Satisfaction Measures

Transcription

1 4. Satisfaction and Engagement Focus ESU Diversity Strategic Plan Standard 1: Student Achievement and Success. Goal 5: Maintain close faculty/student and administrator/student contact including various types of mentoring relationships with under-represented students. ESU Strategic Plan , Diversity Strategic Direction, Item 25: Attract, retain and graduate an increasingly diverse student body. Two key issues in the retention of students in higher education are their satisfaction with their institution and their engagement in their education. This focus section relies on the results from two national survey instruments designed to examine these concepts, the Noel Levitz Student Satisfaction Inventory (SSI) and the National Survey of Student Engagement(NSSE), administered to ESU undergraduate students during the timeframe of this study. The ideal would be to have information from these surveys just prior to 2003 with comparison information from late 2008; however, that is not the case here. The SSI data is available for two timeframes, 2000 and again for 2005, while the NSSE data is only available for Additionally, the ideal would be to have sufficient sample sizes to allow analysis of individual racial/ethnic categories; however that is not the case either. The sample sizes for the individual racial/ethnic categories were too small to analyze as individual racial/ethnic categories. For the purposes of this report, those figures were combined into an overall under-represented category. There are indications in the available data that there is quite a bit of variability within the under-represented category as presented. In future administrations of the SSI and NSSE, efforts should be taken to obtain larger, representative sample sizes for individual racial/ethnic categories in order to better understand our students. Student Satisfaction In order to retain students, their satisfaction with their educational experience is of importance. In Fall 2000 and again in Fall 2005, the Noel Levitz Student Satisfaction Inventory (SSI) was administered to a sample of ESU undergraduate students. The SSI is a nationally used instrument whose purpose is to measure students perceived importance and subsequent satisfaction on a range of college experiences. The items on the SSI have been conceptually grouped to create scales which then provide composite scores allowing an overview of results. The SSI s Responsiveness to Diverse Populations scale, comprised of 6 items from the inventory (Student Attachment A), measures the institution s commitment to specific groups of students enrolled at the institution (e.g., under-represented populations; students with disabilities; commuters; part-time students; and older, returning learners). The Responsiveness to Diverse Populations scale captures only a satisfaction score. Satisfaction Measures S21 Responsiveness to Diverse Populations Scale by Race/Ethnicity S22 Responsiveness to Diverse Populations Scale by Gender S23 How has your college experience met your expectations? by Race/Ethnicity S24 How has your college experience met your expectations? by Gender S25 Rate your overall satisfaction with your experience here thus far. by Race/Ethnicity S26 Rate your overall satisfaction with your experience here thus far. by Gender S27 All in all, if you had to do it over, would you enroll here again? by Race/Ethnicity S28 All in all, if you had to do it over, would you enroll here again? by Gender ESU University-Level Diversity Assessment Page 33

2 Student Table 43. Noel Levitz Student Satisfaction Inventory Responsiveness to Diverse Populations Scale ESU Results for Fall 2000 and Fall All Four Year Public Year ESU Mean Difference Institutions Administered Satisfaction / Std Dev ESU to All Satisfaction / Std Dev / /Not Available / / ** 1 Satisfaction: 1 Extremely Dissatisfied to 7 Extremely Satisfied **Mean satisfaction difference is statistically significant for p<0.01 ESU s overall Responsiveness to Diverse Populations scale satisfaction and mean difference compared to all four year public institutions who administered the inventory are found in Student Table 43. From 2000 to 2005, ESU s Responsiveness to Diverse Populations Scale score decreased while the score for all four year public institutions that administered the SSI increased. ESU s 2005 Responsiveness to Diverse Populations Scale score was significantly lower than the score for all four year public institutions. Student Table 44. Diversity Scorecard Measure S21 Noel Levitz SSI Responsiveness to Diverse Populations Scale by Race/Ethnicity. Measure S21 n Satisfaction / Std Dev n Satisfaction / Std Dev White / /1.12 Underrepresented Prefer Not to Respond / / / /1.58 ESU University-Level Diversity Assessment Page 34

