NSSE08 Benchmark Comparisons Report (SLU)

11 pages

English

NSSE08 Benchmark Comparisons Report (SLU)

Phoos - Magillba

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Saint Louis UniversityBenchmark ComparisonsAugust 2008Interpreting the Benchmark Comparisons ReportTo focus discussions about the importance of student engagement and guide institutional improvement efforts, NSSE created five Benchmarks of Effective Educational Practice: Level of Academic Challenge, Active and Collaborative Learning, Student-Faculty Interaction, Enriching Educational Experiences, and Supportive Campus Environment. This Benchmark Comparisons Report compares the performance of your institution with your selected peers or consortium. In addition, page 9 provides two other comparisons between your school and (a) above-average institutions with benchmarks in the top 50% of all NSSE institutions and (b) high-performing institutions with benchmarks in the top 10% of all NSSE institutions. These displays allow you to determine if the engagement of your typical student differs in a statistically significant, meaningful way from the average student in these comparison groups. More detailed information about how benchmarks are created can be found on the NSSE Web site at www.nsse.iub.edu/2008_Institutional_Report/.Statistical SignificanceBenchmarks with mean differences that are larger than would be expected by chance alone are noted with one, two, or three asterisks, denoting one of three Class and Samplesignificance levels (p<.05, p< .01, and p<.001). The smaller the significance level, Means are reported for aEffect Sizethe smaller the ...

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Saint Louis University

Benchmark Comparisons August 2008

Interpreting the Benchmark Comparisons Report

To focus discussions about the importance of student engagement and guide institutional improvement efforts, NSSE created five Benchmarks of Effective Educational Practice: Level of Academic Challenge, Active and Collaborative Learning, Student-Faculty Interaction, Enriching Educational Experiences, and Supportive Campus Environment. This Benchmark Comparisons Report compares the performance of your institution with your selected peers or consortium. In addition, page 9 provides two other comparisons between your school and (a) above-average institutions with benchmarks in the top 50% of all NSSE institutions and (b) high-performing institutions with benchmarks in the top 10% of all NSSE institutions. These displays allow you to determine if the engagement of your typical student differs in a statistically significant, meaningful way from the average student in these comparison groups. More detailed information about how benchmarks are created can be found on the NSSE Web site at www.nsse.iub.edu/2008_Institutional_Report/.

Class and Sample Means are reported for first-year students and seniors. Institution-reported class ranks are used. All randomly selected students are included in these analyses. Students in targeted or locally administered oversamples are not included.

Mean The mean is the weightedarithmetic average of student level benchmark scores.

Benchmark Description & Survey Items A description of the benchmark and the individual items used i its creation are summarized.

Statistical Significance Benchmarks with mean differences that are larger than would be expected by chance alone are noted with one, two, or three asterisks, denoting one of three significance levels (p<.05, p< .01, and p<.001). The smaller the significance level, the smaller the likelihood that the difference is due to chance. Please note that statistical significance does not guarantee that the result is substantive or important. Large sample sizes (as with the NSSE project) tend to produce more statistically significant results even though the magnitude of mean differences may e inconsequential. It is recommended to consult effect sizes to judge the practical meaning of the results.

Level of Academic Challenge (LAC) Benchm ark Comparisons

Cl as s First-Y ea r Senior

10 0

7 5

5 0

2 5

51.8

NSSEvill e State

N SSE ville Sta te

a M ea n 51. 8 55. 7

FirstYear

52. 1

Mid E ast Pu bl ic

5 1.5

Carneg ie Class

M id East Public Ef fect a b c M ea n S i g S iz e 52.1 -.02 55.2 .04

51.7

NSSE 2 00 8

100

N SSE ville State compared with:

C arne gie C lass E ffec t a b c M ea n Si g S ize 51.5 .0 2 55.1 .0 5

55 .7

NSS Ev ille State

Senior

5 5.2

M id East Public

N SSE 20 08 a b M ea n S ig 51 .7 55 .6

55.1

C arn egie Cl as s

55 .6

N SSE 20 08

E ffe ct c S ize .00 .01

Level of Academic C hallenge ( LAC) Item s C hallenging intelle ctual and creative work is central to s tudent learning and collegia te quality. Colle ges and univers itie s pro mo te high leve ls of s tudent achie vement by emphas izing the imp orta nce of ac ademic effort a nd s etting high e xpecta tion s for studen t performance.

