2013 Noel-Levitz Student Satisfaction Inventory: The 12 Satisfaction Scales

Transcription

1 2013 Noel-Levitz : The 12 Satisfaction Scales Office of Institutional Research June 2013 OIR 13 11

2 Table of Contents Overview 1 Table 1: Demographics of Population and Sample 2 Table 2: Mean Satisfaction Ratings 3 Table 3: Strengths and Challenges 4 Table 4: Survey Comments from Respondents 5 Appendix: NLSSI Report, Pages 15-29, Scale Items and Ratings 6

3 John Jay College of Criminal Justice Office of Institutional Research Overview The 2013 Noel-Levitz (NLSSI) was administered by John Jay College s Office of Institutional Research. Students were asked to assess their satisfaction with various aspects of the college. Items were organized into 12 scales: academic advising, campus climate, campus life, campus support services, concern for the individual, instructional effectiveness, recruitment and financial aid, registration effectiveness, responsiveness to diverse populations, safety and security, service excellence, and student centeredness. The administration of the NLSSI was initiated by CUNY. John Jay was asked to obtain a representation sample of approximately 375 undergraduate students. Additionally, CUNY stated they would report a response rate based on the total number of students enrolled in the course, regardless of the number in attendance when the survey was administered. A total of 17 course sections were selected for the survey administration. Of the 576 students enrolled in those courses, 407 elected to complete the survey a 71% response rate according to the CUNY definition. In fact, however, only 463 students were in attendance and were the only ones invited to participate in the survey, making the true response rate 88%. Table 1 contains demographical information for the population and sample. The sample was representative of the population in terms of gender, ethnicity, and class standing. Table 2 presents mean satisfaction ratings on the 12 scales for national 4-year public institutions (the NLSSI comparison group), the senior CUNY colleges (the PMP comparison group), and John Jay College. John Jay s means were higher than the senior CUNY colleges on all scales. John Jay s means were lower than national 4-year public institutions on all scales. Table 3 lists John Jay s strengths and challenges, as provided in the NLSSI Report. Table 4 presents unsolicited comments made by survey respondents. The appendix includes Pages of the NLSSI Report, which is focused on each scale s items and ratings Noel-Levitz SSI: 12 Satisfaction Scales Page 1 June 2013 OIR 13-11

4 John Jay College of Criminal Justice Office of Institutional Research Table 1: Demographics of Population and Sample College Population 1 Sampled Courses 2 Actual Respondents 3 (N = 12,086) (N = 576) (N = 407) Gender Female 56.1% 53.1% 56.1% Male 43.9% 46.9% 43.9% Ethnicity/Race White 25.1% 26.7% 22.4% Black 22.0% 20.7% 15.5% Hispanic 40.2% 41.8% 41.2% Asian or Pacific Islander 12.4% 10.2% 7.2% American Indian or Native Alaskan 0.4% 0.5% 0.5% Other/Prefer not to respond % Class Standing Freshman 20.0% 24.8% 20.7% Sophomore 20.6% 23.4% 21.7% Junior 31.8% 28.1% 29.6% Senior 27.6% 23.6% 26.8% Other/Graduate Student % 1 The college population consists of all bachelor's degree-seeking students enrolled at John Jay in Spring A subset of 17 course sections offered during the Spring 2013 semester were selected for participation in the survey. 3 Actual respondents are those individuals who completed the survey Noel-Levitz SSI: 12 Satisfaction Scales Page 2 June 2013 OIR 13-11

5 John Jay College of Criminal Justice Office of Institutional Research Table 2: Mean Satisfaction Ratings NLSSI Scale National 4-Year 1 Senior CUNY 2 John Jay 3 Campus Support Services Responsiveness to Diverse Populations Instructional Effectiveness Academic Advising Campus Climate Student Centeredness Registration Effectiveness Campus Life Service Excellence * Recruitment and Financial Aid Concern for the Individual Safety and Security National 4-year public institutions were the comparison group used in the 2013 NLSSI Report. 2 Scale averages for the Senior CUNY colleges were taken directly from the PMP Report. 3 The means for John Jay were taken directly from the 2013 NLSSI Report. * This scale contains 8 items. John Jay's mean will differ from the PMP Report (which computed the scale using 7 items) Noel-Levitz SSI: 12 Satisfaction Scales Page 3 June 2013 OIR 13-11

