ccsse/ccffsse 2005, 2007, & 2009
TRANSCRIPT
CCSSE/CCFFSSE 2005 & 2007 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 as part of a
regular course Discussed ideas from readings or classes with other
outside of class
W ri
g h
t, 4
6 .4
W ri
g h
t, 4
9 .5
0.0
20.0
40.0
60.0
Benchmark Components – Student Effort
Prepared two or more drafts of a paper or assignment before turning it in
Worked on a paper or project requiring the integration of ideas or information from various sources
Coming to class without completing assignments
Number of books read on own
Preparing for class
W ri
g h
t, 5
1 .6
W ri
g h
t, 5
1 .5
W ri
g h
t, 5
2 .8
0.0
20.0
40.0
60.0
Benchmark Components – Academic Challenge
Worked harder than thought possible to meet instructor’s standards or expectations
Analyzing the basic elements of an idea, experience, or theory Synthesizing & organizing ideas, information, or experiences in new ways Making judgment about the value or soundness of information, arguments,
or methods Applying theories or concepts to practical problems or in new situations Using information read or heard to perform a new skill Number of assigned textbooks, manuals, books, or book-length packs of
course assigned Number of written paper or reports of any length Extent to which exams during the current school year challenged the
student to do their best work at the college Encouragement to spend significant amounts of time studying
W ri
g h
t, 5
3 .9
Il li
n o
W ri
g h
t, 5
3 .7
Il li
n o
W ri
g h
Benchmark Components – Student-Faculty Interaction
Talked about careers plans with an instructor or advisor
Discussed ideas from readings or classes with instructors outside of class
Receiving prompt feedback (oral or written) on performance
Worked with instructors on activities other than coursework
W ri
g h
t, 4
7 .2
W ri
g h
t, 4
8 .1
W ri
g h
t, 5
0 .1
0.0
20.0
40.0
60.0
Wright Illinois HSI/HACU All Colleges
Benchmark Components – Support for Learners
Providing the support needed to help succeed at the college Encouraging contact among students from different economic,
social, or racial backgrounds Helping cope with non-academic responsibilities (work, family, etc) Providing support necessary to thrive socially Providing financial support needed to afford an education Frequency of use of academic advising/planning Frequency of use of career counseling
W ri
g h
t, 4
9 .7
W ri
g h
t, 5
0 .1
W ri
g h
t, 5
0 .5
0.0
20.0
40.0
60.0
Benchmark Score Comparison – 2007 and 2009
Wright Illinois
51.5
46.4
2009
50.5
50.1
52.2
52.8
49.5
Above and Below the Mean HSI/HACU Illinois All Colleges
Prepared two or more drafts of a paper or assignment before turning it in.
Writing clearly and effectively
Satisfaction: Academic advising/planning
Satisfaction: Career counseling
How supportive are your friends of your attending this college?
How supportive is your immediate family of your attending this college?
How many TOTAL credit hours have you earned at this college, not counting the
courses you are currently taking this term?
CCSSE v. CCFSSE
Consider context of responses: Faculty were able to respond “Don’t Know” on
several questions where students did not have the same option
Students responded to questions based on their total academic experience for the year while faculty were asked to consider their experiences within the course section(s) that were surveyed
Results are based on self-reported data…
CCSSE v. CCFSSE
Importance of academic advising/planning to students at this college 79% 89% 85%
Importance of career counseling to students at this college 74% 75% 75%
Importance of job placement assistance to students at this college 83% 71% 76%
Importance of peer and other tutoring to students at this college 74% 80% 77%
Importance of skills labs (writing, math, etc.) to students at this college 85% 88% 86%
Importance of child care to students at this college 49% 46% 47%
Importance of financial aid advising to students at this college 79% 75% 77%
Importance of computer labs to students at this college 76% 77% 76%
Importance of student organizations to students at this college 33% 52% 44%
Importance of transfer credit assistance to students at this college 66% 78% 73%
Importance of services to students with disabilities to students at this college 68% 70% 69%
* Percentage of faculty who said various student services were "Very" important.
All Faculty Full-Time
CCSSE v. CCFSSE
How important is academic advising/planning is to you at this college 59%
How important is career counseling to you at this college 53%
How important is job placement assistance to you at this college 40%
How important is peer and other tutoring to you at this college 44%
How important are skills labs (writing, math, etc.) to you at this college 50%
How important is child care to you at this college 30%
How important is financial aid advising to you at this college 56%
How important are computer labs to you at this college 63%
How important are student organizations to you at this college 26%
How important is transfer credit assistance to you at this college 55%
How important are services to students with disabilities to you at this college 41%
* Percentage of students who said various student services were "Very" important.
All
Students
Referral to job placement assistance 7% 19% 14%
Referral to peer or other tutoring 34% 51% 44%
Referral to skill labs (writing, math, etc.) 50% 43% 46%
Referral to child care 0% 0% 0%
Referral to financial aid advising 6% 10% 8%
Referral to computer labs 36% 44% 41%
Referral to student organizations 9% 21% 16%
Referral to transfer credit assistance 11% 24% 18%
Referral to services to students with disabilities 10% 22% 17%
* Percentage of faculty who "Often" refer students to various students services.
All Faculty Full-Time
How often do you use job placement assistance 3%
How often do you use peer and other tutoring 8%
How often do you use skills labs (writing, math, etc.) 14%
How often do you use child care 2%
How often do you use financial aid advising 15%
How often do you use computer labs 33%
How often do you use student organizations 6%
How often do you use transfer credit assistance 8%
How often do you use services to students with disabilities 4%
* Percentage of students who "Often" use various students services.
Use of Student Services
Students
B1
B2
Bar Charts and Benchmark Item Composition - All Students
[NOTE: Directional arrows in charts highlight those items where your college falls notably above or below the mean of
your comparison group. The items listed are significant at p < .001 with an effect size greater than or equal to .2.]
B3
description
Description - Students learn more when they are actively involved in their education and have opportunities to think about and apply what they are learning in different settings. Through collaborating with others to solve problems or master challenging content, students develop valuable skills that prepare them to deal with the kinds of situations and problems they will encounter in the workplace, the community, and their personal lives.
Benchmark Scores
All Students 46.4 49.1 50.0
Student Effort
Bar Charts and Benchmark Item Composition - All Students
[NOTE: Directional arrows in charts highlight those items where your college falls notably above or below the mean of
your comparison group. The items listed are significant at p < .001 with an effect size greater than or equal to .2.]
B4
description
Benchmark Scores
All Students 51.5 49.5 50.0
Academic Challenge
Bar Charts and Benchmark Item Composition - All Students
[NOTE: Directional arrows in charts highlight those items where your college falls notably above or below the mean of
your comparison group. The items listed are significant at p < .001 with an effect size greater than or equal to .2.]
B5
description
Description - Challenging intellectual and creative work is central to student learning and collegiate quality. Ten survey items address the nature and amount of assigned academic work, the complexity of cognitive tasks presented to students, and the standards faculty members use to evaluate student performance.
Benchmark Scores
All Students 53.7 49.8 50.0
Student-Faculty Interaction
Bar Charts and Benchmark Item Composition - All Students
[NOTE: Directional arrows in charts highlight those items where your college falls notably above or below the mean of
your comparison group. The items listed are significant at p < .001 with an effect size greater than or equal to .2.]
B6
description
Description - In general, the more contact students have with their teachers, the more likely they are to learn effectively and persist toward achievement of their educational goals. Through such interactions, faculty members become role models, mentors, and guides for continuous, lifelong learning.