3 Student Table 45. Diversity Scorecard Measure S22 Noel Levitz SSI Responsiveness to Diverse Populations Scale by Gender Measure S22 n Satisfaction / Std Dev n Satisfaction/ Std Dev Male / /1.20 Female / /1.12 The Responsiveness to Diverse Population scale scores were analyzed by student racial/ethnic designation and by gender. These scores have been tabulated in Student Tables 44 and 45. Under-represented is the combined group of survey respondents who self reported African American/Black, Native American, Asian, Hispanic and Other as their racial/ethnic designation on the SSI. No statistically significant differences between white, under-represented and prefer not to respond groups were found for the Responsiveness to Diverse Population scale. Student Table 46. Noel Levitz Student Satisfaction Inventory Overall Satisfaction Question Scores for Fall 2000 and Fall Question All Four Year Public Year ESU Mean Difference Institutions Administered Satisfaction / Std Dev ESU to All Satisfaction / Std Dev So far, how has your college /1.14 Not Available Not Available experience met your expectations? / / Rate your overall satisfaction with your experience here thus far. All in all, if you had to do it over, would you enroll here again? /1.31 Not Available Not Available / / /1.69 Not Available Not Available / / *** ***Mean satisfaction scores are statistically different for p<.001 Three overall satisfaction questions from the SSI were also analyzed. Student Attachment A contains the seven point rating scales for these three questions. The mean scores for each question in 2000 and again in 2005 are detailed in Student Table 46. ESU University-Level Diversity Assessment Page 35

4 There are no significant differences between the 2000 and 2005 ESU mean scores on any of the three questions. In 2005, ESU s mean score for All in all, if you had to do it over, would you enroll here again? was significantly lower than the mean score for all four year public institutions. Student Table 47. Diversity Scorecard Measure S23 - Noel Levitz SSI How has your college experience met your expectations? by Race/Ethnicity. Measure S23 n Satisfaction / Std Dev n Satisfaction / Std Dev White / /1.18 Underrepresented Prefer Not to Respond / / / /1.23 Student Table 48. Diversity Scorecard Measure S24 Noel Levitz SSI How has your college experience met your expectations? by Gender Measure S24 n Satisfaction / Std Dev n Satisfaction/ Std Dev Male / /1.22 Female / /1.20 The SSI results for the How has your college experience met your expectations? question were then further analyzed by student racial/ethnic designation and by gender. These scores have been tabulated in Student Tables 47 and 48. Again, under-represented is the combined group of survey respondents who self reported African American/Black, Native American, Asian, Hispanic and Other as their racial/ethnic designation on the SSI. No statistically significant differences between racial/ethnic groups or genders were found for How has your college experience met your expectations? ESU University-Level Diversity Assessment Page 36

5 Student Table 49. Diversity Scorecard Measure S25 - Noel Levitz SSI Rate your overall satisfaction with your experience here thus far. by Race/Ethnicity. Measure S25 n Satisfaction / Std Dev n Satisfaction / Std Dev White */ */1.33 Underrepresented */ /1.68 Prefer Not to Respond / */1.59 *Mean satisfaction scores are statistically different at the 0.05 level. Student Table 50. Diversity Scorecard Measure S26 Noel Levitz SSI Rate your overall satisfaction with your experience here thus far. by Gender Measure S26 n Satisfaction / Std Dev n Satisfaction/ Std Dev Male / /1.42 Female / /1.39 The SSI results for the Rate your overall satisfaction with your experience here thus far. question were analyzed by student racial/ethnic designation and by gender. These scores have been tabulated in Student Tables 49 and 50. Again, under-represented is the combined group of survey respondents who self reported African American/Black, Native American, Asian, Hispanic and Other as their racial/ethnic designation on the SSI. In 2000, students with a white racial/ethnic designation scored significantly better than students with a under-represented racial/ethnic designation on the Rate your overall satisfaction with your experience here thus far. question, 5.20 versus In 2005, students with a white racial/ethnic designation scored significantly better than students who preferred not to provide a racial/ethnic designation on the Rate your overall satisfaction with your experience here thus far. question, 5.17 versus Although there was no statistically significant difference in the scores between white and underrepresented students in 2005, the score for under-represented students was less than that for white students. No statistically significant difference between genders was found for Rate your overall satisfaction with your experience here thus far. ESU University-Level Diversity Assessment Page 37

6 Student Table 51. Diversity Scorecard Measure S27 - Noel Levitz SSI All in all, if you had to do over, would you enroll here again? by Race/Ethnicity. Measure S27 n Satisfaction / Std Dev n Satisfaction / Std Dev White */ /1.76 Underrepresented */ /2.02 Prefer Not to Respond / /2.09 *Mean satisfaction scores are statistically different at the 0.05 level. Student Table 52. Diversity Scorecard Measure S28 Noel Levitz SSI All in all, if you had to do over, would you enroll here again? by Gender Measure S28 n Satisfaction / Std Dev n Satisfaction/ Std Dev Male / /1.87 Female / /1.78 The SSI results for the All in all, if you had to do over, would you enroll here again? question were analyzed by student racial/ethnic designation and by gender. These scores have been tabulated in Student Tables 51 and 52. Again, under-represented is the combined group of survey respondents who self reported African American/Black, Native American, Asian, Hispanic and Other as their racial/ethnic designation on the SSI. In 2000, students with a white racial/ethnic designation scored significantly better than students with a under-represented racial/ethnic designation on the All in all, if you had to do over, would you enroll here again? question, 5.07 versus In 2005, the score for under-represented students was less than that for white students. No statistically significant difference between genders was found for Rate your overall satisfaction with your experience here thus far. ESU University-Level Diversity Assessment Page 38

