Students benefit and are more satisfied in supportive settings that cultivate positive relationships among students, faculty, and staff. Two Engagement Indicators investigate this theme: Quality of Interactions and Supportive Environment. Below are three views of your results alongside those of your comparison groups.
|UMD||Your seniors compared with|
|UMD Peers||Competitors||National Comparison|
|Quality of Interactions||41.8||42.0||-.02||42.4||-.06||42.9||**||-.10|
|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 seniors and
|Quality of Interactions||UMD||UMD Peers||Competitors||National Comparison|
|Percentage rating a '6' or '7' on a scale from 1="Poor" to 7="Excellent" their interactions with...||%|
|13d.||Student services staff (career services, student activities, housing, etc.)||40||+0||-2||-3|
|13e.||Other administrative staff and offices (registrar, financial aid, etc.)||38||-2||-4||-5|
|Percentage responding "Very much" or "Quite a bit" about how much the institution emphasized...|
|14b.||Providing support to help students succeed academically||65||-7||-6||-7|
|14c.||Using learning support services (tutoring services, writing center, etc.)||61||-3||-4||-7|
|14d.||Encouraging contact among students from different backgrounds (social, racial/ethnic, religious, etc.)||43||-4||-2||-6|
|14e.||Providing opportunities to be involved socially||65||-2||-3||-3|
|14f.||Providing support for your overall well-being (recreation, health care, counseling, etc.)||63||-3||-5||-3|
|14g.||Helping you manage your non-academic responsibilities (work, family, etc.)||26||-1||-3||-5|
|14h.||Attending campus activities and events (performing arts, athletic events, etc.)||53||-4||-9||-6|
|14i.||Attending events that address important social, economic, or political issues||42||+0||-4||-6|
|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.|