Download Otterbein University Benchmark Comparisons August 2011

Otterbein University
Benchmark Comparisons
August 2011
NSSE 2011 Benchmark Comparisons
Interpreting the Benchmark Comparisons Report
To focus discussions about the importance of student engagement and to 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 comparison groups. In addition, it provides comparisons with two sets of highly engaging institutions, those with
benchmarks in the top 50% and top 10% of all NSSE institutions.
Each benchmark is an index of responses to several NSSE questions. Because NSSE questions have different response sets, each question’s
response set was rescaled from zero to 100, and students’ rescaled responses were then averaged. Thus a benchmark score of zero would mean that
every student chose the lowest response option for every item, and 100 would mean every student chose the highest response to every item.
Although benchmarks are reported on a 0-100 scale, they are not percentages.
Additional details regarding how benchmarks are created can be found on the NSSE Web site.
nsse.iub.edu/links/institutional_reporting
Class and Sample
Means are reported for
first-year students and
seniors. Institutionreported class levels are
used. All randomly
selected or censusadministered students
are included in these
analyses. Students in
targeted or locally
administered
oversamples are not
included.
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
be inconsequential. Consult effect sizes to judge the practical meaning of the
results.
Level of Academic Challenge (LAC)
Mean Comparisons
Clas s
b
c
Benchmark Description
& Survey Items
A description of the
benchmark and the individual
items used in its creation is
provided.
M ean
First-Year
Senior
a
Mean
The mean is the weighted
arithmetic average of the
student level benchmark
scores.
NSSEville State University compared with:
NSSEville State
a
54.4
58.6
Mid East Private
M ean
a
S ig
53.7
57.3 **
b
Ef f ect
S iz e c
Carnegie Class
M ean
.05
.09
a
53.3
56.9
S ig
*
***
b
NSSE 2011
Ef f ect
S iz e c
.08
.11
M ean
a
54.1
57.5
S ig
b
Ef f ec t
S iz e c
*
.02
.07
We igh te d by ge nd e r a nd e nro llm e n t s ta t us (a n d by ins titu tio n s ize fo r c o m pa ris o n gro ups ).
* p<.05 ** p<.01 ***p <.001 (2-ta ile d).
M e a n diffe re nc e divide d by t he po o le d s ta nda rd de via tio n.
Distributions of Student Benchmark Scores
First-Year
100
100
75
75
50
50
25
25
0
Senior
0
NSSEville State Mid East Private Carnegie Class
NSSE 2011
NSSEville State Mid East Private
Carnegie Class
NSSE 2011
N o te : E a c h b o x a n d whis ke rs c ha rt plo ts the 5 th (bo tto m o f lo we r ba r), 25t h (bo tto m o f bo x), 50t h (m id dle lin e ), 75 th (to p o f bo x), a nd 95 th (to p o f u ppe r ba r)
pe rc e nt ile s c o re s . The d o t s h o ws t he be n c hm a rk m e a n. S e e pa ge 2 fo r a n illus tra tio n . S e e pa ge s 10 a n d 11 fo r pe rc e ntile va lu e s .
Level of Academic Challenge (LAC) Items
Challenging intellectual and creative work is central to student learning and collegiate quality . Colleges and universities p romote high levels
of student achievement by emphasizing the importance of academic effort and setting high expectations for student performance.
●
●
●
●
●
●
●
●
●
Effect Sizea
Effect size indicates the
practical significance of 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.
Box and Whiskers Charts
A visual display of first-year and
senior benchmark score
dispersion for your institution
and your selected comparison or
consortium groups.
Hours spent preparing for class (studying, reading, writing, doing ho mework or lab work, etc. related to academic progr am)
Number of assigned textbooks, books, or book-length packs of course readings
Number of written papers or reports of 20 pag es or more, between 5 and 19 pages, and fewer than 5 pages
Coursework emphasizes: Analysis of the basic elements of an id ea, experience or theory
Coursework emphasizes: Synthesis and organizing of ideas, information, or experiences into new, more complex interpretations
and relationships
Coursework emphasizes: Making of judgments about the value of information, arguments, or methods
Coursework emphasizes: Applying theories or concepts to practical prob lems 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
95th Percentile
Box and Whiskers Key
A box and whiskers chart is a concise way to summarize the variation
of student benchmark scores. This display compares the distribution
of scores at your institution, in percentile terms, with that of your
comparison groups. The ends of the whiskers show the 5th and 95th
percentile scores, while the box is bounded by the 25th and 75th
percentiles. The bar inside the box indicates the median score, and
the dot shows the mean score.