- Prepa ring for cla ss (study ing, reading, writing, re hearsing, etc. rela ted to ac adem ic program) - Number of ass igned textbooks , books , or book-len gth pa cks of c ours e re adings - Number of writte n pa pers or reports of 20 page s or m ore; numbe r of written pape rs or re ports of betwe en 5 a nd 19 page s; and num ber of writte n pa pers or reports of fewe r than 5 pages - Course work empha siz in g an alysis o f the basic e lem ents of an ide a, e xperience or th eory - Course work empha siz in g s ynthes is and org anizing of idea s, inform ation, or experienc es into new, m ore com plex interpretations and re lationships - Course work empha siz in g the m aking of judgm e nts about the value of inform ation, argum en ts , or m e thods - Course work empha siz in g ap plic ation of theories or conce pts to prac tical problem s or in new situa tions - W orking ha rde r than you thought you could to m ee t a n instruc tor's s tandards or e xpecta tions - Cam pus e nviro nme nt e m phasiz ing tim e studying and on a cademic work

a See theNSSE Effect Size Interpretation Guideat www.nsse.iub.edu/html/effect_size_guide.cfm for additional information.

a Effect Size Effect size indicates the practical significanceof the mean difference. It is calculated by dividing the mean difference by the pooled standard deviation. In practice, an effect size of .2 is often considered small, .5 moderate, and .8 large. A positive sign indicates that your institution’s mean was greater, thus showing an affirmative result for the institution. A negative sign indicates the institution lags behind the comparison group, suggesting that the student behavior or institutional practice represented by the item may warrant attention.

Bar Charts A visual display of first-year and senior mean benchmark scores for your institution and your selected peer or consortium groups.

Page 2

Level of Academic Challenge (LAC) Benchmark Comparisons

Class First-Year Senior

100

55.8

SLU

a Mean 55.8 58.4

FirstYear

57.6

Jesuit

52.6

Research All

a Mean 57.6 60.8

56.1

Jesuit

b Sig** ***

Research Private

Level of Academic Challenge (LAC) Items

Effect c Size-.15 -.19

100

NSSE 2008 Benchmark Comparisons Saint Louis University

SLU compared with:

Research All

a Mean 52.6 55.8

58.4

SLU

b Sig*** ***

Effect c Size.24 .18

Senior

60.8

Jesuit

Research Private Effect a b c Mean SigSize56.1 -.03 58.8 -.03

55.8

Research All

58.8

Research Private

Challenging intellectual and creative work is central to student learning and collegiate quality. Colleges and universities promote high levels of student achievement by emphasizing the importance of academic effort and setting high expectations for student performance.

● Preparing for class (studying, reading, writing, doing homework or lab work, etc. related to academic program) ● Number of assigned textbooks, books, or book-length packs of course readings ●number of written papers or reports of between 5 and 19 pages; and Number of written papers or reports of 20 pages or more; number of written papers or reports of fewer than 5 pages ● Coursework emphasizes:Analysisof the basic elements of an idea, experience or theory ● Coursework emphasizes:Synthesisand organizing of ideas, information, or experiences into new, more complex interpretations and relationships ● Coursework emphasizes:Making of judgmentsabout the value of information, arguments, or methods ● Coursework emphasizes:Applyingtheories or concepts to practical problems or in new situations ● Working harder than you thought you could to meet an instructor's standards or expectations ● Campus environment emphasizes: Spending significant amount of time studying and on academic work.

a Weighted by gender, enrollment status, and institutional size. b * p<.05 ** p<.01 ***p<.001 (2-tailed). c Mean difference divided by the pooled standard deviation.

