The following NSSE items were used to explore student perception based upon a variety of student characteristics to inform the President's Commission on Cultural Diversity and Inclusion.

The following student characteristics were considered:

• Male/Female
• Traditional Age / Non-Traditional Age
• Transfer or Non-Transfer
• Ethnicity or Race
• Parent's Education

Click on one of the following items to learn more about students' perceptions by characteristic:

• The percentage of students that frequently (often or very often) included diverse perspectives (different races, religions, genders, political beliefs, etc.) in class discussions or writing assignments (Item 1e)
  
• The percentage of students that frequently (often or very often) had serious conversations with students of a different race or ethnicity than your own. (Item 1u)
• The percentage of students that frequently (often or very often) had serious conversations with students who are very different from you in terms of their religious beliefs, political opinions, or personal values. (Item 1v)
• The percentage of students that frequently (often or very often) tried to better understand someone else's views by imagining how an issue looks from his or her perspective. (Item 6e)
• The percentage of students that have done a study abroad. (Item 7f)
• The percentage of students that perceived that relationships with other students are friendly, supportive, create a sense of belonging. (Item 8a)
• The percentage of students that perceived that relationships with faculty members are available, helpful, sympathetic. (Item 8b)
• The percentage of students that perceived that relationships with administrative personnel and offices are helpful, considerate, flexible. (Item 8c)
• The percentage of students that worked for pay on campus. (Item 9b)
• The percentage of students that worked for pay off campus. (Item 9c)
• The percentage of students that provided care for dependents living with them(parents, children, spouse, etc.). (Item 9f)
• The percentage of students perceiving that their institution extensively (quite a bit or very much) emphasized encouraging contact among students from different economic, social, and racial or ethnic backgrounds. (Items 10c)
• The percentage of students perceiving that their institution extensively (quite a bit or very much) emphasized attending campus events and activities (special speakers, cultural performances, athletic events, etc.). (Item 10f)
• The percentage of students perceiving that their experience at this institution extensively (quite a bit or very much) contributed to their knowledge, skills, and personal development in working effectively with others. (Item 11h)
• The percentage of students perceiving that their experience at this institution extensively (quite a bit or very much) contributed to their knowledge, skills, and personal development in understanding people of other racial and ethnic backgrounds. (Item 11l)
• The percentage of students perceiving that their experience at this institution extensively (quite a bit or very much) contributed to their knowledge, skills, and personal development in contributing to the welfare of their community. (Item 11o)