Benchmark Scores
All Students 48.1 49.4 50.0
Support for Learners
Bar Charts and Benchmark Item Composition - All Students
[NOTE: Directional arrows in charts highlight those items where your college falls notably above or below the mean of
your comparison group. The items listed are significant at p < .001 with an effect size greater than or equal to .2.]
B7
description
Description - Students perform better and are more satisfied at colleges that are committed to their success and cultivate positive working and social relationships among different groups on campus.
Benchmark Scores
All Students 50.1 49.3 50.0
B8
B9
Bar Charts and Benchmark Item Composition - Part-Time Students
[NOTE: Directional arrows in charts highlight those items where your college falls notably above or below the mean of
your comparison group. The items listed are significant at p < .001 with an effect size greater than or equal to .2.]
B10
description
Description - Students learn more when they are actively involved in their education and have opportunities to think about and apply what they are learning in different settings. Through collaborating with others to solve problems or master challenging content, students develop valuable skills that prepare them to deal with the kinds of situations and problems they will encounter in the workplace, the community, and their personal lives.
Benchmark Scores
Part-Time 44.7 45.8 46.6
Bar Charts and Benchmark Item Composition - Part-Time Students
[NOTE: Directional arrows in charts highlight those items where your college falls notably above or below the mean of
your comparison group. The items listed are significant at p < .001 with an effect size greater than or equal to .2.]
B11
description
Benchmark Scores
Part-Time 49.8 46.4 46.8
Bar Charts and Benchmark Item Composition - Part-Time Students
[NOTE: Directional arrows in charts highlight those items where your college falls notably above or below the mean of
your comparison group. The items listed are significant at p < .001 with an effect size greater than or equal to .2.]
B12
description
Description - Challenging intellectual and creative work is central to student learning and collegiate quality. Ten survey items address the nature and amount of assigned academic work, the complexity of cognitive tasks presented to students, and the standards faculty members use to evaluate student performance.
Benchmark Scores
Part-Time 52.6 46.5 46.4
Bar Charts and Benchmark Item Composition - Part-Time Students
[NOTE: Directional arrows in charts highlight those items where your college falls notably above or below the mean of
your comparison group. The items listed are significant at p < .001 with an effect size greater than or equal to .2.]
B13
description
Description - In general, the more contact students have with their teachers, the more likely they are to learn effectively and persist toward achievement of their educational goals. Through such interactions, faculty members become role models, mentors, and guides for continuous, lifelong learning.
Benchmark Scores
Part-Time 46.5 46.1 46.8
Bar Charts and Benchmark Item Composition - Part-Time Students
[NOTE: Directional arrows in charts highlight those items where your college falls notably above or below the mean of
your comparison group. The items listed are significant at p < .001 with an effect size greater than or equal to .2.]
B14
description
Description - Students perform better and are more satisfied at colleges that are committed to their success and cultivate positive working and social relationships among different groups on campus.
Benchmark Scores
Part-Time 49.5 47.3 48.4
Active and Collaborative Learning
Bar Charts and Benchmark Item Composition - Full-Time Students
[NOTE: Directional arrows in charts highlight those items where your college falls notably above or below the mean of
your comparison group. The items listed are significant at p < .001 with an effect size greater than or equal to .2.]
B15
description
Description - Students learn more when they are actively involved in their education and have opportunities to think about and apply what they are learning in different settings. Through collaborating with others to solve problems or master challenging content, students develop valuable skills that prepare them to deal with the kinds of situations and problems they will encounter in the workplace, the community, and their personal lives.
Benchmark Scores
Full-Time 51.4 54.8 56.2
Bar Charts and Benchmark Item Composition - Full-Time Students
[NOTE: Directional arrows in charts highlight those items where your college falls notably above or below the mean of
your comparison group. The items listed are significant at p < .001 with an effect size greater than or equal to .2.]
B16
description
Benchmark Scores
Full-Time 56.2 54.7 55.5
Bar Charts and Benchmark Item Composition - Full-Time Students
[NOTE: Directional arrows in charts highlight those items where your college falls notably above or below the mean of
your comparison group. The items listed are significant at p < .001 with an effect size greater than or equal to .2.]
B17
description
Description - Challenging intellectual and creative work is central to student learning and collegiate quality. Ten survey items address the nature and amount of assigned academic work, the complexity of cognitive tasks presented to students, and the standards faculty members use to evaluate student performance.
Benchmark Scores
Full-Time 56.8 55.3 55.6
Bar Charts and Benchmark Item Composition - Full-Time Students
[NOTE: Directional arrows in charts highlight those items where your college falls notably above or below the mean of
your comparison group. The items listed are significant at p < .001 with an effect size greater than or equal to .2.]
B18
description
Description - In general, the more contact students have with their teachers, the more likely they are to learn effectively and persist toward achievement of their educational goals. Through such interactions, faculty members become role models, mentors, and guides for continuous, lifelong learning.
Benchmark Scores
Full-Time 52.7 55.0 56.0
Bar Charts and Benchmark Item Composition - Full-Time Students
[NOTE: Directional arrows in charts highlight those items where your college falls notably above or below the mean of
your comparison group. The items listed are significant at p < .001 with an effect size greater than or equal to .2.]
B19
description
Description - Students perform better and are more satisfied at colleges that are committed to their success and cultivate positive working and social relationships among different groups on campus.
Benchmark Scores
Full-Time 51.8 52.5 53.8
Active and Collaborative Learning
Bar Charts and Benchmark Item Composition - 0 to 29 Credits Students
[NOTE: Directional arrows in charts highlight those items where your college falls notably above or below the mean of
your comparison group. The items listed are significant at p < .001 with an effect size greater than or equal to .2.]
B22
description
Description - Students learn more when they are actively involved in their education and have opportunities to think about and apply what they are learning in different settings. Through collaborating with others to solve problems or master challenging content, students develop valuable skills that prepare them to deal with the kinds of situations and problems they will encounter in the workplace, the community, and their personal lives.
Benchmark Scores
0 to 29 Credits 45.8 46.4 47.7
Student Effort
Bar Charts and Benchmark Item Composition - 0 to 29 Credits Students
[NOTE: Directional arrows in charts highlight those items where your college falls notably above or below the mean of
your comparison group. The items listed are significant at p < .001 with an effect size greater than or equal to .2.]
B23
description
Benchmark Scores
0 to 29 Credits 51.9 48.2 49.1
Academic Challenge
Bar Charts and Benchmark Item Composition - 0 to 29 Credits Students
[NOTE: Directional arrows in charts highlight those items where your college falls notably above or below the mean of
your comparison group. The items listed are significant at p < .001 with an effect size greater than or equal to .2.]
B24
description
Description - Challenging intellectual and creative work is central to student learning and collegiate quality. Ten survey items address the nature and amount of assigned academic work, the complexity of cognitive tasks presented to students, and the standards faculty members use to evaluate student performance.
Benchmark Scores
0 to 29 Credits 52.6 48.0 48.1
Student-Faculty Interaction
Bar Charts and Benchmark Item Composition - 0 to 29 Credits Students
[NOTE: Directional arrows in charts highlight those items where your college falls notably above or below the mean of
your comparison group. The items listed are significant at p < .001 with an effect size greater than or equal to .2.]
B25
description
Description - In general, the more contact students have with their teachers, the more likely they are to learn effectively and persist toward achievement of their educational goals. Through such interactions, faculty members become role models, mentors, and guides for continuous, lifelong learning.