6 John Jay College of Criminal Justice Office of Institutional Research Table 3: Strengths and Challenges Item Number and Description Applicable Scale(s) Strengths * 07. The campus is safe and secure for all students. Campus Climate, Safety and Security 26. Computer labs are adequate and accessible. Campus Support Services 08. The content of the courses within my major is valuable. Instructional 69. There is a good variety of courses provided on this campus. Instructional 55. Major requirements are clear and reasonable. Academic Advising Challenges * 34. I am able to register for classes I need with few conflicts. Registration Effectiveness 33. My academic advisor is knowledgeable about requirements in my major. Academic Advising 16. The instruction in my major field is excellent. Instructional Effectiveness 27. The personnel involved in registration are helpful. Registration Effectiveness, Service Excellence 49. There are adequate services to help me decide upon a career. Campus Support Services * The strengths and challenges listed in this table were taken directly from the 2013 NLSSI Report Noel-Levitz SSI: 12 Satisfaction Scales Page 4 June 2013 OIR 13-11

7 John Jay College of Criminal Justice Office of Institutional Research Table 4: Survey Comments from Respondents Comments Are there any other alternatives for Criminal Justice majors? We need a cybersecurity major! Need more evening courses. Need Latino Lit classes! Not LLS [but rather] LIT. Ask current students before making changes (i.e. graduation). Don t move summer classes to different sessions after registration begins. Library needs to be open LATER! Some type of food plan [is needed]. [There are] no residence halls. [I] have never met [my academic advisor]. Some academic and admissions advisors don t help; [they are] just confusing the students. [I] didn t read [the student handbook]. I am not a graduate [student and never had graduate teaching assistants as instructors]. [I] am not even involved in clubs as of this year. Do you see my last name [in terms of adequate financial aid]? [There should be] payment plans other then Sallie Mae, which [are] expensive payments. Make costs, including fees, more available prior to registering for the class. Visa should be accepted. Survey is too long. Survey is too long [and the] format is awkward. This survey was too long; makes it boring and you just want to hurry to finish it Noel-Levitz SSI: 12 Satisfaction Scales Page 5 June 2013 OIR 13-11

8 John Jay College of Criminal Justice Office of Institutional Research Appendix 2013 Noel-Levitz SSI: 12 Satisfaction Scales Page 6 June 2013 OIR 13-11

9 Scales: In Order With Items That Make Up the Scale - Academic Advising ACADEMIC ADVISING / / *** 6. My academic advisor is approachable / / *** 14. My academic advisor is concerned about my success as an individual. 19. My academic advisor helps me set goals to work toward. 33. My academic advisor is knowledgeable about requirements in my major / / *** / / *** / / *** 55. Major requirements are clear and reasonable / / * statistically significant at the.05 level ** statistically significant at the.01 level *** statistically significant at the.001 level Copyright 2013, Noel-Levitz, Inc. 15

10 Scales: In Order With Items That Make Up the Scale - Campus Climate CAMPUS CLIMATE / / * 1. Most students feel a sense of belonging here / / *** 2. The campus staff are caring and helpful / / Faculty care about me as an individual / / *** 7. The campus is safe and secure for all students / / *** 10. Administrators are approachable to students / / It is an enjoyable experience to be a student on this campus / / *** 37. I feel a sense of pride about my campus / / * 41. There is a commitment to academic excellence on this campus. 45. Students are made to feel welcome on this campus. 51. This institution has a good reputation within the community. 57. I seldom get the "run-around" when seeking information on this campus. 59. This institution shows concern for students as individuals / / / / ** / / / / / / I generally know what's happening on campus / / *** * statistically significant at the.05 level ** statistically significant at the.01 level *** statistically significant at the.001 level Copyright 2013, Noel-Levitz, Inc. 16

