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NSSE08 Multi-Year Benchmark Report (SLU)

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7 pages
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 ...
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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