Xavier University of Louisiana
BCSSE 2010-NSSE 2011 Combined Report
Cross-Sectional and Longitudinal Results
August 2011
BCSSE 2010-NSSE 2011 Combined Report
Interpreting the Cross-Sectional Results
The cross-sectional results are based on all first-year student respondents from your institution's BCSSE 2010
and NSSE 2011 administrations (in contrast to the longitudinal results which contain only matched data). These
data provide the best estimates of your first-year students' pre-college characteristics and their engagement
during the first year. By presenting your BCSSE-NSSE cross-sectional results side-by-side, you can identify
areas of correspondence as well as gaps in engagement to develop a better understanding of the first-year
student experience.
Variables
Response Options
The items from the BCSSE
and NSSE surveys appear
in the left column of the
report with same or similar
wording as they appear on
the instruments.
Response options presented
on the survey were collapsed
into fewer categories for
reporting purposes.
Data Source
These columns present the unweighted BCSSE 2010 frequencies
and the weighted NSSE 2011 frequencies.
How many hours in a typical 7-day week
doing each of the following?
Preparing for class (studying, doing
homework, rehearsing, etc.)
None
1-10
11-20
More than 20
Total
BCSSE1
High School
Expected FY
NSSE2
First Year
Count
%
Count
%
Count
%
14
198
90
42
344
4%
58%
26%
12%
100%
0
62
162
121
345
0%
18%
47%
35%
100%
2
109
69
29
209
1%
52%
33%
14%
100%
Count
Column Percentage (%)
The actual number of students who
answered within each response
category.
The percentage of students responding
to the particular option in each question.
1
BCSSE 2010-NSSE 2011 Combined Report
Cross-Sectional Results
Xavier University of Louisiana
BCSSE1
High School
Expected FY
NSSE2
First Year
Count
%
Count
%
Count
%
0
333
203
87
623
0%
53%
33%
14%
100%
1
82
258
280
621
0%
13%
42%
45%
100%
0
86
111
85
282
0%
31%
39%
30%
100%
305
315
49%
51%
210
413
34%
66%
182
99
65%
35%
Total
620
100%
623
100%
281
100%
Total
43
265
189
125
622
7%
43%
30%
20%
100%
29
289
242
63
623
5%
46%
39%
10%
100%
114
145
14
11
284
40%
51%
5%
4%
100%
Total
2
316
217
89
624
0%
51%
35%
14%
100%
12
390
190
31
623
2%
63%
30%
5%
100%
1
177
77
27
282
0%
62%
28%
9%
100%
Total
103
520
623
17%
83%
100%
66
558
624
11%
89%
100%
95
222
317
30%
70%
100%
Total
205
418
623
33%
67%
100%
155
468
623
25%
75%
100%
162
156
318
51%
49%
100%
Total
592
28
620
95%
5%
100%
275
45
320
85%
15%
100%
Total
194
427
621
31%
69%
100%
113
510
623
18%
82%
100%
72
234
306
23%
77%
100%
Total
172
451
623
28%
72%
100%
187
435
622
30%
70%
100%
161
159
320
50%
50%
100%
How many hours in a typical 7-day week doing
each of the following?
None
1-10
Preparing for class (studying, doing
homework, rehearsing, etc.)
11-20
More than 20
Total
Working for pay
No
Yes
None
1-10
Participating in co-curricular activities (arts,
clubs, athletics, etc.)
11-20
More than 20
None
1-10
Relaxing and socializing (watching TV,
partying, etc.)
11-20
More than 20
How often did you do or expect to do each of the
following?
Ask questions in class or contribute to class
discussions
Make a class presentation
Come to class without completing readings or
assignments
Discuss grades or assignments with a
teacher/instructor
Work with other students on projects during
class
Never/Sometimes
Often/Very often
Never/Sometimes
Often/Very often
Never/Sometimes
Often/Very often
Never/Sometimes
Often/Very often
Never/Sometimes
Often/Very often
1
Blank cells indicate NSSE items with no similar item on BCSSE.
2
Weighted NSSE frequencies. See Frequency Distributions in the NSSE section of this report for more details.
