) 37

14h. Attending campus activities and events (performing arts, athletic events, etc.) 65

14i. Attending events that address important social, economic, or political issues 53Notes: Refer to your Frequencies and Statistical Comparisons report for full distributions and significance tests. Item numbering corresponds to the survey facsimile included in your Institutional Report and available on the NSSE website.a. Percentage point difference = Institution percentage – Comparison group percentage. Because results are rounded to whole numbers, differences of less than 1 point may or may not display a bar. Small, but nonzero differences may be represented as +0 or -0.

Percentage responding "Very much" or "Quite a bit" about how much the institution emphasized…

-4 -7 -1

-4 -6 +1

-1 -6 -1

-8 -8 -7

-5 -5 -4

-2 -5 -0

-6 -7 -7

-4 -5 -3

-0 -2 +1


IC


41.8 .03

37.6 -.17 38.3 -.23 36.8 -.10

42.1 .00 42.7 -.0542.1

Students benefit and are more satisfied in supportive settings that cultivate positive relationships among students, faculty, and staff. Two Engagement Indicators investigate this theme: Quality of Interactions and Supportive Environment. Below are three views of your results alongside those of your comparison groups.


NSSE 2016 Engagement IndicatorsCampus Environment

Ithaca College

-3


+4 +1 +5

-5 -4 -5

-5 -3

Percentage rating their interactions a 6 or 7 (on a scale from 1="Poor" to 7="Excellent") with…



NSSE 2015 & 2016


35.4

IC

+3 +3 +6

Effect sizeMean

Effect size Mean

Effect size MeanMean



0

15

30

45

60


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30

45

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Campus Environment: Seniors

Mean Comparisons



Supportive Environment *** *** ***

Score Distributions


Quality of Interactions%

13a. Students 63

13b. Academic advisors 50

13c. Faculty 62

13d. Student services staff (career services, student activities, housing, etc.) 39

13e. Other administrative staff and offices (registrar, financial aid, etc.) 32


14b. Providing support to help students succeed academically 66

14c. Using learning support services (tutoring services, writing center, etc.) 56

14d. Encouraging contact among students from diff. backgrounds (soc., racial/eth., relig., etc.) 38

14e. Providing opportunities to be involved socially 66

14f. Providing support for your overall well-being (recreation, health care, counseling, etc.) 54

14g. Helping you manage your non-academic responsibilities (work, family, etc.) 21

14h. Attending campus activities and events (performing arts, athletic events, etc.) 54

14i. Attending events that address important social, economic, or political issues 43

Percentage responding "Very much" or "Quite a bit" about how much the institution emphasized…

-8 -9 -2

-12 -11

-7 -12 -2

-12 -16

-12 -11 -11

-15

Percentage rating their interactions a 6 or 7 (on a scale from 1="Poor" to 7="Excellent") with…

34.5

41.8 .02 42.2




42.6 -.04

-.32

NSSE 2016 Engagement IndicatorsCampus Environment

Ithaca College

Quality of Interactions Supportive Environment

Students benefit and are more satisfied in supportive settings that cultivate positive relationships among students, faculty, and staff. Two Engagement Indicators investigate this theme: Quality of Interactions and Supportive Environment. Below are three views of your results alongside those of your comparison groups.

Your seniors compared withIC Mid East Private Carnegie Class NSSE 2015 & 2016

MeanEffect size

32.9 -.18

-.01Mean

42.1

30.3 33.8 -.25

MeanEffect size Mean

Effect size


NSSE 2015 & 2016


IC

+1

-0 -2 -4

+3+3 +3

-2 +0 -3

+2 +0

-5 -4 -10

-6 -7 -5

-14

-2 -6 +0

-8 -14 -8


0

15

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45

60


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Comparisons with Top 50% and Top 10% Institutions

First-Year Students

✓ ✓Higher-Order Learning * ***

Reflective and Integrative Learning ✓ ***


Quantitative Reasoning *** ***

Collaborative Learning * ***

Discussions with Diverse Others *** ***

Student-Faculty Interaction *** ***

Effective Teaching Practices ✓ ***

Quality of Interactions *** ***

Supportive Environment *** ***

Seniors

✓ ✓Higher-Order Learning * ***

Reflective and Integrative Learning ✓ **


Quantitative Reasoning *** ***

Collaborative Learning ✓ ✓Discussions with Diverse Others *** ***

Student-Faculty Interaction ✓ ***

Effective Teaching Practices ** ***

Quality of Interactions *** ***

Supportive Environment *** ***

Comparisons with High-Performing Institutions

Notes: Results weighted by institution-reported sex and enrollment status (and institution size for comparison groups); Effect size: Mean difference divided by the pooled standard deviation; *p < .05, **p < .01, ***p < .001 (2-tailed).a. Precision-weighted means (produced by Hierarchical Linear Modeling) were used to determine the top 50% and top 10% institutions for each Engagement Indicator from all NSSE 2015 and 2016 institutions, separately for first-year and senior students. Using this method, Engagement Indicator scores of institutions with relatively large standard errors were adjusted toward the mean of all students, while those with smaller standard errors received smaller corrections. As a result, schools with less stable data—even those with high average scores—may not be among the top scorers. NSSE does not publish the names of the top 50% and top 10% institutions because of our commitment not to release institutional results and our policy against ranking institutions.b. Check marks are assigned to comparisons that are either significant and positive, or non-significant with an effect size > -.10.

NSSE Top 50% NSSE Top 10%

NSSE Top 50% NSSE Top 10%



IC

IC

Mean39.237.137.924.3

42.130.3

36.224.9

36.540.1

44.7 -.2342.9 -.15

Mean

43.3

29.642.7

42.2

43.141.0

44.5 -.5833.2 -.50

37.9 -.10

Mean Effect size

46.9 -.4138.1 -.56

45.1 -.31

33.0 -.2044.5 -.28

43.8 -.25

45.9 -.3140.9 -.41

-.43

37.3 -.2644.3 -.27

26.9 -.37

-.28-.39

-.41

.05-.20

.01-.15

Mean Effect size42.7 -.2539.5 -.1943.7 -.41

-.42

-.19-.08

-.17-.28

-.12.01

-.10-.03

40.333.8

-.23-.32

-.11-.16

Mean Effect size

42.735.2

29.4

35.4

Campus Environment

Learning with Peers


29.7

Academic Challenge

41.541.1

45.335.7

31.8

35.8

40.7

While NSSE’s policy is not to rank institutions (see nsse.indiana.edu/html/position_policies.cfm), the results below are designed to compare the engagement of your students with those attending two groups of institutions identified by NSSEa for their high average levels of student engagement: (a) institutions with average scores placing them in the top 50% of all 2015 and 2016 NSSE institutions, and (b) institutions with average scores placing them in the top 10% of all 2015 and 2016 NSSE institutions.

While the average scores for most institutions are below the mean for the top 50% or top 10%, your institution may show areas of distinction where your average student was as engaged as (or even more engaged than) the typical student at high-performing institutions. A check mark (✓) signifies those comparisons where your average score was at least comparableb to that of the high-performing group. However, the presence of a check mark does not necessarily mean that your institution was a member of that group.

It should be noted that most of the variability in student engagement is within, not between, institutions. Even "high-performing" institutions have students with engagement levels below the average for all institutions.


Ithaca College

Academic Challenge

Learning with Peers


Theme Engagement Indicator40.537.441.2

Effect size

31.3

23.8

Mean

41.6

44.139.2


Campus Environment

21.040.4

42.1

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Detailed Statistics: First-Year Students

Mean SD b SEM c 5th 25th 50th 75th 95th

Deg. of freedom e

Meandiff. Sig. f

Effectsize g

Academic ChallengeHigher-Order Learning

IC (N = 440) 39.2 12.5 .60 20 30 40 45 60Mid East Private 40.0 13.5 .10 20 30 40 50 60 464 -.8 .190 -.059

Carnegie Class 39.7 13.0 .06 20 30 40 50 60 42,461 -.5 .417 -.039NSSE 2015 & 2016 38.8 13.7 .03 20 30 40 50 60 441 .5 .447 .033

Top 50% 40.5 13.6 .04 20 30 40 50 60 443 -1.3 .029 -.096Top 10% 42.7 13.7 .09 20 35 40 55 60 457 -3.5 .000 -.253

Reflective & Integrative LearningIC (N = 456) 37.1 12.6 .59 17 29 37 46 60

Mid East Private 36.2 12.6 .09 17 29 37 46 60 19,492 .8 .163 .066Carnegie Class 36.2 12.2 .06 17 29 37 43 60 44,123 .9 .132 .071

NSSE 2015 & 2016 35.6 12.5 .02 17 26 34 43 60 266,842 1.4 .014 .116Top 50% 37.4 12.5 .04 17 29 37 46 60 125,571 -.3 .568 -.027Top 10% 39.5 12.8 .08 20 31 40 49 60 24,346 -2.5 .000 -.193

Learning StrategiesIC (N = 386) 37.9 13.9 .71 13 27 40 47 60

Mid East Private 39.6 13.9 .11 20 27 40 53 60 17,112 -1.6 .023 -.117Carnegie Class 39.1 13.8 .07 20 27 40 47 60 39,134 -1.2 .097 -.085

NSSE 2015 & 2016 39.2 14.1 .03 20 27 40 53 60 233,467 -1.2 .085 -.088Top 50% 41.2 14.1 .04 20 33 40 53 60 105,230 -3.2 .000 -.229Top 10% 43.7 14.3 .09 20 33 47 60 60 27,319 -5.8 .000 -.408

Quantitative ReasoningIC (N = 437) 24.3 15.3 .73 0 13 20 33 53

Mid East Private 27.7 16.6 .12 0 20 27 40 60 461 -3.4 .000 -.207Carnegie Class 28.9 15.8 .08 0 20 27 40 60 42,864 -4.6 .000 -.292

NSSE 2015 & 2016 28.0 16.2 .03 0 20 27 40 60 258,134 -3.7 .000 -.228Top 50% 29.4 16.1 .04 0 20 27 40 60 439 -5.1 .000 -.318Top 10% 31.3 16.2 .09 0 20 33 40 60 448 -7.0 .000 -.430

Learning with PeersCollaborative Learning

IC (N = 478) 33.8 13.3 .61 15 25 35 45 55Mid East Private 33.5 13.8 .10 10 25 35 40 60 20,179 .3 .647 .021

Carnegie Class 35.2 13.6 .06 15 25 35 45 60 45,661 -1.4 .024 -.104NSSE 2015 & 2016 32.3 14.5 .03 10 20 30 40 60 479 1.5 .015 .102

Top 50% 35.2 13.8 .04 15 25 35 45 60 137,408 -1.5 .022 -.105Top 10% 37.3 13.6 .08 15 25 40 45 60 29,425 -3.5 .000 -.260

Discussions with Diverse OthersIC (N = 394) 40.3 13.9 .70 20 30 40 50 60

Mid East Private 41.3 15.4 .12 15 30 40 60 60 416 -1.1 .135 -.069Carnegie Class 41.1 14.7 .07 20 30 40 55 60 39,640 -.9 .247 -.059

NSSE 2015 & 2016 40.4 16.0 .03 15 30 40 55 60 395 -.1 .864 -.008Top 50% 42.7 15.2 .04 20 35 40 60 60 396 -2.4 .001 -.158Top 10% 44.3 15.1 .08 20 35 45 60 60 403 -4.1 .000 -.270

Ithaca College


Mean statistics Percentiled scores Comparison results

Detailed Statisticsa

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IPEDS: 191968

Detailed Statistics: First-Year Students


Deg. of freedom e

Meandiff. Sig. f

Effectsize g

Ithaca College




Experiences with FacultyStudent-Faculty Interaction

IC (N = 445) 21.0 13.8 .65 0 10 20 30 50Mid East Private 22.4 14.7 .11 0 10 20 30 50 468 -1.5 .026 -.101

Carnegie Class 21.1 14.1 .07 0 10 20 30 50 43,161 -.1 .863 -.008NSSE 2015 & 2016 20.5 14.7 .03 0 10 20 30 50 260,530 .5 .502 .032

Top 50% 23.8 15.0 .05 0 15 20 35 55 449 -2.9 .000 -.190Top 10% 26.9 16.0 .13 5 15 25 40 60 482 -6.0 .000 -.373

Effective Teaching PracticesIC (N = 448) 40.4 12.9 .61 20 32 40 48 60

Mid East Private 40.3 13.1 .10 20 32 40 52 60 19,047 .1 .818 .011Carnegie Class 39.6 12.3 .06 20 32 40 48 60 43,336 .8 .145 .069

NSSE 2015 & 2016 39.4 13.4 .03 16 32 40 48 60 261,115 1.0 .117 .074Top 50% 41.6 13.4 .04 20 32 40 52 60 105,658 -1.1 .074 -.085Top 10% 43.8 13.5 .09 20 36 44 56 60 22,498 -3.4 .000 -.250

Campus EnvironmentQuality of Interactions

IC (N = 361) 42.1 10.9 .57 23 36 43 50 60Mid East Private 42.1 11.8 .09 20 35 44 50 60 379 .0 .969 -.002

Carnegie Class 42.7 11.1 .06 22 36 44 50 60 37,968 -.6 .308 -.054NSSE 2015 & 2016 41.8 12.5 .03 18 34 44 50 60 362 .3 .553 .027

Top 50% 44.1 11.8 .04 22 38 46 52 60 364 -2.0 .001 -.166Top 10% 45.9 12.1 .09 22 40 48 56 60 378 -3.8 .000 -.310

Supportive EnvironmentIC (N = 364) 35.4 13.1 .69 15 28 35 43 60


NSSE 2015 & 2016 36.8 13.9 .03 15 28 38 48 60 364 -1.5 .035 -.105Top 50% 39.2 13.3 .04 18 30 40 50 60 102,053 -3.8 .000 -.284Top 10% 40.9 13.3 .08 20 33 40 53 60 25,689 -5.5 .000 -.413

a. Results weighted by institution-reported sex and enrollment status (and institutional size for comparison groups).b. Standard deviation is a measure of the amount the individual scores deviate from the mean of all the scores in the distribution.c. Standard error of the mean, used to compute a confidence interval (CI) around the sample mean. For example, the 95% CI (equal to the sample mean +/- 1.96 x SEM)

is the range that is 95% likely to contain the true population mean.d. A percentile is the point in the distribution of student-level EI scores at or below which a given percentage of EI scores fall.e. Degrees of freedom used to compute the t -tests. Values vary from the total Ns due to weighting and whether equal variances were assumed.f. Statistical significance represents the probability that the difference between the mean of your institution and that of the comparison group occurred by chance.g. Effect size is the mean difference divided by the pooled standard deviation.

