ࡱ> 4123@= nYMOOZ06^Dx[]lTE>swJ WV*,4n-Vhc ?(jLhc|}|7|E1@$>D51Pϙ{;;[@{3g9s̽SI^Gs*Wo_cqCDR0h?#/jdP`X.GޤǶ0 &;/ n6>rc_т`ñ-^!-W}3G.W E7󰿻rf| olr#WT4`bv~029A6}}K8s"8&3 1lhA1a $|#dω rȄD7aE Gb,dUz} eQnL6W )ZPw%:8` +f+Ϙƌ83cnIgrs5|bQkZ=c,&镇Xn}D G Uv;O%2|oM6cε yv.=x-luH_?Fkcp2_`i9B;F7@=onҎ ~84W4^Dx[]lTE>sw[O[(RBШOOCQ~hPc"FA1&>"R10DM<̝ٝ;ܽwQ{7_g3g93sSAD]@90x$FtVP:~?Q2ۉ="!Juq G. n@:+I!Tu2qC;_`3wudP.ϼ֮uT)M6U~ppT~*0](uԘ}} Wh\:=0 6'|i-26PW5Q&YwRtz kйg+p_i?[vR7pר(椐g\I},"(%͟Qv'VxuoocYt/ ݳ-9C C?IOBh){="/~ojM?_^֣u׾ºyqى-̺yIGsbly_|]nOno'qG&۽LQ4\AteZs8voqR8[Xt7,1ɢovth۷!xWCï-BÖq7bnLޮ\{Gֿ%sD̺E>Yrreyy ϛ9z?w/J$ҢWbSғ;Nq 9&͟mP| M  Yu|Wۮn).}8uzoմXߍr5KMQ+Q^sh?/~^]!O\mWi' ϴд}}t^ZJh'Hym/R뙞o5RNS!;~]lV W9(%"wPPU)gȝ@'Z- -ԅn8?=Θ92r||4C^>f,P:=V+>JtܢǷ_qV-P@߷r,!mTXI}W*UϜZY[Σ^VCg5Y wbɪKu_-bpbw-F-oeشBD>Gm*_/kdڧ]o6>۱nw˱wC'vVr%s5] c#Eg"?:۟ۄgqr|1qs2E;=1SJnTK,*K8]3i'sok=6|@u=wgm#P":H_<_A1c_ |j(   P  ` Chart MSGraph.Chart.80*Microsoft Graph Chart f Chart MSGraph.Chart.80*Microsoft Graph ChartH/ 0|DGeorgiasRomanllDDׯ0DArial BlackmanllDDׯ0" DTimes New RomanllDDׯ00DArialNew RomanllDDׯ0@DWingdingsRomanllDDׯ0 A.  @n?" dd@  @@`` ,$H(&6        30<ABHMQBN_ b cg       V 9 U   c O`$"$nYMOOZ $$$$$"$onҎ ~84W 0AAP?}?RRf3f@8*%+& ʚ;S8ʚ;g4DdDd8^D ׯ0ppp@ <4dddd8vS0l D 9___PPT10 6___PPT9&BP3&HN%&T>(JK?  %"N Predictors of Students Satisfaction with Their Educational Experience: Preliminary Findings from the NSSE Survey, 2006@{m @Cecelia G. Martin and Beatriz Joseph University of South AlabamaAPA+ Traditionally, institutions of higher education have been: Self-regulatory; and, Generally only accountable to colleagues and educational-related entities (Lahey and Griffith 2002). Recently, there has been a growing demand for accountability from sources outside the academic community (Lahey and Griffith 2002; Schnell and Doetkott 2003) Political leaders; Non-educational agencies, e.g., the FBI, IRS and EPA; and, The general public. ;@AZ{qAZ@AZcqAZ@AZqAZ;{dJB"Trends in Higher Education (cont.)0#_Some of the reasons for an increased emphasis on accountability include: The federal government is increasingly funding more loans than grants. Nationwide, state support for higher education is decreasing. The results include: Increasing tuition costs, More of the financial obligation for education expenses is shifting to students and/or parents (Miller 2003; Hu and St. John 2001); and, Potential declines in persistence by minority students (Hu and St. John 2001). A recognition by the academic community that higher education is, as is the U.S. economy, a service industry (Elliott and Shin 2002). I@AqA%AAqAI  1,6Institutional Accountability and Student Satisfaction77~Institutional accountability has typically focused on: Academic achievement; Retention, and; Graduation rates. Student satisfaction comprises the student s academic, social and spiritual experiences as well as overall life experiences (Elliott and Shin 2002; Coffman and Gilligan 2003). Student satisfaction has been found to influence: Retention rates; Graduation rates; as well as, Levels of academic achievement (Einarson and Matier 2005). p8@AZ8qAZZkqAZqAZZ58-  @1j pSGMethodsPrevious studies conducted by Institutional Research have found that students from various groups were generally positive about their educational experience (see next slide). The purpose of this preliminary analysis is to examine more fully the factors which contribute to a positive educational experience for students at USA In 2006, USA participated in the National Survey of Student Engagement (NSSE). A total of 259 participated for a response rate of approximately 35%. bSHEvaluation of the Overall Educational Experience While a Student at USAII:3Methods (cont.)