Transcript Document

Incorporating CCSSE and SENSE
Into the Accreditation Process
2012
CCCSE
Workshop
at NISOD
A FIRST LOOK:
Promising
Practices for
Community College
Student Success
Introductions
Presenters
Angela Oriano
Amina Benchouia
Associate Director, College Relations
512-475-6142
[email protected]
College Relations Specialist
512-232-3736
[email protected]
Center for Community College
Student Engagement
Community College Leadership Program
The University of Texas at Austin
Thank you for joining us!
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The Center’s Mission
 provide important information about effective
educational practice in community colleges
CCSSE, CCFSSE, SENSE, CCIS
 assist institutions and policymakers in using
information to promote improvements in student
learning, persistence, and attainment
Tools, publications, keynotes, workshops, convocations,
professional development, etc.
Also through…
High-Impact Practices Initiative
Initiative on Men of Color
Initiative on Student Success
Student Success BY THE NUMBERS
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Institutes
Research
Focus groups
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Student Engagement
…the amount of time and energy students
invest in meaningful educational practices
…the institutional practices and student
behaviors that are highly correlated with
student learning and retention
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CCSSE/SENSE and Accreditation
Group Exercise (10 minutes)
1. Split into groups of 3 or 4
2. Diagram a model for Institutional Effectiveness
Include the following components:
 Mission
 Strategic Plan
 Data
 Accreditation
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Framework for Institutional Effectiveness
Institutional Goals
Institutional Results
alignment
 Shaped by
college’s mission
 Informed by
strategic planning
feedback
 Measured by CCSSE,
SENSE, and other
assessments
 Benchmarked against
national norms
Building a culture of evidence!
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The Rationale for Using
CCSSE/SENSE Data in Accreditation
 Student engagement results are a direct indicator of
what students put into their education, and because the
surveys measure participation in various types of
effective educational practices, they provide an indirect
measure of student gains
 CCSSE and SENSE results indicate areas for
improvement and are “actionable”—thus, appropriate
for inclusion in quality improvement plans
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Benchmarks of Effective Educational Practice
for CCSSE and SENSE
 Groups of conceptually-related items
 Standardized to a national mean of 50
 Address key areas of student engagement
 Provide a way for colleges to compare their own
performance with other groups of colleges
 Allow colleges to perform internal comparisons across
different student groups
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Benchmarking for Excellence
The most important comparison: where you
are now, compared with where you want to be.
Other comparisons and ways to identify
effective practices:
 Within your own college
 Across your consortium
 Looking at other colleges most like you
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Accreditation Guides
The CCSSE and SENSE Accreditation Guides
 Tailored to each of the six accrediting regions
 One approach to mapping CCSSE and SENSE
items to accreditation criteria/standards
 Recommended for using in conjunction with other
types of data
Accessing the guides:
1.
2.
3.
4.
Go to www.cccse.org
Select project
(CCSSE or SENSE)
Enter the Tools section, then
Accreditation Guides tab
Click on state or region to
download PDF
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Each guide is comprised
of three components:
 Narrative
 Accreditation Map
 Accreditation Item Key
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WASC-ACCJC Accreditation Standards
Standard I:
Standard II:
Institutional Mission and Effectiveness
Student Learning Programs and Services
Standard III: Resources
Standard IV: Leadership and Governance
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CCSSE Accreditation Guide for WASC-ACCJC
WASC-ACCJC Standard IIB3d
II Student Learning Programs and Services
B Student Support Services
3 The institution researches and identifies the learning support needs
of its student population and provides appropriate services and
programs to address those needs.
d
The institution designs and maintains appropriate programs,
practices, and services that support and enhance student
understanding and appreciation of diversity.
4s. Had serious conversations with students of a different race or ethnicity
other than your own
4t.