75th Percentile
50th Percentile/Median (Bar)
Mean (Dot)
25th Percentile
5th Percentile
a
See Contextualizing NSSE Effect Sizes at nsse.iub.edu/pdf/effect_size_guide.pdf for additional information.
2
NSSE 2011 Benchmark Comparisons
Otterbein University
Level of Academic Challenge (LAC)
Mean Comparisons
Otterbein University compared with:
Great Lakes
Masters
Otterbein University
Ohio Public
Effect
Class
Mean
First-Year
Senior
a
a
56.2
59.7
Mean
a
Sig
b
Size
56.0
59.7
c
.02
.00
Aspirant Group
Effect
Mean
a
52.8
56.5
Sig
b
Size
**
*
c
.25
.23
Effect
Mean
a
59.6
61.3
Sig
b
Size
**
-.28
-.12
Weighted by gender and enrollment status (and by institution size for comparison groups).
b
* p<.05 ** p<.01 ***p<.001 (2-tailed).
c
Mean difference divided by the pooled standard deviation.
Distributions of Student Benchmark Scores
First-Year
100
75
75
50
50
25
25
0
Senior
100
0
Otterbein
University
Great Lakes
Masters
Ohio Public
Aspirant Group
Otterbein
University
Great Lakes
Masters
Ohio Public
Aspirant Group
Note: Each box and whiskers chart plots the 5th (bottom of lower bar), 25th (bottom of box), 50th (middle line), 75th (top of box), and 95th (top of upper bar) percentile scores. The
dot shows the benchmark mean. See page 2 for an illustration. See pages 10 and 11 for percentile values.
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.
●
●
●
●
●
●
●
●
●
c
Hours spent 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 20 pages or more, between 5 and 19 pages, and fewer than 5 pages
Coursework emphasizes: Analysis of the basic elements of an idea, experience or theory
Coursework emphasizes: Synthesis and organizing of ideas, information, or experiences into new, more complex interpretations
and relationships
Coursework emphasizes: Making of judgments about the value of information, arguments, or methods
Coursework emphasizes: Applying 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 emphasizes: Spending significant amount of time studying and on academic work
3
NSSE 2011 Benchmark Comparisons
Otterbein University
Active and Collaborative Learning (ACL)
Mean Comparisons
Otterbein University compared with:
Great Lakes
Masters
Otterbein University
Ohio Public
Effect
Class
Mean
First-Year
Senior
a
a
45.5
51.8
Mean
a
Sig
b
Size
46.7
54.5
c
-.07
-.16
Aspirant Group
Effect
Mean
a
42.3
50.3
Sig
b
Size
**
c
.20
.08
Effect
Mean
a
47.4
56.5
Sig
b
Size
-.12
-.29
**
Weighted by gender and enrollment status (and by institution size for comparison groups).
b
* p<.05 ** p<.01 ***p<.001 (2-tailed).
c
Mean difference divided by the pooled standard deviation.
Distributions of Student Benchmark Scores
First-Year
100
75
75
50
50
25
25
0
Senior
100
0
Otterbein
University
Great Lakes
Masters
Ohio Public
Aspirant Group
Otterbein
University
Great Lakes
Masters
Ohio Public
Aspirant Group
Note: Each box and whiskers chart plots the 5th (bottom of lower bar), 25th (bottom of box), 50th (middle line), 75th (top of box), and 95th (top of upper bar) percentile scores. The
dot shows the benchmark mean. See page 2 for an illustration. See pages 10 and 11 for percentile values.
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.
●
●
●
●
●
●
●
c
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 (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.)
4
NSSE 2011 Benchmark Comparisons
Otterbein University
Student-Faculty Interaction (SFI)
Mean Comparisons
Otterbein University compared with:
Great Lakes
Masters
Otterbein University
Ohio Public
Effect
Class
Mean
First-Year
Senior
a
a
37.9
47.0
Mean
a
Sig
b
Size
36.9
42.3 *
c
.05
.23
Aspirant Group
Effect
Mean
a
34.7
41.6
Sig
b
Size
*
**
c
.17
.26
Effect
Mean
a
Sig
b
Size
37.6
49.7
.02
-.12
Weighted by gender and enrollment status (and by institution size for comparison groups).
b
* p<.05 ** p<.01 ***p<.001 (2-tailed).
c
Mean difference divided by the pooled standard deviation.