Benchmark Scores
0 to 29 Credits 46.7 47.3 48.1
Support for Learners
Bar Charts and Benchmark Item Composition - 0 to 29 Credits Students
[NOTE: Directional arrows in charts highlight those items where your college falls notably above or below the mean of
your comparison group. The items listed are significant at p < .001 with an effect size greater than or equal to .2.]
B26
description
Description - Students perform better and are more satisfied at colleges that are committed to their success and cultivate positive working and social relationships among different groups on campus.
Benchmark Scores
0 to 29 Credits 50.7 48.6 49.9
Active and Collaborative Learning
Bar Charts and Benchmark Item Composition - 30+ Credits Students
[NOTE: Directional arrows in charts highlight those items where your college falls notably above or below the mean of
your comparison group. The items listed are significant at p < .001 with an effect size greater than or equal to .2.]
B27
description
Description - Students learn more when they are actively involved in their education and have opportunities to think about and apply what they are learning in different settings. Through collaborating with others to solve problems or master challenging content, students develop valuable skills that prepare them to deal with the kinds of situations and problems they will encounter in the workplace, the community, and their personal lives.
Benchmark Scores
30+ Credits 48.2 55.1 56.5
Student Effort
Bar Charts and Benchmark Item Composition - 30+ Credits Students
[NOTE: Directional arrows in charts highlight those items where your college falls notably above or below the mean of
your comparison group. The items listed are significant at p < .001 with an effect size greater than or equal to .2.]
B28
description
Benchmark Scores
30+ Credits 50.5 51.9 52.9
Academic Challenge
Bar Charts and Benchmark Item Composition - 30+ Credits Students
[NOTE: Directional arrows in charts highlight those items where your college falls notably above or below the mean of
your comparison group. The items listed are significant at p < .001 with an effect size greater than or equal to .2.]
B29
description
Description - Challenging intellectual and creative work is central to student learning and collegiate quality. Ten survey items address the nature and amount of assigned academic work, the complexity of cognitive tasks presented to students, and the standards faculty members use to evaluate student performance.
Benchmark Scores
30+ Credits 57.0 53.8 54.7
Student-Faculty Interaction
Bar Charts and Benchmark Item Composition - 30+ Credits Students
[NOTE: Directional arrows in charts highlight those items where your college falls notably above or below the mean of
your comparison group. The items listed are significant at p < .001 with an effect size greater than or equal to .2.]
B30
description
Description - In general, the more contact students have with their teachers, the more likely they are to learn effectively and persist toward achievement of their educational goals. Through such interactions, faculty members become role models, mentors, and guides for continuous, lifelong learning.
Benchmark Scores
30+ Credits 51.8 54.3 56.1
Support for Learners
Bar Charts and Benchmark Item Composition - 30+ Credits Students
[NOTE: Directional arrows in charts highlight those items where your college falls notably above or below the mean of
your comparison group. The items listed are significant at p < .001 with an effect size greater than or equal to .2.]
B31
description
Description - Students perform better and are more satisfied at colleges that are committed to their success and cultivate positive working and social relationships among different groups on campus.
Benchmark Scores
30+ Credits 48.9 50.8 52.1
B1
Bar Charts and Benchmark Item Composition - All Students
[NOTE: Directional arrows in charts highlight those items where your college falls notably above or below the mean of
your comparison group. The items listed are significant at p < .001 with an effect size greater than or equal to .2.]
B2
description
Description - Students learn more when they are actively involved in their education and have opportunities to think about and apply what they are learning in different settings. Through collaborating with others to solve problems or master challenging content, students develop valuable skills that prepare them to deal with the kinds of situations and problems they will encounter in the workplace, the community, and their personal lives.
Benchmark Scores
All Students 46.4 52.1 50.0
Student Effort
Bar Charts and Benchmark Item Composition - All Students
[NOTE: Directional arrows in charts highlight those items where your college falls notably above or below the mean of
your comparison group. The items listed are significant at p < .001 with an effect size greater than or equal to .2.]
B3
description
Benchmark Scores
All Students 51.5 53.0 50.0
Academic Challenge
Bar Charts and Benchmark Item Composition - All Students
[NOTE: Directional arrows in charts highlight those items where your college falls notably above or below the mean of
your comparison group. The items listed are significant at p < .001 with an effect size greater than or equal to .2.]
B4
description
Description - Challenging intellectual and creative work is central to student learning and collegiate quality. Ten survey items address the nature and amount of assigned academic work, the complexity of cognitive tasks presented to students, and the standards faculty members use to evaluate student performance.
Benchmark Scores
All Students 53.7 51.8 50.0
Student-Faculty Interaction
Bar Charts and Benchmark Item Composition - All Students
[NOTE: Directional arrows in charts highlight those items where your college falls notably above or below the mean of
your comparison group. The items listed are significant at p < .001 with an effect size greater than or equal to .2.]
B5
description
Description - In general, the more contact students have with their teachers, the more likely they are to learn effectively and persist toward achievement of their educational goals. Through such interactions, faculty members become role models, mentors, and guides for continuous, lifelong learning.
Benchmark Scores
All Students 48.1 51.4 50.0
Support for Learners
Bar Charts and Benchmark Item Composition - All Students
[NOTE: Directional arrows in charts highlight those items where your college falls notably above or below the mean of
your comparison group. The items listed are significant at p < .001 with an effect size greater than or equal to .2.]
B6
description
Description - Students perform better and are more satisfied at colleges that are committed to their success and cultivate positive working and social relationships among different groups on campus.
Benchmark Scores
All Students 50.1 53.7 50.0
B7
Bar Charts and Benchmark Item Composition - Part-Time Students
[NOTE: Directional arrows in charts highlight those items where your college falls notably above or below the mean of
your comparison group. The items listed are significant at p < .001 with an effect size greater than or equal to .2.]
B8
description
Description - Students learn more when they are actively involved in their education and have opportunities to think about and apply what they are learning in different settings. Through collaborating with others to solve problems or master challenging content, students develop valuable skills that prepare them to deal with the kinds of situations and problems they will encounter in the workplace, the community, and their personal lives.
Benchmark Scores
Part-Time 44.7 48.7 46.6
Bar Charts and Benchmark Item Composition - Part-Time Students
[NOTE: Directional arrows in charts highlight those items where your college falls notably above or below the mean of
your comparison group. The items listed are significant at p < .001 with an effect size greater than or equal to .2.]
B9
description
Benchmark Scores
Part-Time 49.8 50.2 46.8
Bar Charts and Benchmark Item Composition - Part-Time Students
[NOTE: Directional arrows in charts highlight those items where your college falls notably above or below the mean of
your comparison group. The items listed are significant at p < .001 with an effect size greater than or equal to .2.]
B10
description
Description - Challenging intellectual and creative work is central to student learning and collegiate quality. Ten survey items address the nature and amount of assigned academic work, the complexity of cognitive tasks presented to students, and the standards faculty members use to evaluate student performance.
Benchmark Scores
Part-Time 52.6 48.9 46.4
Bar Charts and Benchmark Item Composition - Part-Time Students
[NOTE: Directional arrows in charts highlight those items where your college falls notably above or below the mean of
your comparison group. The items listed are significant at p < .001 with an effect size greater than or equal to .2.]
B11
description
Description - In general, the more contact students have with their teachers, the more likely they are to learn effectively and persist toward achievement of their educational goals. Through such interactions, faculty members become role models, mentors, and guides for continuous, lifelong learning.
Benchmark Scores
Part-Time 46.5 48.3 46.8
Bar Charts and Benchmark Item Composition - Part-Time Students
[NOTE: Directional arrows in charts highlight those items where your college falls notably above or below the mean of
your comparison group. The items listed are significant at p < .001 with an effect size greater than or equal to .2.]