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Detailed Statistics: Seniors


Deg. of freedom e

Meandiff. Sig. f

Effectsize g

Academic ChallengeHigher-Order Learning

IC (N = 354) 41.5 13.2 .70 20 35 40 50 60Mid East Private 41.3 13.8 .10 20 35 40 55 60 19,914 .2 .783 .015

Carnegie Class 40.6 13.4 .06 20 30 40 50 60 43,493 .9 .211 .067NSSE 2015 & 2016 40.9 14.1 .02 20 30 40 55 60 333,332 .7 .367 .048

Top 50% 43.1 13.8 .04 20 35 40 55 60 119,619 -1.6 .028 -.117Top 10% 44.7 13.7 .07 20 40 45 60 60 37,520 -3.2 .000 -.230

Reflective & Integrative LearningIC (N = 368) 41.1 12.1 .63 20 31 40 50 60

Mid East Private 39.3 12.9 .09 20 31 40 49 60 20,758 1.7 .010 .135Carnegie Class 38.8 12.7 .06 20 29 40 49 60 45,115 2.2 .001 .175

NSSE 2015 & 2016 38.7 13.0 .02 17 29 40 49 60 346,454 2.4 .000 .182Top 50% 41.0 12.7 .04 20 31 40 51 60 125,096 .1 .894 .007Top 10% 42.9 12.5 .07 20 34 43 54 60 31,711 -1.8 .006 -.145

Learning StrategiesIC (N = 332) 36.2 14.4 .79 13 27 33 47 60


NSSE 2015 & 2016 39.9 14.8 .03 13 27 40 53 60 311,973 -3.7 .000 -.249Top 50% 42.2 14.5 .04 20 33 40 60 60 145,517 -6.0 .000 -.417Top 10% 44.5 14.2 .07 20 33 47 60 60 39,451 -8.3 .000 -.583

Quantitative ReasoningIC (N = 357) 24.9 17.3 .91 0 13 27 40 60


NSSE 2015 & 2016 30.3 17.0 .03 0 20 27 40 60 338,084 -5.5 .000 -.323Top 50% 31.8 16.9 .04 0 20 33 40 60 188,695 -6.9 .000 -.409Top 10% 33.2 16.8 .07 0 20 33 47 60 52,256 -8.4 .000 -.498

Learning with PeersCollaborative Learning

IC (N = 380) 36.5 13.7 .70 15 25 35 45 60Mid East Private 34.0 14.1 .10 10 25 35 45 60 21,312 2.5 .001 .178

Carnegie Class 35.7 13.8 .06 15 25 35 45 60 46,524 .8 .244 .060NSSE 2015 & 2016 32.4 14.9 .03 10 20 30 40 60 380 4.1 .000 .276

Top 50% 35.8 13.9 .03 15 25 35 45 60 160,168 .7 .295 .054Top 10% 37.9 13.7 .07 15 30 40 50 60 36,145 -1.3 .057 -.098

Discussions with Diverse OthersIC (N = 338) 40.1 14.1 .77 20 30 40 50 60

Mid East Private 41.3 15.5 .11 15 30 40 60 60 352 -1.2 .123 -.078Carnegie Class 40.9 14.7 .07 20 30 40 55 60 41,430 -.7 .353 -.051

NSSE 2015 & 2016 41.3 16.1 .03 15 30 40 60 60 338 -1.2 .117 -.075Top 50% 43.3 15.9 .04 15 35 45 60 60 338 -3.2 .000 -.200Top 10% 45.1 15.8 .07 20 35 50 60 60 342 -5.0 .000 -.314

Ithaca College




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IPEDS: 191968

Detailed Statistics: Seniors


Deg. of freedom e

Meandiff. Sig. f

Effectsize g

Ithaca College




Experiences with FacultyStudent-Faculty Interaction

IC (N = 362) 29.7 15.8 .83 5 20 30 40 60Mid East Private 27.3 16.3 .12 5 15 25 40 60 20,282 2.4 .005 .150

Carnegie Class 26.2 15.6 .07 5 15 25 35 60 44,216 3.5 .000 .226NSSE 2015 & 2016 23.5 16.3 .03 0 10 20 35 55 338,843 6.3 .000 .385

Top 50% 29.6 16.1 .06 5 20 30 40 60 72,199 .2 .823 .012Top 10% 33.0 16.3 .15 5 20 30 45 60 12,229 -3.3 .000 -.200

Effective Teaching PracticesIC (N = 361) 40.7 12.5 .66 20 32 40 52 60

Mid East Private 40.6 13.7 .10 16 32 40 52 60 375 .1 .890 .007Carnegie Class 40.4 12.6 .06 20 32 40 48 60 44,459 .3 .628 .026

NSSE 2015 & 2016 40.3 13.9 .02 16 32 40 52 60 361 .4 .546 .029Top 50% 42.7 13.7 .04 20 32 44 56 60 363 -2.0 .002 -.147Top 10% 44.5 13.4 .09 20 36 44 56 60 372 -3.8 .000 -.284

Campus EnvironmentQuality of Interactions

IC (N = 335) 42.1 9.6 .53 24 36 42 50 56Mid East Private 41.8 11.7 .09 20 34 43 50 60 352 .3 .604 .024

Carnegie Class 42.2 10.9 .05 22 36 44 50 60 341 -.1 .864 -.008NSSE 2015 & 2016 42.6 12.0 .02 20 36 44 52 60 335 -.5 .354 -.041

Top 50% 45.3 11.5 .04 24 40 48 54 60 337 -3.2 .000 -.282Top 10% 46.9 11.9 .07 24 40 50 56 60 344 -4.8 .000 -.405

Supportive EnvironmentIC (N = 323) 30.3 12.2 .68 13 23 30 38 55

Mid East Private 33.8 14.1 .11 10 23 35 43 60 338 -3.5 .000 -.249Carnegie Class 34.5 13.1 .07 13 25 35 43 58 328 -4.1 .000 -.316

NSSE 2015 & 2016 32.9 14.4 .03 10 23 33 43 60 323 -2.6 .000 -.181Top 50% 35.7 13.9 .04 13 25 35 45 60 324 -5.4 .000 -.388Top 10% 38.1 13.9 .09 15 28 40 48 60 334 -7.8 .000 -.560

a. Results weighted by institution-reported sex and enrollment status (and institutional size for comparison groups).b. Standard deviation is a measure of the amount the individual scores deviate from the mean of all the scores in the distribution.c. Standard error of the mean, used to compute a confidence interval (CI) around the sample mean. For example, the 95% CI (equal to the sample mean +/- 1.96 x SEM)

is the range that is 95% likely to contain the true population mean.d. A percentile is the point in the distribution of student-level EI scores at or below which a given percentage of EI scores fall.e. Degrees of freedom used to compute the t -tests. Values vary from the total Ns due to weighting and whether equal variances were assumed.f. Statistical significance represents the probability that the difference between the mean of your institution and that of the comparison group occurred by chance.g. Effect size is the mean difference divided by the pooled standard deviation.

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About Your High-Impact Practices Report

Report Sections

Interpreting Comparisons

Displays your students' participation in each HIP by selected student characteristics.Participation by Student Characteristics (p. 8)

Participation Comparisons (p. 3)

Response Detail (pp. 5-7) Provides complete response frequencies for the relevant HIP questions for your first-year and senior students and those at your comparison group institutions.

Rocconi, L., & Gonyea, R. M. (2015, May). Contextualizing student engagement effect sizes: An empirical analysis. Paper presented at the Association for Institutional Research Annual Forum, Denver, CO.

NSSE 2016 High-Impact PracticesAbout This Report

Overall HIP ParticipationDisplays the percentage of first-year and senior students who participated in one HIP and in two or more HIPs, relative to those at your comparison group institutions.

High-Impact Practices in NSSE

● Learning community or some other formal

program where groups of students take two

or more classes together

● Courses that included a community-based

project (service-learning)

● Work with a faculty member on a

research project

● Internship, co-op, field experience, student

teaching, or clinical placement

● Study abroad

● Culminating senior experience (capstone

course, senior project or thesis,

comprehensive exam, portfolio, etc.)

Due to their positive associations with student learning and retention, certain undergraduate opportunities are designated "high-impact." High-Impact Practices (HIPs) share several traits: They demand considerable time and effort, facilitate learning outside of the classroom, require meaningful interactions with faculty and students, encourage collaboration with diverse others, and provide frequent and substantive feedback. As a result, participation in these practices can be life-changing (Kuh, 2008). NSSE founding director George Kuh recommends that institutions should aspire for all students to participate in at least two HIPs over the course of their undergraduate experience—one during the first year and one in the context of their major (NSSE, 2007).

NSSE asks students about their participation in the six HIPs shown in the box at right. This report provides information on the first three for first-year students and all six for seniors. Unlike most questions on the NSSE survey, the HIP questions are not limited to the current school year. Thus, seniors' responses include participation from prior years.

Statistical ComparisonsComparisons of participation in each HIP and overall for your first-year and senior students relative to those at comparison group institutions, with tests of significance and effect sizes (see below).

Displays HIP participation for your first-year and senior students compared with that of students at your comparison group institutions. Two views present insights into your students' HIP participation:

Kuh, G. D. (2008). High-impact educational practices: What they are, who has access to them, and why they matter. Washington, DC: Association of American Colleges and Universities.National Survey of Student Engagement (2007). Experiences that matter: Enhancing student learning and success—Annual Report 2007. Bloomington, IN: Indiana University Center for Postsecondary Research.

The "Statistical Comparisons" section on page 3 reports both statistical significance and effect size. Effect size indicates the practical importance of an observed difference. NSSE research has found that interpretations vary by HIP: For service-learning, internships, study abroad, and culminating senior experiences, an effect size of about .2 may be considered small, .5 medium, and .8 large. For learning community and research with faculty, an effect size of about .1 may be considered small, .3 medium, and .5 large (Rocconi & Gonyea, 2015).

HIP participation varies more among students within an institution than it does between institutions, like many experiences and outcomes in higher education. As a result, focusing attention on overall participation rates amounts to examining the tip of the iceberg. It’s equally important to understand how student engagement (including HIP participation) varies within your institution. The table on page 8 provides an initial look at how HIP participation varies by selected student characteristics. The Report Builder—Institution Version and your Major Field Report (both to be released in the fall) offer further perspectives on internal variation and can help you investigate your students’ HIP participation in depth.

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Overall HIP Participation

First-year Senior

Statistical Comparisons

First-year %

11c. Learning Community 10 17 *** -.23 17 *** -.23 15 ** -.17

12. Service-Learning 38 54 *** -.33 48 *** -.21 53 *** -.29

11e. Research with Faculty 3 6 * -.14 6 ** -.16 5 * -.13

Participated in at least one 45 62 *** -.34 57 *** -.25 59 *** -.28

Participated in two or more 5 13 *** -.29 12 *** -.27 12 *** -.25

Senior11c. Learning Community 28 31 -.06 30 -.04 24 .08

12. Service-Learning 60 63 -.07 60 -.01 61 -.02

11e. Research with Faculty 40 31 *** .18 35 .09 24 *** .34

11a. Internship or Field Exp. 75 66 *** .21 68 ** .16 50 *** .53

11d. Study Abroad 42 24 *** .39 31 *** .24 14 *** .65

11f. Culminating Senior Exp. 70 60 *** .22 59 *** .24 46 *** .50

Participated in at least one 96 92 * .16 94 .09 85 *** .38

Participated in two or more 87 76 *** .29 79 *** .22 61 *** .60

Note. All results weighted by institution-reported sex and enrollment status (and by institution size for comparison groups).Rocconi, L., & Gonyea, R. M. (2015, May). Contextualizing student engagement effect sizes: An empirical analysis. Paper presented at the Association for Institutional Research Annual Forum, Denver, CO.

IC

NSSE 2016 High-Impact PracticesParticipation Comparisons

Ithaca College

NSSE 2015 & 2016Mid East Private Carnegie Class

%

Note. Percentage of students who responded "Done or in progress" except for service-learning which is the percentage who responded that at least "Some" courses included a community-based project. a. Cohen's h: The standardized difference between two proportions. Effect size indicates the practical importance of an observed difference. NSSE research finds for service-learning, internships, study abroad, and culminating senior experiences, an effect size of about .2 may be considered small, .5 medium, and .8 large. For learning community and research with faculty, an effect size of about .1 may be considered small, .3 medium, and .5 large (Rocconi & Gonyea, 2015). *p < .05, **p < .01, ***p < .001 (z -test comparing participation rates).

%

The figures below display the percentage of students who participated in High-Impact Practices. Both figures include participation in a learning community, service-learning, and research with faculty. The Senior figure also includes participation in an internship or field experience, study abroad, and culminating senior experience. The first segment in each bar shows the percentage of students who participated in at least two HIPs, and the full bar (both colors) represents the percentage who participated in at least one.

The table below compares the percentage of your students who participated in a High-Impact Practice, including the percentage who participated overall (at least one, two or more), with those at institutions in your comparison groups.

Effect size a

Effect size a

Effect size a%

12%

12%

13%

5%

47%

45%

49%

40%

0% 25% 50% 75% 100%

NSSE 2015 & 2016

Carnegie Class

Mid East Private

IC


61%

79%

76%

87%

24%

15%

17%

9%

0% 25% 50% 75% 100%

NSSE 2015 & 2016

Carnegie Class

Mid East Private

IC


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First-year Students

Learning Community

Service-Learning

Research with a Faculty Member

Note: Results weighted by institution-reported sex and enrollment status (and institutional size for comparison groups).

Which of the following have you done or do you plan to do before you graduate?

Work with a faculty member on a research project.

About how many of your courses at this institution have included a community-based project (service-learning)?

NSSE 2016 High-Impact Practices

Ithaca College

The figures below display further details about each High-Impact Practice for your first-year students and those of your comparison groups.


Participate in a learning community or some other formal program where groups of students take two or more classes together.

Response Detail

4%

9%

7%

9%

34%

46%

42%

44%

62%

46%

52%

47%

0% 25% 50% 75% 100%

IC

Mid East Private

Carnegie Class

NSSE 2015 & 2016

Most or all Some None

3%

6%

6%

5%

36%

37%

41%

34%

43%

38%

35%

37%

18%

19%

18%

23%

0% 25% 50% 75% 100%

IC

Mid East Private

Carnegie Class

NSSE 2015 & 2016

Done or in progress Plan to do Have not decided Do not plan to do

10%

17%

17%

15%

21%

27%

25%

27%

32%

32%

29%

31%

37%

24%

29%

27%

0% 25% 50% 75% 100%

IC

Mid East Private

Carnegie Class

NSSE 2015 & 2016


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Seniors

Learning Community

Service-Learning

Research with a Faculty Member



Work with a faculty member on a research project.


Ithaca College

The figures below display further details about each High-Impact Practice for your seniors and those of your comparison groups.


Participate in a learning community or some other formal program where groups of students take two or more classes together.

About how many of your courses at this institution have included a community-based project (service-learning)?

Response Detail

8%

11%

8%

12%

51%

52%

53%

49%

40%

37%

40%

39%

0% 25% 50% 75% 100%

IC

Mid East Private

Carnegie Class

NSSE 2015 & 2016

Most or all Some None

40%

31%

35%

24%

12%

10%

9%

13%

7%

11%

9%

15%

41%

47%

46%

49%

0% 25% 50% 75% 100%

IC

Mid East Private

Carnegie Class

NSSE 2015 & 2016


28%

31%

30%

24%

5%

8%

6%

9%

9%

11%

8%

13%

58%

51%

57%

53%

0% 25% 50% 75% 100%

IC

Mid East Private

Carnegie Class

NSSE 2015 & 2016


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Seniors (continued)

Internship or Field Experience

Study Abroad

Culminating Senior Experience



Complete a culminating senior experience (capstone course, senior project or thesis, comprehensive exam, portfolio, etc.).


Ithaca College

The figures below display further details about each High-Impact Practice for your seniors and those of your comparison groups.


Participate in an internship, co-op, field experience, student teaching, or clinical placement.


Participate in a study abroad program.

