1. Center for Institutional Effectiveness LaMont Rouse, Ph.D. Fall 2015

2. Presentation Overview 1.NSSE and the Concept of Student Engagement 2.Selected NSSE Results for TCNJ * Selected Items & Categories * Themes and Indicators 3. Questions & Discussion

3. Institution Response Rates TCNJ’s response rate = 30.1% (N=1,011) All NSSE 2014 institutions = 32% Undergraduate Enrollment Number of Institutions Avg. Institutional Response Rate 2,500 or fewer27139% 2,501 to 4,99913630% 5,000 to 9,99911124% 10,000 or more10422% All institutions62232%

4. Overall Results means TCNJ was significantly higher (p<.05). The straight line means there was no significant difference.

5. Highest Performing Items (First Year)

6. Lowest Performing Items Lowest Performing Items Relative to Peer Institutions Seniors % Below the Mean Reviewed your notes after class.-7% Quality of interactions with academic advisors-7% Quality of interactions with student services staff-6% Quality of interactions with other administrative staff and offices-5% Summarized what you learned in class or from course materials-3% First Year % Below the Mean Participated in a learning community or some other formal program…-6% Institution emphasis on attending campus activities and events-4% Quality of interactions with administrative staff and offices-4% Quality of interactions with academic advisors-3% Worked with a faculty member on activities other than coursework-2%

7. Academic Challenge Indicator Time spent preparing for class Average hours per week on course reading Average amount of writing this year

8. Academic Challenge Indicator: Time Spent Preparing Represents statistically significant differences between groups.

9. Academic Challenge Indicator: Avg. Hours Per Week on Course Reading Represents statistically significant differences between groups.

10. Academic Challenge Indicator The amount of writing increases when comparing TCNJ first year students and seniors with their respective comparison cohorts. Represents statistically significant differences (p <.05) between groups.

11. Experiences with Faculty

12. Experience with Faculty: Faculty-Student Research Seniors at TCNJ are significantly more likely to report engaging in research with faculty relative to the comparison group.

13. Campus Environment

14. Engagement Indicator: Quality of Interactions with Faculty First-YearTCNJComparison Group Mean Effect size 5.55.2**.15 SeniorsTCNJComparison Group Mean Effect size 5.6.06

15. Campus Environment: Quality of Interactions with Students First-YearTCNJComparison Group Mean Effect size 5.95.5***.26 SeniorsTCNJComparison Group Mean Effect size 5.85.7**.11 Students at TCNJ report having quality interactions with other students. These statistically significant gaps hold for both comparative groups.

16. Quality of Interactions with Academic Advisors First-YearTCNJComparison Group Mean Effect size 55.1-.05 SeniorsTCNJComparison Group Mean Effect size 4.95.2***-.19 This is one of the few items that TCNJ tends to underperform on when examined against the comparison group.

17. Themes & Indicators

18. Time Spent Preparing & Reading by Gender (TCNJ-Only) Time Spent Preparing and Reading by Gender Institution-reported: Sex MeanN Std. Deviation Std. Error of Skewness Female 8.57485266.19082.106 Male 6.52412595.61759.151 Total 7.89827856.08118.087 An independent samples t-test was conducted to compare male and female preparedness. There was a significant difference in scores t(783)=4.4966, p=.0001

19. Time Preparing & Reading by Class Level (TCNJ-Only) TCNJ Time Spent Preparing and Reading by Class Level Institution-reported: Sex Institution-reported: Class level MeanN Std. Deviation Skewness Female Freshman (1st year) 8.73712216.08674.937 Senior (4th year) 8.45723056.27249.910 Total 8.57485266.19082.916 Male Freshman (1st year) 6.90871035.364791.275 Senior (4th year) 6.27021565.781421.340 Total 6.52412595.617591.294 Total Freshman (1st year) 8.15593245.920311.033 Senior (4th year) 7.71714616.191711.023 Total 7.89827856.081181.019 An independent samples t-test was conducted to compare first year and senior students on time preparing and reading. There were no significant differences t(873)=0.9946, p=.3202. Note that there were significant differences when comparing this measure by gender.