1
BCSSE 2010-NSSE 2011 Combined Report
Cross-Sectional Results
Xavier University of Louisiana
BCSSE1
High School
Expected FY
NSSE2
First Year
Count
%
Count
%
Count
%
Total
281
340
621
45%
55%
100%
120
503
623
19%
81%
100%
158
164
322
48%
52%
100%
Total
237
387
624
38%
62%
100%
110
206
316
34%
66%
100%
Total
183
441
624
29%
71%
100%
179
444
623
29%
71%
100%
128
173
301
42%
58%
100%
Total
328
294
622
53%
47%
100%
218
405
623
35%
65%
100%
193
114
307
62%
38%
100%
Total
271
351
622
44%
56%
100%
187
435
622
30%
70%
100%
94
203
297
32%
68%
100%
Total
151
470
621
24%
76%
100%
160
146
306
52%
48%
100%
Total
243
378
621
39%
61%
100%
How often did you do or expect to do each of the
following?
Work with classmates outside of class to
prepare class assignments
Prepare two or more drafts of a paper or
assignment before turning it in
Have serious conversations with students of a
different race or ethnicity than your own.
Discuss ideas from your readings or classes
with teacher/faculty members outside of class
Discuss ideas from your readings or classes
with others outside of class (students, family
members, etc.)
Talked with a counselor, teacher, or other staff
member about college or career plans
Never/Sometimes
Often/Very often
Never/Sometimes
Often/Very often
Never/Sometimes
Often/Very often
Never/Sometimes
Often/Very often
Never/Sometimes
Often/Very often
Never/Sometimes
Often/Very often
Had serious conversations with students who
are very different from you in terms of relig.
beliefs, pol. opinions, or values
Never/Sometimes
Often/Very often
Work on a paper or project that requires
integrating ideas or information from various
sources
Never/Sometimes
Often/Very often
Put together ideas or concepts from different
courses when completing assignments or
during class discussions
Never/Sometimes
Often/Very often
Receive prompt feedback from faculty on your
academic performance (written or oral)
22%
78%
100%
116
182
298
39%
61%
100%
Total
52
570
622
8%
92%
100%
58
259
317
18%
82%
100%
Total
121
502
623
19%
81%
100%
123
182
305
39%
61%
100%
Total
130
494
624
21%
79%
100%
88
211
299
29%
71%
100%
Total
204
419
623
33%
67%
100%
206
90
296
69%
31%
100%
Total
95
527
622
15%
85%
100%
82
209
291
28%
72%
100%
Total
76
547
623
12%
88%
100%
67
223
290
23%
77%
100%
342
230
30
602
57%
38%
5%
100%
65
108
98
271
24%
39%
36%
100%
Never/Sometimes
Often/Very often
Work with faculty members on activities other
than coursework (committees, orientation,
student life activities, etc)
Never/Sometimes
Often/Very often
Try to better understand someone else's views
by imagining how an issue looks from his or
her perspective
Never/Sometimes
Often/Very often
Learn something that changes the way you
understand an issue or idea
138
483
621
Never/Sometimes
Often/Very often
Grades
A or AB or B+
B- or lower
Total
246
266
103
615
40%
43%
17%
100%
1
Blank cells indicate NSSE items with no similar item on BCSSE.
2
Weighted NSSE frequencies. See Frequency Distributions in the NSSE section of this report for more details.
2
BCSSE 2010-NSSE 2011 Combined Report
Interpreting Longitudinal Results
These longitudinal results contain matched data from your first-year students who completed both the BCSSE 2010
and NSSE 2011 surveys. The purpose of this report is to analyze the relationships between incoming student
characteristics and their reported engagement near the end of their first year. With longitudinal data, you can more
effectively identify how students with varying levels of pre-college characteristics were actually engaged during their
first year of college.
Six BCSSE scales are categorized into quartile ranges based on the lower 25 percent (Low25), the middle 50 percent
(Mid50), and the upper 25 percent (Top25) of respondents.
BCSSE Scales
The following BCSSE scales were constructed by converting the responses for each item to a 0-10 range. A mean scale score was
then calculated for each student. Below is a brief description of each scale with the component BCSSE items in parentheses.
