News & Events

National Religious Diversity Study in the News
Article: Interfaith Interaction (or Lack Thereof), by Jake New. View article here.
Excerpt: “WASHINGTON – The majority of college students say their campuses feel inclusive of many different faiths, according to research presented here Friday, but only 3 percent of students say they actually participate frequently in interfaith programming on campus.

image_4The Campus Religious and Spiritual Climate Survey, discussed during a presentation at the annual meeting of the Association of American Colleges and Universities, examined how academic, social, and functional features of a college influence the way students interact with each other across religions. The survey collected responses from more than 8,000 students from 38 public and private colleges and universities (the latter included Catholic, mainline Protestant, and evangelical institutions) between 2011 and 2014. According to the survey’s findings, feelings of acceptance vary widely between religions, types of institutions, and even years of college.”

Recent publication by NILIE Executive Director: Seeking to Understand Faculty-Student Interaction at Community Colleges

Photo courtesy of Harford Community College
Photo courtesy of Harford Community College

Authors: Lesley G. Wirt, Audrey J. Jaeger
Journal: Community College Journal of Research and Practice, Vol. 38, Iss. 11, 2014
Abstract: One fundamental aspect of engagement in higher education is faculty-student interaction (FSI). FSI has been associated with student success and persistence in both four- and two-year institutions. Due to limited research concerning diverse students, understanding student engagement in higher education is based on White, traditional-age students who attend four-year institutions. Community colleges enroll almost half of United States undergraduates, and these students are considered nontraditional. Community college students’ primary involvement or interaction typically occurs inside the classroom due to students’ part-time status, employment responsibilities, limited involvement in student activities, and attendance at nonresidential campuses. Examining FSI is a possible approach to understand and support community college students in their educational endeavors. The purpose of this study was to explore the variables that predict FSI of community college students. This research project was guided by two theories that examine student engagement and FSI: Astin’s (1985) student involvement theory and Pace’s (1979) student development and college impress model. Descriptive and inferential statistics examined the data and answered three research questions. Analyses revealed that age, grants/scholarships, grade point average (GPA), orientation program/course participation, and learning community participation were significant predictors of FSI for full-time community college students; first-generation status, GPA, orientation program/course participation, and learning community participation were significant predictors of FSI for part-time community college students.



Air presentation: Understanding Nonresponse in a Community College Faculty and Staff Survey

Location: Association for Institutional Research Forum 2014, Orlando Florida
Dates: May 27-30, 2014
Abstract: In recent years, researchers have experienced decreases in survey responses, yet we still know relatively little about factors related to response and the effect nonresponse has on survey results. This paper analyzes data from a large-scale satisfaction survey of community college personnel to uncover potential bias resulting from nonresponse and to test conditions that enhance the likelihood of response. In addition to providing evidence from their research, presenters offer participants practical information about response bias, ways to increase response rates, and tools to conduct similar studies on their campuses.