Had serious conversations with students who differ from you in terms of
their religious beliefs, political opinions, or personal values
9c. Amount of emphasis by college: Encouraging contact among students from
different economic, social, and racial or ethnic backgrounds
SACS-COC Principles of Accreditation
Section I:
The Principle of Integrity
Section II:
Core Requirements
Section III:
Comprehensive Standards
Section IV:
Federal Requirements
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SACS Principles of Accreditation
Section 3: Comprehensive Standards
3.1
3.2
3.3
3.4
3.5
3.6
3.7
3.8
3.9
3.10
3.11
3.12
3.13
3.14
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

Institutional Mission
Governance and Administration
Institutional Effectiveness
All Educational Programs
Undergraduate Programs
Graduate and Post-Baccalaureate Professional Programs
Faculty
Library and Other Learning Resources
Student Affairs and Services
Financial Resources
Physical Resources
Substantive Change Procedures and Policy
Compliance with Other Commission Policies
Representation of Accreditation Status
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SENSE Accreditation Guide for SACS-COC
SACS-COC Standard 3.4.9
3.4 All Educational Programs
3.4.9 The institution provides appropriate academic support
services.
18f. An advisor helped me to set academic goals and to create a plan for
achieving them
18h. A college staff member talked with me about my commitments
outside of school (work, children, dependents, etc.) to help me
figure out how many courses to take
Note: Many times, criteria/standards map to an entire benchmark. In this
case, it would be Clear Academic Plan and Pathway (items 18d-18h)
MSCHE Standard 13
Related Educational Activities
The institution’s programs or activities that are characterized by
particular content, focus, location, mode of delivery, or sponsorship
meet appropriate standards.
Basic Skills
Under prepared students may benefit from basic skills or developmental courses provided by
an institution as part of its educational offerings. When offered, such pre-college level
courses, taken prior to or concurrent with enrollment in degree credit courses, can prepare
the student for success in achieving his or her educational goals.
Fundamental Elements of Basic Skills
An accredited institution is expected to possess or demonstrate the following attributes or
activities:
 Provision or referral to relevant courses and support services for admitted
underprepared students
Item 13d (CCSSE) and 20d/e (SENSE): Frequency of use/awareness of tutoring
services, skill labs, etc.
CCFSSE: How often do you refer students to the following services?
How often do you incorporate the use of these services into your
coursework?
Accreditation Guides in Action
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Small college in West Virginia
Serving rural area
Formerly a part of a four-year institution
Initially accredited by HLC in 2004
Administered CCSSE in 2005, 2008, and 2011
Comprehensive visit for continued accreditation in
2009
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HLC PEAQ Criteria for Accreditation
Criterion 1: Mission and Integrity
The organization operates with integrity to ensure
the fulfillment of its mission through structures and
processes that involve the board, administration,
faculty, staff, and students.
Criterion 2: Preparing for the Future
The organization’s allocation of resources and its
processes for evaluation and planning
demonstrate its capacity to fulfill its mission,
improve the quality of its education, and respond
to future challenges and opportunities.
3: Student Learning and
Criterion
Effective Teaching
Criterion 4: Acquisition, Discovery,
and Application of Knowledge
The organization promotes a life of learning for
its faculty, administration, staff, and students by
fostering and supporting inquiry, creativity,
practice, and social responsibility in ways
consistent with its mission.
5: Engagement and
Criterion
Service
As called for by its mission, the organization
identifies its constituencies and serves them in
ways both value.
The organization provides evidence of student
learning and teaching effectiveness that
demonstrates it is fulfilling its educational mission.
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Building a Culture of Evidence: An Approach
 Conduct survey. Review engagement results to discover
educational strengths and shortcomings. How do results
comport with other institutional data and interests?
 Link related data points. Rely on indirect and direct evidence to
tell a more comprehensive story.
 Document the relationship between results, planning, and
decision-making.
 Describe improvements initiated.
 Determine timeline and approach to assess impact of change
on desired outcomes. Plan next survey administration to
assess impact.
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Building a Culture of Evidence: Conduct survey. Review engagement results
to discover educational strengths and shortcomings.
Bridgemont CTC’s 2005 CCSSE results indicated high
level of student engagement in areas of
o Active and Collaborative Learning
o Student-Faculty Interaction
Comparison Group Statistics
Benchmark
Bridgemont
Active and
Collaborative Learning
61.8
Student-Faculty
Interaction
64.6
Small Colleges
2005 Colleges
Benchmark Score
50.9
50.0
Score Difference
11.0
11.8
Benchmark Score
52.0
50.0
Score Difference
12.6
14.6
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Building a Culture of Evidence: Conduct survey. Review engagement results
to discover educational strengths and shortcomings.