Distributions of Student Benchmark Scores
First-Year
100
75
75
50
50
25
25
0
Senior
100
0
Otterbein
University
Great Lakes
Masters
Ohio Public
Aspirant Group
Otterbein
University
Great Lakes
Masters
Ohio Public
Aspirant Group
Note: Each box and whiskers chart plots the 5th (bottom of lower bar), 25th (bottom of box), 50th (middle line), 75th (top of box), and 95th (top of upper bar) percentile scores. The
dot shows the benchmark mean. See page 2 for an illustration. See pages 10 and 11 for percentile values.
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.
●
●
●
●
●
●
c
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
5
NSSE 2011 Benchmark Comparisons
Otterbein University
Enriching Educational Experiences (EEE)
Mean Comparisons
Otterbein University compared with:
Great Lakes
Masters
Otterbein University
Ohio Public
Effect
Class
Mean
First-Year
Senior
a
a
29.3
46.2
Mean
a
Sig
b
Size
28.1
38.8 ***
c
.09
.41
Aspirant Group
Effect
Mean
a
27.5
40.7
Sig
b
Size
c
.13
.30
***
Effect
Mean
a
30.9
51.8
Sig
b
Size
-.12
-.31
***
Weighted by gender and enrollment status (and by institution size for comparison groups).
b
* p<.05 ** p<.01 ***p<.001 (2-tailed).
c
Mean difference divided by the pooled standard deviation.
Distributions of Student Benchmark Scores
First-Year
100
75
75
50
50
25
25
0
Senior
100
0
Otterbein
University
Great Lakes
Masters
Ohio Public
Aspirant Group
Otterbein
University
Great Lakes
Masters
Ohio Public
Aspirant Group
Note: Each box and whiskers chart plots the 5th (bottom of lower bar), 25th (bottom of box), 50th (middle line), 75th (top of box), and 95th (top of upper bar) percentile scores. The
dot shows the benchmark mean. See page 2 for an illustration. See pages 10 and 11 for percentile values.
Enriching Educational Experiences (EEE) Items
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.
●
●
●
●
●
●
●
●
●
●
●
c
Hours spent participating in co-curricular activities (organizations, campus publications, student gov., social fraternity or sorority, etc.)
Practicum, internship, field experience, co-op experience, or clinical assignment
Community service or volunteer work
Foreign language coursework and 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
6
NSSE 2011 Benchmark Comparisons
Otterbein University
Supportive Campus Environment (SCE)
Mean Comparisons
Otterbein University compared with:
Great Lakes
Masters
Otterbein University
Ohio Public
Effect
Class
Mean
First-Year
Senior
a
a
70.0
63.0
Mean
a
Sig
b
Size
66.3 *
63.0
c
.20
.00
Aspirant Group
Effect
Mean
a
59.5
56.1
Sig
b
Size
***
***
c
.56
.36
Effect
Mean
a
66.7
63.2
Sig
b
Size
*
.19
-.01
Weighted by gender and enrollment status (and by institution size for comparison groups).
b
* p<.05 ** p<.01 ***p<.001 (2-tailed).
c
Mean difference divided by the pooled standard deviation.
Distributions of Student Benchmark Scores
First-Year
100
75
75
50
50
25
25
0
Senior
100
0
Otterbein
University
Great Lakes
Masters
Ohio Public
Aspirant Group
Otterbein
University
Great Lakes
Masters
Ohio Public
Aspirant Group
Note: Each box and whiskers chart plots the 5th (bottom of lower bar), 25th (bottom of box), 50th (middle line), 75th (top of box), and 95th (top of upper bar) percentile scores. The
dot shows the benchmark mean. See page 2 for an illustration. See pages 10 and 11 for percentile values.
Supportive Campus Environment (SCE) Items
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.
●
●
●
●
●
●
c
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
7
NSSE 2011 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
of student engagement: (a) institutions with benchmark scores placing them in the top 50% of all NSSE schools in 2011
and (b) institutions with benchmark scores in the top 10% for 2011.a These comparisons allow an institution to determine
if the engagement of their students differs in significant, meaningful ways from students in these high performing peer
groups.