11 Scales: In Order With Items That Make Up the Scale - Campus Climate 62. There is a strong commitment to racial harmony on this campus / / Tuition paid is a worthwhile investment / / Freedom of expression is protected on campus / / Channels for expressing student complaints are readily available / / * statistically significant at the.05 level ** statistically significant at the.01 level *** statistically significant at the.001 level Copyright 2013, Noel-Levitz, Inc. 17

12 Scales: In Order With Items That Make Up the Scale - Campus Life CAMPUS LIFE / / A variety of intramural activities are offered / / *** 23. Living conditions in the residence halls are comfortable (adequate space, lighting, heat, air, etc.) 24. The intercollegiate athletic programs contribute to a strong sense of school spirit. 30. Residence hall staff are concerned about me as an individual. 31. Males and females have equal opportunities to participate in intercollegiate athletics. 38. There is an adequate selection of food available in the cafeteria / / * / / *** / / *** / / / / *** 40. Residence hall regulations are reasonable / / There are a sufficient number of weekend activities for students / / I can easily get involved in campus organizations / / *** 52. The student center is a comfortable place for students to spend their leisure time. 56. The student handbook provides helpful information about campus life / / / / *** 63. Student disciplinary procedures are fair / / * statistically significant at the.05 level ** statistically significant at the.01 level *** statistically significant at the.001 level Copyright 2013, Noel-Levitz, Inc. 18

13 Scales: In Order With Items That Make Up the Scale - Campus Life 64. New student orientation services help students adjust to college / / Freedom of expression is protected on campus / / Student activities fees are put to good use / / * * statistically significant at the.05 level ** statistically significant at the.01 level *** statistically significant at the.001 level Copyright 2013, Noel-Levitz, Inc. 19

14 Scales: In Order With Items That Make Up the Scale - Campus Support Services CAMPUS SUPPORT SERVICES / / * 13. Library staff are helpful and approachable / / *** 18. Library resources and services are adequate / / Computer labs are adequate and accessible / / ** 32. Tutoring services are readily available / / Academic support services adequately meet the needs of students. 49. There are adequate services to help me decide upon a career / / *** / / * 54. Bookstore staff are helpful / / ** * statistically significant at the.05 level ** statistically significant at the.01 level *** statistically significant at the.001 level Copyright 2013, Noel-Levitz, Inc. 20

15 Scales: In Order With Items That Make Up the Scale - Concern for the Individual CONCERN FOR THE INDIVIDUAL / / *** 3. Faculty care about me as an individual / / *** 14. My academic advisor is concerned about my success as an individual. 22. Counseling staff care about students as individuals. 25. Faculty are fair and unbiased in their treatment of individual students. 30. Residence hall staff are concerned about me as an individual. 59. This institution shows concern for students as individuals / / *** / / * / / / / *** / / * statistically significant at the.05 level ** statistically significant at the.01 level *** statistically significant at the.001 level Copyright 2013, Noel-Levitz, Inc. 21

16 Scales: In Order With Items That Make Up the Scale - Instructional Effectiveness INSTRUCTIONAL EFFECTIVENESS / / Faculty care about me as an individual / / *** 8. The content of the courses within my major is valuable / / The instruction in my major field is excellent / / ** 25. Faculty are fair and unbiased in their treatment of individual students / / I am able to experience intellectual growth here / / There is a commitment to academic excellence on this campus. 47. Faculty provide timely feedback about student progress in a course. 53. Faculty take into consideration student differences as they teach a course. 58. The quality of instruction I receive in most of my classes is excellent. 61. Adjunct faculty are competent as classroom instructors. 65. Faculty are usually available after class and during office hours / / / / * / / / / / / ** / / * statistically significant at the.05 level ** statistically significant at the.01 level *** statistically significant at the.001 level Copyright 2013, Noel-Levitz, Inc. 22