B12
description
Description - Students perform better and are more satisfied at colleges that are committed to their success and cultivate positive working and social relationships among different groups on campus.
Benchmark Scores
Part-Time 49.5 51.9 48.4
Active and Collaborative Learning
Bar Charts and Benchmark Item Composition - Full-Time Students
[NOTE: Directional arrows in charts highlight those items where your college falls notably above or below the mean of
your comparison group. The items listed are significant at p < .001 with an effect size greater than or equal to .2.]
B13
description
Description - Students learn more when they are actively involved in their education and have opportunities to think about and apply what they are learning in different settings. Through collaborating with others to solve problems or master challenging content, students develop valuable skills that prepare them to deal with the kinds of situations and problems they will encounter in the workplace, the community, and their personal lives.
Benchmark Scores
Full-Time 51.4 59.1 56.2
Bar Charts and Benchmark Item Composition - Full-Time Students
[NOTE: Directional arrows in charts highlight those items where your college falls notably above or below the mean of
your comparison group. The items listed are significant at p < .001 with an effect size greater than or equal to .2.]
B14
description
Benchmark Scores
Full-Time 56.2 58.9 55.5
Bar Charts and Benchmark Item Composition - Full-Time Students
[NOTE: Directional arrows in charts highlight those items where your college falls notably above or below the mean of
your comparison group. The items listed are significant at p < .001 with an effect size greater than or equal to .2.]
B15
description
Description - Challenging intellectual and creative work is central to student learning and collegiate quality. Ten survey items address the nature and amount of assigned academic work, the complexity of cognitive tasks presented to students, and the standards faculty members use to evaluate student performance.
Benchmark Scores
Full-Time 56.8 57.6 55.6
Bar Charts and Benchmark Item Composition - Full-Time Students
[NOTE: Directional arrows in charts highlight those items where your college falls notably above or below the mean of
your comparison group. The items listed are significant at p < .001 with an effect size greater than or equal to .2.]
B16
description
Description - In general, the more contact students have with their teachers, the more likely they are to learn effectively and persist toward achievement of their educational goals. Through such interactions, faculty members become role models, mentors, and guides for continuous, lifelong learning.
Benchmark Scores
Full-Time 52.7 57.6 56.0
Bar Charts and Benchmark Item Composition - Full-Time Students
[NOTE: Directional arrows in charts highlight those items where your college falls notably above or below the mean of
your comparison group. The items listed are significant at p < .001 with an effect size greater than or equal to .2.]
B17
description
Description - Students perform better and are more satisfied at colleges that are committed to their success and cultivate positive working and social relationships among different groups on campus.
Benchmark Scores
Full-Time 51.8 57.1 53.8
Active and Collaborative Learning
Bar Charts and Benchmark Item Composition - 0 to 29 Credits Students
[NOTE: Directional arrows in charts highlight those items where your college falls notably above or below the mean of
your comparison group. The items listed are significant at p < .001 with an effect size greater than or equal to .2.]
B19
description
Description - Students learn more when they are actively involved in their education and have opportunities to think about and apply what they are learning in different settings. Through collaborating with others to solve problems or master challenging content, students develop valuable skills that prepare them to deal with the kinds of situations and problems they will encounter in the workplace, the community, and their personal lives.
Benchmark Scores
Student Effort
Bar Charts and Benchmark Item Composition - 0 to 29 Credits Students
[NOTE: Directional arrows in charts highlight those items where your college falls notably above or below the mean of
your comparison group. The items listed are significant at p < .001 with an effect size greater than or equal to .2.]
B20
description
Benchmark Scores
Academic Challenge
Bar Charts and Benchmark Item Composition - 0 to 29 Credits Students
[NOTE: Directional arrows in charts highlight those items where your college falls notably above or below the mean of
your comparison group. The items listed are significant at p < .001 with an effect size greater than or equal to .2.]
B21
description
Description - Challenging intellectual and creative work is central to student learning and collegiate quality. Ten survey items address the nature and amount of assigned academic work, the complexity of cognitive tasks presented to students, and the standards faculty members use to evaluate student performance.
Benchmark Scores
Student-Faculty Interaction
Bar Charts and Benchmark Item Composition - 0 to 29 Credits Students
[NOTE: Directional arrows in charts highlight those items where your college falls notably above or below the mean of
your comparison group. The items listed are significant at p < .001 with an effect size greater than or equal to .2.]
B22
description
Description - In general, the more contact students have with their teachers, the more likely they are to learn effectively and persist toward achievement of their educational goals. Through such interactions, faculty members become role models, mentors, and guides for continuous, lifelong learning.
Benchmark Scores
Support for Learners
Bar Charts and Benchmark Item Composition - 0 to 29 Credits Students
[NOTE: Directional arrows in charts highlight those items where your college falls notably above or below the mean of
your comparison group. The items listed are significant at p < .001 with an effect size greater than or equal to .2.]
B23
description
Description - Students perform better and are more satisfied at colleges that are committed to their success and cultivate positive working and social relationships among different groups on campus.
Benchmark Scores
Active and Collaborative Learning
Bar Charts and Benchmark Item Composition - 30+ Credits Students
[NOTE: Directional arrows in charts highlight those items where your college falls notably above or below the mean of
your comparison group. The items listed are significant at p < .001 with an effect size greater than or equal to .2.]
B24
description
Description - Students learn more when they are actively involved in their education and have opportunities to think about and apply what they are learning in different settings. Through collaborating with others to solve problems or master challenging content, students develop valuable skills that prepare them to deal with the kinds of situations and problems they will encounter in the workplace, the community, and their personal lives.
Benchmark Scores
30+ Credits 48.2 58.1 56.5
Student Effort
Bar Charts and Benchmark Item Composition - 30+ Credits Students
[NOTE: Directional arrows in charts highlight those items where your college falls notably above or below the mean of
your comparison group. The items listed are significant at p < .001 with an effect size greater than or equal to .2.]
B25
description
Benchmark Scores
30+ Credits 50.5 56.1 52.9
Academic Challenge
Bar Charts and Benchmark Item Composition - 30+ Credits Students
[NOTE: Directional arrows in charts highlight those items where your college falls notably above or below the mean of
your comparison group. The items listed are significant at p < .001 with an effect size greater than or equal to .2.]
B26
description
Description - Challenging intellectual and creative work is central to student learning and collegiate quality. Ten survey items address the nature and amount of assigned academic work, the complexity of cognitive tasks presented to students, and the standards faculty members use to evaluate student performance.
Benchmark Scores
30+ Credits 57.0 56.3 54.7
Student-Faculty Interaction
Bar Charts and Benchmark Item Composition - 30+ Credits Students
[NOTE: Directional arrows in charts highlight those items where your college falls notably above or below the mean of
your comparison group. The items listed are significant at p < .001 with an effect size greater than or equal to .2.]
B27
description
Description - In general, the more contact students have with their teachers, the more likely they are to learn effectively and persist toward achievement of their educational goals. Through such interactions, faculty members become role models, mentors, and guides for continuous, lifelong learning.
Benchmark Scores
30+ Credits 51.8 56.0 56.1
Support for Learners
Bar Charts and Benchmark Item Composition - 30+ Credits Students
[NOTE: Directional arrows in charts highlight those items where your college falls notably above or below the mean of
your comparison group. The items listed are significant at p < .001 with an effect size greater than or equal to .2.]
B28
description
Description - Students perform better and are more satisfied at colleges that are committed to their success and cultivate positive working and social relationships among different groups on campus.