20. Community & Volunteer Work by Gender (TCNJ-Only) Community and Volunteer Work by Gender Institution-reported: Sex MeanN Std. Deviation Std. Error of Skewness Female 1.75522.967.107 Male 1.57258.969.152 Total 1.69780.971.088 An independent samples t-test was conducted to compare male and female community and volunteer measure. There was a significant difference in scores t(778)=2.4443, p=.0147

21. Higher-Order Learning Institution-reported: Sex Institution-reported: Class level MeanN Std. Deviation Skewness Female Freshman (1st year) 42.6026013.524-.312 Senior (4th year) 43.2232613.326-.557 Total 42.9458613.407-.446 Male Freshman (1st year) 39.1512313.531-.184 Senior (4th year) 42.7116613.965-.744 Total 41.1928913.871-.493 Total Freshman (1st year) 41.4938313.605-.265 Senior (4th year) 43.0549213.533-.626 Total42.3787513.579-.465 An independent samples t-test was conducted to compare first year and senior students on the aggregated higher-order learning measure. The differences were not quite significant scores t(873)=1.6877, p=.0918 Higher Order Learning by Class Level

22. Reflective & Integrative Learning by Class (TCNJ-Only) Reflective and Integrative Learning Institution-reported: Sex Institution-reported: Class level MeanN Std. Deviation Skewness Female Freshman (1st year) 38.1326412.598.124 Senior (4th year) 40.4533812.719-.185 Total 39.4360212.707-.049 Male Freshman (1st year) 34.2712811.862.110 Senior (4th year) 39.6117113.706-.303 Total 37.3229913.196-.080 Total Freshman (1st year) 36.8739212.480.138 Senior (4th year) 40.1650913.051-.236 Total 38.7390112.902-.068 An independent samples t-test was conducted to compare first year and senior students on the aggregated reflective and integrative learning measure. The differences were statistically significant t(8 99)=3.8232, p=.0001

23. Student-Faculty Interaction Institution-reported: Sex Institution-reported: Class level MeanN Std. Deviation Female Freshman (1st year) 21.0826014.493 Senior (4th year) 27.0433515.323 Total 24.4459515.244 Male Freshman (1st year) 20.9312313.357 Senior (4th year) 26.4716715.795 Total 24.1229015.038 Total Freshman (1st year) 21.0338314.121 Senior (4th year) 26.8550215.469 Total 24.3388515.169 An independent samples t-test was conducted to compare first year and senior students on the aggregated student-faculty interaction measure. The differences were statistically significant t(883)=5.757, p=.0001 Student-Faculty Interactions by Class(TCNJ-Only)

24. Supportive Environment by Class (TCNJ-Only) Supportive Environment Institution-reported: Sex Institution-reported: Class level MeanN Std. Deviation Female Freshman (1st year) 39.5722212.507 Senior (4th year) 36.0330913.432 Total 37.5153113.157 Male Freshman (1st year) 37.8610412.692 Senior (4th year) 35.4315713.748 Total 36.4026113.366 Total Freshman (1st year) 39.0232612.572 Senior (4th year) 35.8346613.528 Total 37.1479213.228 An independent samples t-test was conducted to compare first year and senior students on the aggregated supportive environment measure. The differences were statistically significant t(790)=3.3615, p=.0008

25. Variable Relationships: SAT Verbal & TCNJ Grades Relationship between SAT Verbal Scores & TCNJ Grades ModelRR Square Adjusted R Square Std. Error of the Estimate.252 a.063.0621.342 a. Predictors: (Constant), Institution-reported: SAT verbal or critical reading score b. Dependent Variable: What have most of your grades been up to now at this institution? ANOVA a Model Sum of Squares df Mean Square FSig. Regression 87.4201 48.540.000 b Residual 1293.1087181.801 Total 1380.528719 a. Dependent Variable: What have most of your grades been up to now at this institution? b. Predictors: (Constant), Institution-reported: SAT verbal or critical reading score Adjusted R of.062 shows a low effect size although statically significant.

26. Internal Campus Uses  Gauge status of campus priorities  Examine changes in student engagement between first and senior years  Assess campus progress over time  Encourage dialogue about good practice  Link with other data to test hypotheses, evaluate programs  Improve curricula, instruction, services Institutional Improvement Learning Communities 1 ST Year and Senior Experience Academic Affairs Learning Assessment Faculty Development Academic Advising Peer Comparison Student Affairs Institutional Research Enrollment Management

27. Questions & Discussion