Response Detail

42%

24%

31%

14%

4%

6%

6%

7%

3%

8%

6%

12%

51%

62%

58%

67%

0% 25% 50% 75% 100%

IC

Mid East Private

Carnegie Class

NSSE 2015 & 2016


75%

66%

68%

50%

12%

15%

15%

23%

3%

6%

4%

9%

10%

14%

13%

18%

0% 25% 50% 75% 100%

IC

Mid East Private

Carnegie Class

NSSE 2015 & 2016


70%

60%

59%

46%

9%

16%

16%

24%

5%

6%

5%

9%

16%

18%

20%

21%

0% 25% 50% 75% 100%

IC

Mid East Private

Carnegie Class

NSSE 2015 & 2016


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Participation in High-Impact Practices by Student Characteristics

Sexa% % % % % % % % %

Female 12 37 3 31 61 40 80 46 71Male 5 40 3 23 58 38 69 36 68

Race/ethnicity or internationala

American Indian or Alaska Native — — — — — — — — —Asian 25 27 8 46 77 38 62 31 77Black or African American 6 29 0 29 57 36 71 21 64Hispanic or Latino 12 53 3 47 67 24 74 42 61Native Hawaiian/Other Pac. Islander — — — — — — — — —White 10 38 3 28 61 43 78 46 70Other — — — — — — — — —Foreign or nonresident alien — — — — — — — — —Two or more races/ethnicities 5 25 5 19 69 38 81 44 80

AgeTraditional (FY < 21, Seniors < 25): 10 38 3 29 61 40 77 43 69Nontraditional (FY 21+, Seniors 25+) — — — — — — — — —

First-generationb

Not first-generation 9 38 3 27 59 40 77 45 68First-generation 12 39 2 36 68 40 75 35 75

Enrollment statusa

Not full-time — — — — — — — — —Full-time 10 38 3 29 60 40 77 43 71

ResidenceLiving off campus 8 38 0 30 65 40 77 42 67Living on campus 10 38 3 27 46 39 76 45 79

Major categoryc

Arts & humanities 7 45 0 13 44 42 73 62 75Biological sciences, agriculture, natural res. 6 50 17 19 48 86 62 45 86Physical sciences, math, computer science 20 33 27 30 40 70 50 30 70Social sciences 11 29 4 23 52 68 73 32 68Business 11 34 0 33 76 23 77 37 87Communications, media, public relations 13 33 1 22 45 25 88 70 73Education 0 32 0 33 92 50 92 8 75Engineering — — — — — — — — —Health professions 10 38 1 43 77 33 80 30 56Social service professions — — — — — — — — —Undecided/undeclared 7 53 0 — — — — — —

Overall 10 38 3 28 60 40 75 42 70Notes: Percentage of students who responded "Done or in progress" except for service-learning which is the percentage who responded that at least "Some" courses included a community-based project. Percentages are not reported (—) for row categories containing fewer than 10 students. Results are unweighted, except for overall percentages which are weighted by sex and enrollment status. a. Institution-reported variable.b. Neither parent holds a bachelor's degree.c. These are NSSE's default related-major categories, based on first major if more than one was reported. Institution-customized major categories will be included on the Major Field Report,

to be released in the fall. Excludes majors categorized as "all other."

NSSE 2016 High-Impact PracticesParticipation by Student Characteristics

Ithaca College

The table below displays the percentage of your students who participated in each HIP by selected student characteristics. Examining participation rates for different groups offers insight into how engagement varies within your student population.

First-year Senior

Lea

rnin

g

Com

mun

ity

Ser

vice

- L

earn

ing

Res

earc

h w

ith

Fac

ulty

Lea

rnin

g

Com

mun

ity

Ser

vice

- L

earn

ing

Res

earc

h w

ith

Fac

ulty

Inte

rnsh

ip o

r F

ield

Exp

erie

nce

Stu

dy

Abr

oad

Cu

lmin

atin

g

Sen

ior

Exp

erie

nce

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Comparison Groups

Report Comparisons

Reading This Report

Comparison Group 3: All other 2015 and 2016 U.S. NSSE institutions (2015 and 2016 Canadian participants are also included in this group for Canadian institutions).

The NSSE Institutional Report displays core survey results for your students alongside those of three comparison groups. In May, your institution was invited to customize these groups via a form on the Institution Interface. This report summarizes how your comparison groups were constructed and lists the institutions within them.

NSSE comparison groups may be customized by (a) identifying specific institutions from the list of all 2015 and 2016 NSSE participants, (b) composing the group by selecting institutional characteristics, or (c) a combination of these. Institutions that chose not to customize received default groupsa that provide relevant comparisons for most institutions.

Institutions that appended additional question sets in the form of topical modules or through consortium participation were also invited to customize comparison groups for those reports. The default for those groups was all other 2015 and 2016 institutions where the questions were administered. Please note: Comparison group details for topical module and consortium reports are documented separately in those reports.

Comparison groups are located in the institutional reports as illustrated in the mock report at right. In this example, the three groups are "GLC Peers," "Carnegie Peers," and "NSSE 2015 & 2016."

This report consists of three sections that provide details for each of your comparison groups, illustrated at right.

NSSE 2016 Selected Comparison GroupsAbout This Report

a. The default groups are:Comparison Group 1: For institutions not in a NSSE consortium, this group contains 2015 and 2016 NSSE institutions in the same geographic region and sector (public/private). For consortium institutions, it contains results for the other 2015 (if applicable) and 2016 consortium members. Comparison Group 2: All other 2015 and 2016 U.S. NSSE institutions sharing your institution's Basic Carnegie Classification. (Canadian institutions are not classified by the Carnegie Foundation, and must identify a comparison group.)

Comparison Group NameThe name assigned to the comparison group is listed here.

How Group was ConstructedIndicates whether your group was drawn from a list, built based on criteria, or is the default group. If institutional characteristics were used to build your comparison group, they are listed here.

Institution ListThe names, cities and states orprovinces of the comparison institutions are listed for your reference. NSSE 2015 participants are identified with an asterisk.

Comparison Group 1

Comparison Group 2

Comparison Group 3

Your Students'Responses

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*2015 participant

Comparison Group 1: Mid East Private

Mid East Private (N=110)Adelphi University (Garden City, NY)* Iona College (New Rochelle, NY)

Albright College (Reading, PA) Keuka College (Keuka Park, NY)

Alfred University (Alfred, NY)* Keystone College (La Plume, PA)

Allegheny College (Meadville, PA)* King's College (Wilkes Barre, PA)

Alvernia University (Reading, PA) La Roche College (Pittsburgh, PA)

American University (Washington, DC) Lafayette College (Easton, PA)*

Bard College (Annandale-On-Hudson, NY) Lancaster Bible College (Lancaster, PA)*

Bloomfield College (Bloomfield, NJ) Le Moyne College (Syracuse, NY)*

Bryn Athyn College of the New Church (Bryn Athyn, PA)* Lebanon Valley College (Annville, PA)

Bryn Mawr College (Bryn Mawr, PA) Lehigh University (Bethlehem, PA)*

Caldwell University (Caldwell, NJ)* LIM College (New York, NY)*

Canisius College (Buffalo, NY) Long Island University - Brooklyn (Brooklyn, NY)*

Catholic University of America, The (Washington, DC) Long Island University - Post (Brookville, NY)*

Cedar Crest College (Allentown, PA)* Loyola University Maryland (Baltimore, MD)*

Clarkson University (Potsdam, NY) Lycoming College (Williamsport, PA)

College of Mount Saint Vincent (Bronx, NY)* Manhattan College (Bronx, NY)

College of Saint Elizabeth (Morristown, NJ) Marist College (Poughkeepsie, NY)*

College of Saint Rose, The (Albany, NY)* Marymount Manhattan College (New York, NY)*

Concordia College-New York (Bronxville, NY)* Marywood University (Scranton, PA)

Culinary Institute of America (Hyde Park, NY)* McDaniel College (Westminster, MD)*

Daemen College (Amherst, NY)* Medaille College (Buffalo, NY)

DeSales University (Center Valley, PA)* Mercy College (Dobbs Ferry, NY)

Dickinson College (Carlisle, PA) Mercyhurst University (Erie, PA)

Felician College (Lodi, NJ)* Monmouth University (West Long Branch, NJ)*

Franklin and Marshall College (Lancaster, PA)* Moravian College (Bethlehem, PA)

Geneva College (Beaver Falls, PA) Mount Aloysius College (Cresson, PA)

Georgian Court University (Lakewood, NJ)* Mount Saint Mary College (Newburgh, NY)

Grove City College (Grove City, PA) Mount St. Mary's University (Emmitsburg, MD)

Gwynedd Mercy University (Gwynedd Valley, PA)* Nazareth College (Rochester, NY)

Hartwick College (Oneonta, NY) Neumann University (Aston, PA)

Hilbert College (Hamburg, NY)* New School, The (New York, NY)

Hobart and William Smith Colleges (Geneva, NY)* Niagara University (Niagara University, NY)*

Holy Family University (Philadelphia, PA) Nyack College (Nyack, NY)

Hood College (Frederick, MD)* Pace University (New York, NY)

Howard University (Washington, DC)* Paul Smith's College (Paul Smiths, NY)

How was this comparison group constructed? Region (Mid East); Sector (Priv)

Your institution retained the default comparison group (region and sector). Your default group is:

Group description (as provided by your institution)

Date submitted 5/16/16

All other current- and prior-year (if applicable) NSSE institutions in same geographic region and sector

This section summarizes how this group was identified, including selection criteria and whether the default group was used. This is followed by the resulting list of institutions in this group.

NSSE 2016 Selected Comparison GroupsIthaca College

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*2015 participant


Mid East Private (N=110), continuedPhiladelphia University (Philadelphia, PA)*

Point Park University (Pittsburgh, PA)*

Pratt Institute (Brooklyn, NY)*

Rider University (Lawrenceville, NJ)

Robert Morris University (Moon Township, PA)

Roberts Wesleyan College (Rochester, NY)*

Rochester Institute of Technology (Rochester, NY)*

Rosemont College (Rosemont, PA)

Sage Colleges, The (Troy, NY)

Saint Francis University (Loretto, PA)*

Saint Joseph's University (Philadelphia, PA)*

Saint Peter's University (Jersey City, NJ)

Saint Vincent College (Latrobe, PA)*

Seton Hall University (South Orange, NJ)

Siena College (Loudonville, NY)*

Skidmore College (Saratoga Springs, NY)

St. Bonaventure University (Saint Bonaventure, NY)

St. Francis College (Brooklyn Heights, NY)

St. John Fisher College (Rochester, NY)

St. John's College (Annapolis, MD)

St. John's University-New York (Queens, NY)

St. Joseph's College, New York (Brooklyn, NY)*

Stevenson University (Stevenson, MD)

Syracuse University (Syracuse, NY)*

Thiel College (Greenville, PA)

Touro College (New York, NY)

Union College (Schenectady, NY)*

University of Scranton (Scranton, PA)*

Ursinus College (Collegeville, PA)*

Utica College (Utica, NY)*

Vaughn College of Aeronautics and Technology (Flushing, NY)

Villanova University (Villanova, PA)*

Wagner College (Staten Island, NY)*

Washington & Jefferson College (Washington, PA)*

Washington Adventist University (Takoma Park, MD)

Washington College (Chestertown, MD)

Waynesburg University (Waynesburg, PA)*

Wesley College (Dover, DE)*

Widener University (Chester, PA)*

Wilmington University (New Castle, DE)*

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*2015 participant

Comparison Group 2: Carnegie Class

Carnegie Class (N=131)Agnes Scott College (Decatur, GA) Earlham College (Richmond, IN)*

Allegheny College (Meadville, PA)* Eckerd College (Saint Petersburg, FL)*

American University (Washington, DC) Elon University (Elon, NC)

Assumption College (Worcester, MA) Emmanuel College (Boston, MA)*

Bard College (Annandale-On-Hudson, NY) Franklin and Marshall College (Lancaster, PA)*

Bellarmine University (Louisville, KY)* Freed-Hardeman University (Henderson, TN)

Benedictine College (Atchison, KS) Furman University (Greenville, SC)

Bentley University (Waltham, MA) Gonzaga University (Spokane, WA)

Berry College (Mount Berry, GA) Gordon College (Wenham, MA)

Birmingham-Southern College (Birmingham, AL) Grace College and Theological Seminary (Winona Lake, IN)*

Boston College (Chestnut Hill, MA) Grove City College (Grove City, PA)

Boston University (Boston, MA) Hartwick College (Oneonta, NY)

Bradley University (Peoria, IL)* Harvey Mudd College (Claremont, CA)

Brigham Young University (Provo, UT) Hendrix College (Conway, AR)

Bryant University (Smithfield, RI) Hobart and William Smith Colleges (Geneva, NY)*

Bryn Mawr College (Bryn Mawr, PA) Hope College (Holland, MI)

Butler University (Indianapolis, IN)* Illinois Wesleyan University (Bloomington, IL)

Carroll College (Helena, MT)* Indiana University Bloomington (Bloomington, IN)*

Case Western Reserve University (Cleveland, OH)* Kalamazoo College (Kalamazoo, MI)

Catholic University of America, The (Washington, DC) Kettering University (Flint, MI)*

Cedarville University (Cedarville, OH) Lafayette College (Easton, PA)*

Centre College (Danville, KY) Lawrence University (Appleton, WI)

Clarkson University (Potsdam, NY) Lehigh University (Bethlehem, PA)*

College of New Jersey, The (Ewing, NJ)* Lewis & Clark College (Portland, OR)

College of Saint Benedict and Saint John's University, The (Saint Joseph, MN) Louisiana State University and Agricultural & Mechanical College (Baton Rouge, LA)*

College of Wooster, The (Wooster, OH)* Loyola University Chicago (Chicago, IL)

Colorado College (Colorado Springs, CO)* Loyola University Maryland (Baltimore, MD)*

Colorado School of Mines (Golden, CO)* Loyola University New Orleans (New Orleans, LA)*

Concordia College at Moorhead (Moorhead, MN)* Manhattan College (Bronx, NY)

Connecticut College (New London, CT) Marist College (Poughkeepsie, NY)*

Cornell College (Mount Vernon, IA)* Marquette University (Milwaukee, WI)

Covenant College (Lookout Mountain, GA)* Martin Luther College (New Ulm, MN)*

DePauw University (Greencastle, IN)* Miami University-Oxford (Oxford, OH)*

Dickinson College (Carlisle, PA) Michigan State University (East Lansing, MI)

Drake University (Des Moines, IA) Michigan Technological University (Houghton, MI)*




How was this comparison group constructed?

Your institution customized this comparison group by selecting from the list of all 2015 and 2016 NSSE participants.


Comparison group based on all other institutions sharing IC's Carnegie Undergraduate Profile: "FT4/MS/LTI: Four-year, full-time, more selective, lower transfer-in".