Benchmark Scores
30+ Credits 48.9 56.0 52.1
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 as part of a
regular course Discussed ideas from readings or classes with other
outside of class
W ri
g h
t, 4
6 .4
W ri
g h
t, 4
9 .5
0.0
20.0
40.0
60.0
Benchmark Components – Student Effort
Prepared two or more drafts of a paper or assignment before turning it in
Worked on a paper or project requiring the integration of ideas or information from various sources
Coming to class without completing assignments
Number of books read on own
Preparing for class
W ri
g h
t, 5
1 .6
W ri
g h
t, 5
1 .5
W ri
g h
t, 5
2 .8
0.0
20.0
40.0
60.0
Benchmark Components – Academic Challenge
Worked harder than thought possible to meet instructor’s standards or expectations
Analyzing the basic elements of an idea, experience, or theory Synthesizing & organizing ideas, information, or experiences in new ways Making judgment about the value or soundness of information, arguments,
or methods Applying theories or concepts to practical problems or in new situations Using information read or heard to perform a new skill Number of assigned textbooks, manuals, books, or book-length packs of
course assigned Number of written paper or reports of any length Extent to which exams during the current school year challenged the
student to do their best work at the college Encouragement to spend significant amounts of time studying
W ri
g h
t, 5
3 .9
Il li
n o
W ri
g h
t, 5
3 .7
Il li
n o
W ri
g h
Benchmark Components – Student-Faculty Interaction
Talked about careers plans with an instructor or advisor
Discussed ideas from readings or classes with instructors outside of class
Receiving prompt feedback (oral or written) on performance
Worked with instructors on activities other than coursework
W ri
g h
t, 4
7 .2
W ri
g h
t, 4
8 .1
W ri
g h
t, 5
0 .1
0.0
20.0
40.0
60.0
Wright Illinois HSI/HACU All Colleges
Benchmark Components – Support for Learners
Providing the support needed to help succeed at the college Encouraging contact among students from different economic,
social, or racial backgrounds Helping cope with non-academic responsibilities (work, family, etc) Providing support necessary to thrive socially Providing financial support needed to afford an education Frequency of use of academic advising/planning Frequency of use of career counseling
W ri
g h
t, 4
9 .7
W ri
g h
t, 5
0 .1
W ri
g h
t, 5
0 .5
0.0
20.0
40.0
60.0
Benchmark Score Comparison – 2007 and 2009
Wright Illinois
51.5
46.4
2009
50.5
50.1
52.2
52.8
49.5
Above and Below the Mean HSI/HACU Illinois All Colleges
Prepared two or more drafts of a paper or assignment before turning it in.
Writing clearly and effectively
Satisfaction: Academic advising/planning
Satisfaction: Career counseling
How supportive are your friends of your attending this college?
How supportive is your immediate family of your attending this college?
How many TOTAL credit hours have you earned at this college, not counting the
courses you are currently taking this term?
CCSSE v. CCFSSE
Consider context of responses: Faculty were able to respond “Don’t Know” on
several questions where students did not have the same option
Students responded to questions based on their total academic experience for the year while faculty were asked to consider their experiences within the course section(s) that were surveyed
Results are based on self-reported data…
CCSSE v. CCFSSE
Importance of academic advising/planning to students at this college 79% 89% 85%
Importance of career counseling to students at this college 74% 75% 75%
Importance of job placement assistance to students at this college 83% 71% 76%
Importance of peer and other tutoring to students at this college 74% 80% 77%
Importance of skills labs (writing, math, etc.) to students at this college 85% 88% 86%
Importance of child care to students at this college 49% 46% 47%
Importance of financial aid advising to students at this college 79% 75% 77%
Importance of computer labs to students at this college 76% 77% 76%
Importance of student organizations to students at this college 33% 52% 44%
Importance of transfer credit assistance to students at this college 66% 78% 73%
Importance of services to students with disabilities to students at this college 68% 70% 69%
* Percentage of faculty who said various student services were "Very" important.
All Faculty Full-Time
CCSSE v. CCFSSE
How important is academic advising/planning is to you at this college 59%
How important is career counseling to you at this college 53%
How important is job placement assistance to you at this college 40%
How important is peer and other tutoring to you at this college 44%
How important are skills labs (writing, math, etc.) to you at this college 50%
How important is child care to you at this college 30%
How important is financial aid advising to you at this college 56%
How important are computer labs to you at this college 63%
How important are student organizations to you at this college 26%
How important is transfer credit assistance to you at this college 55%
How important are services to students with disabilities to you at this college 41%
* Percentage of students who said various student services were "Very" important.
All
Students
Referral to job placement assistance 7% 19% 14%
Referral to peer or other tutoring 34% 51% 44%
Referral to skill labs (writing, math, etc.) 50% 43% 46%
Referral to child care 0% 0% 0%
Referral to financial aid advising 6% 10% 8%
Referral to computer labs 36% 44% 41%
Referral to student organizations 9% 21% 16%
Referral to transfer credit assistance 11% 24% 18%
Referral to services to students with disabilities 10% 22% 17%
* Percentage of faculty who "Often" refer students to various students services.
All Faculty Full-Time
How often do you use job placement assistance 3%
How often do you use peer and other tutoring 8%
How often do you use skills labs (writing, math, etc.) 14%
How often do you use child care 2%
How often do you use financial aid advising 15%
How often do you use computer labs 33%
How often do you use student organizations 6%
How often do you use transfer credit assistance 8%
How often do you use services to students with disabilities 4%
* Percentage of students who "Often" use various students services.
Use of Student Services
Students
B1
B2
Bar Charts and Benchmark Item Composition - All Students
[NOTE: Directional arrows in charts highlight those items where your college falls notably above or below the mean of
your comparison group. The items listed are significant at p < .001 with an effect size greater than or equal to .2.]
B3
description
Description - Students learn more when they are actively involved in their education and have opportunities to think about and apply what they are learning in different settings. Through collaborating with others to solve problems or master challenging content, students develop valuable skills that prepare them to deal with the kinds of situations and problems they will encounter in the workplace, the community, and their personal lives.
Benchmark Scores
All Students 46.4 49.1 50.0
Student Effort
Bar Charts and Benchmark Item Composition - All Students
[NOTE: Directional arrows in charts highlight those items where your college falls notably above or below the mean of
your comparison group. The items listed are significant at p < .001 with an effect size greater than or equal to .2.]
B4
description
Benchmark Scores
All Students 51.5 49.5 50.0
Academic Challenge
Bar Charts and Benchmark Item Composition - All Students
[NOTE: Directional arrows in charts highlight those items where your college falls notably above or below the mean of
your comparison group. The items listed are significant at p < .001 with an effect size greater than or equal to .2.]
B5
description
Description - Challenging intellectual and creative work is central to student learning and collegiate quality. Ten survey items address the nature and amount of assigned academic work, the complexity of cognitive tasks presented to students, and the standards faculty members use to evaluate student performance.
Benchmark Scores
All Students 53.7 49.8 50.0
Student-Faculty Interaction
Bar Charts and Benchmark Item Composition - All Students
[NOTE: Directional arrows in charts highlight those items where your college falls notably above or below the mean of
your comparison group. The items listed are significant at p < .001 with an effect size greater than or equal to .2.]
B6
description
Description - In general, the more contact students have with their teachers, the more likely they are to learn effectively and persist toward achievement of their educational goals. Through such interactions, faculty members become role models, mentors, and guides for continuous, lifelong learning.