Page 3

Active and Collaborative Learning (ACL) Benchmark Comparisons

Class First-Year Senior

100

46.5

SLU

a Mean 46.5 52.5

FirstYear

44.9

Jesuit

41.4

Research All

a Mean 44.9 53.8

44.7

Jesuit

b Sig*

Research Private

Active and Collaborative Learning (ACL) Items

Effect c Size.10 -.08

100

NSSE 2008 Benchmark Comparisons Saint Louis University

SLU compared with:

Research All

a Mean 41.4 49.3

52.5

SLU

b Sig*** ***

Effect c Size.31 .18

Senior

53.8

Jesuit

Research Private Effect a b c Mean SigSize44.7 ** .11 52.5 .00

49.3

Research All

52.5

Research Private

Students learn more when they are intensely involved in their education and asked to think about what they are learning in different settings. Collaborating with others in solving problems or mastering difficult material prepares students for the messy, unscripted problems they will encounter daily during and after college.

● Asked questions in class or contributed to class discussions ● Made a class presentation ● Worked with other students on projectsduring class ● Worked with classmatesoutside of classto prepare class assignments ● Tutored or taught other students (paid or voluntary) ● Participated in a community-based project (e.g., service learning) as part of a regular course ● Discussed ideas from your readings or classes with others outside of class (students, family members, co-workers, etc.)

a Weighted by gender, enrollment status, and institutional size. b * p<.05 ** p<.01 ***p<.001 (2-tailed). c Mean difference divided by the pooled standard deviation.

Page 4

StudentFaculty Interaction (SFI) Benchmark Comparisons

Class First-Year Senior

100

34.5

SLU

a Mean 34.5 46.4

FirstYear

36.9

Jesuit

33.1

Research All

StudentFaculty Interaction (SFI) Items

a Mean 36.9 45.5

34.8

Jesuit

b Sig**

Research Private

Effect c Size-.13 .04

100

NSSE 2008 Benchmark Comparisons Saint Louis University

SLU compared with:

Research All

a Mean 33.1 41.1

46.4

SLU

b Sig

***

Effect c Size.08 .25

Senior

45.5

Jesuit

Research Private Effect a b c Mean SigSize34.8 -.02 43.5 ** .13

41.1

Research All

43.5

Research Private

Students learn firsthand how experts think about and solve practical problems by interacting with faculty members inside and outside the classroom. As a result, their teachers become role models, mentors, and guides for continuous, life-long learning.

● Discussed grades or assignments with an instructor ● Talked about career plans with a faculty member or advisor ● Discussed ideas from your readings or classes with faculty members outside of class ● Worked with faculty members on activities other than coursework (committees, orientation, student-life activities, etc.) ● Received prompt written or oral feedback from faculty on your academic performance ● Worked on a research project with a faculty member outside of course or program requirements

a Weighted by gender, enrollment status, and institutional size. b * p<.05 ** p<.01 ***p<.001 (2-tailed). c Mean difference divided by the pooled standard deviation.

Page 5

Enriching Educational Experiences (EEE) Benchmark Comparisons

Class First-Year Senior

100

31.7

SLU

a Mean 31.7 50.7

FirstYear

30.8

Jesuit

28.3

Research All

a Mean 30.8 46.8

30.4

Jesuit

b Sig

***

Research Private

Enriching Educational Experiences (EEE) Items

Effect c Size.07 .22

100

NSSE 2008 Benchmark Comparisons Saint Louis University

SLU compared with:

Research All

a Mean 28.3 41.6

50.7

SLU

b Sig*** ***

Effect c Size.25 .52

Senior

46.8

Jesuit

Research Private Effect a b c Mean SigSize30.4 * .10 45.0 *** .32

41.6

Research All

45.0

Research Private

Complementary learning opportunities enhance academic programs. Diversity experiences teach students valuable things about themselves and others. Technology facilitates collaboration between peers and instructors. Internships, community service, and senior capstone courses provide opportunities to integrate and apply knowledge.

● Participating in co-curricular activities (organizations, campus publications, student government, social fraternity or sorority, etc.) ● Practicum, internship, field experience, co-op experience, or clinical assignment ● Community service or volunteer work ● Foreign language coursework / Study abroad ● Independent study or self-designed major ● Culminating senior experience (capstone course, senior project or thesis, comprehensive exam, etc.) ● Serious conversations with students of different religious beliefs, political opinions, or personal values ● Serious conversations with students of a different race or ethnicity than your own ● Using electronic medium (e.g., listserv, chat group, Internet, instant messaging, etc.) to discuss or complete an assignment ● Campus environment encouraging contact among students from different economic, social, and racial or ethnic backgrounds ● Participate in a learning community or some other formal program where groups of students take two or more classes together

a Weighted by gender, enrollment status, and institutional size. b * p<.05 ** p<.01 ***p<.001 (2-tailed). c Mean difference divided by the pooled standard deviation.

