Transcript 2003 Community College Survey of Student Engagement …

2005 Community
College Survey of
Student Engagement
(CCSSE)
SVC Office of Institutional Research
Dr. Maureen Pettitt, Director
Presentation Topics
• CCSSE Overview
• What are the characteristics of the
students who took the survey?
• What activities did students engage in
the most?
• What activities did students engage in
the least?
• How did SVC do in comparison to
other colleges?
CCSSE Overview
• Emphasis on student engagement and
student learning (e.g., Astin, Tinto, Pace)
• Administered by Community College
Leadership Program at University of
Texas, Austin
• Questions examine student involvement
with faculty and peers, their engagement
in the academic enterprise, and the
outcomes of their learning experiences
2005 CCSSE Administration
• Sample randomly selected by CCSSE from
Spring class info submitted (dept, enrollments,
campus, days/time)
– ABE and ESL courses excluded
• Administration arranged with faculty during
May 2005
• Script read to students by survey administrator;
approximately 50 minutes for survey
completion
• 700 students survey in 60 classes on both
campuses
A special THANKS
to the faculty who let us
“borrow” their class time…
and the students!
Demographics
•
•
•
•
General
Gender
Ethnicity
Primary Reason
for Attending
• Weekly Activities
General Characteristics
• Most of the students surveyed were:
– Attending full-time (75%)
– Taking classes only at SVC (83%)
• Six percent were also taking classes at a high
school
• Slightly over half (53%) were 22 or younger
• Sixty-seven percent were White, non-Hispanic
• Three-quarters started college at SVC
• A majority (64%) intended to re-enroll at the
college within the next 12 months
• 72% completed the survey at MV; 28% at WIC
Reason for Attending*
60
Certificate
50
40
Assoc Degree
30
4 Yr Transfer
20
Obtain/Upgrade
Job Skills
Self
Improvement
10
0
Primary
Secondary
*Multiple responses possible; total will be greater than 100%
Weekly Activities: Percent
Spending Less Than Six Hours
70%
60%
Providing care
for dependents
50%
40%
Working for
pay off campus
30%
Preparing for
class
20%
10%
0%
Full-Time
Part-Time
Most Frequent Activities*
• Used an electronic medium (list-serv, chat
group, Internet, etc.) to discuss or complete
an assignment – 36.5% (up from 24% in
2003)
• Asked questions in class or contributed to
class discussions – 32%
• Prepared two or more drafts of a paper
before turning it in – 29%
• Worked on a paper or project that required
integrating ideas or information from various
sources – 28%
* 20% or more reported doing this “Very Often”
Most Frequent Activities*
• Discussed ideas from your readings or classes
with others outside of class (students, family
members, co-workers, etc.) – 26%
• Used email to communicate with an instructor –
20%
• Had serious conversations with students of a
race or ethnicity other than your own – 20%
* 20% or more reported doing this “Very Often”
Least Frequent Activities*
• Participated in a community-based project as
part of a regular course – 74%
• Tutored or taught other students (paid or
voluntary) – 67%
• Worked with instructors on activities other than
coursework – 64%
• Discussed ideas from your readings or classes
with instructors outside of class – 40%
* 20% or more reported they had “Never” done this
Least Frequent Activities*
• Worked with classmates outside of class to
prepare class assignments – 26%
• Talked about career plans with an instructor
or advisor – 26% (versus 21% in 2003)
• Come to class without completing readings or
assignments – 24%
• Used email to communicate with an instructor
– 20%
* 20% or more reported they had “Never” done this
Student Effort
40%
35%
30%
25%
20%
15%
10%
5%
0%
Never
Sometimes
Often
Very Often
In your experience at this college, about
how often have you worked harder than
you thought you could to meet an
instructor’s standards or expectations?
Student Effort
50%
40%
Very Little
30%
Some
20%
Quite a Bit
10%
Very Much
0%
How much does this college encourage
you to spend significant amounts of time
studying?
Student Effort
50%
Never
40%
30%
Sometimes
20%
Often
10%
Very Often
0%
In your experience at this college, about
how often have you skipped class?
Student Services
• Satisfaction with admissions &
registration*
• Satisfaction with orientation program*
• Satisfaction with advising, financial aid &
career counseling
• Where information about program
requirements is obtained*
* Items on Additional Questions Sheet
Admissions
Registration
Satisfaction with Student
Services
2005
2003
Mostly
Satisfied
2005
Very
Satisfied
2003
0%
20%
40%
60%
80%
Student Advising Information
50%
40%
30%
2003
2005
20%
10%
0%
Counselor
Faculty
Catalog
Overall Student Satisfaction
•
•
•
•
Availability of Classes*
Campus Climate*
Campus Safety*
Recommend to Friend or Family
Member
• Rate Entire Educational
Experience
* Additional Questions
“How satisfied are you with the availability of
classes you need to meet your educational
goal?”
70%
60%
50%
40%
2003
2005
30%
20%
10%
0%
Very Satisfied
Somewhat
Satisfied
“To what extent is your college a comfortable
environment for all students; that is, an
environment free of harassment of any kind
(racial, sexual, or other harassment)?”
70%
60%
50%
40%
2003
2005
30%
20%
10%
0%
Very
Comfortable
Somewhat
Comfortable
“As a student at this college, how
safe do you feel on campus?”
Percent responding “Very Safe”
1999
60%
0%
1996
55%
2005
75%
2003
67%
100%
Overall Satisfaction Items
• “Would you recommend this college to a
friend or family member?”
– National  94% said “Yes” they would
– SVC  93%
• “How would you evaluate your entire
educational experience at this college?”
– National  86% rated their experience
“Excellent” or “Good”
– SVC  85%
Note: For both questions, the National and SVC percentages
increased by approximately 1% during the two year period
Learning and Engagement
• Students who get involved with the people
and activities of the college (beyond the
traditional classroom) have
– higher retention rates;
– greater personal growth, achievement and
satisfaction; and
– increased participation in further learning
opportunities
(Astin, 1985)
Learning Communities
Students who had taken a learning
community were significantly more
likely to have:
• made a presentation in class
• prepared two or more drafts of a paper or
assignment before turning it in
• given SVC a high rating for encouraging
them to spend significant amounts of time
studying
Learning Communities
• worked with classmates on assignments
outside of class,
• discussed ideas from readings and class
with instructors and others outside of
class, and
• discussed grades with instructors.
Learning Communities
Students who had taken a learning
community were significantly more
likely to have:
• integrated ideas or information from
various sources for a paper or project
• engaged in higher-order cognitive
activities, including analyzing,
synthesizing, and making judgements
• had serious conversations with students of
a different race or ethnicity
Learning Communities
Students who had taken a learning
community gave the college higher
ratings for:
• the degree to which contact among
students of different demographic
backgrounds is encouraged, and
• the degree to which the college
contributed to their working effectively with
others and making contributions to the
welfare of the community.
Five CCSSE Benchmarks
• Active and
Collaborative
Learning
• Student Effort
• Academic Challenge
• Student-Faculty
Interaction
• Support for Learners
Benchmark
Skagit
Medium
Colleges
2005
Colleges
Active/Collaborative
Learning
57.7
49.9
50.0
Student Effort
53.8
49.9
50.0
Academic Challenge
53.0
50.3
50.0
Student-Faculty
Interaction
52.5
50.1
50.0
Support for Learners
50.3
49.6
50.0
The survey results give us some insight into
student perceptions and self-reported
behavior…
How can we use this data to improve student
learning, programs and/or services?