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*2015 participant


Carnegie Class (N=131), continuedMillsaps College (Jackson, MS) Westminster College (Fulton, MO)

New College of Florida (Sarasota, FL) Wheaton College (Wheaton, IL)*

Ohio Northern University (Ada, OH) Wheaton College (Norton, MA)

Ohio Wesleyan University (Delaware, OH) Whitworth University (Spokane, WA)*

Olin College of Engineering (Needham, MA) Willamette University (Salem, OR)*

Quinnipiac University (Hamden, CT)* William Jewell College (Liberty, MO)

Rochester Institute of Technology (Rochester, NY)* Wittenberg University (Springfield, OH)

Rockhurst University (Kansas City, MO)* Wofford College (Spartanburg, SC)

Rollins College (Winter Park, FL) Worcester Polytechnic Institute (Worcester, MA)

Rose-Hulman Institute of Technology (Terre Haute, IN)*

Saint Anselm College (Manchester, NH)*

Saint Joseph's University (Philadelphia, PA)*

Saint Mary's College (Notre Dame, IN)

Saint Michael's College (Colchester, VT)

Santa Clara University (Santa Clara, CA)*

Scripps College (Claremont, CA)

Seton Hall University (South Orange, NJ)

Siena College (Loudonville, NY)*

Simmons College (Boston, MA)

Skidmore College (Saratoga Springs, NY)

Southwestern University (Georgetown, TX)

Spring Hill College (Mobile, AL)

St. John's College (Annapolis, MD)

St. John's University-New York (Queens, NY)

St. Olaf College (Northfield, MN)*

Syracuse University (Syracuse, NY)*

Texas Christian University (Fort Worth, TX)

Trinity University (San Antonio, TX)*

Truman State University (Kirksville, MO)

Union College (Schenectady, NY)*

University of Connecticut (Storrs, CT)

University of Dallas (Irving, TX)

University of Dayton (Dayton, OH)

University of Denver (Denver, CO)

University of Illinois at Urbana-Champaign (Urbana, IL)

University of Kentucky (Lexington, KY)*

University of Minnesota Duluth (Duluth, MN)

University of Missouri-Columbia (Columbia, MO)*

University of Nebraska at Lincoln (Lincoln, NE)

University of New Hampshire (Durham, NH)

University of Puerto Rico-Rio Piedras Campus (Rio Piedras, PR)*

University of Richmond (Richmond, VA)


University of the Pacific (Stockton, CA)

University of Tulsa (Tulsa, OK)

University of Vermont (Burlington, VT)*

Ursinus College (Collegeville, PA)*

Villanova University (Villanova, PA)*

Wabash College (Crawfordsville, IN)

Washington & Jefferson College (Washington, PA)*


Wentworth Institute of Technology (Boston, MA)

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*2015 participant

Comparison Group 3: NSSE 2015 & 2016

NSSE 2015 & 2016 (N=865)All other NSSE 2015 and 2016 U.S. participants

View list at nsse.indiana.edu/pdf/nsse2015and2016_list.pdf





Your institution retained the default comparison group (NSSE 2015 and 2016 U.S. institutions).


All other current- and prior-year NSSE institutions

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This is a facsimile of the U.S. English version of the online NSSE instrument as it appears to the student. A paper-formatted facsimile of the survey which includes item numbering is available on the

NSSE Web site: nsse.iub.edu/html/survey_instruments.cfm

Screen 1 of 5 NSSE is registered with the U.S. Patent and Trademark Office. Copyright © 2016 The Trustees of Indiana University Use of this survey without permission is prohibited.

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Screen 1 of 5 (continued) NSSE is registered with the U.S. Patent and Trademark Office. Copyright © 2016 The Trustees of Indiana University Use of this survey without permission is prohibited.

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[Question administered per institution request.]

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Screen 5 of 5

NSSE is registered with the U.S. Patent and Trademark Office. Copyright © 2016 The Trustees of Indiana University Use of this survey without permission is prohibited.

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About This Topical Module

Comparison Group

FY Exp / Sr Transitn (N=237)Alfred University (Alfred, NY)* College of Charleston (Charleston, SC)

Augusta University (Augusta, GA) College of New Jersey, The (Ewing, NJ)*

Ave Maria University (Ave Maria, FL)* College of Our Lady of the Elms (Chicopee, MA)

Averett University (Danville, VA) College of Saint Benedict and Saint John's University, The (Saint Joseph, MN)

Avila University (Kansas City, MO) College of Saint Mary (Omaha, NE)*

Azusa Pacific University (Azusa, CA) College of Saint Rose, The (Albany, NY)*

Barton College (Wilson, NC) Colorado College (Colorado Springs, CO)*

Berklee College of Music (Boston, MA)* Columbus College of Art and Design (Columbus, OH)

Bethany College (Lindsborg, KS)* Concord University (Athens, WV)

Birmingham-Southern College (Birmingham, AL) Concordia College-New York (Bronxville, NY)*

Bishop's University (Sherbrooke, QC)* Concordia University of Edmonton (Edmonton, AB)*

Brandon University (Brandon, MB)* Converse College (Spartanburg, SC)

Brescia University College (London, ON) Coppin State University (Baltimore, MD)

Bridgewater College (Bridgewater, VA) Cornell College (Mount Vernon, IA)*

Buena Vista University (Storm Lake, IA) Cumberland University (Lebanon, TN)

Burman University (Lacombe, AB) CUNY Hunter College (New York, NY)

California State University-Channel Islands (Camarillo, CA) CUNY John Jay College of Criminal Justice (New York, NY)*

California State University-Chico (Chico, CA) CUNY New York City College of Technology (Brooklyn, NY)*

California State University, East Bay (Hayward, CA) Daemen College (Amherst, NY)*

Cameron University (Lawton, OK) Defiance College (Defiance, OH)

Campbell University Inc. (Buies Creek, NC)* Dixie State University (Saint George, UT)

Campbellsville University (Campbellsville, KY) Drake University (Des Moines, IA)

Canadian Mennonite University (Winnipeg, MB) East Central University (Ada, OK)*

Capital University (Columbus, OH) Eckerd College (Saint Petersburg, FL)*

Carson-Newman University (Jefferson City, TN)* Emory and Henry College (Emory, VA)*

Carthage College (Kenosha, WI)* Evergreen State College, The (Olympia, WA)

Centenary College of Louisiana (Shreveport, LA) Faulkner University (Montgomery, AL)

Central College (Pella, IA) Ferrum College (Ferrum, VA)*

Charleston Southern University (Charleston, SC)* Finlandia University (Hancock, MI)

Citadel, The Military College of South Carolina, The (Charleston, SC) Flagler College (Saint Augustine, FL)*

Group description All other current- and prior-year NSSE institutions who administered module "First-Year Experiences and Senior Transitions"

Group label FY Exp / Sr Transitn



Your institution retained the default comparison group (all module participants).

NSSE 2016 First-Year Experiences and Senior TransitionsAdministration Summary

Ithaca College

This module includes a set of items only for first-year students and a set only for seniors, with questions adapted from the Beginning College Survey of Student Engagement and the Strategic National Arts Alumni Project, respectively. The first-year items focus on academic perseverance, help-seeking behaviors, and institutional commitment, while the senior items explore post-graduation plans, links between the academic major and future plans, and confidence with skills developed during college.

This section summarizes how this 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 'FY Exp / Sr Transitn' column of this report.

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*2015 participant

FY Exp / Sr Transitn (N=237), continuedFlorida Institute of Technology (Melbourne, FL) Morehead State University (Morehead, KY)*

Florida Polytechnic University (Lakeland, FL)* Morgan State University (Baltimore, MD)*

Framingham State University (Framingham, MA) Mount St. Joseph University (Cincinnati, OH)*

Francis Marion University (Florence, SC) New Mexico Highlands University (Las Vegas, NM)

Franklin College (Franklin, IN)* New School, The (New York, NY)

Franklin Pierce University (Rindge, NH) Newman University (Wichita, KS)

Freed-Hardeman University (Henderson, TN) Norfolk State University (Norfolk, VA)

Georgian Court University (Lakewood, NJ)* Northern State University (Aberdeen, SD)

Gordon College (Wenham, MA) Northwest Nazarene University (Nampa, ID)*

Grand Canyon University (Phoenix, AZ) Northwestern College (Orange City, IA)

Guilford College (Greensboro, NC) Norwich University (Northfield, VT)

Hampshire College (Amherst, MA) Ohio Dominican University (Columbus, OH)

Hanover College (Hanover, IN) Oklahoma City University (Oklahoma City, OK)*

Hartwick College (Oneonta, NY) Oregon State University (Corvallis, OR)

Harvey Mudd College (Claremont, CA) Otis College of Art and Design (Los Angeles, CA)*

Hiram College (Hiram, OH)* Pace University (New York, NY)

Hood College (Frederick, MD)* Pennsylvania College of Technology (Williamsport, PA)*

Hope International University (Fullerton, CA)* Peru State College (Peru, NE)

Houston Baptist University (Houston, TX)* Pfeiffer University (Misenheimer, NC)

Huron University College (London, ON)* Plymouth State University (Plymouth, NH)*

Idaho State University (Pocatello, ID) Prairie View A&M University (Prairie View, TX)*

Illinois Institute of Technology (Chicago, IL) Presentation College (Aberdeen, SD)*

Indiana University Bloomington (Bloomington, IN)* Regent University (Virginia Beach, VA)

Iona College (New Rochelle, NY) Regis University (Denver, CO)

Jarvis Christian College (Hawkins, TX) Roanoke College (Salem, VA)*

Johnson & Wales University (Providence, RI) Rochester Institute of Technology (Rochester, NY)*

Johnson & Wales University-Charlotte (Charlotte, NC) Roosevelt University (Chicago, IL)*

Johnson & Wales University-Denver (Denver, CO) Rose-Hulman Institute of Technology (Terre Haute, IN)*

Johnson & Wales University-North Miami (North Miami, FL) Rutgers University-Camden (Camden, NJ)*

Judson University (Elgin, IL) Rutgers University-New Brunswick/Piscataway (New Brunswick, NJ)*

Kansas State University (Manhattan, KS) Rutgers University-Newark (Newark, NJ)*

Kaplan University (Davenport, IA)* Sage Colleges, The (Troy, NY)

Kean University (Union, NJ)* Saint Francis University (Loretto, PA)*

Kennesaw State University (Kennesaw, GA) Saint Joseph's College (Rensselaer, IN)

Keystone College (La Plume, PA) Saint Peter's University (Jersey City, NJ)

Kwantlen Polytechnic University (Surrey, BC) Salem College (Winston Salem, NC)*

La Sierra University (Riverside, CA)* Scripps College (Claremont, CA)

Lander University (Greenwood, SC) Seton Hall University (South Orange, NJ)

Lane College (Jackson, TN) Siena College (Loudonville, NY)*

Lenoir-Rhyne University (Hickory, NC) Southeast Missouri State University (Cape Girardeau, MO)*

Lesley University (Cambridge, MA)* Southeastern Louisiana University (Hammond, LA)

Lewis & Clark College (Portland, OR) Southern University at New Orleans (New Orleans, LA)

Lincoln University (Jefferson City, MO)* Southern Virginia University (Buena Vista, VA)*

Louisiana State University at Alexandria (Alexandria, LA) Southwestern Oklahoma State University (Weatherford, OK)

Maranatha Baptist University (Watertown, WI)* Spelman College (Atlanta, GA)

Marian University (Fond Du Lac, WI)* Spring Hill College (Mobile, AL)

Mars Hill University (Mars Hill, NC)* St. Cloud State University (St Cloud, MN)*

Marymount California University (Rancho Palos Verdes, CA) St. Francis College (Brooklyn Heights, NY)

Marymount Manhattan College (New York, NY)* St. Mary's College of Maryland (Saint Mary's City, MD)

Mayville State University (Mayville, ND)* Texas A&M University - Texarkana (Texarkana, TX)

McMaster University (Hamilton, ON)* Texas Christian University (Fort Worth, TX)

McMurry University (Abilene, TX) Texas State University (San Marcos, TX)

McNeese State University (Lake Charles, LA) Texas Wesleyan University (Fort Worth, TX)

Milwaukee School of Engineering (Milwaukee, WI)* Thomas College (Waterville, ME)*

Minot State University (Minot, ND)* Thomas More College (Crestview Hills, KY)

Missouri University of Science & Technology (Rolla, MO) Touro College (New York, NY)

Monmouth College (Monmouth, IL)* Trine University (Angola, IN)

Moravian College (Bethlehem, PA) Truett McConnell University (Cleveland, GA)

of 82

*2015 participant

FY Exp / Sr Transitn (N=237), continuedUnion College (NE) (Lincoln, NE)* Wisconsin Lutheran College (Milwaukee, WI)*

University of Advancing Technology (Tempe, AZ) Wittenberg University (Springfield, OH)

University of Akron (Akron, OH)* Youngstown State University (Youngstown, OH)

University of Alabama at Birmingham (Birmingham, AL)

University of Alabama in Huntsville (Huntsville, AL)

University of Charleston (Charleston, WV)

University of Colorado Denver (Denver, CO)

University of Dallas (Irving, TX)

University of Hartford (West Hartford, CT)*

University of Hawai‘i-West O‘ahu (Kapolei, HI)

University of Illinois at Chicago (Chicago, IL)*

University of La Verne (La Verne, CA)*

University of Mary Washington (Fredericksburg, VA)

University of Michigan-Flint (Flint, MI)

University of Minnesota Duluth (Duluth, MN)

University of Montana (Missoula, MT)

University of Montana-Western, The (Dillon, MT)*

University of Mount Olive (Mount Olive, NC)*

University of New Brunswick (Fredericton, NB)

University of New England (Biddeford, ME)

University of North Dakota (Grand Forks, ND)*

University of North Texas at Dallas (Dallas, TX)

University of Pittsburgh-Bradford (Bradford, PA)

University of Puerto Rico-Rio Piedras Campus (Rio Piedras, PR)*

University of Redlands (Redlands, CA)*

University of Rhode Island (Kingston, RI)

University of Saint Joseph (West Hartford, CT)*

University of Saint Mary (Leavenworth, KS)

University of San Francisco (San Francisco, CA)


University of Southern Indiana (Evansville, IN)

University of Tennessee, Knoxville, The (Knoxville, TN)

University of Texas at Arlington, The (Arlington, TX)

University of Texas at El Paso, The (El Paso, TX)

University of Texas Rio Grande Valley, The (Edinburg, TX)

University of the Virgin Islands (Charlotte Amalie, VI)

University of Tulsa (Tulsa, OK)

University of Vermont (Burlington, VT)*

University of Washington Tacoma (Tacoma, WA)

University of Wisconsin-River Falls (River Falls, WI)

University of Wyoming (Laramie, WY)*

Vaughn College of Aeronautics and Technology (Flushing, NY)

Warner Pacific College (Portland, OR)*

Washington Adventist University (Takoma Park, MD)


Washington State University (Pullman, WA)*

Webber International University (Babson Park, FL)

Wesley College (Dover, DE)*

Wesleyan College, Macon, Georgia (Macon, GA)

West Virginia Wesleyan College (Buckhannon, WV)

Western State Colorado University (Gunnison, CO)

Westfield State University (Westfield, MA)

Westminster College (Salt Lake City, UT)

Whitworth University (Spokane, WA)*

Willamette University (Salem, OR)*

William Woods University (Fulton, MO)*

Wingate University (Wingate, NC)

Winthrop University (Rock Hill, SC)

of 82

*p<.05, **p<.01, ***p<.001 (2-tailed); Refer to the endnotes page for the key to triangle symbols.