High School Academic
Engagement
Student engagement in educationally relevant activities during the last year of high
school. (hreadasg, hwrite5, hwrite5m, hacadpr, hclquest, hclprese, hfacgrad, hclassgr,
hoccgrp, hrewropa, hfacidea, hoocidea)
Expected Academic Engagement
Expected engagement in educationally relevant behaviors during the first year of college.
(cacadpr, cclquest, cclprese, cfacgrad, cclassgr, coccgrp, cfacidea, coocidea)
Expected Academic Perseverance Student certainty that they will persist in the face of academic adversity. (cotherint,
cfindinfo, ccourdis, caskinst, cfinish, cstaypos)
Expected Academic Difficulty
Expected academic difficulty during the first year of college. (clearnma, cmantime,
cgethelp, cintfac)
Perceived Academic Preparation
Student perception of their academic preparation. (cgnwrite, cgnspeak, cgnanaly,
cgnquant, cgncompt, cgnother, cgninq)
Importance of Campus
Environment
Student-rated importance that the institution provides a challenging and supportive
environment. (cenvscho, cenvsupr, cenvdivr, cenvnaca, cenvsoca, cenveven)
NSSE Benchmarks of Effective Educational Practice
Also included in this report are four of the five NSSE Benchmarks1, with the component items in parentheses:
Level of Academic Challenge
(adjusted)
Engagement in challenging and intellectually diverse work. (readasgn, writemor,
writemid, writesml, analyze, synthesz, evaluate, applying, workhard, acadpr01, envschol)
Active & Collaborative Learning: Engagement in collaborative learning and learning in different settings. (clquest, clpresen,
classgrp, occgrp, tutor, commproj, oocideas)
Student-Faculty Interaction
Student engagement with faculty as instructors, role models, and mentors. (facgrade,
facideas, facplans, facfeed, facother, resrch04)
Supportive Campus Environment
Quality of campus environment to support student success. (envsocal, envsuprt,
envnacad, envstu, envfac, envadm)
1
The benchmark "Enriching Educational Experiences" is not included in this section of the report given that it measures the participation in many activities
not typically completed by first-year students (internships, capstone courses, study abroad, etc).
1
BCSSE 2010-NSSE 2011 Combined Report
Interpreting Longitudinal Results
Interpreting and Using BCSSE-NSSE Results
In the example below (NSSEville State), students who scored in the top 25% ("Top25") for High School Academic
Engagement were engaged in their first year of college with an average Level of Academic Challenge (LAC)
benchmark score of 65.2, while their peers comprised of all other respondents attending BCSSE doctorate-granting
institutions reported an average LAC score of 59.1. The difference is statistically significant (*** p<.001) with a
moderate effect size of .49. However their students in the lowest quartile ("Low25") did no better than their peers
(scoring 48.2 and 49.4 respectively, but not statistically significant). To increase engagement in LAC, NSSEville
State could use this information in their faculty development programs to discuss how classroom environments and
coursework can be more engaging for students who may otherwise be less engaged. Student advisors may also use
these results to work with students at risk for low engagement in academically challenging activities.
Comparison Group
Data from all other institutions at
either the baccalaureate, master's, or
doctoral level. See pages 11 and 12
for a list of included institutions by
Basic Carnegie type.
Quartile Ranges
The lower 25%, middle 50%, and
the top 25% of scores for each
BCSSE scale calculated for each
institution. The quartiles
calculated for your institution are
then applied to their peer group
to create a group of students who
are comparable regarding the
BCSSE scale. This often results
in the peer group having more
than or fewer than the 25% in the
lower and upper quartiles.
BCS S E S cale
High School
Academic
Engagement
BCSSE Scale
The six BCSSE
scales are listed
in the left
column
Quartile
Range ¹
Low25
NSSE Benchmark
The NSSE
benchmark is listed
across the top of
the page.
Statistical 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). Large
sample sizes (like those produced by
NSSE) tend to generate more statistically
significant results even though the
magnitude of mean differences may be
inconsequential. It is recommended to
consult effect sizes (see below) to judge
the practical meaning of the results.