Example
First-Year
NSSEville State compared with
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 2011
Top 50%
Sig
Effect size
*
.10
***
.28
.01
***
-.63
***
-.21
NSSE 2011
Top 10%
Mean Sig
Effect size
60.5 ***
-0.28
50.7
-0.02
42.0 ***
-0.24
34.4 ***
-0.98
69.7 ***
-0.49
Based on the example above 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 2011 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 2011 schools that scored in the top 10% on Active and Collaborative Learning (ACL).
It is likely that NSSEville State is in the top 50% of all NSSE 2011 schools for first-year students on Level of
Academic Challenge (LAC) and Active and Collaborative Learning (ACL).a
Based on the example above NSSEville State CANNOT concludea...
 NSSEville State is in the top half of all schools on the Student-Faculty Interaction (SFI) benchmark for first-year
students.
 NSSEville State is a "top ten percent" institution on Active and Collaborative Learning (ACL) for first-year
students.
Additional information regarding the Top 50% and Top 10% section of the benchmark report can be found on the NSSE
Web site. nsse.iub.edu/links/institutional_reporting
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. 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
our policy against the ranking of institutions.
8
NSSE 2011 Benchmark Comparisons
With Highly Engaging Institutions
Otterbein University
First-Year
Otterbein University compared with
Otterbein
University
Senior
First-Year
Mean
LAC
ACL
SFI
EEE
SCE
LAC
ACL
SFI
EEE
SCE
a
56.2
45.5
37.9
29.3
70.0
59.7
51.8
47.0
46.2
63.0
NSSE 2011
Top 50%
Mean
a
Sig
56.7
48.0 *
39.3
30.5
67.4
60.5
56.2 **
49.4
46.7
64.9
Effect size
c
Mean
-.04
-.15
-.08
-.10
.14
-.05
-.26
-.11
-.02
-.10
60.6
52.1
43.7
33.7
71.2
64.1
60.1
56.0
55.3
68.7
a
Sig
b
Effect size
c
-.36
-.37
-.27
-.32
-.07
-.33
-.47
-.40
-.55
-.31
***
***
***
***
***
***
***
***
***
Active and Collaborative Learning
(ACL)
100
Level of Academic Challenge
(LAC)
100
75
75
50
50
25
25
0
First-Year
0
Senior
Student-Faculty Interaction
(SFI)
100
100
75
75
75
75
50
50
50
50
25
25
25
25
100
Legend
b
NSSE 2011
Top 10%
Senior
100
Otterbein University
Top 50%
Top 10%
This display compares
your students with those
attending schools that
scored in the top 50%
and top 10% of all NSSE
2011 institutions on a
particular benchmark.
0
First-Year
0
Senior
Enriching Educational Experiences
(EEE)
0
First-Year
0
Supportive Campus Environment
(SCE)
100
100
75
75
75
75
50
50
50
50
25
25
25
25
100
0
First-Year
0
Senior
0
Senior
100
First-Year
0
Senior
Note: Each box and whiskers chart plots the 5th (bottom of lower bar), 25th (bottom of box), 50th (middle line), 75th (top of box), and 95th (top of upper bar)
percentile scores. The dot shows the benchmark mean. See page 2 for an illustration. See pages 10 and 11 for percentile values.
a
Weighted by gender and enroll. status (and by inst. size for comp. groups).
b
* p<.05 ** p<.01 ***p<.001 (2-tailed).
c
Mean diff. divided by the pooled standard dev.
9
NSSE 2011 Benchmark Comparisons
Detailed Statistics and Effect Sizes a
Otterbein University
First-Year Students
Mean Statistics
Mean
SD
b
Reference Group
Comparison Statistics
Distribution Statistics
SEM
c
5th
Percentiles d
25th 50th 75th
Deg. of
95th
Effect
Mean
Diff.
