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The Relationship Between Institutional Mission & Student Engagement and Learning Environment

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The Relationship Between Institutional Mission & Student Engagement and Learning Environment The Relationship between Institutional Mission & Student Engagement and Learning Environment Mission Research Progress Report 2013 Research continues for a ninth year A data sharing opportunity for Catholic Colleges has been available since 2004 in conjunction with the annual National Survey of Student Engagement (NSSE). Institutional researchers at Marywood University act as administrators of the Catholic College Consortium. Consortium participants administer the NSSE survey and a set of Mission Perception Inventory (MPI) questions at once. They later receive Consortium comparison results on first-year and senior students’ responses not only on every NSSE item and scale, but the mission items, as well. As a result, Catholic College participants are able to: Assess institutional performance relative to a group of characteristically similar institutions, something not always available with national surveys. Enact program modifications or take action to address outcomes of the MPI and make change where indicated. Share with accreditors assessment efforts relative to mission, institutional effectiveness, and particular student services. Recent activity A subset of the NSSE Catholic College Consortium participants each year participates in the MPI data-sharing project. Data is released to the Marywood mission research team and custom MPI Reports are prepared. The MPI Reports compare individual schools’ performance on mission items and scales with others in the data-sharing project. The complete list of Catholic Colleges and Universities participating in the NSSE Catholic College Consortium through the years is shown on page four. Three research investigations in the past year include, first, a longitudinal look at MPI scale reliabilities from 2004 through 2012, second, a simple comparison of ranked mean results by Catholic versus Independent consortia and third, t-test analysis of mean differences by group. The differences by group are between NSSE Catholic College Consortium schools’ results and those of the NSSE Mission Engagement Consortium of Independent Colleges (MECIC), begun in 2008, whose members administer the same MPI questions. A inspection of the consistency of MPI scale reliabilities longitudinally over selected years of administration (Table 1) shows very satisfactory Cronbach alpha values have been maintained. The Sense of Mission and Respect for Diversity scales and the a priori NSSE Beliefs and Values (NSSE/BV) scale all have reliabilities ranging from 0.807 to 0.915 in each of the years shown. The overall MPI scale consisting of 19 items has reliabilities ranging from 0.880 in the 2004 inaugural year to 0.942 in 2012. The scales showing weaker reliabilities in years prior to 2009, Individual Actions and Religious Practice, were dropped and those items absorbed primarily into the more successful Values Development scale. Office of Planning & Institutional Research [email protected] Marywood University CHERC Forum March 2013 1 Table 1: NSSE Catholic College Consortium MPI Scale Reliability Results – Selected Years Cronbach alpha Scale 2004 2006 2008 2010 2012 Sense of Mission 0.867 0.880 0.907 0.894 0.899 Respect for Diversity 0.854 0.868 0.878 0.912 0.915 Individual Actions 0.674 Religious Practice 0.624 0.536 0.620 MPI 0.880 0.902 0.912 0.940 0.942 NSSE/BV 0.807 0.810 0.812 0.817 0.818 Values Development 0.840 0.848 A simple comparison of ranked mean results by item by consortia was done. Table 2 shows mean results for the NSSE Mission Engagement Consortium of Independent Colleges (MECIC), while Table 3 shows mean results for 2009-2012 for the NSSE Catholic College Consortium. Mean results over four years for both Independent and Catholic College consortia indicate steady improvement on every item since 2009. Table 2 Table 3 Mission Perception Inventory - Independent College Consortium Mission Perception Inventory - Catholic College Consortium Item Means Ranked by 4-Year Average 2009-2012 Item Means Ranked by 4-Year Average 2009-2012 Independent Means 4-Year Catholic Means 4-Year 2009 2010 2011 2012 Mean 2009 2010 2011 2012 Mean The faculty and staff here are respectful of people of This institution offers opportunities for • 4.29 4.28 4.29 4.35 4.30 • 4.27 4.34 4.32 4.34 4.32 different races and cultures. volunteering and community service. This institution offers