2005 CCSSE results also identified areas for continuous
improvement:
o Support for Learners
Comparison Group Statistics
Benchmark
Support for Learners
Bridgemont
Small Colleges
2005 Colleges
Benchmark Score
52.1
50.0
Score Difference
-1.6
0.5
50.5
Understanding and using CCSSE Results: Item-level scores drive benchmark scores—
review item-level data to assess changes over time
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Building a Culture of Evidence: Conduct survey. Review engagement results
to discover educational strengths and shortcomings.
Support for Learners
Several items in the benchmark driving the score:
Item: How much does this college
emphasize each of the following?
College
Means
Small
Colleges
Means
2005
CCSSE
Colleges
Means
9b: Providing the support you need to help you
succeed at this college
2.85
2.93
2.90
9d: Helping you cope with your non-academic
responsibilities (work, family, etc.)
1.87
1.94
1.88
9f: Providing the financial support you need to
afford your education
2.23*
2.48
2.37
1=Very little, 2=Some, 3=Quite a bit, 4=Very much
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Building a Culture of Evidence: Conduct survey. Review engagement results
to discover educational strengths and shortcomings.
Support for Learners
Several items in the benchmark driving the score:
College
Frequencies
Small
College
Frequencies
2005 CCSSE
Colleges
Frequencies
9b: Providing the support you need to help you
succeed at this college
68%
70%
70%
9d: Helping you cope with your non-academic
responsibilities (work, family, etc.)
20%
25%
23%
9f: Providing the financial support you need to
afford your education
36%
49%
45%
Item: How much does this college
emphasize each of the following?
Students responding “Quite a Bit” or “Very much”
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Building a Culture of Evidence: Describe improvements initiated.
Action initiated by Bridgemont CTC:
 Hired Director for Student Services
o Director to serve as ombudsman
o Focused on addressing issues related to financial
assistance, registration, mentoring, and other student
services
 Affirmed the value of activities to promote student
engagement
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Building a Culture of Evidence: Determine timeline and approach to assess impact of change
on desired outcomes. Plan next survey administration to assess impact.
Bridgemont CTC administered CCSSE in 2008.
Item-level results showed the college maintained higher
levels of student engagement in
o Active and Collaborative Learning
o Student-Faculty Interaction
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Building a Culture of Evidence: Determine timeline and approach to assess impact of change
on desired outcomes. Plan next survey administration to assess impact.
Dramatically increased performance in
o Support for Learners
Item: How much does this college emphasize
each of the following?
College
Mean
2005
College
Mean
2008
9b: Providing the support you need to help you
succeed at this college
2.85
3.03
9d: Helping you cope with your non-academic
responsibilities (work, family, etc.)
1.87
2.20*
9f: Providing the financial support you need to
afford your education
2.23
2.33
1=Very little, 2=Some, 3=Quite a bit, 4=Very much
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Building a Culture of Evidence: Determine timeline and approach to assess impact of change
on desired outcomes. Plan next survey administration to assess impact.
Dramatically increased performance in
o Support for Learners
Item: How much does this college emphasize
each of the following?
College
Frequencies
2005
College
Frequencies
2008
9b: Providing the support you need to help you
succeed at this college
68%
73%
9d: Helping you cope with your non-academic
responsibilities (work, family, etc.)
20%
34%
9f: Providing the financial support you need to
afford your education
36%
40%
Students responding “Quite a Bit” or “Very much”
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Building a Culture of Evidence: Determine timeline and approach to assess impact of change
on desired outcomes. Plan next survey administration to assess impact.