(NSSE includes a global measure of student satisfaction:  How would you evaluate your entire educational experience at this institution? For the analysis, responses were collapsed into two categories: 1=poor/fair and 2=good/excellent. The following scales were developed using factor analysis: Educational development (alpha = 0.88), Social emphasis (alpha = 0.76) and Personal growth (alpha = 0.89). 9ZqAZ;ZlqAZ7;lTHMethods (cont.)xIn addition, two other questions were used:  Overall, how would you evaluate the quality of academic advising you have received at your institution? Response categories were again collapsed into two categories: 1=poor/fair and 2=good/excellent. Student evaluations of the quality of relationships with faculty members. A 7 point scale was used to assess faculty relationships in which 1= unhelpful, unavailable, unsympathetic to 7 which assessed faculty relationships as helpful, available and sympathetic. Three categories were created. 1-3 = 1; 4 = 2; 4-7 = 3. -qAj%A`AJ%AA +j`J  (/ TUSA is typically described as a commuter institution. It offers bachelors, masters, doctorates and first professional degrees. For 2006: There were 13,090 students enrolled for the Fall 2006 semester. Retention rate for the 2005 cohort (full-time students) was 72 percent. For the 2000 cohort, the six year graduation rate was 40%. l@AqAa A 4Demographic Characteristics of Survey Participants55YM]Distribution of Student Responses for Quality of Faculty Relationships and Academic Advising^^[OgMean Scores for the Following Scales: Educational Development, Social Involvement and Personal Growth $hg;4%Correlations with Selected Variables "&$<5PLogistic Regression Analysis: Predictors of a Positive Educational ExperienceQQ'% This research focused on factors affecting students educational experiences. We found that the following factors positively impacted student satisfaction: The quality of faculty relationships, Satisfaction with academic advising, and Social involvement on campus. However, there are a few limitations of this analysis: Low response rate, Sample size, Cross-sectional, and Generalizability. nqA7HqAqAn7IcT$Economic Trends in Higher Education%%In addition, this analysis does not address the impact that economic issues have on retention and graduation rates. Current economic trends related to higher education: From 1994-95 to 2004-05, median family income for the age group 45-54 increased by 2 percent while tuition at public four year institutions increased by 59 percent during this same time period. Since 1982-84, college tuition and fees have increased by 375 percent compared to increases in: Medical care by 223 percent, and The Consumer Price Index by 95 percent. Z"qAZJ%AZZ" =G>,Economic Trends in Higher Education (cont.)--0The amount of Pell grants as a percentage of tuition for four year public institutions decreased from: 55 percent in 1985-86 to slightly less than 40 percent in 2004-05. Tuition at four-year public institutions in Alabama increased by 7 percent. Per capita income in Alabama increased by only 2% for the same time period. Total state appropriations for higher education increased 3 percent from 2002 to 2003. Total state grant aid for students did not change. Alabama along with 43 states received an  F in affordability for 2006. gqAZD%AZlqAZA AZqAZgDRbSelected Demographic Characteristics of Mobile County, the State of Alabama and