NSSE09 Benchmark Comparisons Report (Central Connecticut)
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NSSE09 Benchmark Comparisons Report (Central Connecticut)

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Central Connecticut State UniversityBenchmark ComparisonsAugust 2009NSSE 2009 Benchmark ComparisonsInterpreting the Benchmark Comparisons ReportTo 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, Studenenent-t-t-Faculty Interaction, Enriching Educational Experiences, and Supportive Campus Environment. This Benchmark Comparisonss s Report compares the performance of your institution with your selected peers or consortium. In addition, page 9 provides twooo oootttheheherrr cocommpparisoarisonns bs beetwtweeneen yyoouurr sch schooooll an andd (a) (a) ababoovve-e-avaveragerage e ininstitustitutiotionnss wwithith bbeenncchhmmarkarkss inin th the e totopp 5500%% o off all NSSE all NSSE ininstitustitutiotionnss anandd 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 determininineee if if if the engagement of your typical student differs in a statistically significant, meaningful way from the average student in thesee e comparison groups. They also provide more insight into how the student experience varies on your campus and in comparisononon groups. More detailed ...

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Central Connecticut State University
Benchmark Comparisons August 2009
NSSE 2009 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 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. They also provide more insight into how the student experience varies on your campus and in comparison groups. More detailed information about how benchmarks are created can be found on the NSSE Web site at www.nsse.iub.edu/2009_Institutional_Report/.
Class and Sample Means are reported for first-year students and seniors. Institution-reported class levels 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 theweighted arithmetic average of the student level benchmark scores.
Benchmark Description & Survey Items A description of the benchmark and the individual items used in its creation is provided.
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. It is recommended to consult effect sizes to judge the practical meaning of the results.
Level of Academic Challenge (LAC)
Mean Comparisons
NSSEville State University compared with:
NSSEville State Mid East Public Eff ec t C las s M ean M e an S igS iz ea a b c First-Year 47.9 53.6 *** -.41 Senior 52.2 57.1 *** -.36 We g te y ge n e r, e nro m e nt s ta tus , a n ns t tut o na s ze . a b *p<.05 **p<.01***p<.001(2-ta ile d). M e a n diffe re nc e divide d by the po o le d s ta nda rd de via tio n. c
Distributions o Student Benchmark Scores FirstYear 100
75
50
25
100
75
50
25
Carnegie Class Eff e ct M e an S iz ea c 53.1 *** -.39 56.9 *** -.33
Senior
NSSE 2009 Ef fe c t a b c M ean S igS iz e53.7 *** -.43 57.0 *** -.34
0 0 NSSEville State Mid East Public Carnegie Class NSSE 2009 NSSEville State Mid East Public Carnegie Class NSSE 2009 No te : Ea c h bo x a nd whis ke r c ha rt plo ts the 5th (bo tto m o f lo we r ba r), 25th (bo tto m o f bo x), 50th (m iddle line ), 75th (to p o f bo x), a nd 95th (to p o f uppe r ba r) pe rc e ntile s c o re s . T he do t s ho ws the be nc 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 nd 11fo r pe rc e ntile va lue s .
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, read ing, 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 pages or more; number of written papers or reports of between 5 and 19 pag es; and 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 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.
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.
95thPercentile
75thPercentile
a Effect Size 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.
50thPercentile/Median (Bar) Mean(Dot) 25thPercentile
5thPercentile
a SeeContextualizingNSSEEffectSizesatwww.nsse.iub.edu/pdf/effect_size_guide.pdfforadditionalinformation.
Page2
Level of Academic Challenge (LAC)
Central Connecticut
0 CentralConnecticutConnStateSystemCarnPublMasters-L
NSSE 2009
NSSE 2009
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.
a Class Mean First-Year 51.5 Senior 55.4 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.
Senior
50
Carn Publ MastersL Effect a b c Mean SigSize52.2 -.05 56.2 -.05
50
25
25
75
Distributions of Student Benchmark Scores FirstYear 100
100
75
0 CentralConnecticutConnStateSystemCarnPublMasters-L
Conn State System Effect a b c Mean SigSize54.3 *** -.22 58.2 ** -.19
a Mean 53.7 57.0
Effect c Size-.16 -.12
b Sig** *
NSSE 2009
Central Connecticut State University compared with:
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; 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 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.
Page 3
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.
Mean Comparisons
NSSE 2009 Benchmark Comparisons Central Connecticut State University
NSSE 2009
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.
0 CentralConnecticutConnStateSystemCarnPublMasters-L
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.)
Central Connecticut
Active and Collaborative Learning (ACL)
NSSE 2009
NSSE 2009 Benchmark Comparisons Central Connecticut State University
Page 4
Mean Comparisons
a Class Mean First-Year 40.0 Senior 50.3 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.
Carn Publ MastersL Effect a b c Mean SigSize42.5 ** -.15 51.1 -.05
a Mean 43.2 51.0
Effect c Size-.19 -.04
NSSE 2009
Central Connecticut State University compared with:
Conn State System Effect a b c Mean SigSize42.8 ** -.17 50.7 -.02
b Sig***
0 CentralConnecticutConnStateSystemCarnPublMasters-L
50
25
50
25
Senior
75
100
Distributions of Student Benchmark Scores FirstYear 100
75
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.
