Download Otterbein University Multi-Year Benchmark Report August 2011

Otterbein University
Multi-Year Benchmark Report
August 2011
NSSE 2011 Multi-Year Benchmark Report
Interpreting the Multi-Year Benchmark Report
For institutions that have participated in multiple NSSE administrations, this Multi-Year Benchmark Report presents
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.
Questions that might be answered with this report include, “How stable was the level of student-faculty interaction
over the years?” or “Given the implementation of initiative X three years ago, did the level of active and
collaborative learning increase?”
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 administration, (b) multi-year charts, and (c) detailed statistics. Key terms and
features of (b) and (c) are illustrated below.
For more information and recommendations for analyzing past and present NSSE data for trends or stability, consult
the Multi-Year Data Analysis Guide. nsse.iub.edu/pdf/MYDAG.pdf
Key Terms and Features in this Report
Multi-year charts
appear on pages 4 & 6
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.
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
also 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.
Benchmark Score
The benchmark score is the
weighted average of the
students' scores, using only
randomly sampled students
(including those from
census administrations)
from each year's data.
n
Unweighted number of
respondents represented
in the data.
Multi-year detailed statistics
appear on pages 5 & 7
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.
Year
All NSSE administration years
since 2004 are listed regardless
of participation.
SD
Standard deviation, the
average amount by
which students' scores
differ from the mean.
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NSSE 2011 Multi-Year Benchmark Report
Data Quality Indicators
Otterbein University
An important early step in conducting a multi-year analysis is to review the quality of your data in each year for both
first-year and senior respondents. The precision of an institution's population estimates can vary from one year to the
next. The values in this table were drawn from the Respondent Characteristics reports from each NSSE
administration.
Data Quality Indicators for Each NSSE Participation Year
Year
a
2004
Modeb
Response
Ratec
Sampling
Errord
Number of
Respondentse
FY
SR
FY
SR
FY
SR
Web-only
35%
24%
5.4%
8.0%
211
113
Web-only
42%
35%
4.0%
5.4%
345
211
Web+
26%
25%
6.2%
7.3%
185
135
2005
2006
2007
2008
2009
2010
2011
a
All NSSE administration years since 2004 are listed regardless of participation.
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) adjusted for ineligibility, nondeliverable mailing
addresses, and students who were unavailable during the survey administration.
d
Sampling error gauges the precision of results 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 out of hand, but any results using them should 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 (including those from census
administrations). In 2004 and 2005 it may also include targeted oversamples. For this reason, the counts for 2004
and 2005 may not match those given in the detailed statistics on pages 5 and 7.
3
NSSE 2011 Multi-Year Benchmark Report
Multi-Year Charts
Otterbein University
First-Year Students
Level of Academic Challenge (LAC)
Active and Collaborative Learning (ACL)
85
85
75
75
65
54.4
56.2
53.9
55
65
55
45
45
35
35
25
25
15
46.6
43.4
45.5
15
'04
'05
'06
'07
'08
'09
'10
'11
'04
Student-Faculty Interaction (SFI)
'06
'07
'08
'09
'10
'11
Enriching Educational Experiences (EEE)
85
85
75
75
65
65
55
55
39.6
45
'05
37.9
34.8
45
35
35
25
25
15
30.5
27.1
29.3
15
'04
'05
'06
'07
'08
'09
'10
'11
'04
'05
'06
'07
'08
'09
'10
'11
Supportive Campus Environment (SCE)
85
75
70.0
67.6
65.9
65
Notes:
 Benchmark scores are charted for all years of
participation. See page 5 for detailed statistics.