the United Statescc\POverall Impacts for StudentsrThe impacts include: Less access for students from middle and lower income families; Students from lower income groups are less likely to graduate from college (Wyner Bridgeland and Diiulio 2007). Economically disadvantaged students who are high achievers experience a declining pattern of educational attainment over-time (Wyner, Bridgeland and Diiulio, Jr. 2007). T]qA\ZNImpacts for USAFThe vast majority of USA students are from Alabama (75.9%) and Mobile county (54.7 %). Therefore, given the characteristics of Mobile county and the state of Alabama, a proportion of the student population of USA is at risk for dropping and/or stopping out. A study conducted with non-returning students in 2006 found that 51% of respondents cited  lack of money as a minor or major as a reason for not returning. ,eUClosing CommentsThere are a variety of reasons why students do not persist and graduate: some personal, some financial, some institutionally related. As tuition outpaces funding sources of education, economic issues are expected to increasingly impact retention and graduation rates. Future research efforts at USA will continue to address the barriers to graduation with which students must contend, specifically focusing on the financial aspects of attending college and its relationship to student satisfaction. IP?qAPtPPI=r References  0Coffman, D. L. and T. D. Gilligan. 2002.  Social Support, Stress and Self-Efficacy: Effects on Students Satisfaction. Journal of College Student Retention. 4, 1, 53-66. Einarson, M. K. and M. W. Matier. 2005.  Exploring Race Differences in Correlates of Seniors Satisfaction with Undergraduate Education. Research in Higher Educaiton. 46, 6,641-676. Elliott, K. M. and D. Shin. 2002.  Student Satisfaction: An Alternative Approach to Assessing This Important Concept. Journal of Higher Education Policy and Management. 24, 2, 197-209. http:factfinder.census.gov, 2006. Hu, S. and E. P. St. John. 2001.  Student Persistence in a Public Higher Education System. The Journal of Higher Education. 72, 3, 265-286. Lahey, J. L. and J. C. Griffith. 2002.  Recent Trends in Higher Education: Accountability, Efficiency, Technology and Governance. Journal of Legal Education, 52, 4 (December), 528-539. 'Pq0 " dPP| 2# Measuring Up, 2006: The National Report Card on Higher Education, Alabama. The National Center for Public Policy and Higher Education 17, 6, 897-904. Miller, T. 2003.  Governmentality or Commodification?: U.S. Higher Education. Cultural Studies. Schnell, C. A. and C. D. Doetkott. 2003.  First Year Seminar Produce Long-Term Impact. Journal of College Student Retention. 4, 4, 377-391. Wyner, J. S., J. M. Bridgeland and J. J. Diiulio, Jr. 2007. Achievement Trap: How American is Failing Millions of High-Achieving Students from Lower-Income Families. Jack Kent Cooke Foundation: Lansdowne, VA.cPK:c]$Pi0VJ Appendix A  Educational Development (alpha=0.88) As an outcome of your college education, how important to you is acquiring a broad general education? As an outcome of your college education, how important to you is acquiring job- or work-related knowledge and skills? As an outcome of your college education, how important to you is thinking critically and analytically? As an outcome of your college education, how important to you is developing computer and information technology skills? As an outcome of your college education, how important to you is developing your ability to make informed decisions as a citizen? As an outcome