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STUDENT SATISFACTION

How students feel about their university experience is: Tied to many factors Leads to higher persistence Leads to greater motivation

1. Institutional factors: academic and administrative factors.

2. Extracurricular factors and social integration: social, health, cultural, campus facilities, campus services, and sports activities, transportation, and housing.

3. Student expectations: choice of study, as well as the job market

4. Student demographics: age, gender, socio-economic group, etc.

Thomas and Galambos, 2004; Aldemir and Gülcan, 2004, as cited in de Lourdes Machado et al., 2011

STUDENT SATISFACTION WITH TEACHING AND LEARNING IS INFLUENCED BY

FACTORS THAT MOST LIKELY LEAD TO IMPROVEMENTS IN STUDENT SATISFACTION

An institutional climate that students perceive as supportive or friendly;

Increased levels of student support during the first year of study;

An emphasis on formative assessment during the beginning of a course of study;

Increased focus on the social dimension of learning activities;

An ability to positively respond to the changing nature of student engagement in higher education

de Lourdes Machado et al., 2011

PREDICTORS OF SATISFACTION DEPEND ON THE STUDENT

The engaged student likes to be seen as an individual on campus

The less engaged student is more concerned about social aspects of campus

First year students more often feel that there are too many demands put on them

Thomas and Galambos, 2004; Gibbons, 2012

CLASSROOM PREDICTORS OF STUDENT SATISFACTION

Teaching quality, Interactions with faculty both in and out of

class Knowledge assessment Quality of academic advising Faculty preparation for class Perceived intellectual growth Preparation for life long learning

Thomas and Galambos, 2004; de Lourdes Machado et al., 2011

MOST STUDIES SUGGEST Students have a need to feel they are part of

the institution Good classroom experiences and activities

lead to institutional commitment (sense of pride in their school)

Good classroom experiences involve strong preparation, classroom management skills, teaching in multiple ways, good communication skills of faculty members

NSSE HIGH IMPACT CLASSROOM PRACTICES THAT LEAD TO SATISFACTION

Special undergraduate opportunities, such as learning communities

Service learning Research with a faculty member Study abroad Internships Culminating senior experiences

(Kuh, 2008, as cited in NSSE, 2013).

IT IS RECOMMENDED BY NSSE THAT WE

“provide learning opportunities outside of the classroom;

require meaningful interactions with faculty and students;

encourage interactions with diverse others; and

provide frequent and meaningful feedback”

(NSSE, 2013).

IN YOUR CLASS CONSIDER

Articulating your goals to your students Using examples from your experience to

enhance learning Giving students early and more frequent

feedback Including engaging activities (e.g. case

methods, discussions, think pair share, peer editing, demonstrations, stories)

Taking professional development with the LTO