Transcript Engaging Community Colleges A First Look

BENCHMARKING
EFFECTIVE EDUCATIONAL
PRACTICE IN COMMUNITY
COLLEGES
What We’re Learning. What Lies Ahead.
ENGAGING STUDENTS, CHALLENGING THE ODDS
CCSSE OVERVIEW
Community College Survey of Student Engagement
2005 Findings
ENGAGING STUDENTS, CHALLENGING THE ODDS
CCSSE: A Tool for Improvement
The Community College Survey of Student
Engagement (CCSSE) is a tool that helps us
keep this commitment. CCSSE helps us:

assess quality in community college education;

identify and learn from good educational practice —
practice that promotes high levels of student
learning and persistence; and

identify areas in which we can improve programs
and services for students.
Community College Survey of Student Engagement
2005 Findings
ENGAGING STUDENTS, CHALLENGING THE ODDS
CCSSE: A Tool for Community
Colleges
The CCSSE survey:
is administered directly to
community college students
during class sessions;
asks questions about institutional
practices and student behaviors
that are highly correlated with
student learning and retention; and
uses a sampling methodology
that is consistent across all
participating colleges.
About a quarter million community college students
(representing 2.68 million students) from 444
community and technical colleges in 45 states are
part of the 2006 CCSSE cohort.
Community College Survey of Student Engagement
2005 Findings
ENGAGING STUDENTS, CHALLENGING THE ODDS
CCSSE: A Tool for Accountability
CCSSE:

provides reliable data on issues that matter;

reports data publicly; and

is committed to using data for improvement.
CCSSE opposes using its data to rank colleges.
ranking
Community College Survey of Student Engagement
2005 Findings
ENGAGING STUDENTS, CHALLENGING THE ODDS
Benchmarks of Effective
Educational Practice
CCSSE reports survey results in two ways: national benchmarks —
areas that educational research has shown to be important in
quality educational practice — and students’ responses to
individual survey items. The five benchmarks are:
Active and Collaborative
Learning
CCSSEville Community College
2005 Benchmark Scores
Student Effort
Active and
Collaborative
Learning
Stude nt Effort
55.7
Academic Challenge
45.8
Student-Faculty
Interaction
39.8
39.6
38
Academic
Challenge
Stude nt-Faculty
Inte raction
Support for Learners
Community College Survey of Student Engagement
Support for
Learne rs
2005 Findings
ENGAGING STUDENTS, CHALLENGING THE ODDS
Active and Collaborative Learning
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. The seven survey items that contribute to
this benchmark are:
During the current school year, how often have you:
Asked questions in class or contributed to class
discussions
Made a class presentation
(continued on next slide)
Community College Survey of Student Engagement
2005 Findings
ENGAGING STUDENTS, CHALLENGING THE ODDS
Active and Collaborative Learning
During the current school year, how often have you:
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 a part
of a regular course
Discussed ideas from your readings or classes with
others outside of class (students, family members,
co-workers, etc.)
Community College Survey of Student Engagement
2005 Findings
ENGAGING STUDENTS, CHALLENGING THE ODDS
Active and Collaborative Learning
Key Findings: All CCSSE 2005 colleges
Students who often or very often ...
Asked questions in class or contributed
to class discussions
65%
26%
Made a class presentation
45%
Worked with other students during class
Worked with other students outside of
class to prepare class assignments
Participated in a community-based
project as part of a course
21%
6%
0% 10% 20% 30% 40% 50% 60% 70% 80%
Source: CCSSE 2005 data.
Community College Survey of Student Engagement
2005 Findings
ENGAGING STUDENTS, CHALLENGING THE ODDS
Student Effort
Students’ behaviors contribute significantly to
their learning and the likelihood that they will
attain their educational goals. The eight survey
items associated with this benchmark are:
During the current school year, how often have you:
Prepared two or more drafts of a paper or assignment
before turning it in
Worked on a paper or project that required integrating
ideas or information from various sources
Come to class without completing readings or assignments
(continued on next slide)
Community College Survey of Student Engagement
2005 Findings
ENGAGING STUDENTS, CHALLENGING THE ODDS
Student Effort
During the current school year, how often have you:

Used peer or other tutoring services

Used skill labs

Used a computer lab
During the current school year:

How many books did you read on your own (not assigned)
for personal enjoyment or academic enrichment

How many hours did you spend in a typical week preparing
for class (studying, reading, writing, rehearsing, or other
activities related to your program)
Community College Survey of Student Engagement
2005 Findings
ENGAGING STUDENTS, CHALLENGING THE ODDS
Student Effort
Key Findings: All CCSSE 2005 colleges
Full-time students who …
Often or very often prepared two or more
drafts of a paper or assignment before
turning it in
56%
24%
Always came to class prepared*
Spent between one and 10 hours per week
preparing for class
Spent at least 21 hours per week preparing
for class
69%
12%
0% 10% 20% 30% 40% 50% 60% 70% 80%
Source: CCSSE 2005 data.
*Note: This survey item asks students how often
they “come to class without completing readings or
assignments.” Responses of “Never” are reverse
coded here.
Community College Survey of Student Engagement
2005 Findings
ENGAGING STUDENTS, CHALLENGING THE ODDS
Academic Challenge
Challenging intellectual and creative work is
central to student learning and collegiate quality.
The 10 survey items associated with this
benchmark are:
During the current school year, how often have you:

Worked harder than you thought you could to meet
an instructor’s standards or expectations
(continued on next slide)
Community College Survey of Student Engagement
2005 Findings
ENGAGING STUDENTS, CHALLENGING THE ODDS
Academic Challenge
How much does your coursework at this college emphasize:

Analyzing the basic elements of an idea, experience, or
theory

Synthesizing and organizing ideas, information, or
experiences in new ways

Making judgments about the value or soundness of
information, arguments, or methods

Applying theories or concepts to practical problems or in
new situations

Using information you have read or heard to perform a new
skill
(continued on next slide)
Community College Survey of Student Engagement
2005 Findings
ENGAGING STUDENTS, CHALLENGING THE ODDS
Academic Challenge
During the current school year:

How many assigned textbooks, manuals, books, or
book-length packs of course readings did you read

How many papers or reports of any length did you
write

To what extent have your examinations challenged
you to do your best work
How much does this college emphasize:

Encouraging you to spend significant amounts of
time studying
Community College Survey of Student Engagement
2005 Findings
ENGAGING STUDENTS, CHALLENGING THE ODDS
Academic Challenge
Key Findings: All CCSSE 2005 colleges
Full-time students who wrote papers or reports
of any length during the year
5-10 papers or
reports
13%
34%
0-4 papers or
reports
11-20 papers or
reports
22%
More than 20
papers or reports
31%
Source: CCSSE 2005 data.
Community College Survey of Student Engagement
2005 Findings
ENGAGING STUDENTS, CHALLENGING THE ODDS
Student-Faculty Interaction
In general, the more interaction students have
with their teachers, the more likely they are to
learn effectively and persist toward achievement
of their educational goals. The six items used in
this benchmark are:
During the current school year, how often have you:

Used e-mail to communicate with an instructor

Discussed grades or assignments with an instructor
(continued on next slide)
Community College Survey of Student Engagement
2005 Findings
ENGAGING STUDENTS, CHALLENGING THE ODDS
Student-Faculty Interaction
During the current school year, how often have you:

Talked about career plans with an instructor or
advisor

Discussed ideas from your readings or classes with
instructors outside of class

Received prompt feedback (written or oral) from
instructors on your performance

Worked with instructors on activities other than
coursework
Community College Survey of Student Engagement
2005 Findings
ENGAGING STUDENTS, CHALLENGING THE ODDS
Student-Faculty Interaction
Key Findings: All CCSSE 2005 colleges
Students who often or very often ...
Used e-mail to communicate with an
instructor
37%
Discussed grades or assignments
with an instructor
Discussed ideas from readings or
class with instructors outside of class
43%
15%
Received prompt feedback (oral or
written) from instructors
55%
Talked about career plans with an
instructor
Worked with instructors on activities
other than coursework
0%
24%
8%
10% 20% 30% 40% 50% 60%
Source: CCSSE 2005 data.
Community College Survey of Student Engagement
2005 Findings
ENGAGING STUDENTS, CHALLENGING THE ODDS
Support for Learners
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. The seven
survey items that contribute to this benchmark are:
How much does this college emphasize:

Providing the support you need to help you succeed at this
college

Encouraging contact among students from different
economic, social, and racial or ethnic backgrounds
(continued on next slide)
Community College Survey of Student Engagement
2005 Findings
ENGAGING STUDENTS, CHALLENGING THE ODDS
Support for Learners
How much does this college emphasize:

Helping you cope with your nonacademic responsibilities
(work, family, etc.)