of your college education, how important to you is understanding people of other racial and ethnic backgrounds?:%PqAP%WKAppendix A (cont.)lSocial emphasis (alpha = 0.76) Encouraging contact among students from different economic, social, and racial or ethnic backgrounds Helping you cope with your non-academic responsibilities (work, family, etc.) Providing the support you need to thrive socially Attending campus events and activities (special speakers, cultural performances, athletic events, etc.) 6NqANXLAppendix A (cont.)dPersonal growth (alpha=0.89) Institutional contribution: Voting in local, state (provincial), or national (federal) elections Institutional contribution: Learning effectively on your own Institutional contribution: Understanding yourself Institutional contribution: Understanding people of other racial and ethnic backgrounds Institutional contribution: Solving complex real-world problems Institutional contribution: Developing a personal code of values and ethics Institutional contribution: Contributing to the welfare of your community Institutional contribution: Developing a deepened sense of spirituality \PGqAPqAPG/!' - 4"6d:  0` ̙3ff3ff` ff723f` ___WW-|` 3U33ff` f3f` ff33fCK` S vi3f3` LLff3ff` QVV3Y` .]\̙̙B>?" dd@!?lFd@ "   @ `  n?" dd@   @@``PT !   @ ` `)p>>   P(  P P 6" "P  D T Click to edit Master title style! !$ P 0" " D RClick to edit Master text styles Second level Third level Fourth level Fifth level!     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S  6 P   X*   6    Z* H  0޽h ? 3380___PPT10.yR (    0 P%   X*   0ș  %  Z*   6 P   X*   6    Z* H  0޽h ? 3380___PPT10.}P75 &0N0 x@`(  `" ` c $D9"T`<$0 D  ` c $:"T w <$0 " . ` 0h"`Z Appreciation is expressed to Dr. Pay Covey, Dr. Dorothy Mollise, Frank Hurley, Paul Darring and Judith Holland for their assistance with this presentation.    ` 0/"n  < 2  ` <8"w*^ :  H ` 0޽h ? 3fffff3̙3f̙&___PPT10..@G+LtZDV' = @B D' = @BA?%,( < +O%,( < +DH' =%(%(D' =%(D8' =A@BB BB0B%(D' =1:Bvisible*o3>+B#style.visibility<*`%(D' =-g6B fade*<3<*`D8' =A@BB BB0B%(D' =1:Bvisible*o3>+B#style.visibility<*`%(D' =-g6B fade*<3<*`+p+0+`0 ++0+`0 +w % 0 H(  Hr H S P`   H <8L4h @  f  H 63 RTrends in Higher Education H H 0޽h ? 4-̙w^33f___PPT10i. >+D=' = @B + %0 P6(    S %PP      r  S 4+"P  " H  0޽h ? ̙3ff3ff___PPT10i.K@&ݟ+D=' = @B +} %0 0x$(  xr x S $PP    r x S lPP0`  H x 0޽h ? ̙3ff3ff___PPT10i. |+D=' = @B +} %0 0 4$(  4r 4 S dPP    r 4 S PP`  H 4 0޽h ? ̙3ff3ff___PPT10i.li+D=' = @B +O %:0 f^!(  ~"  s *P     0  `A ? PP    HA  ? P  H  0޽h ? 3fffff3̙3f̙___PPT10i.O+D=' = @B + %0 (  r  S vPP    r  S twP    0`? >    00B   vBVariables included as part of the scales are listed in Appendix A.C C H  0޽h ? ̙3ff3ff___PPT10i.<p7P<+D=' = @B +} %0 P <$(  <r < S =PP    r < S =P  H < 0޽h ? ̙3ff3ff___PPT10i.r+D=' = @B + %0 \y(  \r \ S HKPP0   \ <LL [The University of South Alabama   H \ 0޽h ? 3ff___PPT10i.f+D=' = @B +"2 %0N0 !110R/0(  ~  s *P0    / S  / #"2&S   <?"` UPercent @`  <?"`` W Frequency   @`  <(?"`X ` UPercent @`  <?"`X  W Frequency   @`  <? fDemographic Characteristic @` { <8 ?`Z S  O171 @` y <0#?`t Z  N88 @` w <x?" ` t  V  @` u <a?`  O195 @` s <T?` N64 @` q <D?"`` V  @` f <# ?"`X Z `S  P31.6 @` d < ?"`X t `Z  P68.4 @` b <2?" X `t  V  @` ` < ?"`X `  P62.9 @` ^ <4d ?"`X ` P37.1 @` \ <?X ` V  @`  <$?Z X S  Q4,141 @`  <Tg?t X Z  Q8,949 @`  <?"  X t  V  @`  <H?X  Q8,238 @`  <x|?X  Q4,852 @`  <?X  V  @`  <t?` U USA, 2006   @`  <?Z S  P66.0 @`  <hs?t Z  P34.0 @`  <|K?"  t  V  @`  <?  P75.3 @`  <? P24.7 @`  <?"` V  @`  <?