Item-level scores drive benchmark scores:
Comparison Group Statistics
Benchmark
Support for Learners
Bridgemont
Small Colleges
2005 Colleges
Benchmark Score
52.1
50.0
Score Difference
-1.6
0.5
50.5
Benchmark Scores
Bridgemont
Small Colleges
2008 CCSSE Cohort
55.9
51.8
50.0
All
Support forStudents
Learners
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CCSSE as Evidence
 Used CCSSE data to identify areas of focus (Support for Learners)
 Implemented change (hired Director of Student Services)
 Used next set of CCSSE data to examine impact of implemented
change (dramatically increased levels of engagement in focus area)
 Use of data in Self-Study process (Core Component 3c Evidence)
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Evaluator Comments
“The CTC is justifiably proud of the 2005 and 2008
results from the CCSSE (Community College Survey of
Student Engagement). The institution analyzes CCSSE
results and makes changes based upon this analysis.
The survey revealed that student and faculty interaction
is a major strength of the institution, with CTC ranking
among the highest community colleges in the nation on
interaction with instructors outside of class, in both classrelated discussions as well as activities other than
coursework. Several measurements from 2008 showed
significant improvement over the 2005 survey.”
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Update on Bridgemont CTC
Benchmark
2005
2008
2011
Act/Coll
61.8
53.4
58.1
Stu-Fac
64.6
58.1
63.8
Supp/Learn
50.5
55.9
53.3
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Update on Bridgemont CTC
 Hired a full-time professional tutor to continue
improved performance in Support for Learners
 Applied for several federal grants to increase scores in
Student Effort, using CCSSE data to demonstrate the
need for additional resources
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Medium-sized college in Texas
Serving rural area
Began biennial CCSSE administration cycle in 2005
Included 2005, 2007, and 2009 CCSSE data in QEP
Reaffirmed by SACS-COC in 2010
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SACS-COC Principles of Accreditation
Section I:
The Principle of Integrity
Section II:
Core Requirements
Section III:
Comprehensive Standards
Section IV:
Federal Requirements
39
SACS Principles of Accreditation
Section 3: Comprehensive Standards
3.1
3.2
3.3
3.4
3.5
3.6
3.7
3.8
3.9
3.10
3.11
3.12
3.13
3.14



Institutional Mission
Governance and Administration
Institutional Effectiveness
All Educational Programs
Undergraduate Programs
Graduate and Post-Baccalaureate Professional Programs
Faculty
Library and Other Learning Resources
Student Affairs and Services
Financial Resources
Physical Resources
Substantive Change Procedures and Policy
Compliance with Other Commission Policies
Representation of Accreditation Status
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CCSSE Data in QEP
 Clustered items in two groups
 Modeled on CCSSE benchmark reports
 Informed by SACS Accreditation Guide
 Addressed specific accreditation issues
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Student Attainment Report
Items 5b-5f
Items 12a-12f
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Student Attainment Report
3.3.1 The institution identifies expected outcomes, assesses the
extent to which it achieves these outcomes, and provides
evidence of improvement based on analysis of the results in
each of the following areas:
o
o
o
o
o
3.3.1.1
3.3.1.2
3.3.1.3
3.3.1.4
3.3.1.5
educational programs, to include student learning outcomes
administrative support services
academic and student support services
research within its mission, if appropriate
community/public service within its mission, if appropriate
3.5.1 The institution identifies college-level general education
competencies and the extent to which graduates have
attained them
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Student Support Services Report
Item 13(1)
Item 4
Item 13(2)
Item 11
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Student Support Services Report
2.10
The institution provides student support programs,
services, and activities consistent with its mission that
are intended to promote student learning and enhance
the development of its students.
3.3.1 The institution identifies expected outcomes, assesses the
extent to which it achieves these outcomes, and provides
evidence of improvement based on analysis of the results
in each of the following areas:
o
o
o
o
o
3.3.1.1
3.3.1.2
3.3.1.3
3.3.1.4
3.3.1.5
educational programs, to include student learning outcomes
administrative support services
academic and student support services
research within its mission, if appropriate
community/public service within its mission, if appropriate
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QUESTIONS?
Please provide feedback on this session in the
workshop evaluation.
Thank you!
Angela Oriano
Amina Benchouia
Associate Director, College Relations
512-475-6142
[email protected]
College Relations Specialist
512-232-3736
[email protected]
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