First-Year Students

IC

Item wording or description Values c Response options Count % Count % Mean

Effect size d

a. 1 Never 21 6 1,531 4

2 Sometimes 134 39 14,036 34

3 Often 127 36 15,190 36 2.7 2.8 ** -.174 Very often 69 19 10,691 25 ▽

Total 351 100 41,448 100

b. 1 Never 12 3 1,213 3

2 Sometimes 118 35 12,182 30

3 Often 164 47 18,178 44 2.7 2.9 *** -.184 Very often 54 15 9,722 23 ▽

Total 348 100 41,295 100

c. 1 Never 26 8 3,048 8

2 Sometimes 128 37 15,311 37

3 Often 143 41 15,155 36 2.6 2.7 -.054 Very often 51 14 7,828 19

Total 348 100 41,342 100

d. 1 Never 26 8 3,888 10

2 Sometimes 141 41 16,421 40

3 Often 123 36 13,529 32 2.6 2.6 .024 Very often 54 15 7,362 17

Total 344 100 41,200 100

e. 1 Never 3 1 396 1

2 Sometimes 67 19 7,363 19

3 Often 171 50 19,491 47 3.1 3.1 -.054 Very often 107 30 13,946 33

Total 348 100 41,196 100

f. 1 Never 12 3 1,475 4

2 Sometimes 111 31 11,598 28

3 Often 144 41 17,142 41 2.9 2.9 -.084 Very often 80 24 10,967 27

Total 347 100 41,182 100

a. 1 Not at all difficult 16 5 2,737 7

2 2 75 23 7,239 18

3 3 113 32 11,958 29

4 4 103 29 13,034 31 3.2 3.3 -.085 5 31 9 4,852 12

6 Very difficult 10 3 1,537 4

Total 348 100 41,357 100

b. 1 Not at all difficult 18 5 2,435 6

2 2 47 14 5,318 13

3 3 69 20 8,829 21

4 4 109 31 10,669 26 3.8 3.8 -.045 5 61 17 8,395 20


Total 347 100 41,267 100

Found additional information for course assignments when you didn’t understand the material

FYSfy01b

NSSE 2016 First-Year Experiences and Senior TransitionsFrequencies and Statistical Comparisons: First-Year Experiences

Ithaca College

Frequency Distributionsa Statistical Comparisonsb

ICFY Exp / Sr

TransitnFY Exp / Sr

Transitn

Variable name Mean

1. During the current school year, about how often have you done the following?Studied when there were other interesting things to do

FYSfy01a

Participated in course discussions, even when you didn’t feel like it

FYSfy01c

Asked instructors for help when you struggled with course assignments

FYSfy01d

Finished something you have started when you encountered challenges

FYSfy01e

Stayed positive, even when you did poorly on a test or assignment

FYSfy01f

2. During the current school year, how difficult have the following been for you?Learning course material FYSfy02a

Managing your time FYSfy02b

of 82


First-Year Students

IC


Effect size d


Ithaca College


ICFY Exp / Sr

TransitnFY Exp / Sr

Transitn

Variable name Mean

c. 1 Not at all difficult 54 15 6,968 17

2 2 99 29 10,816 26

3 3 103 29 11,022 27

4 4 61 17 7,619 19 2.8 2.9 -.075 5 16 4 3,309 8


Total 347 100 41,244 100

d. 1 Not at all difficult 74 22 8,439 20

2 2 96 28 10,559 25

3 3 102 29 9,898 24

4 4 45 13 7,069 17 2.6 2.8 *** -.175 5 22 6 3,497 9 ▽6 Very difficult 7 2 1,731 5

Total 346 100 41,193 100

a. 1 Never 32 9 4,358 19

2 Sometimes 197 57 12,704 51

3 Often 88 26 5,744 23 2.3 2.2 ** .164 Very often 30 8 2,007 8 △

Total 347 100 24,813 100

b. 1 Never 170 49 11,394 46

2 Sometimes 122 34 9,137 37

3 Often 39 11 3,217 13 1.7 1.7 -.044 Very often 16 5 1,001 4

Total 347 100 24,749 100

c. 1 Never 186 55 9,481 40

2 Sometimes 100 28 8,749 35

3 Often 35 10 4,251 17 1.7 1.9 *** -.254 Very often 26 7 2,198 9 ▽

Total 347 100 24,679 100

d. 1 Never 17 6 1,445 6

2 Sometimes 97 28 6,763 28

3 Often 144 41 9,800 39 2.9 2.8 .024 Very often 90 26 6,763 26

Total 348 100 24,771 100

e. 1 Never 151 45 9,935 41

2 Sometimes 110 32 8,046 33

3 Often 53 15 4,568 18 1.9 1.9 -.084 Very often 30 8 2,210 8

Total 344 100 24,759 100

f. 1 Never 254 73 15,261 62

2 Sometimes 68 20 6,460 26

3 Often 17 5 2,124 9 1.4 1.5 *** -.214 Very often 7 2 782 3 ▽

Total 346 100 24,627 100

Faculty members FYSfy03a_16

Getting help with school work FYSfy02c

Interacting with faculty FYSfy02d

3. During the current school year, about how often have you sought help with coursework from the following sources?l

Academic advisors FYSfy03b_16

Learning support services (tutoring, writing center, success coaching, etc.)

FYSfy03c_16

Friends or other students FYSfy03d_16

Family members FYSfy03e_16

Other persons or offices FYSfy03f_16

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First-Year Students

IC


Effect size d


Ithaca College


ICFY Exp / Sr

TransitnFY Exp / Sr

Transitn

Variable name Mean

No 232 67 16,568 67

Yes 114 33 8,235 33 33% 33% .00Total 346 100 24,803 100

— Academics are too difficult 9 8 1,175 14

— Academics are too easy 15 14 547 7

—

Other academic issues (major not offered, course availability, advising, credit transfer, etc.)

25 22 1,692 21

—Financial concerns (costs or financial aid) 69 61 3,629 43

—

To change your career options (transfer to another school or program, military service, etc.)

23 22 1,560 20

—Difficulty managing demands of school and work

10 8 1,151 15

—Too much emphasis on partying 11 10 470 6

—Not enough opportunities to socialize and have fun 26 23 1,703 21

—Relations with faculty and staff 12 11 792 10

—Relations with other students 31 28 1,685 19

—Campus climate, location, or culture 48 43 2,058 25

—Unsafe or hostile environment 10 9 429 5

—

Personal reasons (family issues, physical or mental health, homesickness, stress, etc.)

36 32 2,884 34

—Another reason, please specify: 19 18 1,303 17

1 Not important 12 4 1,458 4

2 2 11 3 1,027 2

3 3 13 3 2,094 5

4 4 21 6 3,735 9 5.3 5.2 .035 5 57 17 5,226 13

6 Very important 234 66 27,665 66

Total 348 100 41,205 100

FYSfy04a(Means indicate the

percentage who responded "Yes.")

4a. During the current school year, have you seriously considered leaving this institution?j

FYSfy04b_11_16

4b. [If answered "yes"] Why did you consider leaving? (Select all that apply.)l

FYSfy04b_1_16

FYSfy04b_2_16

FYSfy04b_3_16

FYSfy04b_4_16

FYSfy04b_5_16

FYSfy04b_6_16

FYSfy04b_7_16

FYSfy04b_8_16

FYSfy04b_9_16

FYSfy04b_10_16

FYSfy04b_12_16

FYSfy04b_13_16

FYSfy04b_14_16

5. How important is it to you that you graduate from this institution?FYSfy05

of 82

See the endnotes on the last page of this report.

First-Year Students

N DFh Sig.iEffect

sized

FYSfy01a 348 2.83 .05 .00 0.85 0.85 51,209 .001 -.17

FYSfy01b 346 2.88 .04 .00 0.75 0.80 50,997 .001 -.18

FYSfy01c 346 2.66 .04 .00 0.83 0.87 51,070 .388 -.05

FYSfy01d 342 2.57 .05 .00 0.84 0.89 50,900 .704 .02

FYSfy01e 346 3.12 .04 .00 0.73 0.74 50,885 .355 -.05

FYSfy01f 345 2.92 .04 .00 0.82 0.83 50,862 .148 -.08

FYSfy02a 346 3.34 .06 .01 1.13 1.21 350 .121 -.08

FYSfy02b 345 3.83 .07 .01 1.36 1.42 50,991 .497 -.04

FYSfy02c 345 2.87 .07 .01 1.26 1.33 50,976 .203 -.07

FYSfy02d 344 2.82 .07 .01 1.23 1.40 349 .000 -.17

FYSfy03a_16l 345 2.20 .04 .00 0.76 0.83 30,454 .003 .16

FYSfy03b_16l 345 1.74 .05 .00 0.84 0.83 30,373 .463 -.04

FYSfy03b_16l 345 1.94 .05 .01 0.92 0.95 30,303 .000 -.25

FYSfy03b_16l 346 2.85 .05 .01 0.86 0.88 30,402 .716 .02

FYSfy03e_16l 342 1.94 .05 .01 0.95 0.96 30,394 .144 -.08

FYSfy03f_16l 344 1.53 .04 .00 0.68 0.78 353 .000 -.21

FYSfy04ak 344 .330 .0254 .0027 -- -- -- .945 .00

FYSfy05 345 5.24 .07 .01 1.30 1.32 50,930 .620 .03

NSSE 2016 First-Year Experiences and Senior TransitionsDetailed Statistics: First-Year Experiencese

Ithaca College

Mean Standard errorfStandard deviationg

Variable name IC IC FY Exp / Sr Transitn IC

3.78

IC FY Exp / Sr Transitn

Comparisons with:

FY Exp / Sr Transitn

2.68

2.73


2.62

2.59

3.08

2.86

3.24

1.87

1.36

.332

5.27

2.78

2.58

2.33

1.71

1.70

2.87

of 82


Seniors

IC


Effect size d

No 13 4 9,620 34

Yes 305 96 21,150 66

Total 318 100 30,770 100

— Full-time employment 126 44 24,394 59

— Part-time employment 22 7 1,605 4

—Graduate or professional school 96 29 9,366 22

— Military service 2 1 418 1

—

Service or volunteer activity (AmeriCorps, Peace Corps, Teach for America, etc.)

5 2 453 1

—Internship (paid or unpaid) 21 7 1,566 4

— Travel or gap year 12 3 1,405 3

— No plans at this time 17 5 1,215 3

— Other, please specify: 7 3 1,232 3

Total 308 100 41,654 100

No 119 81 14,618 56

Yes, I will start a new job 23 14 4,770 18Yes, I will continue in my current job 6 4 6,486 26 19% 44% *** -.56Total 148 100 25,874 100 ▼

1 Very little 16 6 2,420 6

2 Some 57 19 8,897 22

3 Quite a bit 112 37 15,466 37 3.1 3.0 .084 Very much 120 39 14,756 35

Total 305 100 41,539 100

Yes 266 82 43,648 85

No 18 6 2,157 4 82% 85% -.10Unsure 37 12 5,193 10

Total 321 100 50,998 100

Yes 62 20 10,792 23

No 119 36 25,507 48 20% 23% -.07Unsure 138 45 14,688 29

Total 319 100 50,987 100

ICFY Exp / Sr

TransitnFY Exp / Sr

Transitn

NSSE 2016 First-Year Experiences and Senior TransitionsFrequencies and Statistical Comparisons: Senior Transitions

Ithaca College


2. [Excludes those who answered "No," not expecting spring/summer graduation] To what extent have courses in your major(s) prepared youfor your post-graduation plans?

Variable name Mean

1. Do you expect to graduate this spring or summer?l

FYSsr01_16

1a. [Excludes those who answered "No," not expecting spring/summer graduation] After graduation, what best describes your immediate plans? FYSsr01a

(Includes all 2015 respondents because FYSsr01_16 was a new item in 2016.)

1b. [If immediate plans included full- or part-time employment] Do you already have a job for after graduation?j

FYSsr01b(Means indicate the

percentage who responded "Yes." Includes all 2015

respondents because FYSsr01_16 was a new item in 2016.)

FYSsr02(Includes all 2015

respondents because FYSsr01_16 was a new item in 2016.)

3. Do you intend to work eventually in a field related to your major(s)?j

FYSsr03(Means indicate the


4. Do you plan to be self-employed, an independent contractor, or a freelance worker someday?j



of 82


Seniors

IC


Effect size d

ICFY Exp / Sr

TransitnFY Exp / Sr

Transitn


Ithaca College


Variable name Mean

Yes 51 17 12,045 25

No 130 40 23,212 43 17% 25% *** -.20Unsure 140 43 15,777 31 ▽Total 321 100 51,034 100

a. 1 Very little 2 1 329 1

2 Some 17 5 3,786 7


Total 319 100 51,011 100

b. 1 Very little 1 0 301 1

2 Some 16 4 3,458 7


Total 320 100 50,944 100

c. 1 Very little 3 1 963 2

2 Some 67 21 7,520 15

3 Quite a bit 140 44 19,644 38 3.1 3.3 ** -.184 Very much 110 35 22,810 45 ▽

Total 320 100 50,937 100

d. 1 Very little 2 1 736 1

2 Some 44 14 6,350 12

3 Quite a bit 126 40 19,343 38 3.3 3.3 -.054 Very much 148 45 24,494 48

Total 320 100 50,923 100

e. 1 Very little 12 3 1,976 4

2 Some 85 25 11,390 22

3 Quite a bit 125 39 18,903 37 3.0 3.1 -.084 Very much 97 32 18,626 37

Total 319 100 50,895 100

f. 1 Very little 11 4 1,872 4

2 Some 89 27 11,303 21

3 Quite a bit 138 42 19,761 38 2.9 3.1 *** -.204 Very much 81 27 17,933 37 ▽

Total 319 100 50,869 100

g. 1 Very little 88 26 7,833 15

2 Some 151 46 17,330 33

3 Quite a bit 54 18 15,109 30 2.1 2.6 *** -.494 Very much 27 9 10,646 22 ▼

Total 320 100 50,918 100

6. How much confidence do you have in your ability to complete tasks requiring the following skills and abilities?

5. Do you plan to start your own business (nonprofit or for-profit) someday?j



Critical thinking and analysis of arguments and information

FYSsr06a

Creative thinking and problem solving

FYSsr06b

Research skills FYSsr06c

Clear writing FYSsr06d

Persuasive speaking FYSsr06e

Technological skills FYSsr06f

Financial and business management skills

FYSsr06g

of 82


Seniors

IC


Effect size d

ICFY Exp / Sr

TransitnFY Exp / Sr

Transitn


Ithaca College


Variable name Mean

h. 1 Very little 102 31 10,916 21

2 Some 130 39 18,194 35

3 Quite a bit 64 21 12,838 25 2.1 2.4 *** -.334 Very much 24 9 8,831 18 ▼

Total 320 100 50,779 100

i. 1 Very little 5 2 1,365 3

2 Some 47 15 7,605 15


Total 319 100 50,866 100

j. 1 Very little 12 4 2,556 5

2 Some 97 29 10,911 22

3 Quite a bit 119 37 18,406 36 2.9 3.0 * -.134 Very much 91 30 18,855 37 ▽

Total 319 100 50,728 100

a. 1 Very little 6 2 1,987 4

2 Some 38 13 9,371 19

3 Quite a bit 119 37 18,637 36 3.3 3.1 *** .194 Very much 156 47 20,877 41 △

Total 319 100 50,872 100

b. 1 Very little 54 16 10,995 22

2 Some 85 27 14,185 28

3 Quite a bit 88 28 13,652 27 2.7 2.5 *** .194 Very much 91 30 11,918 23 △

Total 318 100 50,750 100

c. 1 Very little 7 3 2,378 5

2 Some 57 18 10,130 20


Total 317 100 50,635 100

d. 1 Very little 31 10 6,311 13

2 Some 93 29 14,381 28


Total 319 100 50,300 100

These open-ended responses appear exactly as respondents entered them and may not be suitable for distribution without prior review.