7 Student Engagement Engagement Measures S29 ESU Freshmen NSSE Benchmark Scores by Race/Ethnicity S30 ESU Freshmen NSSE Benchmark Scores by Gender S31 ESU Senior NSSE Benchmark Scores by Race/Ethnicity S32 ESU Senior NSSE Benchmark Scores by Gender S33 ESU and Comparison Institution Freshmen - Means and Positively for Select Diversity Related NSSE Questions S34 ESU and Comparison Institution Seniors - Means and Positively for Select Diversity Related NSSE Questions Student engagement is defined as what students do (time and energy devoted to educationally purposeful activities) and what institutions do (using effective educational practices to induce students to do the right things). The National Survey of Student Engagement (NSSE) is a national college student survey that assesses the extent to which students engage in educational practices associated through decades of research with high levels of learning and development. Educationally effective institutions are able to channel student energy toward the right activities. NSSE represents the multi-dimensional nature of student engagement via five benchmarks created by combining clusters of NSSE questions. The five benchmarks are level of academic challenge, active and collaborative learning, student-faculty interaction, enriching educational experiences and supportive campus environment. Student Attachment B contains detailed information relating to these five benchmarks. ESU administered the National Survey of Student Engagement (NSSE) in Spring 2008, 376 firstyear students and 294 seniors completed the survey. For this diversity assessment, the benchmark results were analyzed for differences between racial/ethnic designations and between genders. For analysis of NSSE, underrepresented is a combination of the African American/Black, Native American, Asian/Pacific Islander and Hispanic categories. In addition, the overall results for several specific diversity-related questions were also analyzed. Student Table 53. ESU and Comparison Institution Freshmen Benchmark Scores on NSSE, Spring Level of Academic Challenge Active and Collaborative Learning Student- Faculty Interaction Enriching Educational Experiences Supportive Campus Environment ESU PASSHE Carnegie 52 42* NSSE 53** 42* 35 28* 61 ESU s Mean benchmark scores are statistically different for *p<0.05 and **p<0.01. For the overall freshmen NSSE benchmark information in Student Table 53 various comparison scores are provided. The comparison scores provided are PASSHE representing the combined score for all PASSHE institutions, Carnegie representing all institutions with the same Carnegie classification as ESU and NSSE representing all institutions. For all cases only institutions who administered NSSE in spring 2008 are included. ESU University-Level Diversity Assessment Page 39

8 Following national trends, ESU freshmen scored highest on Supportive Campus Environment and Level of Academic Challenge and scored lowest on Enriching Educational Experiences. ESU freshmen did not score significantly different from all PASSHE institution freshmen on any of the five benchmarks. ESU freshmen scored significantly lower than the Carnegie freshmen for Active and Collaborative Learning. ESU freshmen scored significantly lower than all NSSE freshmen for three of the benchmarks, Level of Academic Challenge, Active and Collaborative Learning and Enriching Educational Experiences. Student Table 54. Diversity Scorecard Measure S29: ESU Freshmen NSSE Benchmark Scores by Race/Ethnicity. Measure S29 Level of Academic Challenge Active and Collaborative Learning Student- Faculty Interaction Enriching Educational Experiences Supportive Campus Environment Under-represented 55* 45* 43* * 32* 67 White * 25* 60 Unknown 46* 35* 29 * ESU Total Mean benchmark scores are statistically different for *p<0.05. Student Table 55. Diversity Scorecard Measure S30: ESU Freshmen NSSE Benchmark Scores by Gender. Measure S30 Level of Academic Challenge Active and Collaborative Learning Student- Faculty Interaction Enriching Educational Experiences Supportive Campus Environment Male 48* Female 53* ESU Total Mean benchmark scores are statistically different for *p<0.05. Student Tables 54 and 55 contain detailed score information for freshmen students by racial/ethnic designation and by gender. For all five benchmarks, the under-represented students had the highest mean score although these were not statistically significant differences in all cases. Female freshmen had a higher mean score than men on all benchmarks except Supportive Campus Environment; however, the only case that was statistically different was for the Level of Academic Challenge benchmark. Under-represented freshmen students had a statistically significant higher mean score than white students for the Student-Faculty Interaction and Enriching Educational Experiences benchmarks. Under-represented freshmen students had a statistically significant higher mean score than students of unknown racial/ethnicity for all benchmarks except Enriching Educational Experiences and Supportive Camus Environment. ESU University-Level Diversity Assessment Page 40