opportunities for The faculty and staff here are respectful of people of • 4.13 4.19 4.30 4.29 4.23 • 4.23 4.29 4.26 4.33 4.28 volunteering and community service. different races and cultures. The faculty and staff here are respectful of people of The faculty and staff here are respectful of people of • 4.22 4.13 4.22 4.19 4.19 • 4.21 4.27 4.25 4.31 4.26 different religions. different religions. This institution offers opportunities for developing At this institution, there are opportunities for • 4.16 4.12 4.14 4.29 4.18 • 4.23 4.27 4.24 4.26 4.25 leadership skills. students to strengthen their religious commitment. As a result of my experience here, I am more aware The heritage of the founders/founding religious • 4.16 4.10 4.10 4.16 4.13 • 4.17 4.23 4.22 4.24 4.21 of my own personal values. community of this institution is evident here. The students here are respectful of people of This institution offers opportunities for developing • 4.17 4.17 4.07 4.07 4.12 • 4.13 4.16 4.15 4.21 4.16 different races and cultures. leadership skills. Social and personal development of students is an The students here are respectful of people of • 4.15 4.08 4.01 4.10 4.08 • 4.05 4.13 4.10 4.16 4.11 important part of the mission at this institution. different races and cultures. Preparation for a career is an important part of the Preparation for a career is an important part of the • 4.05 4.00 3.98 4.13 4.04 • 4.07 4.06 4.08 4.12 4.08 mission of this institution. mission of this institution. At this institution, there are opportunities for As a result of my experience here, I am more aware • 3.97 4.13 3.85 4.14 4.02 • 4.07 4.09 4.06 4.11 4.08 students to strengthen their religious commitment. of my own personal values. The environment here encourages students to The students here are respectful of people of • 4.06 4.05 3.95 4.00 4.01 • 4.02 4.10 4.07 4.12 4.08 develop an appreciation of diversity. different religions. Students at this institution feel free to express their Social and personal development of students is an • 4.09 3.94 3.95 4.03 4.00 • 4.03 4.09 4.06 4.10 4.07 individual spirituality. important part of the mission at this institution. The students here are respectful of people of Ethical and spiritual development of students is an • 4.02 3.96 4.02 3.94 3.98 • different religions. important part of the mission at this institution. 4.03 4.09 4.04 4.07 4.06 • The mission of this institution is reflected in its The mission of this institution is reflected in its 4.01 4.03 3.90 3.98 3.98 • 4.02 4.07 4.03 4.05 4.04 course offerings. course offerings. • Ethical and spiritual development of students is an The environment here encourages students to 4.03 4.12 3.81 3.86 3.95 • 3.97 4.01 4.06 4.11 4.04 important part of the mission at this institution. develop an appreciation of diversity. The faculty at this institution discuss the ethical • Students at this institution feel free to express their • 3.93 3.92 3.92 3.96 3.93 3.99 4.05 4.03 4.07 4.03 implications of what is being studied. individual spirituality. As a result of my experience here, I am more aware • The faculty at this institution discuss the ethical • 3.97 3.84 3.85 3.82 3.87 3.97 3.99 3.95 4.01 3.98 of social justice (fairness and equality) issues in implications of what is being studied. Thethe world.heritage of the founders/founding religious • As a result of my experience here, I am more aware • 3.95 4.05 3.66 3.52 3.80 3.85 3.89 3.88 3.91 3.88 community of this institution is evident here. of social justice (fairness and equality) issues in The mission of this institution is widely understood Peoplethe world. of different sexual orientations are accepted • 3.84 3.85 3.69 3.69 3.77 • 3.76 3.83 3.91 3.91 3.85 by students. socially here. People of different sexual orientations are accepted The mission of this institution is widely understood • 3.98 3.56 3.69 3.59 3.71 • 3.71 3.72 3.69 3.73 3.71 socially here. by students. Office of Planning & Institutional Research [email protected] Marywood University CHERC Forum March 2013 2 Table 4 Table 5 2009 NSSE 2010 NSSE Freshman Senior Freshman Senior Mean Mean Mean Mean Sig. Sig. Sig. Sig. CCU MECIC CCU MECIC CCU MECIC CCU MECIC The mission of this institution is widely understood by The mission of this institution is widely understood by 3.78 3.99 .000 3.61 3.84 .000 3.84 4.09 .000 3.64 3.82 .000 students. students. Ethical and spiritual development of students is an Ethical and spiritual development of students is an 4.03 4.10 .101 3.98 3.93 .252 4.12 4.26 .000 4.05 4.10 .011 important part of the mission at this institution.
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