Benchmark Scores
All Students 48.1 49.4 50.0
Support for Learners
Bar Charts and Benchmark Item Composition - All Students
[NOTE: Directional arrows in charts highlight those items where your college falls notably above or below the mean of
your comparison group. The items listed are significant at p < .001 with an effect size greater than or equal to .2.]
B7
description
Description - Students perform better and are more satisfied at colleges that are committed to their success and cultivate positive working and social relationships among different groups on campus.
Benchmark Scores
All Students 50.1 49.3 50.0
B8
B9
Bar Charts and Benchmark Item Composition - Part-Time Students
[NOTE: Directional arrows in charts highlight those items where your college falls notably above or below the mean of
your comparison group. The items listed are significant at p < .001 with an effect size greater than or equal to .2.]
B10
description
Description - Students learn more when they are actively involved in their education and have opportunities to think about and apply what they are learning in different settings. Through collaborating with others to solve problems or master challenging content, students develop valuable skills that prepare them to deal with the kinds of situations and problems they will encounter in the workplace, the community, and their personal lives.
Benchmark Scores
Part-Time 44.7 45.8 46.6
Bar Charts and Benchmark Item Composition - Part-Time Students
[NOTE: Directional arrows in charts highlight those items where your college falls notably above or below the mean of
your comparison group. The items listed are significant at p < .001 with an effect size greater than or equal to .2.]
B11
description
Benchmark Scores
Part-Time 49.8 46.4 46.8
Bar Charts and Benchmark Item Composition - Part-Time Students
[NOTE: Directional arrows in charts highlight those items where your college falls notably above or below the mean of
your comparison group. The items listed are significant at p < .001 with an effect size greater than or equal to .2.]
B12
description
Description - Challenging intellectual and creative work is central to student learning and collegiate quality. Ten survey items address the nature and amount of assigned academic work, the complexity of cognitive tasks presented to students, and the standards faculty members use to evaluate student performance.
Benchmark Scores
Part-Time 52.6 46.5 46.4
Bar Charts and Benchmark Item Composition - Part-Time Students
[NOTE: Directional arrows in charts highlight those items where your college falls notably above or below the mean of
your comparison group. The items listed are significant at p < .001 with an effect size greater than or equal to .2.]
B13
description
Description - In general, the more contact students have with their teachers, the more likely they are to learn effectively and persist toward achievement of their educational goals. Through such interactions, faculty members become role models, mentors, and guides for continuous, lifelong learning.
Benchmark Scores
Part-Time 46.5 46.1 46.8
Bar Charts and Benchmark Item Composition - Part-Time Students
[NOTE: Directional arrows in charts highlight those items where your college falls notably above or below the mean of
your comparison group. The items listed are significant at p < .001 with an effect size greater than or equal to .2.]
B14
description
Description - Students perform better and are more satisfied at colleges that are committed to their success and cultivate positive working and social relationships among different groups on campus.
Benchmark Scores
Part-Time 49.5 47.3 48.4
Active and Collaborative Learning
Bar Charts and Benchmark Item Composition - Full-Time Students
[NOTE: Directional arrows in charts highlight those items where your college falls notably above or below the mean of
your comparison group. The items listed are significant at p < .001 with an effect size greater than or equal to .2.]
B15
description
Description - Students learn more when they are actively involved in their education and have opportunities to think about and apply what they are learning in different settings. Through collaborating with others to solve problems or master challenging content, students develop valuable skills that prepare them to deal with the kinds of situations and problems they will encounter in the workplace, the community, and their personal lives.
Benchmark Scores
Full-Time 51.4 54.8 56.2
Bar Charts and Benchmark Item Composition - Full-Time Students
[NOTE: Directional arrows in charts highlight those items where your college falls notably above or below the mean of
your comparison group. The items listed are significant at p < .001 with an effect size greater than or equal to .2.]
B16
description
Benchmark Scores
Full-Time 56.2 54.7 55.5
Bar Charts and Benchmark Item Composition - Full-Time Students
[NOTE: Directional arrows in charts highlight those items where your college falls notably above or below the mean of
your comparison group. The items listed are significant at p < .001 with an effect size greater than or equal to .2.]
B17
description
Description - Challenging intellectual and creative work is central to student learning and collegiate quality. Ten survey items address the nature and amount of assigned academic work, the complexity of cognitive tasks presented to students, and the standards faculty members use to evaluate student performance.
Benchmark Scores
Full-Time 56.8 55.3 55.6
Bar Charts and Benchmark Item Composition - Full-Time Students
[NOTE: Directional arrows in charts highlight those items where your college falls notably above or below the mean of
your comparison group. The items listed are significant at p < .001 with an effect size greater than or equal to .2.]
B18
description
Description - In general, the more contact students have with their teachers, the more likely they are to learn effectively and persist toward achievement of their educational goals. Through such interactions, faculty members become role models, mentors, and guides for continuous, lifelong learning.
Benchmark Scores
Full-Time 52.7 55.0 56.0
Bar Charts and Benchmark Item Composition - Full-Time Students
[NOTE: Directional arrows in charts highlight those items where your college falls notably above or below the mean of
your comparison group. The items listed are significant at p < .001 with an effect size greater than or equal to .2.]
B19
description
Description - Students perform better and are more satisfied at colleges that are committed to their success and cultivate positive working and social relationships among different groups on campus.
Benchmark Scores
Full-Time 51.8 52.5 53.8
Active and Collaborative Learning
Bar Charts and Benchmark Item Composition - 0 to 29 Credits Students
[NOTE: Directional arrows in charts highlight those items where your college falls notably above or below the mean of
your comparison group. The items listed are significant at p < .001 with an effect size greater than or equal to .2.]
B22
description
Description - Students learn more when they are actively involved in their education and have opportunities to think about and apply what they are learning in different settings. Through collaborating with others to solve problems or master challenging content, students develop valuable skills that prepare them to deal with the kinds of situations and problems they will encounter in the workplace, the community, and their personal lives.
Benchmark Scores
0 to 29 Credits 45.8 46.4 47.7
Student Effort
Bar Charts and Benchmark Item Composition - 0 to 29 Credits Students
[NOTE: Directional arrows in charts highlight those items where your college falls notably above or below the mean of
your comparison group. The items listed are significant at p < .001 with an effect size greater than or equal to .2.]
B23
description
Benchmark Scores
0 to 29 Credits 51.9 48.2 49.1
Academic Challenge
Bar Charts and Benchmark Item Composition - 0 to 29 Credits Students
[NOTE: Directional arrows in charts highlight those items where your college falls notably above or below the mean of
your comparison group. The items listed are significant at p < .001 with an effect size greater than or equal to .2.]
B24
description
Description - Challenging intellectual and creative work is central to student learning and collegiate quality. Ten survey items address the nature and amount of assigned academic work, the complexity of cognitive tasks presented to students, and the standards faculty members use to evaluate student performance.
Benchmark Scores
0 to 29 Credits 52.6 48.0 48.1
Student-Faculty Interaction
Bar Charts and Benchmark Item Composition - 0 to 29 Credits Students
[NOTE: Directional arrows in charts highlight those items where your college falls notably above or below the mean of
your comparison group. The items listed are significant at p < .001 with an effect size greater than or equal to .2.]
B25
description
Description - In general, the more contact students have with their teachers, the more likely they are to learn effectively and persist toward achievement of their educational goals. Through such interactions, faculty members become role models, mentors, and guides for continuous, lifelong learning.
Benchmark Scores
0 to 29 Credits 46.7 47.3 48.1
Support for Learners
Bar Charts and Benchmark Item Composition - 0 to 29 Credits Students
[NOTE: Directional arrows in charts highlight those items where your college falls notably above or below the mean of
your comparison group. The items listed are significant at p < .001 with an effect size greater than or equal to .2.]
