Transcript Slide 1

Student Engagement as Policy Direction:
Community College Survey of Student
Engagement (CCSSE)
Skagit Valley College
Board of Trustees
Policy GP-4 – Education Responsibilities and
Ends Policy E-4 – Instruction & Student Success
Why Student Engagement?
• The research findings are unequivocal. Student
learning and student retention are correlated
strongly with student engagement.
• The more actively engaged students are — with
faculty and staff, with other students, with the
subject matter being learned — the more likely
they are to persist in their college studies and to
achieve at higher levels.
• This connection has been emphasized in a
number of major studies and reports on the
undergraduate experience:
Early Research
• In How College Affects Students (1991), Pascarella and
Terenzini affirm from their examination of 20 years of
research that “students who are actively involved in both
academic and out-of-class activities gain more from the
college experience than those who are not so involved.”
• In Leaving College (1993), Tinto summarized the evidence
by noting: “Simply put, the same forces of contact and
involvement that influence persistence also appear to
shape student learning…it is apparent that the more
students are involved in the social and intellectual life of a
college, the more frequently they make contact with
faculty and other students about learning issues,
especially outside the class, the more students are likely
to learn” (p. 69).
Recent Research
• Kuh ‘s (2008) research on “high impact practices”
that lead to student success are those where
students:
– devote considerable time and effort to purposeful
tasks
– interact with faculty and peers about substantive
matters
– are more likely to experience diversity through
contact with people different from themselves
– get ongoing feedback about their performance
– see how what they are learning works in different
settings, on and off campus
• These are all dimensions addressed in the CCSSE
CCSSE Benchmarks
• Five benchmarks - 38 engagement items that “reflect
the most important aspects of the student
experience”
• Benchmarks use a rolling three year cohort
• Benchmark scores are standardized so that weighted
mean scores across all students in the cohort is 50
• An institutions’ benchmark scores are computed by
taking the weighted average of their students’
standardized scores.
2010 CCSSE Benchmarks
70
60
55.7
53.9
53.2
53.6
50
48.4
40
30
20
10
0
Active &
Collaborative
Learning
Student Effort
SVC
Academic
Challenge
Medium Colleges
Student-Faculty
Interaction
All Colleges
Support for
Learners
Benchmarks – SVC & the Northwest
Consortium Colleges
70
60
55.7
53.2
Active &
Collaborative
Learning
Student Effort
53.9
53.6
50
48.4
40
30
20
10
0
Skagit Valley
Academic
Challenge
Student-Faculty
Interaction
NW Consortium Colleges
Support for
Learners
Medium Colleges
2010 Benchmarks –
SVC Full-time & Part-time Students
70
60
50
40
30
20
10
0
Active &
Collaborative
Learning
Student Effort
Academic
Challenge
All Students
Full-Time
Student-Faculty
Interaction
Part -Time
Support for
Learners
2010 Benchmarks –
SVC Male & Female Students
70
60
50
40
30
20
10
0
Active &
Collaborative
Learning
Student Effort
All Students
Academic
Challenge
Male
Student-Faculty
Interaction
Female
Support for
Learners
2010 Benchmarks –
Developmental & Non-Dev Students
70
60
50
53.8
58.0
54.3
51.3
57.7
52.4
56.9
52.2
53.354.4
40
30
20
10
0
Active &
Collaborative
Learning
Student Effort
Skagit Valley
Academic
Challenge
Student-Faculty
Interaction
Medium Colleges
Support for
Learners
2010 Benchmarks –
First Generation/Not First Gen
70
60
50
52.2
56.0
49.3
51.7
50.7 51.0
49.8 49.4
Academic
Challenge
Student-Faculty
Interaction
47.5
51.4
40
30
20
10
0
Active &
Collaborative
Learning
Student Effort
Skagit Valley
Medium Colleges
Support for
Learners
SVC Standardized Benchmark Scores—
Learning Community/Not LC Students
80
70
60
50
40
30
20
10
0
Active &
Collaborative
Learning
Student Effort
Academic
Challenge
Student-Faculty
Interaction
Support for
Learners
Have not taken nor plan to do so (N=343)
Have not but plan to take (N=131)
Have taken (N=244)
Appendix
Benchmark Survey Questions
by Category
Active & Collaborative Learning
During the current school year, how often have you:
• 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 a part of a
regular course
• Discussed ideas from your readings or classes with others
outside of class (students, family members, co-workers,
etc.)
Student Effort
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
• 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)
Academic Challenge
During the current school year, how often have you:
• Worked harder than you thought you could to meet an instructor’s standards or
expectations
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
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
Student-Faculty Interaction
•
•
•
•
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During the current school year, how often have you:
Used e-mail to communicate with an instructor
Discussed grades or assignments with an instructor
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
Support for Learners
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
• 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