Sig. f
size g
5,311
9,250
206
71,152
181
.2
3.4
-3.4
-.5
-4.5
.824
.001
.002
.609
.000
.02
.25
-.28
-.04
-.36
5,671
10,214
2,050
60,611
11,611
-1.1
3.3
-1.9
-2.5
-6.6
.352
.008
.134
.046
.000
-.07
.20
-.12
-.15
-.37
5,361
9,328
1,896
52,219
186
1.0
3.2
.3
-1.5
-5.8
.485
.022
.812
.315
.000
.05
.17
.02
-.08
-.27
5,172
8,981
1,841
90,459
14,476
1.1
1.7
-1.6
-1.3
-4.5
.267
.099
.120
.206
.000
.09
.13
-.12
-.10
-.32
5,091
8,765
1,815
58,924
10,587
3.7
10.5
3.2
2.6
-1.2
.011
.000
.020
.059
.366
.20
.56
.19
.14
-.07
Freedom e
LEVEL OF ACADEMIC CHALLENGE (LAC)
Otterbein University
(N = 177)
Great Lakes Masters
Ohio Public
Aspirant Group
Top 50%
Top 10%
56.2
13.7
1.0
34
46
56
66
77
56.0
52.8
59.6
56.7
60.6
12.9
13.5
12.1
12.9
12.4
.2
.1
.3
.0
.1
34
31
38
35
40
47
44
52
48
52
56
53
60
57
61
65
62
68
66
69
77
75
78
77
80
45.5
17.0
1.3
24
33
43
57
81
46.7
42.3
47.4
48.0
52.1
16.3
16.6
16.0
16.8
17.9
.2
.2
.4
.1
.2
24
19
24
24
24
33
29
38
38
38
48
42
48
48
52
57
52
57
57
62
76
71
76
76
83
37.9
18.1
1.4
17
22
33
50
72
36.9
34.7
37.6
39.3
43.7
18.2
18.5
18.0
19.3
21.3
.3
.2
.4
.1
.2
11
11
11
11
11
22
22
22
27
28
33
33
33
39
40
50
44
50
50
56
72
72
72
78
83
29.3
13.5
1.0
10
19
28
37
56
28.1
27.5
30.9
30.5
33.7
13.1
13.9
13.2
13.3
13.9
.2
.1
.3
.0
.1
8
8
11
11
12
19
17
22
21
24
27
26
30
29
33
36
36
39
39
43
50
51
54
53
57
70.0
18.7
1.4
39
58
67
86
100
66.3
59.5
66.7
67.4
71.2
18.6
18.9
17.4
18.4
18.0
.3
.2
.4
.1
.2
33
28
36
36
39
56
47
56
56
58
67
58
67
69
72
81
72
81
81
83
97
92
94
97
100
ACTIVE AND COLLABORATIVE LEARNING (ACL)
Otterbein University
(N = 185)
Great Lakes Masters
Ohio Public
Aspirant Group
Top 50%
Top 10%
STUDENT-FACULTY INTERACTION (SFI)
Otterbein University
(N = 177)
Great Lakes Masters
Ohio Public
Aspirant Group
Top 50%
Top 10%
ENRICHING EDUCATIONAL EXPERIENCES (EEE)
Otterbein University
(N = 176)
Great Lakes Masters
Ohio Public
Aspirant Group
Top 50%
Top 10%
SUPPORTIVE CAMPUS ENVIRONMENT (SCE)
Otterbein University
Great Lakes Masters
Ohio Public
Aspirant Group
Top 50%
Top 10%
(N = 173)
a
All statistics are weighted by gender and enrollment status. Comparison group statistics are also weighted by institutional size.
Standard deviation is a measure of the amount the individual scores deviate from the mean of all the scores in the distribution.
c
Standard Error of the Mean: Use SEM to compute a confidence interval (CI) around the sample mean. For example, the 95% CI is the range of values that is
95% likely to contain the true population mean, equal to the sample mean +/- 1.96 * SEM.
b
d
e
f
g
A percentile is the point in the distribution of student-level benchmark scores at or below which a given percentage of benchmark scores fall.
Degrees of freedom used to compute the t-tests. Values vary for the total Ns due to weighting and whether equal variances were assumed.
Statistical significance represents the probability that the difference between the mean of your institution and that of the comparison group occurred by chance.
Effect size is calculated by subtracting the comparison group mean from the school mean, and dividing the result by the pooled standard deviation.
IPEDS: 204936
10
NSSE 2011 Benchmark Comparisons
Detailed Statistics and Effect Sizes a
Otterbein University
Seniors
Mean Statistics
Mean
SD
b
Reference Group
Comparison Statistics
Distribution Statistics
SEM
c
5th
Percentiles d
25th 50th 75th
Deg. of
95th
Effect
Mean
Diff.