Page 6

Supportive Campus Environment (SCE) Benchmark Comparisons

Class First-Year Senior

100

61.6

SLU

a Mean 61.6 58.7

FirstYear

64.5

Jesuit

60.1

Research All

a Mean 64.5 61.6

63.5

Jesuit

b Sig*** **

Research Private

Supportive Campus Environment (SCE) Items

Effect c Size-.16 -.15

100

NSSE 2008 Benchmark Comparisons Saint Louis University

SLU compared with:

Research All

a Mean 60.1 56.5

58.7

SLU

b Sig

Effect c Size.08 .11

Senior

61.6

Jesuit

Research Private Effect a b c Mean SigSize63.5 * -.10 60.9 ** -.11

56.5

Research All

60.9

Research Private

Students perform better and are more satisfied at colleges that are committed to their success and cultivate positive working and social relations among different groups on campus.

● Campus environment provides the support you need to help you succeed academically ● Campus environment helps you cope with your non-academic responsibilities (work, family, etc.) ● Campus environment provides the support you need to thrive socially ● Quality of relationships with other students ● Quality of relationships with faculty members ● Quality of relationships with administrative personnel and offices

a Weighted by gender, enrollment status, and institutional size. b * p<.05 ** p<.01 ***p<.001 (2-tailed). c Mean difference divided by the pooled standard deviation.

Page 7

NSSE 2008 Benchmark Comparisons With Highly Engaging Institutions

Interpreting the Top 10% and Top 50% Comparisons This section of the NSSE Benchmark Comparisons report allows you to estimate the performance of your average student in relation to the average student attending two different institutional peer groups identified by NSSE for their high levels o student engagement: (a) those with benchmark scores placing them in the top 50% of all NSSE schools in 2008 and (b) a those with benchmark scores in the top 10% for 2008. These comparisons allow an institution to determine if their engagement of their students differs in significant, meaningful ways from these high performing peer groups.

Example

LAC ACL SFI EEE SCE

NSSEville State Mean 57.1 50.3 37.3 21.8 60.9

Mean 55.8 45.8 37.2 30.0 64.7

NSSE 2008 Top 50% Sig Effect size * .10 *** .28 .01 *** -.63 *** -.21

Mean 60.5 50.7 42.0 34.4 69.7

NSSE 2008 Top 10% Sig Effect size *** -0.28 -0.02 *** -0.24 *** -0.98 *** -0.49

NSSEville State CAN conclude... The average score for NSSEville State first-year students is slightly above (i.e., small positive effect size) that of the average student attending NSSE 2008 schools that scored in the top 50% on Level of Academic Challenge (LAC). The average NSSEville State first-year student is as engaged (i.e., not significantly different) as the average student attending NSSE 2008 schools that scored in the top 10% on Active and Collaborative Learning (ACL). It islikelythat NSSEville State is in the top 50% of all NSSE 2008 schools for first-year students on Level of a,b Academic Challenge (LAC) and Active and Collaborative Learning (ACL).

a NSSEville State CANNOT conclude ... NSSEville State is in the top half of all schools on the Student-Faculty Interaction (SFI) benchmark for first-year b students. NSSEville State is a "top ten percent" institution on Active and Collaborative Learning (ACL) for first-year b students.

For additional information on how to understand and use the Top 50% and Top 10% section of the benchmark report, see www.nsse.iub.edu/2008_Institutional_Report/.

a Precision-weighted means (produced by Hierarchical Linear Modeling) were used to determine the top 50% and top 10% institutions for each benchmark, separately for first-year and senior students. Using this method, benchmark scores of institutions with relatively large standard errors are adjusted substantially toward the grand mean of all students, while those with smaller standard errors receive smaller corrections. Thus, schools with less stable data, though they may have high scores, may not be identified among the top scorers.

b NSSE does not publish the names of the top 50% and top 10% institutions because of our commitment not to release individual school results and because our policy against the ranking of institutions.