9 Student Table 56. ESU and Comparison Institution Senior Benchmark Scores on NSSE, Spring Level of Academic Challenge Active and Collaborative Learning Student- Faculty Interaction Enriching Educational Experiences Supportive Campus Environment ESU PASSHE Carnegie 56 51* 41*** NSSE 56 51** 42** ESU s mean benchmark scores are statistically different for *p<0.05, **p<0.01, and ***p< For the overall senior NSSE benchmark information in Student Table 56 the same comparison scores are provided as were provided for the freshmen scores. The comparison scores provided are PASSHE representing the combined score for all PASSHE institutions, Carnegie representing all institutions with the same Carnegie classification as ESU and NSSE representing all institutions. For all cases only institutions who administered NSSE in spring 2008 are included. Following national trends, ESU seniors scored highest on Supportive Campus Environment and Level of Academic Challenge and scored lowest on Enriching Educational Experiences. ESU seniors mean scores on the Active and Collaborative Learning and Student-Faculty benchmarks are significantly higher than both the Carnegie and NSSE comparison groups. Student Table 57. Diversity Scorecard Measure S31: ESU Senior NSSE Benchmark Scores by Race/Ethnicity. Measure S31 Level of Academic Challenge Active and Collaborative Learning Student- Faculty Interaction Enriching Educational Experiences Supportive Campus Environment Under-represented White Unknown ESU Total Student Table 58. Diversity Scorecard Measure S32: ESU Senior NSSE Benchmark Scores by Gender. Measure S32 Level of Academic Challenge Active and Collaborative Learning Student- Faculty Interaction Enriching Educational Experiences Supportive Campus Environment Male 54* * 56 Female 59* * 60 ESU Total Mean benchmark scores are statistically different for *p<0.05. Student Tables 57 and 58 contain detailed score information for senior students by racial/ethnic designation and by gender. The under-represented category had a very small sample size, even in this combined category, There were no significant differences in the mean benchmark scores between the racial/ethnic categories. ESU University-Level Diversity Assessment Page 41

10 Female seniors had statistically higher than men mean scores for the Level of Academic Challenge and Enriching Educational Experiences benchmarks. Student Table 59. Diversity Scorecard Measure S33: ESU and Comparison Institution Freshmen - Means and Positively for Select Diversity Related NSSE Questions. Measure S33 Measure ESU PASSHE Carnegie NSSE In your experience at your institution during the current school year, about how often have you had serious conversations with students of a different race or ethnicity than your own? (1=Never, 2=sometimes, 3=Often and 4=Very Often) In your experience at your institution during the current school year, about how often have you had serious conversations with students who are very different from you in terms of their religious beliefs, political opinions, or personal values? (1=Never, 2=sometimes, 3=Often and 4=Very Often) To what extent does your institution emphasize the following: Encouraging contact among students from different economic, social, and racial or ethnic backgrounds? (1=Very Little, 2=Some, 3=Quite a Bit, and 4=Very Much) Mean Often and Very Often 54% 47% 51% 51% Mean Often and Very Often 54% 54% 54% 56% Mean Quite a Bit and Very Much 57% 56% 56% 57% To what extent has your experience at this institution contributed to your knowledge, skills, and personal development in understanding people of other racial and ethnic backgrounds? (1=Very Little, 2=Some, 3=Quite a Bit, and 4=Very Much) Mean Quite a Bit and Very Much 59% 56% 57% 56% In the current school year, about how often have you had a meaningful conversation with a faculty member or administrator of a different race or ethnicity than your own? (1=Never, 2=Sometimes, 3=Often, and 4=Very Often) Mean Often and Very Often 28% 24% Question was specific to PASSHE Universities ESU University-Level Diversity Assessment Page 42

