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Hampden-Sydney College - Male
espo de s
Respondents
Benchmark Comparisons
October 2007
Interpreting 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: 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/2007_Institutional_Report/.
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
Class and Sample
significance levels (p<.05, p< .01, and p<.001). The smaller the significance
Means are reported for
level, the smaller the likelihood that the difference is due to chance. Please note Effect Size
first-year students and
that statistical significance does not guarantee that the result is substantive or Effect size indicates the
seniors. Institution-
important. Large sample sizes (as with the NSSE project) tend to produce more practical significance of the
reports class ranks are
statistically significant results even though the magnitude of mean differences may mean difference. It is
used. All randomly
be inconsequential. It is recommended to consult effect sizes to judge the practical calculated by dividing the
selected students are
meaning of the results. mean difference by the
included in these
analyses. Students in standard deviation of the
targeted or locally group to which the institution
administered is being compared. In
Level of Academic Challenge (LAC)
oversamples are not practice, an effect size of .2 is
Benchmark Comparisons
included. often considered small, .5
NSSEville State compared with:
moderate, and .8 large. A
NSSEville State Selected Peers
Effect
Carnegie Peers
Effect
NSSE 2007
Effect
positive sign indicates that
Class Mean
a
Mean
a
Sig
b
Size
c
Mean
a
Sig
b
Size
c
Mean
a
Sig
b
Size
c
your institution’s mean was
First-Year 52.3 51.6 .05 50.4 * .14 51.8 .04
greater, thus showing an
Senior 55.8 55.9 -.01 55.6 .02 55.8 .00
affirmative result for the
First-Year Senior institution. A negative sign
indicates the institution lags
100 100 behind the comparison group.
Look for patterns of effect
Mean sizes that point to areas of
The mean is the 75 75 student or institutional
arithmetic average of performance that warrant
55.8 55.9 55.8
attention.
55.6
student level 52.3 51.6 50.4 51.8
50 50
benchmark scores.
25 25
0 0
NSSEville State Selected Peers Carnegie Peers NSSE 2007 NSSEville State Selected Peers Carnegie Peers NSSE 2007
Level of Academic Challenge (LAC) Items
Bar Charts
Benchmark 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. A visual display of first-year
Description & Survey and senior mean benchmark
● Preparing for class (studying, reading, writing, rehearsing, etc. related to academic program)
Items ● Number of assigned textbooks, books, or book-length packs of course readings scores for your institution
A description of the ● Number of written papers or reports of 20 pages or more; number of written papers or reports of between 5 and 19 pages; and
and your selected peer or
number of written papers or reports of fewer than 5 pages
benchmark and the ● Coursework emphasizing analysis of the basic elements of an idea, experience or theory consortium groups.
individual items used ● Coursework emphasizing synthesis and organizing of ideas, information, or experiences into new, more complex interpretations
and relationships
in its creation are ● Coursework emphasizing the making of judgments about the value of information, arguments, or methods
summarized. ● 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
Page 2
NSSE 2007 Benchmark Comparisons
Hampden-Sydney College - Male
Respondents
Level of Academic Challenge (LAC)
Benchmark Comparisons
Hampden-Sydney - MEN compared with:
Hampden-Sydney - private lib. arts -
MEN MEN Carnegie comp. - MEN NSSE 2007 - MEN
Effect Effect Effect
a b a b a b
Class Mean Mean Sig Size Mean Sig Size Mean Sig Size
First-Year 57.9 58.0 -.01 55.2 * .22 51.6 *** .49
Senior 64.6 60.6 * .31 58.2 *** .47 54.7 *** .71
First-Year Senior
100 100
75 75
64.6
60.6
57.9 58.0 58.2
55.2 54.7
51 6
51.6
50 50
25 25
0 0
Hampden-Sydney - private lib. arts - Carnegie comp. - NSSE 2007 - MEN Hampden-Sydney - private lib. arts - Carnegie comp. - NSSE 2007 - MEN
MEN MEN MEN MEN MEN MEN
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
a
* p<.05 ** p<.01 ***p<.001 (2-tailed).