Taking risks in your coursework without fear of penalty

FYSsr07b

Entrepreneurial skills FYSsr06h

Leadership skills FYSsr06i

Networking and relationship building

FYSsr06j

7. To what extent has your coursework in your major(s) emphasized the following?Generating new ideas or brainstorming

FYSsr07a

Evaluating multiple approaches to a problem

FYSsr07c

Inventing new methods to arrive at unconventional solutions

FYSsr07d

8. Is there anything your institution could have done better to prepare you for your career or further education? Please describe.This final question asked students to respond in an open text box. Comments were recorded for 153 seniors. Responses are provided in your "NSSE16 Topical Module - Senior Transitions Student Comments" report and in a separate SPSS data file.

of 82

See the endnotes on the last page of this report.

Seniors

N DFh Sig.iEffect

sized

FYSsr01bk 153 .443 .0315 .0027 -- -- -- .000 -.56

FYSsr02 300 3.01 .05 .00 0.89 0.90 53,713 .176 .08

FYSsr03k 317 .854 .0218 .0014 -- -- -- .068 -.10

FYSsr04k 314 .226 .0225 .0016 -- -- -- .230 -.07

FYSsr05k 317 .253 .0212 .0017 -- -- -- .001 -.20

FYSsr06a 314 3.49 .04 .00 0.63 0.66 66,542 .976 .00

FYSsr06b 316 3.51 .03 .00 0.60 0.65 318 .107 .08

FYSsr06c 316 3.26 .04 .00 0.76 0.78 318 .001 -.18

FYSsr06d 316 3.33 .04 .00 0.73 0.75 66,419 .354 -.05

FYSsr06e 315 3.07 .05 .00 0.85 0.86 66,368 .140 -.08

FYSsr06f 314 3.08 .05 .00 0.84 0.85 66,349 .000 -.20

FYSsr06g 316 2.59 .05 .00 0.90 0.99 318 .000 -.49

FYSsr06h 316 2.41 .05 .00 0.93 1.01 318 .000 -.33

FYSsr06i 315 3.26 .04 .00 0.77 0.82 66,345 .714 .02

FYSsr06j 314 3.05 .05 .00 0.87 0.89 66,174 .022 -.13

FYSsr07a 315 3.13 .04 .00 0.78 0.86 66,362 .001 .19

FYSsr07b 313 2.51 .06 .00 1.05 1.08 66,192 .001 .19

FYSsr07c 313 3.08 .05 .00 0.82 0.88 66,034 .154 .08

FYSsr07d 315 2.73 .05 .00 0.97 1.01 65,599 .158 .08

NSSE 2016 First-Year Experiences and Senior TransitionsDetailed Statistics: Senior Transitionse

Ithaca College

Mean Standard errorfStandard deviationg

3.08

Variable name IC IC FY Exp / Sr Transitn IC FY Exp / Sr Transitn

Comparisons with:


.186

IC FY Exp / Sr Transitn

3.28

.817

.197

.171

3.49

3.56

3.12

3.29

3.00

2.91

2.11

2.07

2.93

3.30

2.72

3.15

2.81

of 82

Endnotesa.

b.

c.

d.

e.

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.

j.

k.

l.

Key to symbols:

▲ Your students’ average was significantly higher (p < .05) with an effect size at least .3 in magnitude.

△ Your students’ average was significantly higher (p < .05) with an effect size less than .3 in magnitude.

▽ Your students’ average was significantly lower (p < .05) with an effect size less than .3 in magnitude.

▼ Your students’ average was significantly lower (p < .05) with an effect size at least .3 in magnitude.

NSSE 2016 First-Year Experiences and Senior TransitionsEndnotes

Ithaca College

Column percentages are weighted by institution-reported sex 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 institution-reported sex 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.

These are the values used to calculate means. For the majority of items, these values match the codes in the data file and codebook.

Effect size for independent t- tests uses Cohen's d ; z- tests use Cohen's h .

Statistics are weighted by institution-reported sex and enrollment status (and institution size for comparison groups). Categorical items are not listed.

Statistical comparisons are two-tailed independent t -tests or z -tests. Statistical significance represents the probability that the difference between yourstudents' mean and that of the students in the comparison group is due to chance.

Note: It is important to interpret the direction of differences relative to item wording and your institutional context.

Statistical comparison uses z- test to compare the proportion who responded (depending on the item) "Done or in progress" or "Yes" with all who respondedotherwise.

Mean represents the proportion who responded (depending on the item) “Done or in progress” or "Yes."

This was a new item in 2016, comparison group results do not include 2015 institutions. May not apply to all modules.

of 82

NSSE 2016 Senior TransitionsOpen-Ended Responses

Ithaca College

Class Enrollment Sex Open-Ended ResponseSenior Full-time Female Offered an arts administration minor along with the art major. Faculty should be more open to new idea, and be

able to better handle discussing new ideas without becoming becoming rude and unclear.

Senior Full-time Female My concentration is in nutrition and the difficulty about finding a job in the health field after graduation is that there are such specific requirements, prerequisites and experiences that I am expected to have... But I hope that my education, grades, and recommendations from teachers can show that I am competent and successful and will make a great future employee. I wish I learned more about potential jobs that I can get with the major I'm pursuing.

Senior Full-time Female Since coming to Ithaca College, I have become a more confident and risk-taking individual. My professors and fellow classmates have taught me, if nothing else, that I have control over my future endeavors. I can't really think of anything this institution could have done better to prepare me for post-grad life.

Senior Full-time Female I wish that professional or technical writing were a required course

Senior Full-time Female -more class options

Senior Full-time Female Maybe care more about the students and their education rather than operating as any other business with the president like any other CEO...The amount of work I have has always been unnecessarily huge and most of the faculty seem to understand very little about the actual life of students. The school of communications operates on the sole purpose of making students commercial assets so they will give money back to the college. It has been a toxic culture. I'm not eloquent enough to explain any more and don't have the time to spend on this either.

Senior Full-time Female I have cherished my time at Ithaca College and would do it all over again, if I had the chance. This institution has prepared me for my future beyond ways I even thought possible. I would suggest the School of Business increasing their application of learned concepts/topics. Being able to practice and execute what we have learned with other professionals, on and off campus, including local businesses, is a great application and testament of learning.

Senior Full-time Female I wish that the legal studies program would not have emphasized criminal law as much as they did in the classroom. I think Lawyers/those who go to law school, can work in so many fields. This was not explained during classes, I learned this on my own, doing my own research. I wish that the institution would help students with learning about possible job opportunities. I feel like I still don't know all the possible options for career paths. Career fairs are good, but if I don't know what I want to do, I won't attend. So, I suggest that that the school offer an event where a student can explore what options are out there in certain fields, without feeling like you have to commit to going to that field, that would be helpful. (After all college is about learning about what's out there, right?)

Senior Full-time Female I think preparing for your future is the individuals responsibility and I know Ithaca College offers many informative sessions, graduate school lectures and fairs, career services appointments, etc. It is the individuals choice is they chose to take advantage of what the college has to offer. I personally have not attended many of these events but I will when I need to.

Senior Full-time Female Better alumni relations for my major and minor. More community service related classes. More emphasis on post graduate plans in senior seminar.

Senior Full-time Female I think the ICC or other "general studies" courses should have focused more on post-grad job and housing searches rather than vague themes like "World of Systems"; I understand that there are a lot of opportunities for sepcific career fairs but learning the basics of truly independent living should be included in the ciricculum.

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Class Enrollment Sex Open-Ended ResponseSenior Full-time Female I am a senior who have applied to approximately 13 different jobs on campus and have never received one of them

because of some silly schedule problems when there is clearly time blocks in my day, denying or dropping me from interviews, or telling me I was not qualified for a job where it only required me to clean a manikin with bleach, refusing to answer my emails about why I didn't receive a job because I wanted to better myself. I have work study on my financial aid and it was impossible to get a job because I got rejected for some unknown reason and it is not that I am not polite; I am extremely mannerable. This institution could have done a better job in not being prejudice and not giving me a reason why they felt the way they did. How am I supposed to prepare myself for future careers if these are the situations I am facing from an on campus job? How am I to prepare fr the future when the place that is supposed to help me with that process continuously denies me any opportunity. How do I know that there is something wrong? Because outside of this campus, in summers, I am offered a job on the spot in interviews and likewise I have had to turn down a few opportunities because I am still in school. I don't present a I can do it better than anyone else attitude, but rather a humble one. I just hope this is a fixable issue and it does not affect anyone else. No one should have to call home frequently because they cant afford take out one time a month.

Senior Full-time Female I wish that I had more help with the medical school application and preparation process. I also didn't receive a lot of help from my advisor and I felt that I had to go to several different people to figure out information. At times, I just didn't feel that I received support from faculty to help me determine my future goals.

Senior Full-time Female This institution does not foster a diverse or inclusive environment. There is not proper diversity and inclusion conversations in all departments. Considering I haven't had these conversations until my SENIOR year of college is a huge problem. Administration needs to fundamentally be diverse and inclusive in order to create a diverse community of thought and experience.

Career services needs to offer help from each department for students who are knowledgable on each industry.

Consider who is receiving resources and advising to become successful not only as a student but in life after graduation. Not all students have the access to the resources that have been provided to me. This type of institutionalized racism needs to be evaluated first and foremost before asking me if my coursework made me more creative.

Senior Full-time Female Stop making us change our Sakai password. Change the printing money status. Better cold weather maintenance.

Senior Full-time Female More diverse production classes that better explored all aspects of production, rather than giving us single-class crash courses on everything. I would have really enjoyed taking an in-depth class on production design, lighting, production management, sound recording and editing, and other production aspects before being thrown into making our own films. It felt very much like we were being thrown into the ocean and being told, "Swim, you should already know how to swim, it was in the readings".

Senior Full-time Female It would have been more helpful to begin taking classes applicable to my major instead of having to focus on general education requirements as a freshman and sophomore.

Senior Full-time Female Make ithaca college more ethnic friendly

Senior Full-time Female Be cheaper.

Senior Full-time Female If we could take more classes for our major and not focus so much on half an education of elective classes. I enjoyed those classes, but there was a lot I was not allowed to take in the Park School because I had to take a lot of 100 level liberal arts classes. I would have preferred to be able to take what I want for my major because I felt like I missed out on a lot for classes that I had no reason to take.

Senior Full-time Female better writing preparation

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Class Enrollment Sex Open-Ended ResponseSenior Full-time Female If just specifically speaking about my major, it would have helped me more as a physical therapy student to have

had more PT incorporated courses in my underclassmen years (i.e freshmen to junior year). While I understand having the foundation courses within the natural sciences, I felt that the program had a steady slope leading up to junior year and then all of a sudden there was a huge spike uphill of requirements and work. Not that this was too difficult of a transition for myself, but it would have helped other students more. I had an advantage as an exercise science minor, which allowed me to be two steps ahead of the game in comparison to a lot of my colleagues. Regardless, I absolutely love the program, students, faculty, and school in general.

Senior Full-time Female Offer/advertise more technical skill workshops such as Excel workshops, public speaking workshops, etc.

Senior Full-time Female Personal finance class and more diversity

Senior Full-time Female More real life experiences. I've learned so much from the internship I've participated in because it taught me how to interact in the real word, and face real life problems and work. Doing mindless research papers, and memorization hasn't prepared me for what's truly out there. But interpersonal involvement is the key to success as I see it.

Senior Full-time Female Better counseling services, better organization in class registration - initially couldn't get into many classes I needed and wasn't allowed to override in, messing up my schedule of classes for my degree quite a bit

Senior Full-time Female I'm very lucky that my specific degree program has well-prepared me to enter the workforce, but not all of the programs at the college are as robust.

I do wish that my program could expand offering more specific classes based on student's areas of interest.

Senior Full-time Female The music school provides its students with excellent education, but there is not a whole lot of information about life after graduation. Since many musicians have unconventional career paths, it makes sense that they do not instruct us to follow a strict plan for employment. However, I think that the music school could do a lot more to provide its students, especially the performance majors with networking events, and other resources to help bridge the gap between academia and professional performing.

Senior Full-time Female This institution needs to work more on ensuring the comfortability of students of color that attend. The increase in acceptance and attendance do not mean anything if students are dropping out or transferring. The institution needs to be transparent in its efforts in making students of color feel safe on this campus. It is no secret that many students of color have had negative experiences on this campus and the school seems to be focusing on the increased level of attendance/acceptance rather than showcasing the retention rates of students of color. If I could, I would not attend this institution again. And, I will not recommend this institution to any student of color.. ever. Not until the voices of them are actually accounted for, not tokenized.

Senior Full-time Female I wish there were more performance opportunities within the vocal performance degree. We only perform one opera per year and the musicals are typically reserved for BFA majors. Other schools perform 3 operas a year.

Senior Full-time Female I think while it is improving, it could definitely make strides to make the environment more inclusive inside and outside the classroom.

Senior Full-time Female Better training for advisors

Senior Full-time Female Yes. I have found that the institution could have been more clear about the lack of accreditation for the Health Sciences - Nutrition Concentration major as myself and more than one other student within the major have been set back in our abilities to apply to graduate programs due to the lack of transparency.

In addition, I have had a great deal of trouble with the registrar's office and their level of competence with transcript information. I found the lack of knowledge of individual employees within the department alarming.

Senior Full-time Female Diversify the professors teaching upper level courses. There was only one or two teaching those courses in my experience, and I would have preferred to take courses from professors other than him.

Senior Full-time Female I think the OT program is really thought out and well organized. My only suggestion would be to have Fieldworks and other clinical experiences earlier on than senior year. I think even an observation sophomore year could be beneficial to keep people motivated.

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Class Enrollment Sex Open-Ended ResponseSenior Full-time Female I can't think of anything. I feel very prepared!

Senior Full-time Female Make it a requirement for my major to take an internship

Senior Full-time Female In terms of technical interviewing, I think the school could have provided more assistance. I feel unprepared going in for job interviews. Career services does a good job to help prepare for basic personality interviews but the assistance with specialized interviews is severely lacking.

Senior Full-time Female In my major in particular, there are several required courses that are virtually identical. The requirements need to be re-evaluated because many of us are essentially taking the same class multiple times.

Senior Full-time Female require course is managing money, taxes, mortage, insurance policy

Senior Full-time Female They could have had more cultural diversity and different view points

Senior Full-time Female The cost of going here is almost impossible for me to manage.

Senior Full-time Female It could have helped me explore other career options earlier on.

Senior Full-time Female Don't hype up the institution during tours if you're not going to follow up. I should have known a communications school would be good at PR though.

Senior Full-time Female Teach newer material/strategies/technology in a constantly evolving major that revolves around being innovative

Senior Full-time Female For TV, learning is very hands on and there are so many different things a person can get into. Incorporating more time in the studio, having an intro class that shows incoming students the difference between studio and field production, the importance of audio and lighting; incorporating classes that work together, i.e. a lighting and audio class working for a field production class would be beneficial for those trying to see where they want to go in media.

Senior Full-time Female Possibly a mentorship program with alumni.

Senior Full-time Female It would be helpful to have Concentrations within the IMC program. This would allow students to focus this interests and make the most effective use of their time.

Senior Full-time Female I think my department (Environmental Studies and Sciences) does a fairly poor job at preparing students for post-grad world in the classroom. The Studies degree was flimsy, don't feel like I learned much. Most courses seemed to teach the same basic concepts over and over again. They should strengthen us in the harder sciences, and, more importantly, give us better research skills. Make us take an excel course, for example! A research methods course is definitely necessary, I think.

Senior Full-time Female Providing more student spaces on campus to interact with peers not in a natural environment.

Senior Full-time Female Required an internship. I would have probably hated the thought, but it would have been great experience that everyone should have before going out into the workforce. I was fortunate enough to have parents with a family owned business. But without that who knows what I would have done. I also wish I would have done more, such as work elsewhere for a required amount of hours (meaning I would HAVE to do it).