Sig. f
size g
5,450
7,643
1,622
59,685
10,142
.0
3.2
-1.5
-.7
-4.3
.993
.012
.203
.540
.000
.00
.23
-.12
-.05
-.33
5,655
8,165
1,696
57,063
10,887
-2.6
1.5
-4.7
-4.4
-8.3
.074
.345
.001
.003
.000
-.16
.08
-.29
-.26
-.47
5,474
7,712
1,634
42,947
6,858
4.7
5.4
-2.6
-2.3
-8.9
.011
.004
.184
.229
.000
.23
.26
-.12
-.11
-.40
5,349
7,451
1,602
74,700
124
7.5
5.6
-5.6
-.4
-9.1
.000
.001
.001
.796
.000
.41
.30
-.31
-.02
-.55
5,264
7,339
1,581
54,279
9,432
.0
6.9
-.2
-1.9
-5.7
.999
.000
.924
.277
.001
.00
.36
-.01
-.10
-.31
Freedom e
LEVEL OF ACADEMIC CHALLENGE (LAC)
Otterbein University
(N = 126)
Great Lakes Masters
Ohio Public
Aspirant Group
Top 50%
Top 10%
59.7
13.5
1.2
37
50
60
69
80
59.7
56.5
61.3
60.5
64.1
13.7
14.1
13.1
13.6
13.0
.2
.2
.3
.1
.1
36
33
39
37
42
51
48
53
51
56
60
57
62
61
65
69
66
71
70
73
81
79
82
82
84
51.8
16.8
1.5
24
43
52
62
76
54.5
50.3
56.5
56.2
60.1
16.8
18.0
16.3
17.1
17.8
.2
.2
.4
.1
.2
29
24
29
29
33
43
38
43
43
48
52
48
57
57
62
67
62
67
67
71
83
81
86
86
90
47.0
22.4
2.0
7
33
44
61
83
42.3
41.6
49.7
49.4
56.0
20.4
21.1
21.3
21.7
22.5
.3
.2
.5
.1
.3
13
11
17
17
22
28
28
33
33
39
39
39
50
50
56
56
56
61
67
72
83
83
89
89
94
46.2
18.6
1.7
15
31
50
58
75
38.8
40.7
51.8
46.7
55.3
18.2
18.5
17.7
17.8
16.6
.3
.2
.5
.1
.2
11
12
21
17
26
25
26
40
34
44
37
40
52
47
56
51
54
64
59
67
71
72
80
76
82
63.0
19.9
1.8
25
53
64
78
94
63.0
56.1
63.2
64.9
68.7
19.2
19.2
18.4
18.9
18.6
.3
.2
.5
.1
.2
31
25
33
33
36
50
42
53
53
56
64
56
64
67
69
78
69
75
78
83
94
89
94
97
100
ACTIVE AND COLLABORATIVE LEARNING (ACL)
Otterbein University
(N = 134)
Great Lakes Masters
Ohio Public
Aspirant Group
Top 50%
Top 10%
STUDENT-FACULTY INTERACTION (SFI)
Otterbein University
(N = 127)
Great Lakes Masters
Ohio Public
Aspirant Group
Top 50%
Top 10%
ENRICHING EDUCATIONAL EXPERIENCES (EEE)
Otterbein University
(N = 123)
Great Lakes Masters
Ohio Public
Aspirant Group
Top 50%
Top 10%
SUPPORTIVE CAMPUS ENVIRONMENT (SCE)
Otterbein University
Great Lakes Masters
Ohio Public
Aspirant Group
Top 50%
Top 10%
(N = 122)
a
All statistics are weighted by gender and enrollment status. Comparison group statistics are also weighted by institutional size.
Standard deviation is a measure of the amount the individual scores deviate from the mean of all the scores in the distribution.
c
Standard Error of the Mean: Use SEM to compute a confidence interval (CI) around the sample mean. For example, the 95% CI is the range of values that is
95% likely to contain the true population mean, equal to the sample mean +/- 1.96 * SEM.
b
d
e
f
g
A percentile is the point in the distribution of student-level benchmark scores at or below which a given percentage of benchmark scores fall.
Degrees of freedom used to compute the t-tests. Values vary for the total Ns due to weighting and whether equal variances were assumed.
Statistical significance represents the probability that the difference between the mean of your institution and that of the comparison group occurred by chance.
Effect size is calculated by subtracting the comparison group mean from the school mean, and dividing the result by the pooled standard deviation.
IPEDS: 204936
11