b
Mean difference divided by comparison group standard deviation. Page 3
NSSE 2007 Benchmark Comparisons
Hampden-Sydney College - Male
Respondents
Active and Collaborative Learning (ACL)
Benchmark Comparisons
Hampden-Sydney - MEN compared with:
Hampden-Sydney - private lib. arts -
MEN MEN Carnegie comp. - MEN NSSE 2007 - MEN
Effect Effect Effect
a b a b a b
Class Mean Mean Sig Size Mean Sig Size Mean Sig Size
First-Year 42.3 46.0 ** -.25 45.0 -.17 42.6 -.01
Senior 54.4 54.2 .01 52.3 .13 50.1 * .25
First-Year Senior
100 100
75 75
54.4 54.2 52.3
50.1
50 1
50 46.0 45.0 50
42.3 42.6
25 25
0 0
Hampden-Sydney - private lib. arts - Carnegie comp. - NSSE 2007 - MEN Hampden-Sydney - private lib. arts - Carnegie comp. - NSSE 2007 - MEN
MEN MEN MEN MEN MEN MEN
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.)
a
* p<.05 ** p<.01 ***p<.001 (2-tailed).
b
Mean difference divided by comparison group standard deviation. Page 4
NSSE 2007 Benchmark Comparisons
Hampden-Sydney College - Male
Respondents
Student-Faculty Interaction (SFI)
Benchmark Comparisons
Hampden-Sydney - MEN compared with:
Hampden-Sydney - private lib. arts -
MEN MEN Carnegie comp. - MEN NSSE 2007 - MEN
Effect Effect Effect
a b a b a b
Class Mean Mean Sig Size Mean Sig Size Mean Sig Size
First-Year 43.4 39.3 * .23 37.2 *** .35 33.9 *** .52
Senior 60.7 55.6 .23 50.0 *** .50 42.6 *** .86
First-Year Senior
100 100
75 75
60.7
55.6
50.0
50 0
50 50
43.4 42.6
39.3
37.2
33.9
25 25
0 0
Hampden-Sydney - private lib. arts - Carnegie comp. - NSSE 2007 - MEN Hampden-Sydney - private lib. arts - Carnegie comp. - NSSE 2007 - MEN
MEN MEN MEN MEN MEN MEN
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 on activities other than coursework (committees, orientation, student-life activities, etc.)
● Received prompt written or oral feedback from faculty on your academic performance
● Worked with a faculty member on a research project outside of course or program requirements
a
* p<.05 ** p<.01 ***p<.001 (2-tailed).
b
Mean difference divided by comparison group standard deviation. Page 5
NSSE 2007 Benchmark Comparisons
Hampden-Sydney College - Male
Respondents
Enriching Educational Experiences (EEE)
Benchmark Comparisons
Hampden-Sydney - MEN compared with:
Hampden-Sydney - private lib. arts -
MEN MEN Carnegie comp. - MEN NSSE 2007 - MEN
Effect Effect Effect
a b a b a b
Class Mean Mean Sig Size Mean Sig Size Mean Sig Size
First-Year 31.0 32.1 -.09 29.7 .10 27.2 ** .29
Senior 55.6 54.7 .05 48.4 ** .40 39.8 *** .87
First-Year Senior
100 100
75 75
55.6 54.7
48.4
50 50
39.8
31.0 32.1
29.7
27.2
25 25
0 0
Hampden-Sydney - private lib. arts - Carnegie comp. - NSSE 2007 - MEN Hampden-Sydney - private lib. arts - Carnegie comp. - NSSE 2007 - MEN
MEN MEN MEN MEN MEN MEN
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.