55
45
 For more information and recommendations for analyzing
multi-year NSSE data, consult the Multi-Year Data
Analysis Guide. nsse.iub.edu/pdf/MYDAG.pdf
35
25
15
'04
'05
'06
'07
'08
'09
'10
'11
4
NSSE 2011 Multi-Year Benchmark Report
Detailed Statisticsa
Otterbein University
First-Year Students
2004
Level of
Academic
Challenge
Active and
Collaborative
Learning
Student
Faculty
Interaction
Enriching
Educational
Experiences
Supportive
Campus
Environment
a
2005
2006
2007
2008
2009
2010
2011
LAC
54.4
53.9
56.2
n
170
321
177
SD
13.3
12.6
13.7
SEM
1.02
.70
1.03
Upper
56.4
55.3
58.2
Lower
52.4
52.5
54.2
ACL
43.4
46.6
45.5
n
170
342
185
SD
14.4
16.7
17.0
SEM
1.11
.90
1.25
Upper
45.5
48.4
48.0
Lower
41.2
44.9
43.1
SFI
34.8
39.6
37.9
n
170
323
177
SD
16.1
18.9
18.1
SEM
1.23
1.05
1.36
Upper
37.2
41.6
40.6
Lower
32.4
37.5
35.2
EEE
27.1
30.5
29.3
n
170
316
176
SD
11.9
13.8
13.5
SEM
.91
.77
1.01
Upper
28.8
32.0
31.2
Lower
25.3
29.0
27.3
SCE
65.9
67.6
70.0
n
169
310
173
SD
17.5
17.9
18.7
SEM
1.35
1.02
1.42
Upper
68.6
69.6
72.8
Lower
63.3
65.6
67.2
n=number of respondents; SD =standard deviation; SEM =standard error of the mean; Upper/Lower=95% confidence interval limits
IPEDS: 204936
5
NSSE 2011 Multi-Year Benchmark Report
Multi-Year Charts
Otterbein University
Seniors
Level of Academic Challenge (LAC)
Active and Collaborative Learning (ACL)
85
85
75
75
65
59.7
57.7
56.7
65
55
55
45
45
35
35
25
25
15
51.8
15
'04
'05
'06
'07
'08
'09
'10
'11
'04
Student-Faculty Interaction (SFI)
85
75
75
65
65
55
47.0
46.4
42.5
'05
'06
'07
'08
'09
'10
'11
Enriching Educational Experiences (EEE)
85
45
54.9
50.9
55
45
35
35
25
25
15
46.6
46.2
41.4
15
'04
'05
'06
'07
'08
'09
'10
'11
'04
'05
'06
'07
'08
'09
'10
'11
Supportive Campus Environment (SCE)
85
75
65
63.0
61.0
60.2
Notes:
55
 Benchmark scores are charted for all years of
participation. See page 7 for detailed statistics.
45
 For more information and recommendations for analyzing
multi-year NSSE data, consult the Multi-Year Data
Analysis Guide. nsse.iub.edu/pdf/MYDAG.pdf
35
25
15
'04
'05
'06
'07
'08
'09
'10
'11
6
NSSE 2011 Multi-Year Benchmark Report
Detailed Statisticsa
Otterbein University
Seniors
2004
Level of
Academic
Challenge
Active and
Collaborative
Learning
Student
Faculty
Interaction
Enriching
Educational
Experiences
Supportive
Campus
Environment
a
2005
2006
2007
2008
2009
2010
2011
LAC
56.7
57.7
59.7
n
109
198
126
SD
13.8
13.6
13.5
SEM
1.32
.97
1.20
Upper
59.3
59.6
62.1
Lower
54.1
55.8
57.4
ACL
50.9
54.9
51.8
n
109
209
134
SD
13.9
15.9
16.8
SEM
1.33
1.10
1.45
Upper
53.5
57.1
54.7
Lower
48.3
52.8
49.0
SFI
42.5
46.4
47.0
n
109
198
127
SD
19.4
19.9
22.4
SEM
1.86
1.41
1.99
Upper
46.2
49.1
50.9
Lower
38.9
43.6
43.1
EEE
41.4
46.6
46.2
n
109
193
123
SD
17.5
18.4
18.6
SEM
1.67
1.32
1.68
Upper
44.7
49.2
49.5
Lower
38.2
44.0
43.0
SCE
60.2
61.0
63.0
n
108
189
122
SD
18.0
16.5
19.9
SEM
1.73
1.20
1.80
Upper
63.6
63.4
66.5
Lower
56.8
58.7
59.5
n=number of respondents; SD =standard deviation; SEM =standard error of the mean; Upper/Lower=95% confidence interval limits
IPEDS: 204936
7