B26
description
Description - Students perform better and are more satisfied at colleges that are committed to their success and cultivate positive working and social relationships among different groups on campus.
Benchmark Scores
0 to 29 Credits 50.7 48.6 49.9
Active and Collaborative Learning
Bar Charts and Benchmark Item Composition - 30+ Credits Students
[NOTE: Directional arrows in charts highlight those items where your college falls notably above or below the mean of
your comparison group. The items listed are significant at p < .001 with an effect size greater than or equal to .2.]
B27
description
Description - Students learn more when they are actively involved in their education and have opportunities to think about and apply what they are learning in different settings. Through collaborating with others to solve problems or master challenging content, students develop valuable skills that prepare them to deal with the kinds of situations and problems they will encounter in the workplace, the community, and their personal lives.
Benchmark Scores
30+ Credits 48.2 55.1 56.5
Student Effort
Bar Charts and Benchmark Item Composition - 30+ Credits Students
[NOTE: Directional arrows in charts highlight those items where your college falls notably above or below the mean of
your comparison group. The items listed are significant at p < .001 with an effect size greater than or equal to .2.]
B28
description
Benchmark Scores
30+ Credits 50.5 51.9 52.9
Academic Challenge
Bar Charts and Benchmark Item Composition - 30+ Credits Students
[NOTE: Directional arrows in charts highlight those items where your college falls notably above or below the mean of
your comparison group. The items listed are significant at p < .001 with an effect size greater than or equal to .2.]
B29
description
Description - Challenging intellectual and creative work is central to student learning and collegiate quality. Ten survey items address the nature and amount of assigned academic work, the complexity of cognitive tasks presented to students, and the standards faculty members use to evaluate student performance.
Benchmark Scores
30+ Credits 57.0 53.8 54.7
Student-Faculty Interaction
Bar Charts and Benchmark Item Composition - 30+ Credits Students
[NOTE: Directional arrows in charts highlight those items where your college falls notably above or below the mean of
your comparison group. The items listed are significant at p < .001 with an effect size greater than or equal to .2.]
B30
description
Description - In general, the more contact students have with their teachers, the more likely they are to learn effectively and persist toward achievement of their educational goals. Through such interactions, faculty members become role models, mentors, and guides for continuous, lifelong learning.
Benchmark Scores
30+ Credits 51.8 54.3 56.1
Support for Learners
Bar Charts and Benchmark Item Composition - 30+ Credits Students
[NOTE: Directional arrows in charts highlight those items where your college falls notably above or below the mean of
your comparison group. The items listed are significant at p < .001 with an effect size greater than or equal to .2.]
B31
description
Description - Students perform better and are more satisfied at colleges that are committed to their success and cultivate positive working and social relationships among different groups on campus.
Benchmark Scores
30+ Credits 48.9 50.8 52.1
B1
Bar Charts and Benchmark Item Composition - All Students
[NOTE: Directional arrows in charts highlight those items where your college falls notably above or below the mean of
your comparison group. The items listed are significant at p < .001 with an effect size greater than or equal to .2.]
B2
description
Description - Students learn more when they are actively involved in their education and have opportunities to think about and apply what they are learning in different settings. Through collaborating with others to solve problems or master challenging content, students develop valuable skills that prepare them to deal with the kinds of situations and problems they will encounter in the workplace, the community, and their personal lives.
Benchmark Scores
All Students 46.4 52.1 50.0
Student Effort
Bar Charts and Benchmark Item Composition - All Students
[NOTE: Directional arrows in charts highlight those items where your college falls notably above or below the mean of
your comparison group. The items listed are significant at p < .001 with an effect size greater than or equal to .2.]
B3
description
Benchmark Scores
All Students 51.5 53.0 50.0
Academic Challenge
Bar Charts and Benchmark Item Composition - All Students
[NOTE: Directional arrows in charts highlight those items where your college falls notably above or below the mean of
your comparison group. The items listed are significant at p < .001 with an effect size greater than or equal to .2.]
B4
description
Description - Challenging intellectual and creative work is central to student learning and collegiate quality. Ten survey items address the nature and amount of assigned academic work, the complexity of cognitive tasks presented to students, and the standards faculty members use to evaluate student performance.
Benchmark Scores
All Students 53.7 51.8 50.0
Student-Faculty Interaction
Bar Charts and Benchmark Item Composition - All Students
[NOTE: Directional arrows in charts highlight those items where your college falls notably above or below the mean of
your comparison group. The items listed are significant at p < .001 with an effect size greater than or equal to .2.]
B5
description
Description - In general, the more contact students have with their teachers, the more likely they are to learn effectively and persist toward achievement of their educational goals. Through such interactions, faculty members become role models, mentors, and guides for continuous, lifelong learning.
Benchmark Scores
All Students 48.1 51.4 50.0
Support for Learners
Bar Charts and Benchmark Item Composition - All Students
[NOTE: Directional arrows in charts highlight those items where your college falls notably above or below the mean of
your comparison group. The items listed are significant at p < .001 with an effect size greater than or equal to .2.]
B6
description
Description - Students perform better and are more satisfied at colleges that are committed to their success and cultivate positive working and social relationships among different groups on campus.
Benchmark Scores
All Students 50.1 53.7 50.0
B7
Bar Charts and Benchmark Item Composition - Part-Time Students
[NOTE: Directional arrows in charts highlight those items where your college falls notably above or below the mean of
your comparison group. The items listed are significant at p < .001 with an effect size greater than or equal to .2.]
B8
description
Description - Students learn more when they are actively involved in their education and have opportunities to think about and apply what they are learning in different settings. Through collaborating with others to solve problems or master challenging content, students develop valuable skills that prepare them to deal with the kinds of situations and problems they will encounter in the workplace, the community, and their personal lives.
Benchmark Scores
Part-Time 44.7 48.7 46.6
Bar Charts and Benchmark Item Composition - Part-Time Students
[NOTE: Directional arrows in charts highlight those items where your college falls notably above or below the mean of
your comparison group. The items listed are significant at p < .001 with an effect size greater than or equal to .2.]
B9
description
Benchmark Scores
Part-Time 49.8 50.2 46.8
Bar Charts and Benchmark Item Composition - Part-Time Students
[NOTE: Directional arrows in charts highlight those items where your college falls notably above or below the mean of
your comparison group. The items listed are significant at p < .001 with an effect size greater than or equal to .2.]
B10
description
Description - Challenging intellectual and creative work is central to student learning and collegiate quality. Ten survey items address the nature and amount of assigned academic work, the complexity of cognitive tasks presented to students, and the standards faculty members use to evaluate student performance.
Benchmark Scores
Part-Time 52.6 48.9 46.4
Bar Charts and Benchmark Item Composition - Part-Time Students
[NOTE: Directional arrows in charts highlight those items where your college falls notably above or below the mean of
your comparison group. The items listed are significant at p < .001 with an effect size greater than or equal to .2.]
B11
description
Description - In general, the more contact students have with their teachers, the more likely they are to learn effectively and persist toward achievement of their educational goals. Through such interactions, faculty members become role models, mentors, and guides for continuous, lifelong learning.
Benchmark Scores
Part-Time 46.5 48.3 46.8
Bar Charts and Benchmark Item Composition - Part-Time Students
[NOTE: Directional arrows in charts highlight those items where your college falls notably above or below the mean of
your comparison group. The items listed are significant at p < .001 with an effect size greater than or equal to .2.]
