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

Explore NSSE results from The College of New Jersey to enhance student engagement, focusing on academic challenge, faculty experiences, and campus interactions. Discover trends in time spent preparing, reading, and writing, as well as differences by gender and class level. Gain insights for improving student-faculty interactions and fostering a supportive environment for academic success.

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

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

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

  3. Institution Response Rates TCNJ’sresponse rate = 30.1% (N=1,011) • All NSSE 2014 institutions = 32%

  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

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

  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

  15. Campus Environment: Quality of Interactions with Students 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 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) 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) 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) 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 by Class Level 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

  22. Reflective & Integrative Learning by Class (TCNJ-Only) 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 Interactions by Class(TCNJ-Only) 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

  24. Supportive Environment by Class (TCNJ-Only) 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 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 LearningCommunities 1ST Year and Senior Experience EnrollmentManagement InstitutionalResearch AcademicAffairs Institutional Improvement StudentAffairs LearningAssessment PeerComparison FacultyDevelopment AcademicAdvising

  27. Questions & Discussion

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