● Participating in co-curricular activities (organizations, publications, student government, sports, 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
● Using electronic technology 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
* p<.05 ** p<.01 ***p<.001 (2-tailed).
b
Mean difference divided by comparison group standard deviation. Page 6
NSSE 2007 Benchmark Comparisons
Hampden-Sydney College - Male
Respondents
Supportive Campus Environment (SCE)
Benchmark Comparisons
Hampden-Sydney - MEN compared with:
Hampden-Sydney - private lib. arts -
MEN MEN Carnegie comp. - MEN NSSE 2007 - MEN
Effect Effect Effect
a b a b a b
Class Mean Mean Sig Size Mean Sig Size Mean Sig Size
First-Year 70.2 65.9 * .25 64.9 ** .31 60.7 *** .52
Senior 71.7 64.2 ** .41 61.5 *** .57 57.3 *** .76
First-Year Senior
100 100
75 70.2 75 71.7
65.9 64.9 64.2
60.7 61.5
57.3
50 50
25 25
0 0
Hampden-Sydney - private lib. arts - Carnegie comp. - NSSE 2007 - MEN Hampden-Sydney - private lib. arts - Carnegie comp. - NSSE 2007 - MEN
MEN MEN MEN MEN MEN MEN
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.
● 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
* p<.05 ** p<.01 ***p<.001 (2-tailed).
b
Mean difference divided by comparison group standard deviation. Page 7
NSSE 2007 Benchmark Comparisons
Detailed Statistics and Effect Sizes
Hampden-Sydney College - Male
Respondents
First-Year Students
Reference Group
Mean Statistics Distribution Statistics Comparison Statistics
Percentiles c Deg. of Mean Effect
Mean SD a SEM b 5th 25th 50th 75th 95th Freedom d Diff. Sig. e size f
LEVEL OF ACADEMIC CHALLENGE (LAC)
Hampden-Sydney - MEN (N = 118) 57.9 12.5 1.2 37 48 57 67 79
private lib. arts - MEN 58.0 11.9 .3 38 50 58 67 77 1,422 -.1 .935 -.01
Carnegie comp. - MEN 55.2 12.5 .2 35 47 55 64 76 6,215 2.7 .020 .22
NSSE 2007 - MEN 51.6 13.1 .1 30 43 51 60 73 47,447 6.3 .000 .49
ACTIVE AND COLLABORATIVE LEARNING (ACL)
Hampden-Sydney - MEN (N = 127) 42.3 15.2 1.3 17 33 43 52 71
private lib. arts - MEN 46.0 15.1 .4 24 38 43 56 71 1,534 -3.7 .008 -.25
Carnegie comp. - MEN 45.0 15.4 .2 24 33 43 52 71 6,681 -2.7 .051 -.17
NSSE 2007 - MEN 42.6 16.3 .1 19 33 43 52 71 52,128 -.2 .870 -.01
STUDENT-FACULTY INTERACTION (SFI)
Hampden-Sydney - MEN (N = 119) 43.4 19.5 1.8 17 28 44 56 83
private lib. arts - MEN 39.3 17.7 .5 11 28 39 50 72 1,439 4.1 .017 .23
Carnegie comp. - MEN 37.2 17.6 .2 11 22 33 50 72 6,282 6.2 .000 .35
NSSE 2007 - MEN 33.9
33 9 18.1
18 1 .1
1 11 22 33 44 67 48,049
48 049 9.5
95 .000
000 .52
52
ENRICHING EDUCATIONAL EXPERIENCES (EEE)
Hampden-Sydney - MEN (N = 114) 31.0 14.6 1.4 7 21 31 39 56
private lib. arts - MEN 32.1 12.2 .3 13 23 32 40 52 127 -1.1 .445 -.09
Carnegie comp. - MEN 29.7 12.5 .2 11 21 29 38 51 6,099 1.3 .287 .10
NSSE 2007 - MEN 27.2 13.1 .1 8 18 26 35 50 46,315 3.8 .002 .29
SUPPORTIVE CAMPUS ENVIRONMENT (SCE)
Hampden-Sydney - MEN (N = 111) 70.2 18.3 1.7 36 61 72 86 97
private lib. arts - MEN 65.9 17.2 .5 36 56 67 78 94 1,369 4.3 .012 .25
Carnegie comp. - MEN 64.9 17.4 .2 33 53 67 78 94 6,002 5.4 .001 .31
NSSE 2007 - MEN 60.7 18.2 .1 31 50 61 72 92 45,409 9.5 .000 .52
a
Standard Deviation is a measure of the average amount the individual scores deviate from the mean of all the scores in the distribution.
b
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.
c
A percentile is the point in the distribution of student-level benchmark scores at or below which a given percentage of benchmark scores fall.
d
Degrees of freedom used to compute the t-tests. Values vary for the total Ns due to weighting and the equal variance assumption.
e
Statistical significance represents the probability that the difference between the mean of your institution and that of the comparison group occurred by chance.
f
Effect size is calculated by subtracting the comparison group mean from the school mean, and dividing the result by the standard deviation of the comparison group.