Level of Academic Challenge
NS S Eville S tate
All Other Master's
S tatistical Comparisons
Mean
48.2
SD
11.3
N
86
Mean
49.4
SD
11.9
N
1,398
Difference
-1.20
M id50
55.1
9.1
172
55.6
9.8
2,109
-0.50
Top25
65.2
12.8
86
59.1
12.1
913
6.10
Mean Benchmark Scores
The average benchmark
score for all students
attending your institution
and all students attending
institutions in the
comparison group,
calculated for each quartile
range.
Number of Respondents
The actual number of
respondents who were
included in each group.
Difference of Means
The difference between your
institution's mean score and the
mean score for the comparison
group.
S ig
2
3
ES
-.10
-.05
***
.49
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 your 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.
2
BCSSE 2010-NSSE 2011 Combined Report
Longitudinal Results
Xavier University of Louisiana
NSSE Level of Academic Challenge by BCSSE Scales at Three Score Levels
Level of Academic Challenge
Xavier
All Other Baccalaureate
Statistical Comparisons
Quartile
Range¹
Low25
Mean
SD
N
Mean
SD
N
Difference
55.5
13.9
44
53.4
12.3
2,019
2.01
.15
Mid50
60.7
10.6
89
58.8
11.8
1,931
1.95
.17
Top25
63.0
10.4
47
64.6
11.8
709
-1.52
-.14
Expected
Academic
Engagement
Low25
55.7
12.9
42
53.3
12.0
1,816
2.44
.20
Mid50
60.9
10.9
94
58.9
12.1
2,209
2.00
.17
Top25
62.3
11.5
44
63.5
12.4
609
-1.25
-.10
Expected
Academic
Perseverance
Low25
55.9
12.6
37
54.0
12.3
2,046
1.82
.15
Mid50
59.2
11.6
91
59.2
12.1
2,025
-0.03
.00
Top25
64.6
10.0
52
62.6
12.3
556
2.00
.18
Expected
Academic
Difficulty
Low25
61.7
9.7
55
59.2
12.9
453
2.51
.22
Mid50
61.4
11.5
66
57.1
12.5
1,898
4.25
Top25
57.0
13.2
59
57.1
12.6
2,272
-0.12
-.01
Perceived
Academic
Preparation
Low25
55.3
14.4
44
55.1
12.7
2,195
0.25
.02
Mid50
60.8
9.6
82
58.9
12.0
1,980
1.87
.17
Top25
63.0
11.3
53
61.7
12.3
445
1.27
.11
Importance of
Campus
Environment
Low25
54.8
11.5
41
54.3
12.5
1,761
0.46
.04
Mid50
61.1
11.0
95
58.5
12.1
2,449
2.55
Top25
62.7
12.2
44
63.2
12.9
406
-0.51
60.0
11.7
180
57.4
12.6
4,687
2.69
BCSSE Scale
High School
Academic
Engagement
All BCSSE-NSSE
Respondents
1
Low25=Lower Quartile; Mid50=Interquartiles; Top25=Upper Quartile
2
* p<.05 ** p<.01 *** p<.001 (2-tailed).
3
Effect size = mean difference divided by the pooled std dev.
