IAS Reports: NSSE 2005 AAUDE Institutions, Questions, Frequencies, Means

Participating institutions

2005 Questions, means, statistical comparison between U.Va. and AAUDE

2005 Questions and frequencies

Click to see the AAUDE results for 2002

Click to see the AAUDE results for 2000

Participating AAUDE institutions in the 2005 NSSE were: Indiana University-Bloomington, Iowa State University, Rutgers University-New Brunswick, The University of Texas at Austin, University of California-Davis, University of Maryland-College Park, University of North Carolina at Chapel Hill, University of Washington-Seattle Campus, and UVa.

			UVA	UVA compared with
			UVA	AAUDE
	AAUDE Consortium Questions	Class	Mean	AAUDE Mean	Sig ^a	Effect size ^b
1.	Consider the size of the lower-division classes you've taken at this university - have they generally been:	FY	2.41	2.32	*	.11
1.		SR	2.13	2.05	*	.11
2.	Consider the size of the upper-division classes you've taken at this university - have they generally been:	FY	2.69	2.72
2.		SR	2.82	2.73	**	.14
3.	How would you rate the quality of instruction in lower-division courses?	FY	2.94	2.80	***	.18
3.		SR	2.76	2.52	***	.34
4.	How would you rate the quality of instruction in upper-division courses?	FY	3.21	3.12	*	.13
4.		SR	3.42	3.22	***	.27
5.	Would you say that the courses you need to take for your major have been available:	FY	3.05	3.03
5.		SR	3.18	3.10
6.	Would you say that the courses you need to take for your general education requirements have been available:	FY	2.94	3.00
6.		SR	3.08	2.97	**	.13
7.	How would you rate the academic quality of this university in general?	FY	3.60	3.35	***	.40
7.		SR	3.59	3.22	***	.54
8.	How would you rate the academic quality of your major program?	FY	3.49	3.41	*	.12
8.		SR	3.43	3.27	***	.21
9.	How would you rate the quality of academic advising you have received from your college or department at this university?	FY	2.41	2.84	***	-.50
9.		SR	2.63	2.62
10.	How would you rate this university's responsiveness to student academic problems?	FY	2.69	2.75
10.		SR	2.61	2.44	***	.19
11.	During the past year, from what source did you receive most of your academic advising?	FY
11.		SR
12.	The advisor(s) in your college or department is(are) available when you need to see her/him(them).	FY	2.87	3.10	***	-.35
12.		SR	3.09	3.04
13.	The information you've received from academic advisors has been accurate and up to date.	FY	2.85	3.14	***	-.46
13.		SR	3.02	2.98
14.	At this university students have to run around from one place to another to get the information or approvals they need.	FY	2.70	2.84	**	-.16
14.		SR	2.83	3.00	***	-.21
15.	Do you expect to complete a bachelor's degree?	FY
15.	Do you expect to complete a bachelor's degree?	SR
16.	Within one year of ending your undergraduate studies do you plan to:	FY
16.		SR
17.	Which of the following factors, if any, poses the biggest obstacle to your academic progress?	FY
17.		SR
18.	What is your primary reason for working for pay (either on- or off-campus)?	FY
18.		SR
19.	While attending this university how often have you been challenged to do the very best you can?	FY	3.60	3.47	***	.20
19.		SR	3.54	3.35	***	.30
20.	Most of the time, professors in my courses make it clear what they expect me to learn.	FY	3.28	3.21	*	.10
20.		SR	3.32	3.19	***	.20
		^aStatistical Significance Items with mean differences that are larger than would be expected by chance alone are noted with one, two, or three asterisks, referring to 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 (like those produced by NSSE) tend to produce more statistically significant results even though the magnitude of mean differences may be inconsequential. It is recommended to start by interpreting only those items with three asterisks (p<.001) and to consult effect sizes (see below) in order to make judgments about the practical meaning of the results.
		^bEffect Size Effect size indicates the “practical significance” of the mean difference. It is calculated by dividing the mean difference by the standard deviation of the group with which the institution is being compared (consortium, Carnegie type, or NSSE 2005). 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. An exception to this interpretation is the "coming to class unprepared" item (item 1f.) where a negative sign is preferred (i.e., meaning fewer students reporting coming to class unprepared).

			First-Year Students				Seniors
			UVA		AAUDE		UVA		AAUDE
			Count	Col %	Count	Col %	Count	Col %	Count	Col %
1.	Consider the size of the lower-division classes you’ve taken at this university – have they generally been:	Far larger than you'd like	105	13%	175	17%	160	23%	275	29%
		Somewhat larger	254	32%	347	34%	268	39%	335	36%
		OK in size	409	52%	499	48%	245	35%	311	33%
		Smaller than you'd like	6	1%	3	0%	3	0%	3	0%
		Not applicable/have taken no lower-division courses here	12	2%	10	1%	15	2%	12	1%
		Total	786	100%	1034	100%	691	100%	936	100%
2.	Consider the size of the upper-division classes you’ve taken at this university – have they generally been:	Far larger than you'd like	44	6%	52	5%	21	3%	55	6%
		Somewhat larger	135	17%	127	12%	94	14%	163	17%
		OK in size	517	66%	539	52%	563	81%	694	74%
		Smaller than you'd like	7	1%	22	2%	11	2%	23	2%
		Not applicable/have taken no upper-division courses here	84	11%	292	28%	4	1%	1	0%
		Total	787	100%	1032	100%	693	100%	936	100%
3.	How would you rate the quality of instruction in lower-division courses?	Poor	20	3%	41	4%	29	4%	69	7%
		Fair	159	20%	263	25%	181	26%	353	38%
		Good	446	57%	574	56%	386	56%	449	48%
		Excellent	149	19%	143	14%	80	12%	49	5%
		Not applicable/have taken no lower-division courses here	14	2%	11	1%	13	2%	13	1%