` V NSSE, 2006   @`  <Y? t  XRace/Ethnicity @`   <? PGender @`  <?Z S  X Nonwhite @`  <l?t Z  U White   @` " <[?  [ Female  @` $ <[? V Male   @``B + 0o ?ZB / s *1 ?X ZB 0 s *1 ? X ZB 3 s *1 ?Z X Z `B 5 0o ?S ZB 6 s *1 ?ZB : s *1 ?X ZB < s *1 ?t X t ZB [ s *1 ?```B  01 ?X X `B  01 ?ZB  s *1 ?`B  01 ?`B  01 ?`B  01 ?ZB  s *1 ?S ZB  s *1 ?X X `B  01 ?``ZB  s *1 ?``ZB  s *1 ?S `B  0o ?`B 7 0o ?`B  0o ?S `B  01 ?X `ZB  s *1 ?``B  01 ?X `ZB  s *1 ?``B  01 ?X X `B  01 ?`` `B  01 ?X ` ZB  s *1 ?`  ZB  s *1 ?X X t ZB  s *1 ?` `t `B  01 ?X t `t ZB  s *1 ?`t t `B  01 ?X Z `Z ZB  s *1 ?`Z Z `B  01 ?X t X S `B  01 ?`t `S `B  0o ?X S `S `B 4 0o ?S X S `B  0o ?`S S H  0޽h ? ~{3f___PPT10i.@0v+D=' = @B + %0  1bT(  Tr T S PP     J  bT #"2&rrrJ  T <`?@d J  P64.4 @` T <?d @J  O163 @` T <$?d J  P 2 @` T < ?@~ d  P35.6 @` T <a?~ @d  N90 @` T <([?~ d  P 1 @` T <[?@ ~  T  @` T <h[? @~  T  @` T <ܚ[? ~  iAssessment of academic advising   @` T <[?@  P72.5 @` T < [?@  O185 @` T <[?  P 3 @` T <LU[ ?"`@ P16.1 @` T <][ ?"`@ N41 @` T <(7[? P 2 @` T <[ ?"`@ O1.4 @`  T <^E ?"`@ N29 @`  T <XE? Q 1  @`  T <E?@ T  @`  T <fE?@ T  @`  T <̄E? j Quality of faculty relationships!! @` T <RE?@ UPercent @` T <UE?@ W Frequency   @` T < E? oIndependent variables( @``B T 0o ?ZB T s *1 ?ZB  T s *1 ?ZB !T s *1 ?ZB "T s *1 ?ZB #T s *1 ?  ZB $T s *1 ?~ ~ ZB %T s *1 ?d d `B &T 0o ?J J `B 'T 0o ?J ZB (T s *1 ?ZB )T s *1 ?@@`B CT 01 ?`B ET 01 ?ZB HT s *1 ?J ZB JT s *1 ?@@J `B LT 0o ?J `B NT 01 ?`B QT 01 ?`B RT 01 ?@@`B UT 0o ?`B *T 0o ?H T 0޽h ? ̙3ff3ff___PPT10i.գ+D=' = @B + %0  "N`(  `r ` S Pp   p  N` #"" 4` <[?@ P8-32 @` 2` <[?@ O5.9 @` 0` <E?  P18.9 @` .` <E?P   O249 @` ,` <E?P  YPersonal growth @` ` <@E?@ P4-16 @` ` <E?@ O2.8 @` ` <(E?  O8.4 @` ` <E?P   O252 @` ` <E?P  YSocial emphasis @` ` <E?@ P5-20 @` ` <E?@ O3.4 @` ` <\E?  P15.1 @`  ` <nE?P   O252 @`  ` <(#,?P  aEducational development @`  ` <T-,?@ SRange @`  ` <6,?@ PSD @` ` <H,?  RMean @` ` <t,?P   On @` ` <H,?P  oIndependent variables( @``B ` 0o ?ZB ` s *1 ?ZB ` s *1 ?`B ` 0o ?`B ` 0o ?ZB ` s *1 ?P P ZB ` s *1 ?  ZB ` s *1 ?ZB  ` s *1 ?@@`B "` 0o ?ZB -` s *1 ?H ` 0޽h ? ̙3ff3ff___PPT10i.X+D=' = @B + %0 #8(  r  S U[PP   [    8 #"6*   6 <E?  k.36424  @` 4 <0%,?  aEducational development @`  <,?   ^.008(  @`  <,?  MAge @`  <dK,?   _.1361(  @`  <T,?  PGender @`  <d^,?   ^.065(  @`  <l,?  NRace @`  <v,?   _.3212(  @`  <4,?  YSocial emphasis @`   <,?   k.30424  @`   <,?  YPersonal growth @`   <,?  k.43924  @`   <H ,?  iEvaluation of academic advising   @`   <,?  k.36424  @`  <,?  o%Quality of relationships with faculty&& @`  <,?  bOverall satisfaction @`  <d,?  cIndependent variables @``B  0o ?ZB  s *1 ?ZB  s *1 ?ZB  s *1 ?ZB  s *1 ?  ZB  s *1 ?  ZB " s *1 ?  ZB # s *1 ?  `B $ 0o ?  `B % 0o ? ZB & s *1 ?  `B ' 0o ? ZB 5 s *1 ? 3 04   f1p<.05; 2p<.01< 2    H  0޽h ? ̙3ff3ff___PPT10i.=+D=' = @B +f6 %0 }5u5N 5(  r  S 8EPP   E p3 p   #":. tp   < ,?@ pU  Q1.061 @`  < ,?@ @U  Q1.468 @`  <(f,? @U  P.049 @`  <\ ?"` U  P.059 @`  <|? U  YPersonal growth @`  </?@( p  P.003 @`  <7?@( @  R17.036 @`  <4>? ( @  Q1.395 @`  <0G ?"`(  R-5.025 @` ޴ <P?(   RConstant   @` ~ <dY?@U p(  P.349 @` } <c?@U @(  `3.8431(  @` | <\? U @(  P.536 @` { <Tu ?"`U (  R-1.052 @` z <d~?U (  PGender @` x <?@ p  Q1.218 @` w <x?@ @  `4.6522(  @` v <Ծ? @  P.091 @` u <4 ?"`  P.197 @` t < ?"`   \Social involvement @` r < ?@p  Q1.238 @` q <ߐ?@@  `6.6672(  @` p <? @  P.083 @` o <ܩ ?"`  P.213 @` n < ?"`  bEducational development  @` l <?@p Q4.331 @` k <?@@ a12.8173(  @` j <? @ P.409 @` i <ʐ ?"`  Q1.466 @` h <Đ? 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