Sig2
**
*
ES3
.35
.22
-.04
**
.22
1
BCSSE 2010-NSSE 2011 Combined Report
Longitudinal Results
Xavier University of Louisiana
NSSE Active and Collaborative Learning by BCSSE Scales at Three Score Levels
Active and Collaborative Learning
Quartile
Range¹
Low25
Mean
Xavier
SD
N
48.2
18.0
50
40.7
13.7
2,141
7.49
**
Mid50
53.6
15.6
98
47.8
14.5
2,053
5.86
***
0.39
Top25
62.6
15.8
50
55.4
16.3
765
7.17
**
0.45
Expected
Academic
Engagement
Low25
45.6
15.9
49
40.5
13.4
1,915
5.13
*
0.35
Mid50
55.4
16.9
101
48.0
14.8
2,347
7.44
***
0.47
Top25
61.7
14.6
48
54.1
17.0
666
7.64
***
0.48
Expected
Academic
Perseverance
Low25
47.9
19.3
40
42.8
14.3
2,170
5.16
Mid50
54.0
14.7
100
47.4
15.2
2,157
6.66
***
0.44
Top25
59.9
17.7
58
51.9
16.9
594
8.08
***
0.47
Expected
Academic
Difficulty
Low25
58.4
16.4
57
50.9
16.7
479
7.52
**
0.45
Mid50
52.7
15.5
74
46.0
14.9
2,004
6.70
***
0.44
Top25
53.3
18.8
67
44.9
15.3
2,434
8.39
***
0.49
Perceived
Academic
Preparation
Low25
49.4
18.4
52
43.1
14.6
2,339
6.31
*
0.38
Mid50
55.3
15.9
91
47.8
15.0
2,095
7.53
***
0.49
Top25
57.9
16.9
54
51.4
17.4
480
6.52
**
0.38
Importance of
Campus
Environment
Low25
47.2
15.6
44
43.2
14.8
1,867
4.03
Mid50
54.6
15.7
105
47.1
15.1
2,609
7.57
***
0.49
Top25
61.4
18.4
48
50.7
16.8
432
10.76
***
0.61
54.5
17.0
198
45.9
15.4
4,989
8.62
***
0.53
BCSSE Scale
High School
Academic
Engagement
All BCSSE-NSSE
Respondents
1
Low25=Lower Quartile; Mid50=Interquartiles; Top25=Upper Quartile
2
* p<.05 ** p<.01 *** p<.001 (2-tailed).
3
Effect size = mean difference divided by the pooled std dev.
All Other Baccalaureate
Mean
SD
N
Statistical Comparisons
Difference
Sig2
ES3
0.47
0.31
0.26
2
BCSSE 2010-NSSE 2011 Combined Report
Longitudinal Results
Xavier University of Louisiana
NSSE Student-Faculty Interaction by BCSSE Scales at Three Score Levels
Student-Faculty Interaction
Quartile
Range¹
Low25
Mean
Xavier
SD
N
37.3
17.7
44
32.9
15.8
2,037
4.40
Mid50
45.8
17.7
91
39.5
17.2
1,949
6.23
Top25
54.5
18.3
48
49.3
20.2
719
5.27
Expected
Academic
Engagement
Low25
37.6
15.4
42
32.0
15.3
1,830
5.58
*
0.36
Mid50
46.6
18.9
95
40.3
17.4
2,228
6.37
**
0.35
Top25
52.5
18.9
46
48.7
20.4
620
3.77
Expected
Academic
Perseverance
Low25
41.0
21.2
37
34.0
16.2
2,070
6.97
*
0.37
Mid50
45.8
18.1
91
40.0
17.8
2,038
5.81
**
0.32
Top25
49.8
17.7
55
46.7
20.3
562
3.08
Expected
Academic
Difficulty
Low25
49.4
17.8
55
43.9
19.4
457
5.51
*
0.30
Mid50
44.7
18.2
68
38.7
17.6
1,916
5.98
**
0.33
Top25
44.5
20.3
60
36.6
17.7
2,293
7.91
**
0.42
Perceived
Academic
Preparation
Low25
41.0
22.4
45
35.6
16.9
2,217
5.41
Mid50
47.0
17.9
83
39.5
17.7
1,998
7.56
Top25
48.5
16.4
54
45.4
21.5
448
3.10
0.16
Importance of
Campus
Environment
Low25
37.4
16.6
41
34.7
16.8
1,777
2.70
0.16
Mid50
46.8
17.7
97
39.4
17.9
2,470
7.34
***
0.41
Top25
52.3
20.4
45
45.2
20.2
411
7.03
*
0.35
46.0
18.8
183
38.2
18.0
4,733
7.88
***
0.43
BCSSE Scale
High School
Academic
Engagement
All BCSSE-NSSE
Respondents
1
Low25=Lower Quartile; Mid50=Interquartiles; Top25=Upper Quartile
2
* p<.05 ** p<.01 *** p<.001 (2-tailed).
3
Effect size = mean difference divided by the pooled std dev.