NSSE 2009 Benchmark Comparisons Central Connecticut State University
Mean Comparisons
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.
Central Connecticut State University compared with:
NSSE 2009
a Mean 34.7 42.0
Conn State System Effect a b c Mean SigSize37.5 * -.14 43.2 * -.12
0 CentralConnecticutConnStateSystemCarnPublMasters-L
Effect c Size.01 -.06
b Sig
75
Distributions of Student Benchmark Scores FirstYear 100
100
a Class Mean First-Year 34.9 Senior 40.7 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.
50
25
25
50
Carn Publ MastersL Effect a b c Mean SigSize34.8 .01 41.4 -.03
75
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.
Senior
0 CentralConnecticutConnStateSystemCarnPublMasters-L
Page 5
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
Central Connecticut
NSSE 2009
StudentFaculty Interaction (SFI)
NSSE 2009
Mean Comparisons
Page 6
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 Class Mean First-Year 25.8 Senior 37.7 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.
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.
Central Connecticut State University compared with:
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 in a learnin Partici ate ethes of students take two or more classes to where rou ro ram some other formal communit or
NSSE 2009
Effect c Size-.17 -.17
b Sig** ***
a Mean 28.0 40.8
Conn State System Effect a b c Mean SigSize27.3 -.12 40.5 ** -.16
0 CentralConnecticutConnStateSystemCarnPublMasters-L
100
Distributions of Student Benchmark Scores FirstYear 100
75
25
25
50
Carn Publ MastersL Effect a b c Mean SigSize26.3 -.04 37.3 .02
50
75
Senior
Central Connecticut
0 CentralConnecticutConnStateSystemCarnPublMasters-L
Enriching Educational Experiences (EEE)
NSSE 2009
NSSE 2009 Benchmark Comparisons Central Connecticut State University
NSSE 2009
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.
Mean Comparisons
NSSE 2009 Benchmark Comparisons Central Connecticut State University
Page 7
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 Class Mean First-Year 60.0 Senior 55.2 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.
Supportive Campus Environment (SCE)
75
Distributions of Student Benchmark Scores FirstYear 100
50
25
25
50
Carn Publ MastersL Effect a b c Mean SigSize60.0 .00 57.4 * -.11
Senior
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.
Central Connecticut
75
100
NSSE 2009
Central Connecticut State University compared with:
b Sig**
Effect c Size-.08 -.16
a Mean 61.6 58.2
Conn State System Effect a b c Mean SigSize60.4 -.02 57.0 -.09
0 CentralConnecticutConnStateSystemCarnPublMasters-L
NSSE 2009
NSSE 2009
0 CentralConnecticutConnStateSystemCarnPublMasters-L
NSSE 2009 Benchmark Comparisons With Highly Engaging Institutions
Interpreting the Top 10% and Top 50% Comparisons This section of the NSSE Benchmark Comparisons report allowsyoutoestimate the performance of your average student in relation to the average student attending two different institutional peer groupsidentified byNSSE fortheir high levelsof student engagement: (a) those with benchmark scores placing them in the top 50% of all NSSE schools in 2009 and (b) a those with benchmark scores in the top 10% for 2009.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
LAC ACL SFI EEE SCE
NSSEville State Mean 57.1 50.3 37.3 21.8 60.9
NSSEville State compared with NSSE 2009 NSSE 2009 Top 50% Top 10% Mean Sig Effect size Mean Sig Effect size 55.8 * .10 60.5 *** -0.28 45.8 *** .28 50.7 -0.02 37.2 .01 42.0 *** -0.24 30.0 *** -.63 34.4 *** -0.98 64.7 *** -.21 69.7 *** -0.49
NSSEville State CAN conclude... ŠThe average score for NSSEville State first-year students is slightly above (i.e., small positive effect size) that of the average student attending NSSE 2009 schools that scored in the top 50% on Level of Academic Challenge (LAC). ŠThe average NSSEville State first-year student is as engaged (i.e., not significantly different) as the average student attending NSSE 2009 schools that scored in the top 10% on Active and Collaborative Learning (ACL). ŠIt islikelythat NSSEville State is in the top 50% of all NSSE 2009 schools for first-year students on Level of a Academic Challenge (LAC) and Active and Collaborative Learning (ACL).
a NSSEville State CANNOT conclude ... ŠNSSEville State is in the top half of all schools on the Student-Faculty Interaction (SFI) benchmark for first-year a students. ŠNSSEville State is a "top ten percent" institution on Active and Collaborative Learning (ACL) for first-year a 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/2009_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. 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.
Page 8
First-Year
25
Senior
StudentFaculty Interaction (SFI)
Senior
75
50
Supportive Campus Environment (SCE)
First-Year
Enriching Educational Experiences (EEE)
Senior
25
50
Active and Collaborative Learning (ACL)
25
100
100
75
50
Legend
75
Central Connecticut 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 2009 institutions on a particular benchmark.