11 Student Table 60. Diversity Scorecard Measure S34: ESU and Comparison Institution Seniors - Means and Positively for Select Diversity Related NSSE Questions. Measure S34 Measure ESU PASSHE Carnegie NSSE In your experience at your institution during the current school year, about how often have you had serious conversations with students of a different race or ethnicity than your own? (1=Never, 2=sometimes, 3=Often and 4=Very Often) In your experience at your institution during the current school year, about how often have you had serious conversations with students who are very different from you in terms of their religious beliefs, political opinions, or personal values? (1=Never, 2=sometimes, 3=Often and 4=Very Often) To what extent does your institution emphasize the following: Encouraging contact among students from different economic, social, and racial or ethnic backgrounds? (1=Very Little, 2=Some, 3=Quite a Bit, and 4=Very Much) Mean ** Often and Very Often 57% 47% 53% 54% Mean Often and Very Often 57% 54% 54% 56% Mean * 2.50* Quite a Bit and Very Much 41% 45% 49% 48% To what extent has your experience at this institution contributed to your knowledge, skills, and personal development in understanding people of other racial and ethnic backgrounds? (1=Very Little, 2=Some, 3=Quite a Bit, and 4=Very Much) Mean * 2.64 Quite a Bit and Very Much 50% 52% 55% 55% In the current school year, about how often have you had a meaningful conversation with a faculty member or administrator of a different race or ethnicity than your own? (1=Never, 2=Sometimes, 3=Often, and 4=Very Often) Mean Often and Very Often ESU s mean scores are statistically different for *p<0.05, and **p< % 33% Question was specific to PASSHE Universities NSSE questions found to be directly related to diversity issues were also analyzed. Student Tables 59 and 60 contain the mean scores and percent students responding in the two most positive categories for each of the selected questions. The same comparison groups were used for these questions as for the benchmark analysis in this report. The comparison scores provided are PASSHE representing the combined score for all PASSHE institutions, Carnegie representing all institutions with the same Carnegie classification as ESU and NSSE representing all institutions. For all cases only institutions who administered NSSE in spring 2008 are included. For the final question in each table, In the current school year, about how often have you had a meaningful conversation with a faculty or administrator of a different race or ethnicity than your own? the only ESU University-Level Diversity Assessment Page 43

12 comparison data available is from the PASSHE comparison group as this question was added for just the PASSHE consortium institutions. The freshmen mean scores were not significantly different than the comparison institution mean scores for any questions. ESU senior mean scores for the In your experience at your institution during the current school year, about how often have you had serious conversations with students of a different race or ethnicity than your own? question were significantly higher than the PASSHE comparison scores. ESU senior mean scores for the To what extent does your institution emphasize the following: Encouraging contact among students from different economic, social, and racial or ethnic backgrounds? question were significantly lower than the mean comparison Carnegie and NSSE scores. ESU senior mean scores for the To what extent has your experience at this institution contributed to your knowledge, skills, and personal development in understanding people of other racial and ethnic backgrounds? question were significantly lower than the Carnegie comparison scores. ESU University-Level Diversity Assessment Page 44

13 Student - Attachment A Responsiveness to Diverse Populations Scale Items from Noel Levitz Student Satisfaction Inventory SSI Responsiveness to Diverse Populations Scale assesses the institution s commitment ot specific groups of students enrolled at the institution (e.g. under-represented populations; students with disabilities; commuters, part-time students; and older, returning learners.) Note that this scale captures only a satisfaction score. SSI Item Number Text 84 Institution s commitment to part-time students? 85 Institution s commitment to evening students? 86 Institution s commitment to older, returning learners? 87 Institution s commitment to under-represented populations? 88 Institution s commitment to commuters? 89 Institution s commitment to students with disabilities? Satisfaction Rating Scale Used in Noel Levitz Student Satisfaction Inventory Rating Description 1 Not Satisfied at All 2 Not Very Satisfied 3 Somewhat Dissatisfied 4 Neutral 5 Somewhat Satisfied 6 Satisfied 7 Very Satisfied Not Available/Not Used ESU University-Level Diversity Assessment

14 Student - Attachment A Question 99: So far, how has your college experience met you expectations? Rating Scale Used in Noel Levitz Student Satisfaction Inventory Rating Description 1 Much Worse Than I Expected 2 Quite a Bit Worse Than I Expected 3 Worse Than I Expected 4 About What I Expected 5 Better Than I Expected 6 Quite a Bit Better Than I Expected 7 Much Better Than I Expected Question 101: All in all, if you had it to do over again, would you enroll here? Rating Scale Used in Noel Levitz Student Satisfaction Inventory Rating Description 1 Definitely Not 2 Probably Not 3 Maybe Not 4 I Don t Know 5 Maybe Yes 6 Probably Yes 7 Definitely Yes ESU University-Level Diversity Assessment