Providing the support you need to thrive socially

Providing the financial support you need to afford your
education
During the current school year, how often have you:

Used academic advising/planning services

Used career counseling services
Community College Survey of Student Engagement
2005 Findings
ENGAGING STUDENTS, CHALLENGING THE ODDS
Support for Learners
Most
Important
Service?
Community College Survey of Student Engagement
2005 Findings
ENGAGING STUDENTS, CHALLENGING THE ODDS
WHAT WE’RE LEARNING:
PRELIMINARY THOUGHTS
AND PROPOSITIONS
Community College Survey of Student Engagement
2005 Findings
ENGAGING STUDENTS, CHALLENGING THE ODDS
EARLY LESSONS
#1
Engagement matters
•…for community college students
•…and different kinds of
engagement matter most for
different kinds of students
Community College Survey of Student Engagement
2005 Findings
ENGAGING STUDENTS, CHALLENGING THE ODDS
EARLY LESSONS
#2 In community colleges,
engagement is unlikely to
happen by accident.
It has to happen by design.
[See results for in- vs. out-ofclass engagement.]
Community College Survey of Student Engagement
2005 Findings
ENGAGING STUDENTS, CHALLENGING THE ODDS
EARLY LESSONS
#3 Engagement is beneficial
for community college
students in general -- but
evidently, most of all for
students “at risk.”
See “conditional effects.”
Community College Survey of Student Engagement
2005 Findings
ENGAGING STUDENTS, CHALLENGING THE ODDS
EARLY LESSONS
#4 It’s never as simple as we
might wish it were.
E.g.,
• Institutional size matters – but
not as much as we might predict
• More variation within colleges
than across?
Community College Survey of Student Engagement
2005 Findings
ENGAGING STUDENTS, CHALLENGING THE ODDS
EARLY LESSONS
#5 “The compensatory effect”
i.e., where there are differences in
engagement between “high-risk”
groups and their comparison groups
(academically under-prepared
students, students of color, first
generation students, nontraditional
college age students) --- the high-risk
students are more engaged.
Community College Survey of Student Engagement
2005 Findings
ENGAGING STUDENTS, CHALLENGING THE ODDS
EARLY LESSONS
#6 We must engage
students early and often.
…Coming soon: the
Entering Student Survey
Community College Survey of Student Engagement
2005 Findings
ENGAGING STUDENTS, CHALLENGING THE ODDS
EARLY LESSONS
#7 Focused, sustained efforts, targeted
to significant numbers of students, can
produce improvements, both in CCSSE
results and in student outcomes.
[CCSSE/ NSSE results reflect programs/practices AND
Targeting changes in programs/practices can affect CCSSE results
and student outcomes]
Community College Survey of Student Engagement
2005 Findings
ENGAGING STUDENTS, CHALLENGING THE ODDS
THREE WRONG IDEAS
•This [benchmarking, building a culture
of evidence, using data to improve
student success] is a project.
•There are marginal, quick fixes.
•Resources and selectivity matter most.
•And the bonus #4 wrong idea:
Average is good enough.
Community College Survey of Student Engagement
2005 Findings
ENGAGING STUDENTS, CHALLENGING THE ODDS
THREE RIGHT IDEAS
• Data
are our friends.
•Transparency is good.
•However good we are today,
it’s not good enough.
Community College Survey of Student Engagement
2005 Findings
ENGAGING STUDENTS, CHALLENGING THE ODDS
WHAT LIES AHEAD?
QUESTIONS? SUGGESTIONS?
Community College Survey of Student Engagement
2005 Findings