NSSE08 Multi-Year Benchmark Report (SLU)

Magillba

Description

Saint Louis UniversityMulti-Year Benchmark ReportAugust 2008Interpreting the Multi-Year Benchmark ReportFor institutions that have participated in NSSE across multiple years, this Multi-Year Benchmark Report presents recalculated and comparable benchmark scores by year so that patterns of change or stability are discernible. It also provides statistics such as number of respondents, standard deviation, and standard error so that shorthand mean comparison tests can be calculated. This report is necessary because improvements and modifications have been made over time to NSSE survey items, the construction of benchmarks, and the production of institutional reports, making multi-year analysis of NSSE data more complex. Specifically, the following issues are relevant: • All items in question 7 were rescaled in 2004, making it untenable to compare newer results on these items with those of 2003 and earlier. Therefore, it is not possible to compare the 2004-2008 Enriching Educational Experiences benchmark with prior years (2001-2003). An alternate version of the Student-Faculty Interaction benchmark – labeled ‘SFC’ – is also provided with the ‘research with faculty’ item removed, allowing this benchmark to be compared with prior years (2001-2003).• In 2004 NSSE changed the way benchmarks were calculated, requiring that benchmarks prior to 2004 be recalculated to more accurately compare institutional performance across years. • Scores from NSSE 2000 are not ...

Informations

• Publié par: Isse
• Nombre de lectures: 16
• Langue: English

Extrait

Saint Louis University

Multi-Year Benchmark Report

August 2008

Interpreting the

Multi-Year Benchmark Report

Benchmark Score

The benchmark score is the

weighted average of the

student-level scores, using

only randomly sampled

students from each year's

data.

Error Bars/Confidence

Intervals

Error bars around each

benchmark score show the upper

and lower bounds of the 95%

confidence interval (mean +/-

1.96 *

SEM

), a range of values

95% likely to contain the true

population score. "Upper" and

"Lower" limits are reported in the

detailed statistics tables. Where

confidence intervals do not

overlap between years, a

statistically significant difference

(

p

< .05) is likely to be present.

SEM

Standard error of the mean

is

how much a score based on a

sample may differ from the

true population score.

SEM

is

used to compute confidence

intervals.

Y-Axis

Benchmarks are computed on

a 0 to 100 scale, however

nearly all institutional scores

are between the y-axis values

of 15 and 85.

Key Terms and Features in this Report

n

Unweighted number of

respondents represented

in the data.

SD

Standard deviation

, the

average amount by which

students' scores differ from

the mean.

Year

All NSSE administration years

are listed regardless of

participation.

Multi-year charts

appear on pages 4 & 6.

Multi-year detailed statistics

appear on pages 5 & 7.

For institutions that have participated in NSSE across multiple years, this

Multi-Year Benchmark Report

presents

recalculated and comparable benchmark scores by year so that patterns of change or stability are discernible. It also

provides statistics such as

number of respondents

,

standard deviation

, and

standard error

so that shorthand mean

comparison tests can be calculated. This report is necessary because improvements and modifications have been made

over time to NSSE survey items, the construction of benchmarks, and the production of institutional reports, making

multi-year analysis of NSSE data more complex. Specifically, the following issues are relevant:

•

All items in question 7 were rescaled in 2004, making it untenable to compare newer results on these items with

those of 2003 and earlier. Therefore, it is not possible to compare the 2004-2008 Enriching Educational

Experiences benchmark with prior years (2001-2003). An alternate version of the Student-Faculty Interaction

benchmark – labeled ‘SFC’ – is also provided with the ‘research with faculty’ item removed, allowing this

benchmark to be compared with prior years (2001-2003).

•

In 2004 NSSE changed the way benchmarks were calculated, requiring that benchmarks prior to 2004 be

recalculated to more accurately compare institutional performance across years.

•

Scores from NSSE 2000 are not included because several significant changes were made to the survey instrument

and benchmarks beginning in 2001, thus making year-to-year comparisons unsuitable.

•

The types of respondents used to develop institutional estimates have been refined in recent years, making direct

comparisons of reported benchmarks over the years potentially less stable.

This report has three main parts: (a) a table of

data quality indicators

(p. 3), which provides a quick reference to

important statistics for each year’s participation, (b)

multi-year charts,

and (c)

detailed statistics

. Key terms and

features of (b) and (c) are described below using data from the fictional “NSSEville State University.”

For more information and recommendations for analyzing NSSE data over time, consult the

Multi-Year Data Analysis

Guide

:

www.nsse.iub.edu/pdf/2008_Institutional_Report/Multiyear_Data_Guide.pdf

.