Page 8
NSSE 2007 Benchmark Comparisons
Detailed Statistics and Effect Sizes
Hampden-Sydney College - Male
Respondents
Seniors
Reference Group
Mean Statistics Distribution Statistics Comparison Statistics
Percentiles c Deg. of Mean Effect
Mean SD a SEM b 5th 25th 50th 75th 95th Freedom d Diff. Sig. e size f
LEVEL OF ACADEMIC CHALLENGE (LAC)
Hampden-Sydney - MEN (N = 60) 64.6 12.0 1.6 43 55 65 74 82
private lib. arts - MEN 60.6 13.2 .5 38 52 61 70 81 918 4.1 .021 .31
Carnegie comp. - MEN 58.2 13.5 .2 35 49 59 68 80 4,994 6.4 .000 .47
NSSE 2007 - MEN 54.7 14.1 .1 31 45 55 64 78 48,991 9.9 .000 .71
ACTIVE AND COLLABORATIVE LEARNING (ACL)
Hampden-Sydney - MEN (N = 65) 54.4 14.6 1.8 33 43 52 67 76
private lib. arts - MEN 54.2 16.5 .5 29 43 52 67 81 971 .2 .911 .01
Carnegie comp. - MEN 52.3 16.1 .2 29 43 52 62 81 5,231 2.1 .289 .13
NSSE 2007 - MEN 50.1 17.0 .1 24 38 48 62 81 52,047 4.3 .041 .25
STUDENT-FACULTY INTERACTION (SFI)
Hampden-Sydney - MEN (N = 60) 60.7 20.3 2.6 31 44 61 78 94
private lib. arts - MEN 55.6 22.3 .8 22 39 56 72 94 927 5.2 .081 .23
Carnegie comp. - MEN 50.0 21.5 .3 17 33 50 67 89 5,039 10.7 .000 .50
NSSE 2007 - MEN 42.6
42 6 21.1
21 1 .1
1 11 28 39 56 83 49,510
49 510 18.1
18 1 .000
000 .86
86
ENRICHING EDUCATIONAL EXPERIENCES (EEE)
Hampden-Sydney - MEN (N = 60) 55.6 18.1 2.3 23 44 55 67 86
private lib. arts - MEN 54.7 17.7 .6 23 43 56 67 83 908 1.0 .687 .05
Carnegie comp. - MEN 48.4 18.0 .3 18 36 48 61 79 4,913 7.2 .002 .40
NSSE 2007 - MEN 39.8 18.1 .1 11 26 39 52 71 48,107 15.8 .000 .87
SUPPORTIVE CAMPUS ENVIRONMENT (SCE)
Hampden-Sydney - MEN (N = 59) 71.7 15.2 2.0 47 58 72 83 97
private lib. arts - MEN 64.2 18.2 .6 33 53 67 78 94 897 7.5 .002 .41
Carnegie comp. - MEN 61.5 18.0 .3 31 50 61 75 92 4,847 10.2 .000 .57
NSSE 2007 - MEN 57.3 18.9 .1 25 44 58 69 89 47,369 14.4 .000 .76
a
Standard Deviation is a measure of the average amount the individual scores deviate from the mean of all the scores in the distribution.
b
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.
c
A percentile is the point in the distribution of student-level benchmark scores at or below which a given percentage of benchmark scores fall.
d
Degrees of freedom used to compute the t-tests. Values vary for the total Ns due to weighting and the equal variance assumption.
e
Statistical significance represents the probability that the difference between the mean of your institution and that of the comparison group occurred by chance.
f
Effect size is calculated by subtracting the comparison group mean from the school mean, and dividing the result by the standard deviation of the comparison group.
Page 9