Senior Full-time Female I wish I had more guidance with making the transition from exploratory to clinical exercise science. I was given a minimal explanation of the different health science programs and it would have been nice to have more information on what I was actually choosing and which programs are best for the types of careers you'd like to be prepared for. I think overall more organization with the transition would have been beneficial for this issue.

Senior Full-time Female I was penalized for not doing well in 2 classes in 1 semster, and was advised to leave the program on multiple occasions. The reasoning being that the department didnt believe that I could pass our board exams. Last year 100% of the IC OTs passed the boards, and so they dont want someone to mess up their stats. DONT make it all about the test and make that what our learning is about. One bad semester doesnt make someone unable to do something. I have since proven them wrong and have succeeded in all of my classes since, but this feeling that the school doesnt want me to succeed is not a good one. And this will affect my confidence in myself for the rest of my life, and whenever I dont do well in a situation outside of this institution I will think back to their thoughts, that I dont belong here and cant do it. This has caused me to seek counseling and just was not good for my overall health. And so I think not tearing students down and allowing them the chance to prove themselves and succeed is very important. Dont base things off of a percentage.

Senior Full-time Female Help assure job security after graduation for the amount of money spent attending this school after 4 years.

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Class Enrollment Sex Open-Ended ResponseSenior Full-time Female As a photo major, there are many things about producing my own work, selling/valuing my work, learning how to

build my own website, and just what possible jobs I could get, that I wish I would have learned about before my senior year at this institution. Maybe there could be a one credit class added to this degree covering those real word situations that by senior year are very helpful to know, or maybe more professors could be incorporating those details into other required classes for photo majors.

Senior Full-time Female I think the only issue I had was an academic advisor that did not give me a lot of guidance. I did not know how to prepare myself for after graduation, and now I am taking a year off to do that on my own before going to graduate school.

Senior Full-time Female LOWER TUITION. Stop building such fancy, show-y buildings, and focus more on students' education.

Senior Full-time Female Start major classes earlier than junior Year, smaller class size instead of increasing class size

Senior Full-time Female better organization of setting up field works for OT

Senior Full-time Female none

Senior Full-time Female I would have loved for the business Finance department to have made using Bloomberg software more of a priority. They should hold regular seminars after-hours for learning how to use Excel, Access, R, general coding, Bloomberg, Morningstar, Eikon, etc.

I also think it is a priority that the institution focus on in-classroom learning. The teachers oftentimes don't know how to teach the information that they understand. This leads to confusion and poor grades from students just based on the professor's lack of teaching know-how. The majority of students should learn the material from the teacher, and should not have to teach it to themselves. Students should be studying material, not teaching themselves topics for the first time. More help, inter-communication, and resources should be given to professors in order to improve the quality of learning inside the classroom.

Finals week is not a good way to end a semester and test student gains of knowledge. It pushes a student to the brink and overwhelms them. Learning is not at its best when all subjects culminate together. An overhaul of this system is necessary.

Senior Full-time Female I feel that my program is awesome and we're all still going to be learning together for the next two years so I'll get back to you on that

Senior Full-time Female I wish there were more opportunities to build my portfolio in my earlier years of college. I felt that I needed to join other organizations and do other activities to get items to put in my portfolio. Senior year I finally got to take classes I wanted to take and have generated material but it is almost too late because I have already been applying for jobs.

Senior Full-time Female More information earlier on about the process and competitive requirements for graduate school.

Senior Full-time Female The ICC is too limiting

Senior Full-time Female My major, Communication Management and Design, needs to be seriously reworked. As a senior, I feel that I could have graduated two years ago. A lot of material was repeated numerous times within our department courses and it was very frustrating. I feel that I learned more outside of the classroom than in the classroom.

Senior Full-time Female We could have had more classes teaching us actual programs that can be used with various populations.

Senior Full-time Female IC should provide more educational experiences that would increase cultural/diversity competence. I have sought out means to do so, being a part of an underrepresented group myself and having friends who are as well, but I think it is very easy to become comfortable in your ignorance on this campus.

Senior Full-time Female More opportunities to network and meet professionals and have a realistic professional experience to help me decide specifically what niche of my industry I should focus on getting more experience on throughout my college career.

Senior Full-time Female There is little information about Computer Science and technology jobs that are not IT. CS job interviews involve skill tests and code writing and these things were never covered in class. Career services also seems to not have much information to give about how to write a resume to get a technical job, either.

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Class Enrollment Sex Open-Ended ResponseSenior Full-time Female I think that there needs to be more of an emphasis on well rounded learning and knowing basic skills to be an adult

in the real world. I know a ton about music now but I still don't know how taxes work or what the stock market does.

Senior Full-time Female Yes, they could have offered courses that would help with future aspirations. I would rather have learned how to file taxes than learn about statistical reasoning. They could also make the ICC requirements more transparent to students. It's awfully confusing and limiting. They could also work on the cost of tuition, although IC provides students with experience, it also leaves them in debt.

Senior Full-time Female Allowed speech-language pathology students to participate in the cadaver lab to better understand the human anatomy and physiology of the speech mechanism.

Senior Full-time Female As a physical therapy major, I think it would be beneficial to take courses more specifically related to the field earlier in the program.

Senior Full-time Female Although the eportfolio causes you to take a variety of classes, it was very stressful and made me suffer in courses that i cared about for my degree. Taking that time away was detrimental. I also can't remember the classes well enough to pretend i was enthusiastic about the material now as a senior. A couple courses i was forced to take becausr there weren't enough options. Being a trasnfer was very hard as well due to there not being many reasources that eased the transition. Hopefully a school as progressive as mine will address these issues with time.

Senior Full-time Female Ithaca has done nothing to help me prepare for my future. It has also done less than nothing to help me manage my mental health - before I came here, I had not experienced anxiety or depression and now I struggle with both.

Senior Full-time Female I think the BS in Cinema & Photo should be changed to a BA.

Senior Full-time Female Better physics department

Senior Full-time Female As a transfer student, I would have liked to have been able to take more classes in my field of study throughout my two years rather than in my last semester due to the change in the class requirements for my degree.

Senior Full-time Female My biggest concern for the music education major here at Ithaca College (and many other colleges) are our courses in music technology and contemporary music education. Only about 20% of school-aged children go through traditional ensembles of band, choir, and orchestra. We have to prepare our future teachers to be able to teach to current and future generations of students who are exposed to technology and popular music everyday. We have a music technology course, but it is outdated. We have a contemporary ensembles course, but it is only once a week for a semester, and does not focus on pedagogy. I hope to see reassessment and development of these courses in the future.

Generally, my education courses have been comprehensive and quite helpful to the growth of my skills in teaching and learning. I wish there was more discussion and learning in the logistical side of teaching, such as grant-writing and working with administration. Perhaps some of these things cannot be taught as much as they need to be experienced, but I think that we can add some of these aspects into our curriculum.

Senior Full-time Female There is a lot of theoretical things and not too much practical things. The college does not mirror the diversity of workforce. People are ignorant on diversity!

Senior Full-time Female I would have enjoyed not having to spend the majority of my time and energy attempting to convince male professors that group work was primarily done by myself. I felt discriminated against over and over because I am a woman and even more so because I am Hispanic. The professors, particularly in the Park School, lack diversity of thought, creativity and empathy. I felt that my professors in the CSCRE department and the Anthropology department were the ones that made my college career an actual higher education experience. It would have been great to take more courses from them. It would be even better if Ithaca College gave them proper funding. It is these departments, amongst a few others, that make this institution a liberal arts college. I feel this has been forgotten over the years as it is now a glorified training program for mainstream communications and for-profit business.

Senior Full-time Female offered courses on applying for jobs, writing cover letters etc.

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Class Enrollment Sex Open-Ended ResponseSenior Full-time Female Within the Department of Occupational Therapy is a curriculum designed for undergraduate students that I feel

could be modified in a different context. I feel as though course work should reflect the profession for clearly during the first 2 years of being an OT student. Some students find out during their Junior year that this is not the profession that they anticipated. By making a change in curriculum design, I feel as though these doubts may be eliminated, thus creating a much more productive and time efficient college career.

Senior Full-time Female I think for the major I am in, it is often difficult to get applicable experience in the classroom. We learn a lot of terms, models, theories, etc. for communication, but often the interaction with group project partners or presentations to the class is the full extent of practicing such terms, models, and theories. I have had to seek outside opportunities (student organization leadership, internships, jobs) to support my classroom learning. Perhaps more simulations, outside opportunities, co-op programs, etc. could be beneficial. It would also have been useful, as a graphic design student in the Park school, to have had more connection with the graphic design program offered in the Art school. There is much too much disconnect between the programs and courses offered when so much overlap and missed information simultaneously exist.

Senior Full-time Female Create a class or workshops designed for helping future teachers sign up for/study for teacher certification exams. Require business courses for music majors- we are our own entrepreneurs. Expand the counseling and psychological services center and the health center. Students associate those places with being too busy for them so they don't go get the help they need.

Senior Full-time Female More real world projects and simulations. There is only so much a textbook can teach you.

Senior Full-time Female I wish our advisors had more training because they never helped me much. I also wish tutoring had more offers for classes.

Senior Full-time Female I would appreciate more opportunities to work with people from other backgrounds (more diversity) and I think it would be beneficial to talk about real-world problems and possible solutions more often in classes

Senior Full-time Female Ithaca College is the best institution in the entire world. I wouldn't change my experience for anything. My time both in and outside of the classroom has challenged me, allowed me to grow and helped me to find myself. I would do it all over again in a heart beat.

Senior Full-time Female No

Senior Full-time Female More career assistance and class-planning earlier in my academic career. I wish I'd had the knowledge I do now about requirements for internships, etc.

Not changed the graduation requirements for my degree multiple (more than twice) times while I was enrolled in my major -- this resulted in a very fragmented idea of what I had to do to graduate, and left me in a very different program than younger students.

Senior Full-time Female More information about the program itself before freshman year

Senior Full-time Female I wish we did not have a 6 credit internship requirement. Students who are motivated will find these experiences on their own. I felt it was unfair towards students who cannot afford to do these internship credits during the summer, and are then forced to intern (i.e. work for free) during the school year. I had a part time job, was a full time student taking pre-requisites for graduate school, was applying to graduate school, participating in extracurriculars, and had to intern for free on top of it. My local internship also had NOTHING to do with my major or career pursuits; I simply had to take what was available in Ithaca because it was what I could afford to do. My forced internship experience caused me to compromise my education and my grades reflected this as I normally get A's but rather I got a B- and a C this semester. My GPA dropped from a 3.6 to a 3.4, and I was rejected from every single one of the 10 graduate schools that I applied to. I truly believe I would be in a better place as a 2016 graduate had I NOT had this horrible experience.

Senior Full-time Female To have offered more workshops.

Senior Full-time Female I think the administration seems very impersonal most of the time. I've met our president multiple times every year and he doesn't know who I am. Staff and faculty has been wonderful, but it feels like as soon as you set foot inside PRW, you're only looked at as the amount of money you contribute to the school.

Senior Full-time Female Require classes to have more hands on learning instead of strictly book learning. Less reading and more physical doing.

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Class Enrollment Sex Open-Ended ResponseSenior Full-time Female More technical education for sure is needed. I received VERY LITTLE IF ANY in-depth instruction on how to use

technologies that are NECESSARY TO KNOW in my field. I was not taught in depth use of editing software for video or sound. I was not taught any advanced techniques for filmmaking, or in the creation of television. I was not taught how master control works, or how to use any control room technologies in-depth. I don't know how I was expected to just "know" this if it was never taught. I feel pretty unprepared for getting a job after graduation. College was easy for me, for the most part because it wasn't very challenging. I enjoyed working creatively in some classes (especially experimental media with Megan Roberts. Sadly, she is now retired. As well as all of my screenwriting classes with Julie Blumberg, who was a challenging and engaging professor.) I very much enjoyed my time at Ithaca College, but I honestly have several problems with the way this institution works, particularly my program of study (television-radio):1. I was not taught fundamental things necessary to know in the entertainment business, especially the more technological aspects. There were very few courses/mini-courses/seminars IF ANY on these topics.2. The ICC course that I was foolishly required to take was a waste of time and energy, and distracted me frommore important classes. As a transfer student with an associate's degree, I was not required to take any ICC classes aside from the capstone. HOWEVER, the capstone focused heavily on the ICC courses I did not take. It was a waste of time and I learned nothing from it. I will not be using the ridiculous portfolio in the future. The instructor was very cool and helpful, but that was the only positive about that waste of time of a class. 3. This institution seems like a gilded-age kind of place. The exterior is very glossy and nice but then a lot of the education I received did not live up to my expectations. I feel incredibly lacking in much of my knowledge (particularly, as I mentioned before, in technology.) 4. I did not feel challenged in most of my classes.5. The administration ignores the wishes of the students who pay thousands and thousands of dollars a year to attend.

All in all, I enjoyed my time at Ithaca College, and I'm glad I transferred here. It was an easy and fun environment to fit into, especially compared to my previous two institutions. I had a great experience with extracurriculars, and many of my professors were dedicated and caring people who genuinely work hard to make their classes creative and successful learning environments for their students. However, I feel wholly unprepared. While I wouldn't change where I went (because of the great experiences I have had at IC) part of me wishes I had chosen a school to transfer to in a bigger city where they have the technologies to better prepare their students in media-related industries. I've been waffling about going to get a higher degree so I can actually be prepared when I enter the workforce.

Senior Full-time Female There should have been a stronger emphasis on course planning for first year and sophomore students. I didn't plan very well and am now not able to graduate this spring. My advisor helped to an extent, but even the advising center advised courses that were not necessary for my major and ultimately cost me my GPA.

Senior Full-time Female Offering CPA courses.

Senior Full-time Female First of all, I don't know how to do taxes. I also would have liked there to be more room for specialization within my major. I would have loved to take more classes specifically about lighting, directing, acting for the camera, etc. Furthermore, it was very hard for me to get into the electives that I wanted to. Finally, If I ever become too rich for my own good I am going to pay the college to switch the fluorescent lights out for something less aggressive on our eyes and brains. Fluorescent lights give everyone headaches and make people grumpy. They also induce seizures.

Senior Full-time Female My major, Communications Management and Design, encompasses a lot of the same classes (ex. Strategic communication and Communication in Organizations). I wish my major touched more on marketing and advertising and the 100 or 200 level classes weren't so similar.

Senior Full-time Female More on campus/community job shadowing opportunities and informational interviews and just more career resources. Also more mental health services. This college needs to put more money into this because too many people need services and they cannot all be seen.

Senior Full-time Female I'd say probably require some type of financial literacy course because there's some people who are unclear of basic concepts. I'm no expert but it would've been good to have that as a requirement to make sure students are prepared to graduate.

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Class Enrollment Sex Open-Ended ResponseSenior Full-time Male I think the classes I took should have had components which forced students to speak in front of the class. Too

many of my senior friends still struggle badly when speaking in front of a large group. It's a problem that many people, including myself, have, and I think the sooner we work to overcome it the better.

Senior Full-time Male I thought this institution was great and lived up to every expectation I had about it.