2

FY

SR

FY

SR

FY

SR

2001

Paper

7.9%

7.8%

140

145

2002

Paper

7.0%

7.5%

169

169

2003

Web

68%

60%

5.7%

6.6%

240

183

2004

Web

43%

38%

3.9%

4.5%

432

344

2005

Web

58%

48%

2.3%

3.4%

771

524

2006

Web

59%

46%

2.2%

3.2%

807

564

2007

Web

41%

31%

3.1%

3.8%

598

451

2008

Web

40%

39%

3.1%

3.3%

607

547

d

Sampling error gauges the precision of estimates based on a sample survey. It is an estimate of how much survey item percentages for

your respondents could differ from those of the entire population of students at your institution. Data with larger sampling errors

(such as +/-10%) need not be dismissed off hand, but any results using them should probably be interpreted more conservatively.

e

This is the original count used to calculate response rates and sampling errors for each administration's

Respondent Characteristics

report. This number includes all randomly sampled students. From 2001 to 2005 it may also include targeted oversamples. For this

reason, the counts for 2001 to 2005 may not match those given in the detailed statistics on pages 5 and 7.

a

All NSSE administration years since 2001 are listed regardless of participation.

43%

49%

b

Modes include

Paper

(students receive a paper survey and the option of completing a Web version),

Web

(students receive all

correspondence by e-mail and complete the Web version), and

Web+

(students initially invited to participate via e-mail; a subgroup

of nonrespondents receive paper surveys).

c

Response rates (number of respondents divided by sample size) were adjusted for ineligibility, nondeliverable mailing addresses, and

students who were unavailable during the survey administration. Before 2003, response rates were not calculated separately by

class so overall response rates are reported.

NSSE 2008 Multi-Year Benchmark Report

Data Quality Indicators

Saint Louis University

Some NSSE administrations yield more precise population estimates than others. The values in this table were drawn

from the

Respondent Characteristics

reports for each NSSE administration. An important early step in conducting a

multi-year analysis is to review the quality of your data for both first-year and senior respondents in each year.

Year

a

Mode

b

Response

Rate

c

Sampling

Error

d

Number of

Respondents

e

3

NSSE 2008 Multi-Year Benchmark Report

Multi-Year Charts

a

Saint Louis University

First-Year Students

Level of Academic Challenge (LAC)

55.2

55.0

56.8

54.1

56.0

55.2

56.2

55.8

15

25

35

45

55

65

75

85

'01

'02

'03

'04

'05

'06

'07

'08

Active and Collaborative Learning (ACL)

40.9

39.9

43.4

43.8

44.5

43.6

45.8

46.5

15

25

35

45

55

65

75

85

'01

'02

'03

'04

'05

'06

'07

'08

Student-Faculty Interaction (SFC)

b

38.2

37.8

41.1

38.4

42.0

39.1

37.9

40.8

15

25

35

45

55

65

75

85

'01

'02

'03

'04

'05

'06

'07

'08

Enriching Educational Experiences (EEE)

c

29.8

31.9

31.2

32.0

31.7

15

25

35

45

55

65

75

85

'01

'02

'03

'04

'05

'06

'07

'08

Supportive Campus Environment (SCE)

60.9

58.3

63.6

59.7

62.1

60.2

59.5

61.6

15

25

35

45

55

65

75

85

'01

'02

'03

'04

'05

'06

'07

'08

Notes:

a. Recalculated benchmark scores are charted for all years

of participation since 2001. See page 5 for detailed

statistics. For more information and recommendations for

analyzing multi-year NSSE data, consult the

Multi-Year

Data Analysis Guide

:

www.nsse.iub.edu/pdf/2008_Institutional_Report/

Multiyear_Data_Guide.pdf.

b.

For institutions with 2001-2003 data, due to a change to

the ‘research with faculty’ item in 2004, ‘SFC’ (the

alternate version of ‘SFI’ that does not include that item)

is charted on this page. Statistics for both versions are

provided on page 5.

c.

2001-2003 ‘EEE’ scores are not provided because these

scores are not comparable with those of later years;

response options for several ‘EEE’ items were altered in

2004.