0
First-Year
25
75
50
0
Senior
First-Year
0
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.
Page 9
100
75
50
100
Level of Academic Challenge (LAC)
Senior
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.
0
25
Central Connecticut a Mean 51.5 40.0 34.9 25.8 60.0 55.4 50.3 40.7 37.7 55.2
100
Senio
First-Yea
Central Connecticut compared with NSSE 2009 NSSE 2009 Top 50% Top 10% a c a c Mean Sig Effect size Mean Sig Effect size 56.8***-.41 58.9***-.57 47.8***-.47 51.7***-.67 39.1***-.22 43.7***-.43 31.0***-.39 32.8***-.52 66.2***-.34 69.1***-.50 60.1***-.34 62.8***-.55 55.7***-.32 59.1***-.51 48.8***-.38 54.2***-.62 48.1***-.58 54.2***-.96 64.1***-.47 67.5***-.66
0
First-Year
NSSE 2009 Benchmark Comparisons With Highly Engaging Institutions Central Connecticut State University
LAC ACL SFI EEE SCE LAC ACL SFI EEE SCE
18.5
16.9 16.8 16.6 16.6 17.5
1.0
.7
42.8 42.5 43.2 47.8 51.7
.5 .1 .0 .1 .2
73
Reference Group Comparison Statistics Deg. of Mean e Freedom Diff. Sig.
30
52
61
FirstYear Students
42
Distribution Statistics d Percentiles 5th 25th 50th 75th 95th
11
33
.4 .1 .0 .0 .1
12.7 13.4 13.4 13.4 13.7
27.3 26.3 28.0 31.0 32.8
.4 .1 .0 .0 .1
33 30 32 35 37
Mean Statistics
Conn State System Carn Publ Masters-L NSSE 2009 Top 50% Top 10%
60.4 60.0 61.6 66.2 69.1
19 19 19 24 24
52 52 52 57 62
47 47 50 56 58
28 28 31 36 36
61 61 61 67 69
8 8 8 11 12
25 25 27 30 32
18 17 18 22 23
48 50 51 54 56
69
92 92 92 94 97
1,229 38,591 198,124 75,794 20,795
-2.8 -2.5 -3.2 -7.8 -11.7
.001 .366 .003 .000 .000
-2.8 -.7 -2.2 -5.3 -7.4
-1.6 -.6 -2.3 -5.2 -7.0
. .913 .832 .000 .000
1,200 37,406 327 85,715 334
641 325 319 322 336
.9
Effect g size
16.8
75 72 75 78 83
-.22 -.05 -.16 -.41 -.57
-.02 .00 -.08 -.34 -.50
-.12 -.04 -.17 -.39 -.52
.742 .995 .105 .000 .000
72
48
72 72 78 83
-. .01 .01 -.22 -.43
-.17 -.15 -.19 -.47 -.67
54.3 52.2 53.7 56.8 58.9
SUPPORTIVE CAMPUS ENVIRONMENT (SCE) Central Connecticut (N = 319) 60.0
71 71 71 76 81
1,332 42,479 215,330 64,389 13,916
, 39,083 200,186 59,104 362
29
48
38
46 43 44 48 50
54 52 54 57 59
63 62 63 66 68
50
61
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. c The 95% confidence interval for the population mean is equal to the sample mean plus/minus 1.96 times the standard error of the mean. 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. g Effect size is calculated by subtracting the comparison group mean from the school mean, and dividing the result by the pooled standard deviation.
18.9 18.9 18.8 18.1 18.3
.6 .1 .0 .1 .2
75 74 75 78 79
. 34.8 34.7 39.1 43.7
71
Conn State System Carn Publ Masters-L NSSE 2009 Top 50% Top 10%
. .1 .0 .1 .2
. 18.6 18.4 19.2 20.6
.9
17
12.8 13.6 13.5 13.0 12.9
29 29 33 38 38
43 42 43 48 52
ENRICHING EDUCATIONAL EXPERIENCES (EEE) Central Connecticut (N = 326) 25.8 13.2
33
22
44
89
44 44 50 56
33 33 39 39
36 33 36 39 41
33
22 22 27 28
11 11 11 17
17
25
7
Conn State System Carn Publ Masters-L NSSE 2009 Top 50% Top 10%
ACTIVE AND COLLABORATIVE LEARNING (ACL) Central Connecticut (N = 357) 40.0 16.7
onn tate ystem Carn Publ Masters-L NSSE 2009 Top 50% Top 10%
-.4 .0 -1.5 -6.2 -9.1
LEVEL OF ACADEMIC CHALLENGE (LAC) Central Connecticut (N = 331) 51.5
.063 .439 .002 .000 .000
SD
c SEM
.7
Mean
13.2
.007 .005 .000 .000 .000
NSSE 2009 Benchmark Comparisons a Detailed Statistics and Effect Sizes Central Connecticut State University
Page 10
- . .1 .2 -4.2 -8.8
Conn State System Carn Publ Masters-L NSSE 2009 Top 50% Top 10%
STUDENTFACULTY INTERACTION (SFI) Central Connecticut (N = 334) 34.9