Page 8

39.7

34.5

This display compares your students with those attending schools that scored in the top 50% and top 10% of all NSSE 2008 institutions on a particular benchmark.

ortive Cam us Environmen (SCE)

100

a Weighted by gender, enrollment status, and institutional size. b * p<.05 ** p<.01 ***p<.001 (2-tailed). c Mean difference divided by the pooled standard deviation.

First-Year

SLU compared with NSSE 2008 NSSE 2008 Top 50% Top 10% a c a c Mean Sig Effect size Mean Sig Effect size 56.4 -.05 60.7***-.38 47.5 -.06 51.6***-.28 39.7***-.27 43.6***-.43 30.3*-.09.10 33.0 65.8***-.23 68.5***-.37 59.9**-.11 63.3***-.37 55.4***-.17 59.7***-.41 49.3**-.14 55.3***-.41 47.3***.19 54.3***-.21 63.5***-.26 66.7***-.44

Page 9

68.5

66.7

58.7

Senior

63.5

NSSE 2008 Benchmark Comparisons With Highly Engaging Institutions Saint Louis University

61.6

First-Year

56.4

55.8

Level of Academic Challen e (LAC)

63.3

43.6

31.7

100

55.4

Active and Collaborative Learnin (ACL)

100

59.7

46.5

Senior

30.3

50.7

Enrichin Educational Ex eriences (EEE)

Senior

54.3

47.3

33.0

55.3

StudentFacult Interaction (SFI)

47.5

51.6

First-Yea

First-Year

65.8

First-Year

100

46.4

Legend SLU Top 50% Top 10%

Senior

60.7

58.4

49.3

Senior

52.5

59.9

Senio

100

SLU a Mean 55.8 46.5 34.5 31.7 61.6 58.4 52.5 46.4 50.7 58.7

LAC ACL SFI EEE SCE LAC ACL SFI EEE SCE

47 44 44 50 56

18.0

75 71 75 76 83

57 52 52 57 62

43 38 43 48 50

33 29 33 33 38

36 31 34 35 38

67 62 65 66 70

LEVEL OF ACADEMIC CHALLENGE (LAC) SLU (N = 536) 55.8

12.4

ACTIVE AND COLLABORATIVE LEARNING (ACL) SLU (N = 601) 46.5 16.3

Reference Group Comparison Statistics Deg. of Mean e Freedom Diff. Sig.

38 36 39 38 42

.001 .000 .513 .263 .000

5,397 112,343 16,466 91,694 645

1.6 5.1 1.9 -1.0 -5.1

637 524 14,544 120,118 25,402

701 101,539 589 549 599

Mean Statistics

5th

Jesuit Research All Research Private Top 50% Top 10%

57.6 52.6 56.1 56.4 60.7

Distribution Statistics d Percentiles 25th 50th 75th 95th

.2 .0 .1 .0 .1

12.5 13.3 13.0 13.1 12.8

FirstYear Students

SUPPORTIVE CAMPUS ENVIRONMENT (SCE) SLU (N = 508) 61.6

19 19 19 24 24

Jesuit Research All Research Private Top 50% Top 10%

ENRICHING EDUCATIONAL EXPERIENCES (EEE) SLU (N = 520) 31.7 14.0

.3 .1 .2 .1 .1

18.8 18.6 19.2 18.4 18.4

31 31 31 33 36

78 72 78 78 81

67 61 64 67 69

53 47 50 53 56

d A percentile is the point in the distribution of student-level benchmark scores at or below which a given percentage of benchmark scores fall. e Degrees of freedom used to compute the t-tests. Values vary for the total Ns due to weighting and the equal variance assumption. f Statistical significance represents the probability that the difference between the mean of your institution and that of the comparison group occurred by chance.

c The 95% confidence interval for the population mean it is equal to the sample mean plus/minus the product of 1.96 times the standard error of the mean.