All Other Baccalaureate
Mean
SD
N
Statistical Comparisons
Difference
Sig2
ES3
0.26
**
0.36
0.27
0.19
0.16
0.28
***
0.42
3
BCSSE 2010-NSSE 2011 Combined Report
Longitudinal Results
Xavier University of Louisiana
NSSE Supportive Campus Environment by BCSSE Scales at Three Score Levels
Supportive Campus Environment
All Other Baccalaureate
Mean
SD
N
Quartile
Range¹
Low25
Mean
Xavier
SD
N
64.1
18.3
43
65.9
17.3
1,959
-1.81
-0.10
Mid50
69.4
18.0
87
69.3
17.1
1,861
0.15
0.01
Top25
71.8
18.8
42
73.0
18.7
677
-1.28
-0.07
Expected
Academic
Engagement
Low25
63.0
18.3
41
64.7
16.9
1,754
-1.69
-0.10
Mid50
70.4
18.3
92
69.6
17.2
2,138
0.80
0.04
Top25
70.4
18.1
39
74.5
19.0
581
-4.16
-0.22
Expected
Academic
Perseverance
Low25
63.8
20.7
37
64.7
17.1
1,970
-0.87
-0.05
Mid50
68.0
16.9
85
70.3
17.1
1,960
-2.31
-0.14
Top25
73.3
18.3
50
74.6
18.8
536
-1.22
-0.07
Expected
Academic
Difficulty
Low25
73.8
17.6
51
71.1
18.3
437
2.68
0.15
Mid50
68.1
17.9
66
69.4
17.5
1,825
-1.33
-0.08
Top25
64.6
18.9
55
66.9
17.5
2,201
-2.31
-0.13
Perceived
Academic
Preparation
Low25
63.9
20.9
43
65.8
17.2
2,115
-1.89
-0.10
Mid50
68.9
17.4
78
69.9
17.3
1,915
-1.03
-0.06
Top25
71.7
16.8
50
73.9
18.6
430
-2.21
-0.12
Importance of
Campus
Environment
Low25
60.1
16.7
39
64.3
16.9
1,688
-4.23
-0.25
Mid50
69.8
17.7
93
70.1
17.2
2,377
-0.32
-0.02
Top25
74.4
19.2
40
75.3
19.4
390
-0.96
-0.05
68.7
18.4
172
68.4
17.6
4,524
0.29
0.02
BCSSE Scale
High School
Academic
Engagement
All BCSSE-NSSE
Respondents
Statistical Comparisons
Difference
Sig2
ES3
IPEDS: 160904
1
Low25=Lower Quartile; Mid50=Interquartiles; Top25=Upper Quartile
2
* p<.05 ** p<.01 *** p<.001 (2-tailed).
3
Effect size = mean difference divided by the pooled std dev.
4
BCSSE 2010-NSSE 2011
Participating Institutions by Carnegie Type
The following is the list of institutions by Basic Carnegie type that were included in the longitudinal analysis.
Baccalaureate Colleges
Augustana College
Bucknell University
Campbellsville University
College of Our Lady of the Elms
Concordia College
Defiance College
Drew University
Edward Waters College
Elizabethtown College
Florida Southern College
Georgia Gwinnett College
Goucher College
Grinnell College
Harris-Stowe State College
Hendrix College
Hilbert College
John Brown University
Judson College
King College
Lane College
Linfield College
Luther College
Lyndon State College
Macon State College
1
Meredith College
Midland Lutheran College
Millikin University
Missouri Southern State University
Mitchell College
Mount Ida College
Muhlenberg College
Oglethorpe University
Randolph-Macon College
Saint Anselm College
Saint Olaf College
Shorter College
Simons Rock College of Bard
Southern Vermont College
University of Maine at Presque Isle
University of the Ozarks
University of Wisconsin-Green Bay
University of Wisconsin-Parkside
Utah Valley University
Voorhees College
Washington and Lee University
Wheaton College
Whittier College
William Jewell College
Master's Colleges and Universities
Alvernia College
Armstrong Atlantic State University
Bob Jones University
California Lutheran University
California Polytechnic State University-San Luis Obispo
California State University-Bakersfield
Calumet College of Saint Joseph
Carroll College
Chaminade University of Honolulu
Chatham University
Converse College
Cumberland University
Elon University
Fayetteville State University
Gannon University
Indiana Wesleyan University
Johnson State College
Lewis University
Lindenwood University
Lipscomb University
Medaille College
Minnesota State University-Mankato
Monmouth University
Montana State University-Billings
1
Norfolk State University
North Georgia College & State University
Pacific Lutheran University
Prairie View A & M University
Prescott College
Saint Josephs College
Saint Xavier University
Southern Connecticut State University
Springfield College
Texas A & M International University
Texas A & M University-Corpus Christi
Texas Southern University
Towson University
University of Evansville
University of Houston-Victoria
University of Mary
University of Washington-Tacoma Campus
University of Wisconsin-River Falls
Wagner College
Western Connecticut State University
Westminster College
Xavier University
Xavier University of Louisiana
For information on the 2010 Carnegie Classifications, see classifications.carnegiefoundation.org.