17 Scales: In Order With Items That Make Up the Scale - Instructional Effectiveness 68. Nearly all of the faculty are knowledgeable in their field. 69. There is a good variety of courses provided on this campus. 70. Graduate teaching assistants are competent as classroom instructors / / * / / / / * statistically significant at the.05 level ** statistically significant at the.01 level *** statistically significant at the.001 level Copyright 2013, Noel-Levitz, Inc. 23

18 Scales: In Order With Items That Make Up the Scale - Recruitment and Financial Aid RECRUITMENT AND FINANCIAL AID / / Admissions staff are knowledgeable / / Financial aid counselors are helpful / / Financial aid awards are announced to students in time to be helpful in college planning. 17. Adequate financial aid is available for most students. 43. Admissions counselors respond to prospective students' unique needs and requests. 48. Admissions counselors accurately portray the campus in their recruiting practices / / / / / / * / / *** * statistically significant at the.05 level ** statistically significant at the.01 level *** statistically significant at the.001 level Copyright 2013, Noel-Levitz, Inc. 24

19 Scales: In Order With Items That Make Up the Scale - Registration Effectiveness REGISTRATION EFFECTIVENESS / / ** 11. Billing policies are reasonable / / The business office is open during hours which are convenient for most students / / *** 27. The personnel involved in registration are helpful / / I am able to register for classes I need with few conflicts / / Class change (drop/add) policies are reasonable / / *** * statistically significant at the.05 level ** statistically significant at the.01 level *** statistically significant at the.001 level Copyright 2013, Noel-Levitz, Inc. 25

20 Scales: In Order With Items That Make Up the Scale - Responsiveness to Diverse Populations RESPONSIVENESS TO DIVERSE POPULATIONS 5.29 / / Institution's commitment to part-time students? 5.26 / / Institution's commitment to evening students? 5.28 / / Institution's commitment to older, returning learners? 87. Institution's commitment to under-represented populations? 5.31 / / / / Institution's commitment to commuters? 5.14 / / Institution's commitment to students with disabilities? 5.51 / / * statistically significant at the.05 level ** statistically significant at the.01 level *** statistically significant at the.001 level Copyright 2013, Noel-Levitz, Inc. 26

21 Scales: In Order With Items That Make Up the Scale - Safety and Security SAFETY AND SECURITY / / The campus is safe and secure for all students / / *** 21. The amount of student parking space on campus is adequate / / ** 28. Parking lots are well-lighted and secure / / *** 36. Security staff respond quickly in emergencies / / * statistically significant at the.05 level ** statistically significant at the.01 level *** statistically significant at the.001 level Copyright 2013, Noel-Levitz, Inc. 27

22 Scales: In Order With Items That Make Up the Scale - Service Excellence SERVICE EXCELLENCE / / ** 2. The campus staff are caring and helpful / / Library staff are helpful and approachable / / *** 15. The staff in the health services area are competent. 22. Counseling staff care about students as individuals / / *** / / * 27. The personnel involved in registration are helpful / / I seldom get the "run-around" when seeking information on this campus / / I generally know what's happening on campus / / *** 71. Channels for expressing student complaints are readily available / / * statistically significant at the.05 level ** statistically significant at the.01 level *** statistically significant at the.001 level Copyright 2013, Noel-Levitz, Inc. 28

23 Scales: In Order With Items That Make Up the Scale - Student Centeredness STUDENT CENTEREDNESS / / ** 1. Most students feel a sense of belonging here / / *** 2. The campus staff are caring and helpful / / Administrators are approachable to students / / It is an enjoyable experience to be a student on this campus. 45. Students are made to feel welcome on this campus. 59. This institution shows concern for students as individuals / / *** / / ** / / * statistically significant at the.05 level ** statistically significant at the.01 level *** statistically significant at the.001 level Copyright 2013, Noel-Levitz, Inc. 29