Students learn firsthand how experts think about and solve problems by interacting with faculty members inside and outside of instructional settings. As a result, faculty become role models, mentors, and guides for continuous lifelong learning. In addition, effective teaching requires that faculty deliver course material and provide feedback in student-centered ways. Two Engagement Indicators investigate experiences with faculty: Student-Faculty Interaction and Effective Teaching Practices. Below are three views of your results alongside those of your comparison groups.
|Loyola-New Orleans||Your first-year students compared with|
|Jesuit||Carnegie Class||General Ref Group|
|Effective Teaching Practices||40.0||41.4||-.11||40.5||-.03||41.3||-.11|
|Notes: Results weighted by institution-reported sex and enrollment status (and institution size for comparison groups); Effect size: Mean difference divided by pooled standard deviation; Symbols on the Overview page are based on effect size and p before rounding; *p<.05, **p<.01, ***p<.001 (2-tailed).|
Notes: Each box-and-whiskers chart plots the 5th (bottom of lower bar), 25th (bottom of box), 50th (middle line), 75th (top of box), and 95th (top of upper bar) percentile scores. The dot represents the mean score.
The table below displays how your students responded to each EI item, and the difference, in percentage points, between your students and those of your comparison group. Blue bars indicate how much higher your institution's percentage is from that of the comparison group. Purple bars indicate how much lower your institution's percentage is from that of the comparison group.
|Percentage point differencea between|
your first-year students and
|Student-Faculty Interaction||Loyola-New Orleans||Jesuit||Carnegie Class||General Ref Group|
|Percentage of students who responded that they "Very often" or "Often"...||%|
|3a.||Talked about career plans with a faculty member||39||+6||+6||+7|
|3b.||Worked with a faculty member on activities other than coursework (committees, student groups, etc.)||21||+2||+1||+2|
|3c.||Discussed course topics, ideas, or concepts with a faculty member outside of class||36||+4||+9||+6|
|3d.||Discussed your academic performance with a faculty member||37||+4||+7||+7|
|Effective Teaching Practices|
|Percentage responding "Very much" or "Quite a bit" about how much instructors have...|
|5a.||Clearly explained course goals and requirements||84||+1||+4||-0|
|5b.||Taught course sessions in an organized way||86||+3||+8||+2|
|5c.||Used examples or illustrations to explain difficult points||76||-4||-1||-6|
|5d.||Provided feedback on a draft or work in progress||61||-8||-6||-6|
|5e.||Provided prompt and detailed feedback on tests or completed assignments||65||-4||+1||-3|
|Notes: Refer to your Frequencies and Statistical Comparisons report for full distributions and significance tests. Item numbering corresponds to the survey facsimile.|
|a.||Percentage point difference = Institution percentage – Comparison group percentage. Because results are rounded to whole numbers, differences of less than 1 point may or may not display a bar. Small, but nonzero differences may be represented as +0 or -0.|