1
BCSSE 2010-NSSE 2011
Participating Institutions by Carnegie Type
Doctorate-Granting Universities
Auburn University Main Campus
Clark University
College of William and Mary
Georgia State University
Kent State University-Main Campus
Oral Roberts University
Pace University-New York
Saint Louis University-Main Campus
Seton Hall University
SUNY College of Environmental Science and Forestry
Texas Tech University
University of Georgia
University of Massachusetts-Boston
University of North Carolina at Greensboro
University of North Dakota-Main Campus
University of St. Thomas
University of Texas at Arlington, The
University of West Florida, The
University of Wisconsin-Madison
Other Carnegie Types
Art Institute of Washington, The
California College of the Arts
Carnegie Mellon, Qatar Campus
Lyme Academy College of Fine Arts
Menlo College
University of California-Merced
Wentworth Institute of Technology
Canadian Institutions
University of Guelph
University of Prince Edward Island
York University
1
For information on the 2010 Carnegie Classifications, see classifications.carnegiefoundation.org.
2
Xavier University of Louisiana
BCSSE 2010-NSSE 2011 Respondent Characteristics
August 2011
BCSSE 2010-NSSE 2011
Respondent Characteristics
Xavier University of Louisiana
The BCSSE 2010-NSSE 2011 Combined Report contains two sections, cross-sectional results and longitudinal results. The
cross-sectional results include frequencies from all your BCSSE and NSSE respondents. For comparison purposes, only
similar items on both instruments are included in this section (i.e., there were 23 items in the BCSSE survey identical or
similar to items in the NSSE survey). Using all your BCSSE and NSSE data provides your institution with the best estimates
of your incoming first-year student characteristics and their end-of-year engagement.
The longitudinal results portray the matched data from those first-year students who completed both BCSSE in the
summer/fall of 2010 and NSSE in the spring of 2011. Though not all students complete both surveys, examining available
matched results allows you to focus on environmental factors that may influence the nature and frequency of student
engagement in various areas in the first year. Because the number of respondents varies for the cross-sectional and
longitudinal results, background characteristics for both are summarized below.
BCSSE 2010 - NSSE 2011 Samples
Count
625
BCSSE 2010 respondents (cross-sectional data)
First-year students included in NSSE population file
917
BCSSE respondents identified in the NSSE population file
517
BCSSE 2010 respondents invited to participate in NSSE 2011
517
NSSE 2011 first-year respondents
323
BCSSE 2010 - NSSE 2011 matched respondents (longitudinal data)
199
Respondent Characteristics
Cross-Sectional
BCSSE
1
1
NSSE
Longitudinal
2
BCSSE-NSSE3
Gender
Female
Male
72%
28%
77%
23%
78%
22%
Ethnicity
Am. Indian/Native American
Asian/Asian Am./Pacific Isl.
Black/African American
White (non-Hispanic)
Mexican/Mexican American
Puerto Rican
Other Hispanic/Latino
Multiracial
Other
I prefer not to respond
0%
5%
86%
1%
0%
0%
0%
5%
2%
1%
1%
9%
78%
2%
0%
0%
1%
6%
1%
2%
1%
4%
83%
1%
0%
0%
1%
7%
1%
3%
Enrollment Status
Full-time
Less than full-time
99%
1%
99%
1%
100%
0%
Student reported characteristics for all BCSSE 2010 respondents.
Student reported ethnicity and institution reported gender and enrollment status for all NSSE 2011 respondents.
3
Student reported characteristics for matched students who completed both BCSSE 2010 and NSSE 2011.
2