B12
description
Description - Students perform better and are more satisfied at colleges that are committed to their success and cultivate positive working and social relationships among different groups on campus.
Benchmark Scores
Part-Time 49.5 51.9 48.4
Active and Collaborative Learning
Bar Charts and Benchmark Item Composition - Full-Time Students
[NOTE: Directional arrows in charts highlight those items where your college falls notably above or below the mean of
your comparison group. The items listed are significant at p < .001 with an effect size greater than or equal to .2.]
B13
description
Description - Students learn more when they are actively involved in their education and have opportunities to think about and apply what they are learning in different settings. Through collaborating with others to solve problems or master challenging content, students develop valuable skills that prepare them to deal with the kinds of situations and problems they will encounter in the workplace, the community, and their personal lives.
Benchmark Scores
Full-Time 51.4 59.1 56.2
Bar Charts and Benchmark Item Composition - Full-Time Students
[NOTE: Directional arrows in charts highlight those items where your college falls notably above or below the mean of
your comparison group. The items listed are significant at p < .001 with an effect size greater than or equal to .2.]
B14
description
Benchmark Scores
Full-Time 56.2 58.9 55.5
Bar Charts and Benchmark Item Composition - Full-Time Students
[NOTE: Directional arrows in charts highlight those items where your college falls notably above or below the mean of
your comparison group. The items listed are significant at p < .001 with an effect size greater than or equal to .2.]
B15
description
Description - Challenging intellectual and creative work is central to student learning and collegiate quality. Ten survey items address the nature and amount of assigned academic work, the complexity of cognitive tasks presented to students, and the standards faculty members use to evaluate student performance.
Benchmark Scores
Full-Time 56.8 57.6 55.6
Bar Charts and Benchmark Item Composition - Full-Time Students
[NOTE: Directional arrows in charts highlight those items where your college falls notably above or below the mean of
your comparison group. The items listed are significant at p < .001 with an effect size greater than or equal to .2.]
B16
description
Description - In general, the more contact students have with their teachers, the more likely they are to learn effectively and persist toward achievement of their educational goals. Through such interactions, faculty members become role models, mentors, and guides for continuous, lifelong learning.
Benchmark Scores
Full-Time 52.7 57.6 56.0
Bar Charts and Benchmark Item Composition - Full-Time Students
[NOTE: Directional arrows in charts highlight those items where your college falls notably above or below the mean of
your comparison group. The items listed are significant at p < .001 with an effect size greater than or equal to .2.]
B17
description
Description - Students perform better and are more satisfied at colleges that are committed to their success and cultivate positive working and social relationships among different groups on campus.
Benchmark Scores
Full-Time 51.8 57.1 53.8
Active and Collaborative Learning
Bar Charts and Benchmark Item Composition - 0 to 29 Credits Students
[NOTE: Directional arrows in charts highlight those items where your college falls notably above or below the mean of
your comparison group. The items listed are significant at p < .001 with an effect size greater than or equal to .2.]
B19
description
Description - Students learn more when they are actively involved in their education and have opportunities to think about and apply what they are learning in different settings. Through collaborating with others to solve problems or master challenging content, students develop valuable skills that prepare them to deal with the kinds of situations and problems they will encounter in the workplace, the community, and their personal lives.
Benchmark Scores
Student Effort
Bar Charts and Benchmark Item Composition - 0 to 29 Credits Students
[NOTE: Directional arrows in charts highlight those items where your college falls notably above or below the mean of
your comparison group. The items listed are significant at p < .001 with an effect size greater than or equal to .2.]
B20
description
Benchmark Scores
Academic Challenge
Bar Charts and Benchmark Item Composition - 0 to 29 Credits Students
[NOTE: Directional arrows in charts highlight those items where your college falls notably above or below the mean of
your comparison group. The items listed are significant at p < .001 with an effect size greater than or equal to .2.]
B21
description
Description - Challenging intellectual and creative work is central to student learning and collegiate quality. Ten survey items address the nature and amount of assigned academic work, the complexity of cognitive tasks presented to students, and the standards faculty members use to evaluate student performance.
Benchmark Scores
Student-Faculty Interaction
Bar Charts and Benchmark Item Composition - 0 to 29 Credits Students
[NOTE: Directional arrows in charts highlight those items where your college falls notably above or below the mean of
your comparison group. The items listed are significant at p < .001 with an effect size greater than or equal to .2.]
B22
description
Description - In general, the more contact students have with their teachers, the more likely they are to learn effectively and persist toward achievement of their educational goals. Through such interactions, faculty members become role models, mentors, and guides for continuous, lifelong learning.
Benchmark Scores
Support for Learners
Bar Charts and Benchmark Item Composition - 0 to 29 Credits Students
[NOTE: Directional arrows in charts highlight those items where your college falls notably above or below the mean of
your comparison group. The items listed are significant at p < .001 with an effect size greater than or equal to .2.]
B23
description
Description - Students perform better and are more satisfied at colleges that are committed to their success and cultivate positive working and social relationships among different groups on campus.
Benchmark Scores
Active and Collaborative Learning
Bar Charts and Benchmark Item Composition - 30+ Credits Students
[NOTE: Directional arrows in charts highlight those items where your college falls notably above or below the mean of
your comparison group. The items listed are significant at p < .001 with an effect size greater than or equal to .2.]
B24
description
Description - Students learn more when they are actively involved in their education and have opportunities to think about and apply what they are learning in different settings. Through collaborating with others to solve problems or master challenging content, students develop valuable skills that prepare them to deal with the kinds of situations and problems they will encounter in the workplace, the community, and their personal lives.
Benchmark Scores
30+ Credits 48.2 58.1 56.5
Student Effort
Bar Charts and Benchmark Item Composition - 30+ Credits Students
[NOTE: Directional arrows in charts highlight those items where your college falls notably above or below the mean of
your comparison group. The items listed are significant at p < .001 with an effect size greater than or equal to .2.]
B25
description
Benchmark Scores
30+ Credits 50.5 56.1 52.9
Academic Challenge
Bar Charts and Benchmark Item Composition - 30+ Credits Students
[NOTE: Directional arrows in charts highlight those items where your college falls notably above or below the mean of
your comparison group. The items listed are significant at p < .001 with an effect size greater than or equal to .2.]
B26
description
Description - Challenging intellectual and creative work is central to student learning and collegiate quality. Ten survey items address the nature and amount of assigned academic work, the complexity of cognitive tasks presented to students, and the standards faculty members use to evaluate student performance.
Benchmark Scores
30+ Credits 57.0 56.3 54.7
Student-Faculty Interaction
Bar Charts and Benchmark Item Composition - 30+ Credits Students
[NOTE: Directional arrows in charts highlight those items where your college falls notably above or below the mean of
your comparison group. The items listed are significant at p < .001 with an effect size greater than or equal to .2.]
B27
description
Description - In general, the more contact students have with their teachers, the more likely they are to learn effectively and persist toward achievement of their educational goals. Through such interactions, faculty members become role models, mentors, and guides for continuous, lifelong learning.
Benchmark Scores
30+ Credits 51.8 56.0 56.1
Support for Learners
Bar Charts and Benchmark Item Composition - 30+ Credits Students
[NOTE: Directional arrows in charts highlight those items where your college falls notably above or below the mean of
your comparison group. The items listed are significant at p < .001 with an effect size greater than or equal to .2.]
B28
description
Description - Students perform better and are more satisfied at colleges that are committed to their success and cultivate positive working and social relationships among different groups on campus.
Benchmark Scores
30+ Credits 48.9 56.0 52.1