Copy NSSE06 Benchmark Comparisons Report (SU (TX))

Tanid

Le téléchargement nécessite un accès à la bibliothèque YouScribe
Tout savoir sur nos offres

10 pages

English

Le téléchargement nécessite un accès à la bibliothèque YouScribe
Tout savoir sur nos offres

A propos
Informations
Extrait

Description

Informations

Publié par	Tanid
Nombre de lectures	5
Langue	English

Extrait

Southwestern University
Benchmark Comparisons
August 2006Interpreting the Benchmark
Comparisons Report
To focus discussions about the importance of student engagement and guide institutional improvement efforts, NSSE created five
clusters or "benchmarks" of effective educational practice: (1) Level of academic challenge, (2) Active and collaborative learning,
(3) Student-faculty interaction, (4) Enriching educational experiences, and (5) Supportive campus environment. This Benchmark
Comparisons Report compares the performance of your institution with your selected peers or consortium, selected Carnegie peers,
1and all 2006 NSSE institutions. In addition, page 8 provides two other comparisons between your school and above-average U.S.
institutions with benchmarks in the top 50% of all U.S. NSSE institutions and high-performing U.S. institutions with benchmarks in
the top 10% of all U.S. 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/html/2006_inst_report.htm.
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 Class and Sample
three significance levels (p<.05, p< .01, and p<.001). The smaller the Means are reported for Effect Sizesignificance level, the smaller the likelihood that the difference is due to first-year students and Effect size indicates the chance. Please note that statistical significance does not guarantee that the seniors (institution practical significance of the result is substantive or important. Large sample sizes (as with the NSSE reported). All mean difference. It is project) tend to produce more statistically significant results even though randomly selected calculated by dividing the
the magnitude of mean differences may be inconsequential.students are included mean difference by the
in these analyses. standard deviation of the
Students in targeted or group to which the institution
locally administered Level of Academic Challenge (LAC) is being compared (selected
oversamples are not peers, Carnegie peers, or all Benchmark Mean Comparisonsincluded. NSSE 2006 schools). In
NSSEville State compared with:
practice, an effect size of .2 is NSSEville State Selected Peers Carnegie Peers NSSE 2006
Effect Effect Effect
a a b c a b c a b cMean Sig Size Mean Sig Size Mean Sig Size Class Mean often considered small, .5
First-Year 51.9 53.0 51.6 52.6 moderate, and .8 large. A Mean Seniors 54.3 57.5 56.0 56.5
positive sign indicates that The mean is the
First-Year Seniors your institution’s mean was weighted arithmetic
greater, thus showing an average of student 100 100
affirmative result for the level benchmark
institution. A negative sign scores. Although
75 75
indicates the institution lags institutional
57.5 56.0 56.5 behind the comparison group. benchmark score 54.353.0 52.651.9 51.6
50 50 Look for patterns of effect calculations have not
sizes that point to areas of changed from prior
student or institutional years, reference group 25 25
performance that warrant calculations were
attention.revised in 2005.
0 0
NSSEville State Selected Peers Carnegie Peers NSSE 2006 NSSEville State Selected Peers Carnegie Peers NSSE 2006
Level of Academic Challenge (LAC) Items
Bar Charts
Challenging intellectual and creative work is central to student learning and collegiate quality. Colleges and universities promote high levels of Benchmark
student achievement by emphasizing the importance of academic effort and setting high expectations for student performance. A visual display of first-year
Description & Survey ● Preparing for class (studying, reading, writing, rehearsing, etc. related to academic program) and senior mean benchmark
● Number of assigned textbooks, books, or book-length packs of course readingsItems
● Number of written papers or reports of 20 pages or more; number of written papers or reports of between 5 and 19 pages; and scores for your institution
number of written papers or reports of fewer than 5 pagesA description of the
● Coursework emphasizing analysis of the basic elements of an idea, experience or theory and three reference groups.
● Coursework emphasizing synthesis and organizing of ideas, information, or experiences into new, more complex interpretationsbenchmark and the
and relationships
● Coursework emphasizing the making of judgments about the value of information, arguments, or methodsindividual items used
● Coursework emphasizing application of theories or concepts to practical problems or in new situations
● Working harder than you thought you could to meet an instructor's standards or expectationsin its creation are
● Campus environment emphasizing time studying and on academic work
summarized.NSSE 2006 Benchmark Comparisons
Southwestern University
Level of Academic Challenge (LAC)
Benchmark Comparisons
SU (TX) compared with:
SU (TX) CTCL Carnegie Peers NSSE 2006
Effect Effect Effect
a b c a b c a b c aClass Mean Mean Sig Size Mean Sig Size Mean Sig Size
First-Year 59.2 57.5 59.4 51.8 *** .56
Senior 63.3 61.4 63.3 55.8 *** .53
First-Year Senior
100 100
75 75
63.3 63.361.459.2 59.457.5 55.8
51.8
50 50
25 25
0 0
SU (TX) CTCL Carnegie Peers NSSE 2006 SU (TX) CTCL Carnegie Peers NSSE 2006
Level of Academic Challenge (LAC) Items
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, rehearsing, etc. related to academic program)
● Number of assigned textbooks, books, or book-length packs of course readings
● Number of written papers or reports of 20 pages or more; number of written papers or reports of between 5 and 19 pages; and
number of written papers or reports of fewer than 5 pages
● Coursework emphasizing analysis of the basic elements of an idea, experience or theory
● Coursework emphasizing synthesis and organizing of ideas, information, or experiences into new, more complex interpretations
and relationships
● Coursework emphasizing the making of judgments about the value of information, arguments, or methods
● Coursework emphasizing application of theories 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 emphasizing time studying and on academic work NSSE 2006 Benchmark Comparisons
Southwestern University
Active and Collaborative Learning (ACL)
Benchmark Comparisons
SU (TX) compared with:
SU (TX) CTCL Carnegie Peers NSSE 2006
Effect Effect Effect
a b c a b c a b c aClass Mean Mean Sig Size Mean Sig Size Mean Sig Size
First-Year 43.2 46.4 44.9 41.3
Senior 56.2 55.1 52.7 50.4 ** .34
First-Year Senior
100 100
7575
56.2 55.1
52.7
50.4
46.450 5044.943.2 41.3
2525
0 0
SU (TX) CTCL Carnegie Peers NSSE 2006 SU (TX) CTCL Carnegie Peers NSSE 2006
Active and Collaborative Learning (ACL) Items
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 projects during class
● Worked with classmates outside of class to prepare class assignments
● Tutored or taught other students
● Participated in a community-based project as part of a regular course
● Discussed ideas from your readings or classes with others outside of class (students, family members, co-workers, etc.)NSSE 2006 Benchmark Comparisons
Southwestern University
Student-Faculty Interaction (SFI)
Benchmark Comparisons
SU (TX) compared with:
SU (TX) CTCL Carnegie Peers NSSE 2006
Effect Effect Effect
a b c a b c a b c aClass Mean Mean Sig Size Mean Sig Size Mean Sig Size
First-Year 38.1 37.7 37.2 32.1 ** .34
Senior 57.2 52.2 53.3 41.3 *** .76
First-Year Senior
100 100
7575
57.2
53.352.2
50 50
41.3
38.1 37.7 37.2
32.1
2525
0 0
SU (TX) CTCL Carnegie Peers NSSE 2006 SU (TX) CTCL Carnegie Peers NSSE 2006
Student-Faculty Interaction (SFI) Items
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