44.9 41.4 44.7 47.5 51.6

STUDENTFACULTY INTERACTION (SFI) SLU (N = 541) 34.5

18.4 18.3 18.8 19.4 21.2

17.1

.2 .0 .1 .1 .1

16.5 16.6 16.5 17.0 17.9

.3 .1 .2 .1 .2

36.9 33.1 34.8 39.7 43.6

64.5 60.1 63.5 65.8 68.5

Jesuit Research All Research Private Top 50% Top 10%

77 74 77 77 80

4,934 100,839 14,928 97,177 17,913

22 19 21 21 23

58 53 56 56 61

11 9 11 11 11

a All statistics are weighted by gender, enrollment status, and institutional size.

49 44 48 48 52

30 27 29 29 32

72 67 72 78 83

.07 .25 .10 .10 -.09

.10 .31 .11 -.06 -.28

-.13 .08 -.02 -.27 -.43

-.15 .24 -.03 -.05 -.38

Effect g size

Page 10

g Effect size is calculated by subtracting the comparison group mean from the school mean, and dividing the result by the pooled standard deviation.

94 92 94 94 97

4,738 95,701 14,268 77,910 18,334

b Standard Deviation is a measure of the average amount the individual scores deviate from the mean of all the scores in the distribution.

22 22 22 28 28

33 28 33 39 39

11 11 11 11 13

54 51 54 54 58

13.3 13.5 13.7 13.7 14.3

.2 .0 .1 .0 .1

30.8 28.3 30.4 30.3 33.0

.026 .000 .007 .145 .000

Jesuit Research All Research Private Top 50% Top 10%

.9 3.4 1.3 1.4 -1.2

.155 .000 .030 .018 .052

NSSE 2008 Benchmark Comparisons a Detailed Statistics and Effect Sizes Saint Louis University

-.16 .08 -.10 -.23 -.37

-2.4 1.4 -.3 -5.2 -9.1

c SEM

Mean

.002 .068 .671 .000 .000

-1.8 3.1 -.4 -.6 -4.9

.001 .069 .028 .000 .000

-3.0 1.5 -1.9 -4.2 -6.9

.3 .1 .2 .1 .1

18.9 19.3 19.9 18.9 18.5

61 56 61 64 67

75 69 75 78 81

50 44 47 50 56

28 25 28 31 33

Jesuit Research All Research Private Top 50% Top 10%

a All statistics are weighted by gender, enrollment status, and institutional size. b Standard Deviation is a measure of the average amount the individual scores deviate from the mean of all the scores in the distribution.

Jesuit Research All Research Private Top 50% Top 10%

13.3 14.1 13.8 13.8 13.5

.2 .0 .1 .0 .1

Distribution Statistics d Percentiles 25th 50th 75th 95th

60.8 55.8 58.8 59.9 63.3

.000 .000 .429 .009 .000

5,331 511 544 512 17,493

5,634 544 581 545 577

.075 .000 .949 .000 .000

-1.3 3.2 .0 -2.9 -7.2

Jesuit Research All Research Private Top 50% Top 10%

634 103,140 538 93,609 14,932

28 28 28 33 39

17 11 11 17 22

46.8 41.6 45.0 47.3 54.3

18.6 17.7 18.2 17.7 17.3

Page 11

Effect g size

.22 .52 .32 .19 -.21

92 89 94 94 97

83 81 81 86 90

83 83 83 89 94

5,370 105,818 15,649 66,314 9,662

.04 .25 .13 -.14 -.41

-.08 .18 .00 -.17 -.41

-.19 .18 -.03 -.11 -.37

82 79 81 82 84

61.6 56.5 60.9 63.5 66.7

61 56 59 60 64

52 46 50 51 54

17 14 16 18 22

.3 .1 .2 .1 .2

20.8 20.9 21.4 21.5 21.7

STUDENTFACULTY INTERACTION (SFI) SLU (N = 511) 46.4

20.8

ENRICHING EDUCATIONAL EXPERIENCES (EEE) SLU (N = 498) 50.7 16.7

43 38 42 43 48

52 48 52 56 57

c The 95% confidence interval for the population mean it is equal to the sample mean plus/minus the product of 1.96 times the standard error of the mean.

.3 .1 .2 .1 .1

33 29 32 35 43

18.5

47 41 44 47 55

60 54 58 60 67

77 72 76 76 81

70 66 68 70 73

38 32 35 37 40

67 62 62 67 71

44 39 39 47 56

61 56 56 67 72

45.5 41.1 43.5 49.3 55.3