4

2001

2002

2003

2004

2005

2006

2007

2008

LAC

55.2

55.0

56.8

54.1

56.0

55.2

56.2

55.8

n

130

153

209

408

724

773

546

536

SD

13.1

12.1

12.1

13.1

13.1

12.5

12.1

12.4

SEM

1.15

.98

.84

.65

.49

.45

.52

.53

Upper

57.5

56.9

58.4

55.3

56.9

56.0

57.2

56.8

Lower

53.0

53.1

55.1

52.8

55.0

54.3

55.1

54.7

ACL

40.9

39.9

43.4

43.8

44.5

43.6

45.8

46.5

n

130

153

209

408

770

805

598

601

SD

15.6

16.0

14.8

15.7

15.7

16.1

15.6

16.3

SEM

1.37

1.30

1.02

.78

.57

.57

.64

.67

Upper

43.6

42.4

45.4

45.3

45.6

44.7

47.0

47.8

Lower

38.2

37.4

41.4

42.3

43.4

42.5

44.5

45.2

SFC

38.2

37.8

41.1

38.4

42.0

39.1

37.9

40.8

n

130

153

209

408

734

783

567

557

SD

19.2

16.9

18.4

19.1

19.5

20.0

20.0

19.4

SEM

1.68

1.37

1.27

.94

.72

.72

.84

.82

Upper

41.5

40.5

43.6

40.3

43.4

40.5

39.6

42.4

Lower

34.9

35.1

38.6

36.6

40.6

37.7

36.3

39.1

SFI

-

-

-

32.5

35.9

33.4

32.1

34.5

n

-

-

-

408

725

776

552

541

SD

-

-

-

16.3

17.4

17.6

17.5

17.1

SEM

-

-

-

.81

.65

.63

.74

.74

Upper

-

-

-

34.1

37.2

34.7

33.6

36.0

Lower

-

-

-

30.9

34.7

32.2

30.7

33.1

EEE

-

-

-

29.8

31.9

31.2

32.0

31.7

n

-

-

-

408

712

763

537

520

SD

-

-

-

11.1

13.7

12.9

12.8

14.0

SEM

-

-

-

.55

.51

.47

.55

.62

Upper

-

-

-

30.9

32.9

32.1

33.1

33.0

Lower

-

-

-

28.7

30.9

30.3

30.9

30.5

SCE

60.9

58.3

63.6

59.7

62.1

60.2

59.5

61.6

n

130

153

209

407

696

756

529

508

SD

17.5

16.1

18.1

17.7

17.4

17.4

17.1

18.0

SEM

1.53

1.30

1.25

.88

.66

.63

.74

.80

Upper

63.9

60.9

66.1

61.4

63.4

61.4

60.9

63.1

Lower

57.9

55.8

61.2

58.0

60.9

58.9

58.0

60.0

IPEDS:179159

c

2001-2003 'EEE' scores are not provided because these scores are not comparable with those of later years. This is

because response options for several of 'EEE' items were substantially altered in 2004.

NSSE 2008 Multi-Year Benchmark Report

Detailed Statistics

a

Saint Louis University

First-Year Students

Level of

Academic

Challenge

Active and

Collaborative

Learning

Student

Faculty

Interaction

b

Enriching

Educational

Experiences

c

Supportive

Campus

Environment

a

n=number of respondents;

SD

=standard deviation;

SEM

=standard error of the mean; Upper/Lower=95% confidence interval limits

b

For institutions with 2001-2003 data, due to a change to the ‘research with faculty’ item in 2004, statistics for ‘SFC’

(the alternate version of 'SFI' that does not include that item) are reported along with the original 'SFI'.

5

NSSE 2008 Multi-Year Benchmark Report

Multi-Year Charts

a

Saint Louis University

Seniors

Level of Academic Challenge (LAC)

56.6

57.7

55.3

57.3

56.4

57.6

57.2

58.4

15

25

35

45

55

65

75

85

'01

'02

'03

'04

'05

'06

'07

'08

Active and Collaborative Learning (ACL)

46.8

50.6

50.1

51.7

51.3

51.3

51.8

52.5

15

25

35

45

55

65

75

85

'01

'02

'03

'04

'05

'06

'07

'08

Student-Faculty Interaction (SFC)

b

42.3

50.3

44.5

46.5

47.3

48.2

49.7

50.3

15

25

35

45

55

65

75

85

'01

'02

'03

'04

'05

'06

'07

'08

Enriching Educational Experiences (EEE)

c

45.3

46.0

46.9

48.6

50.7

15

25

35

45

55

65

75

85

'01

'02

'03

'04

'05

'06

'07

'08

Supportive Campus Environment (SCE)

53.5

56.7

57.9

58.7

57.2

56.8

54.6

58.7

15

25

35

45

55

65

75

85

'01

'02

'03

'04

'05

'06

'07

'08

Notes:

a. Recalculated benchmark scores are charted for all years

of participation since 2001. See page 7 for detailed

statistics. For more information and recommendations for

analyzing multi-year NSSE data, consult the

Multi-Year

Data Analysis Guide

:

www.nsse.iub.edu/pdf/2008_Institutional_Report/

Multiyear_Data_Guide.pdf.

b.