Senior Full-time Male Actually given me the time necessary to be a social entity and learn how to organize at the grassroots level and collaborate with other impassioned people toward a common goal. Provided venues for such community action and discussion panels to take place and emphasized an intersectional (in terms of race, ethnicity, gender identity, sexual orientation, class, ability, etc) approach to problem-solving and developing alternatives to the abysmal status quo. Pushed for the entire student body and not only the neglected H&S students to engage with the emerging sociopolitical crises with which we as young people are faced. Of course, IC cares little about challenging the status quo and is more than content to watch students suffer in an abysmal post-grad job market so long as business as usual continues for the college and they make their bottom financial line. Administration is great at providing lip service to the issues students care about, but has little interest in creating a community where students are able to actually have time away from coursework to organize and develop alternative solutions and models to some of our most pressing social ills.

Senior Full-time Male SO MANY THINGS. IC has some serious continuity and management issues that need to be addressed ASAP.

Senior Full-time Male I've taken numerous of courses in different schools at Ithaca College, and the Physics Department here is fantastic. The professors are so supportive and want to see their students succeed. The research conducted by the professors here is so interesting, and the fact that I was able to conduct research as a freshman was one of the reasons why I decided to stay a physics major. Not only were they supportive of me academically, they supported me in all areas. When the issue of diversity was raised at Ithaca they were able to have a healthy dialogue with me, that made me feel extremely comfortable with my surroundings in the department. The fact that some faculty in this department do not have tenure is horrible. I can not think of anyone on the faculty who does not deserve it.

Senior Full-time Male Probably funding programs that actually lead to jobs would be a good start. The departments with the lowest amounts of funding also happen to have the high levels of employment and salaries. Why are we spending money on cameras to shoot TV shows that no one watches when we could be investing in research labs in Physics?

Senior Full-time Male I think my scholarship program helped me shape the people that I met and the things I was involved in. I think any lack in my abilities graduating is more a reflection of my department than the college but Ithaca College can do better in terms of collaboration with alumni to guide graduates where they need think they need to go.

Senior Full-time Male Require more legal relevant courses in the legal studies major field. separate the concentration for those who want to go to law schools and those who want to do criminal justice and not become an attorney.

Senior Full-time Male IC needed to remove Rochon much earlier. He does not deserve another year. He is out of touch with the student body. The board of Trustees is just as bad, if not worse. They run the school like a business and not like a place of higher education. The mental health support is not addressed adequately. Programs and job cuts have hurt the overall quality of life at IC. Rochon's salary is bullshit. The 20/20 and ICC plans are nothing but detrimental to the campus community. There are professors who are incredibly unqualified for their positions, and there are those who are excellent but do not get the recognition they deserve.The college needs to care for their students. Ithaca has taken a turn for the worse since arriving 4years ago. Things need to change. Rochon and Grape must be removed. I will not be recommending Ithaca College to any perspective students until the right changes are made.

Senior Full-time Male well only if I wasn't leaving with so much debt

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Ithaca College

Class Enrollment Sex Open-Ended ResponseSenior Full-time Male The Theater department staff members are unique in the fact that their real world jobs (and therefore their job at

Ithaca College) requires they work more hours than they are paid for. Also they are highly underpaid for the amount of work and direct student supervision that is required by the department to ensure that everyone is safe. The fact that I have yet to have a group of professors and staff members that have been consistently there from year to year, never mind through all four, is very disconcerting to me especially when quite often they leave because the school refuses to give them additional benefits or pay them adequately for their jobs and student mentorship that truly makes them beneficial to the program overall.

Senior Full-time Male Offered better resources in Career services. I would go in and they would routinely just tell me that my resumes and cover letters were fine but then I would seek help from staff members and they would give me the more honest truth.

Senior Full-time Male Flexibility with majors/minorsRealistic course objectives that align with current workforce standardsCommunication between/in departmentsCommunication between students and administration

Senior Full-time Male No

Senior Full-time Male I could have switched majors from IMC to finance

Senior Full-time Male Not having to spend every, single waking moment worried about the massive amount of debt that I'll need to deal with when I graduate, that my only source of income will most likely be selling drugs or criminal acts. In addition, spending every second asking me for MORE MONEY from my senior class. Jesus Christ, stop asking me for money.

Senior Full-time Male Required a personal finance class that covers filing taxes, understanding mortgages, loans, credit score, etc. that will serve everybody in the real world no matter what major you choose in college. Kind of like a basic life skills class for life after college with emphasis on personal finances.

Senior Full-time Male Offered more classes geared specifically toward obtaining a career and executing a career plan in my field

Senior Full-time Male Since I'm commissioning into the Army, nothing I've learned from my coursework has any help in my field. At least nothing in my major coursework.

Senior Full-time Male yeah.

Senior Full-time Male make the student services (housing, dining, class regustration, etc...) actually help the students instead of keeping the profit as a main priority in decision making processes

Senior Full-time Male Required a financial education course prior to taking on loans and enrolling in this institution.

Senior Full-time Male Include business and finance courses into my general education requirements

Senior Full-time Male Outdoor Adventure Leadership students should be given more chances to guide students, under professor supervision, so they may develop better leadership skills in the field. The department doesn't have the resources necessary and this change would dramatically affect the ability to prepare OAL students for jobs post-graduation.

Senior Full-time Male Not much, career and further education rest on the student actively pursuing things

Senior Full-time Male Not sure

Senior Full-time Male Of all my four years at Ithaca College, many experiences have helped shaped my knowledge on the bigger picture. In both classes and extra-curricular activities, building insight through many points of view are generally better than having a major that focuses on one key topic. For many colleges across the US, I wish that the school system would get rid of majors and minors only to have students learn the big picture of how college generates learning experiences. When I took a class called Connecting the Disciplines, it was then I knew that the school system needs to change. Also if a student were to switch majors, then all credits should count towards graduation.

Senior Full-time Male Built in more business-related material to prepare me for the field.

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Ithaca College

Class Enrollment Sex Open-Ended ResponseSenior Full-time Male The Ithaca College School of Music did a great job of changing how they led me through my degree as I

progressed. What I mean by this is that I believe my professors intentionally altered the extent to which they were "holding me by the hand" as I got older. Freshman and Sophomore year, I was given a great deal of support, positive feedback, and encouragement while taking on rigorous introductory courses. As a Junior and Senior, the training wheels came off as I transitioned to applying my knowledge as a music teacher. I THINK that IC could have taken the training wheels off earlier. Perhaps learning things for myself earlier on could have been more valuable.

Senior Full-time Male Nope

Senior Full-time Male Professions program could have been more individualized rather than large groups, so each person felt more invested.

Senior Full-time Male For myself, I'm not sure there's anything the college could have done. But, as most on this campus know, the school is overwhelmingly liberal politically. Over my four years here, I began to notice a rather frightening trend that in all of my classes, students and professors began thinking the same way. Even if one person in the class had an "opposing" view, it really wasn't even close to what these students are going to face in the real world. When everyone thinks the same, somebody is not thinking.

Senior Full-time Male I wish I had a mandatory class my freshman year that taught me some real life skills. Things like how to pay taxes or how to rent an apartment, how to manage a budget. There are some real life skills that I feel like I lack and would have been useful to learn before entering the "real world"

Senior Full-time Male This college has been one of my top choices to attend when I was searching for colleges to apply to. This institution was great from the start, and has been. However, there have been some bumps in the road (Fall 2015 race issues), I believe that this college can bounce back and regain its glory on being a very diverse institution. With that in mind, Ithaca will always be my second home!

Senior Full-time Male I think my department (Physics) is much more concerned with students following the path they choose rather than students taking initiative to investigate topics which they are interested in. I think they could use some more flexibility in allowing students to follow their own interests.

I also think some of the different schools are too heavily divided. As someone who is very active in the music community outside of school and in the town of Ithaca, it would be great to have more opportunities to take classes in either Park or Whalen.

Senior Full-time Male My particular field of study, being in music, emphasized that I spend a very large amount of time doing musical activities (i.e. practicing), preparing for music classes (piano/music theory work), and attending concerts. I never reached the school's expectation of practicing for 3 hours a day, as this was both ludicrous and unreachable for someone who needed to do homework. I spent a lot of time and effort struggling to reach outside of the music school to help develop my leadership skills and volunteer in the local community. It wasn't until I gave up a lot of the music school's values that I was able to volunteer as a tutor, be the vice president of an on-campus club, and be able to concentrate on my health and well-being.

Senior Full-time Male Emphasize and support liberal arts programs more.

Senior Full-time Male IC could have not slowly but surely stripped me of my financial aid over the past four years so I wouldn't have to graduate up to me ears in debt when I was promised as a freshman that that wouldn't happen...

Senior Full-time Male Undergrad Liberal Arts classes at this school are a joke. This semester, I have had teachers take quiz questions of sparknotes instead of creating their own, a teacher who has cancelled five classes and replaced discussions with movie days, and teachers who change the syllabus as they feel like it.

The music classes are not much better when the faculty be,I eve the only valid music is western classical music. Given the chance to go back, I would have gone somewhere where the faculty give a fuck about the students.

Senior Full-time Male Nothing. Catherine Weidner has made this an amazing 4 years and the way she runs dillingham, she has created an amazing learning environment. I feel confident leaving school with the training I have received here.

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Ithaca College

Class Enrollment Sex Open-Ended ResponseSenior Full-time Male I believe that some sort of structured seminar am centered around emotional education should be taught. I also

think that students should be provided direct people to work with for time management and perhaps have training for advisers to be more effective. I didn'the feel like I had the best guidance throughout college career wise.

Senior Full-time Male Gotten rid of 2 or 3 professors who are truly old and utterly useless! They are terrible teachers and the poorest communicators. There is a clear and definite consensus among students that these professors must be removed so that we can learn the material that is being taught in those courses.

Senior Full-time Male Have an administration that actually cares about the well-being of the students, provide a safe environment for all students to live, and supports a diverse environment through academic and social commitments.

Senior Full-time Male N/a

Senior Full-time Male I come from the Marines, and the best lessons I learned there were based on actual experience. I understand that you have to teach before you can perform but I think that in my department (exercise science) there is too much focus on teaching and not practical experience. We need more time working with equipment or with teams than currently offered. I do believe the new majors/concentrations for the incoming classes will be beneficial.

Senior Full-time Male Instead of solely focusing on a job as a writer which should be the desired job for everyone in my concentration, have even a little focus on how to get to that job and what jobs come before it. Also, for a general TVR program, have literally any course teaching people how to l be a gaffer. Right now it is all self learned which is 1) dangerous 2) risky, and 3) if we pride ourselves on our student films then a major factor of that is how they look and lighting is a big part of that. I have seen too many people hot stab very strong lights and use high powered lights incorrectly and I think that it is very irresponsible on behalf of the institution to not have at least one course on proper Saftey and usage of lights before even getting in to the artistic use of the lights. Also, have more collaborative classes where the writers and the production majors can join up for a project and the writers will write the script for the student films instead of production majors writing the scripts which are sometimes quite painful.

Senior Full-time Male Teachers or administrators could have been more involved in promoting the work of their students in order to get more attention from potential employers in the professional world. Also, there should be a career services department for each school instead of just one for the entire college.

Senior Full-time Male Kept the Sports Studies major because of the opportunity it gives students who want more out of sports majors that media and management don't offer

Senior Not full-time Male In retrospect, I wish that they had pushed me to further question 'why' I was doing what I was doing, certain classes, majors, etc. I think most students are unsure of what they want to accomplish at 18, and they should not be pressured to make a decision like this. I would have liked more information on major retention and things like that.

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Subject to final revisions and formatting. Copyright © 2015 Trustees of Indiana University 09-14-15 [v2]

Topical Module: First-Year Experiences and Senior Transitions

This module includes a set of items only for first-year students and a set only for seniors, with questions adapted from the Beginning College Survey of Student Engagement and the Strategic National Arts Alumni Project, respectively. The first-year items focus on academic perseverance, help-seeking behaviors, and institutional commitment, while the senior items explore post-graduation plans, links between the academic major and future plans, and confidence in skill development.

FIRST-YEAR EXPERIENCES 1. During the current school year, about how often have you done the following? Very often Often Sometimes Never

a. Studied when there were other interesting things to do O O O O b. Found additional information for course assignments when you didn't

understand the material O O O O c. Participated in course discussions, even when you didn’t feel like it O O O O d. Asked instructors for help when you struggled with course assignments O O O O e. Finished something you had started when you encountered challenges O O O O f. Stayed positive, even when you did poorly on a test or assignment O O O O

2. During the current school year, how difficult have the following been for you? Not at all difficult Very difficult 1 2 3 4 5 6

a. Learning course material O O O O O O b. Managing your time O O O O O O c. Getting help with school work O O O O O O d. Interacting with faculty O O O O O O

3. During the current school year, about how often have you sought help with coursework from the following sources? Very often Often Sometimes Never

a. Faculty members O O O O b. Academic advisors O O O O c. Learning support services (tutoring, writing center, success coaching, etc.) O O O O d. Friends or other students O O O O e. Family members O O O O f. Other persons or offices O O O O

4a. During the current school year, have you seriously considered leaving this institution? o Yes o No

[Only if “Yes”] 4b. Why did you consider leaving? (Select all that apply.) Academics are too difficult Academics are too easy Other academic issues (major not offered, course availability, advising, credit transfer, etc.) Financial concerns (costs or financial aid) To change your career options (transfer to another school or program, military service, etc.) Difficulty managing demands of school and work Too much emphasis on partying Not enough opportunities to socialize and have fun Relations with faculty and staff Relations with other students Campus climate, location, or culture Unsafe or hostile environment Personal reasons (family issues, physical or mental health, homesickness, stress, etc.) Another reason, please specify:_________________

5. How important is it to you that you graduate from this institution? Not important Very important 1 2 3 4 5 6

O O O O O O

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SENIOR TRANSITIONS 1. Do you expect to graduate this spring or summer?

o Yes o No

1a. After graduation, what best describes your immediate plans? o Full-time employment o Part-time employment o Graduate or professional school o Military service o Service or volunteer activity (AmeriCorps, Peace Corps, Teach for America, etc.) o Internship (paid or unpaid) o Travel or gap year o No plans at this time o Other, please specify: ____________________________

[Only if “Full-time employment” or “Part-time employment” are selected:] 1b. Do you already have a job for after graduation?

o No o Yes, I will start a new job o Yes, I will continue in my current job

2. To what extent have courses in your major(s) prepared you for your post-graduation plans? o Very much o Quite a bit o Some o Very little

3. Do you intend to work eventually in a field related to your major(s)? o Yes o No o Unsure

4. Do you plan to be self-employed, an independent contractor, or a freelance worker someday? o Yes o No o Unsure

5. Do you plan to start your own business (nonprofit or for-profit) someday? o Yes o No o Unsure

6. How much confidence do you have in your ability to complete tasks requiring the following skills and abilities? Very much Quite a bit Some Very little

a. Critical thinking and analysis of arguments and information O O O O b. Creative thinking and problem solving O O O O c. Research skills O O O O d. Clear writing O O O O e. Persuasive speaking O O O O f. Technological skills O O O O g. Financial and business management skills O O O O h. Entrepreneurial skills O O O O i. Leadership skills O O O O j. Networking and relationship building O O O O

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7. To what extent has your coursework in your major(s) emphasized the following? Very much Quite a bit Some Very little

a. Generating new ideas or brainstorming O O O O b. Taking risks in your coursework without fear of penalty O O O O c. Evaluating multiple approaches to a problem O O O O d. Inventing new methods to arrive at unconventional solutions O O O O

8. Is there anything your institution could have done better to prepare you for your career or further education? Please describe. (5,000 character limit)

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national survey of student engagement (nsse) 2016 excerpts ... · katie noel, senior office...

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