For institutions with 2001-2003 data, due to a change to

the ‘research with faculty’ item in 2004, ‘SFC’ (the

alternate version of ‘SFI’ that does not include that item)

is charted on this page. Statistics for both versions are

provided on page 7.

c.

2001-2003 ‘EEE’ scores are not provided because these

scores are not comparable with those of later years;

response options for several ‘EEE’ items were altered in

2004.

6

2001

2002

2003

2004

2005

2006

2007

2008

LAC

56.6

57.7

55.3

57.3

56.4

57.6

57.2

58.4

n

135

153

162

331

510

548

411

506

SD

13.5

13.4

14.9

13.9

13.5

13.9

14.1

13.0

SEM

1.16

1.08

1.17

.77

.60

.59

.69

.58

Upper

58.9

59.9

57.6

58.8

57.6

58.7

58.5

59.5

Lower

54.3

55.6

53.0

55.8

55.3

56.4

55.8

57.2

ACL

46.8

50.6

50.1

51.7

51.3

51.3

51.8

52.5

n

135

153

162

331

523

563

451

539

SD

15.3

14.6

16.4

15.3

15.8

16.2

15.7

15.8

SEM

1.31

1.18

1.29

.84

.69

.68

.74

.68

Upper

49.4

52.9

52.6

53.4

52.6

52.7

53.3

53.8

Lower

44.2

48.3

47.6

50.1

49.9

50.0

50.4

51.2

SFC

42.3

50.3

44.5

46.5

47.3

48.2

49.7

50.3

n

135

153

162

331

516

555

430

518

SD

19.9

21.5

21.3

20.1

20.2

21.6

21.5

20.6

SEM

1.71

1.74

1.68

1.10

.89

.92

1.04

.91

Upper

45.7

53.7

47.8

48.6

49.1

50.0

51.7

52.1

Lower

38.9

46.9

41.2

44.3

45.6

46.4

47.6

48.5

SFI

-

-

-

41.6

43.0

44.1

46.2

46.4

n

-

-

-

331

513

551

417

511

SD

-

-

-

19.2

19.9

20.5

21.0

20.8

SEM

-

-

-

1.06

.88

.87

1.03

.92

Upper

-

-

-

43.7

44.7

45.8

48.2

48.2

Lower

-

-

-

39.6

41.3

42.3

44.2

44.6

EEE

-

-

-

45.3

46.0

46.9

48.6

50.7

n

-

-

-

331

505

544

403

498

SD

-

-

-

17.2

17.3

18.0

16.8

16.7

SEM

-

-

-

.95

.77

.77

.83

.75

Upper

-

-

-

47.1

47.5

48.4

50.2

52.2

Lower

-

-

-

43.4

44.5

45.4

47.0

49.3

SCE

53.5

56.7

57.9

58.7

57.2

56.8

54.6

58.7

n

135

153

162

330

500

541

395

492

SD

17.5

20.0

19.2

17.5

17.4

18.2

18.1

18.5

SEM

1.50

1.62

1.51

.96

.78

.78

.91

.83

Upper

56.5

59.9

60.9

60.6

58.8

58.4

56.4

60.3

Lower

50.6

53.5

55.0

56.8

55.7

55.3

52.8

57.0

IPEDS:179159

c

2001-2003 'EEE' scores are not provided because these scores are not comparable with those of later years. This is

because response options for several of 'EEE' items were substantially altered in 2004.

NSSE 2008 Multi-Year Benchmark Report

Detailed Statistics

a

Saint Louis University

Seniors

Level of

Academic

Challenge

Active and

Collaborative

Learning

Student

Faculty

Interaction

b

Enriching

Educational

Experiences

c

Supportive

Campus

Environment

a

n=number of respondents;

SD

=standard deviation;

SEM

=standard error of the mean; Upper/Lower=95% confidence interval limits

b

For institutions with 2001-2003 data, due to a change to the ‘research with faculty’ item in 2004, statistics for ‘SFC’

(the alternate version of 'SFI' that does not include that item) are reported along with the original 'SFI'.

7