Transcript Engaging Community Colleges A First Look
Student Success to the Finish Line – From the Starting Gate
Portland Community Colleges, November, 2011
Note:
This presentation has been modified from the original content, presented by Arleen Arnsparger, Project Manager for the Initiative on Student Success Center for Community College Student Engagement.
PCC added content is in green.
Community College Survey of Student Engagement
90%
…of new students responding to the Survey of Entering Student Engagement say they believe they have the motivation to do what it takes to succeed in college.
-based on national SENSE results
Center for Community College Student Engagement
Why do students come to PCC?
• 41% - Work toward bachelor’s degree • 13% - Explore new career • Almost 11% - Gain new job skills • 8% - Personal enrichment • 8% - Earn certificate or technical degree
-based on PCC CCSSE respondents
Center for Community College Student Engagement
85%
…of new students responding to the SENSE survey say they’re academically prepared for college.
based on national SENSE results
Center for Community College Student Engagement
What percentage of recent high school grads test into PCC developmental courses?
Math: 80% Reading: 28% Writing: 28%
PCC Office of Institutional Effectiveness
Center for Community College Student Engagement
Entering students are highly motivated, are committed to achieving their academic goals, and sincerely believe they will.
Center for Community College Student Engagement
Yet during the first 3 weeks of college…
• 43% came to class unprepared at
least once.
• More than one-quarter of students
skipped class at least once.
• One-quarter did not turn in an
assignment at least once.
based on national SENSE results
Center for Community College Student Engagement
Nationally,
50% … of community college students leave before the start of their second year.
Center for Community College Student Engagement
73% … of PCC Fall 2010 credit degree-seeking students retained to Spring 2011.
Significantly better retention for those receiving financial aid – FT - 90% vs. 77% HT 84% vs. 66%
PCC Office of Institutional Effectiveness
Center for Community College Student Engagement
46% … of PCC students retained from fall 2009 to fall 2010
(Full-time: 52.5%)
PCC Office of Institutional Effectiveness
Center for Community College Student Engagement
Helping students succeed through the equivalent of the first semester (12 –15 credit hours) can dramatically improve subsequent success rates.
Helping students complete their first developmental course can dramatically improve subsequent success rates.
Center for Community College Student Engagement
Discussion Question: From your perspective…what are your college’s strengths? What does your college do well?
How do you know? What DATA support your perspective?
Center for Community College Student Engagement
Center for Community College Student Engagement
Quantitative
CCSSE
CCFSSE
SENSE
Qualitative
Initiative on Student Success / Starting Right
Center for Community College Student Engagement
CCSSE: Listening to Students
10 years 808 colleges Almost 2 million students 49 states, DC, Alberta, Bermuda, British Columbia, Marshall Islands, Northern Marianas, Nova Scotia, Ontario, Quebec
SENSE & Starting Right: Listening to Entering Students
4 years 274 colleges Represents 2.1 million students 41 states, District of Columbia, Marshall Islands, Mariana Islands, Nova Scotia Focus Groups
Measuring Student Engagement
…the amount of time and energy students invest in meaningful educational practices
What we’re learning about student engagement:
It’s unlikely to happen by accident. It has to happen
by design…
from the moment they arrive…
Students don’t know what they don’t know… but we think they should…and we behave as though they do!
Center for Community College Student Engagement
Test Your PCC Student IQ! % women? % credit students attending part-time? % students of color?
% of students under 25 years of age?
% receiving financial aid?
Test Your PCC Student IQ! % women? 53% % credit students attending part-time? 59% % students of color?
30% % of students under 25 years of age? 44% % receiving financial aid? 30%
PCC Office of Institutional Effectiveness
Which students are more likely to drop out?
Women or men? Part-time or full-time?
White students or students of color?
Students under or over 25 years of age? Students receiving financial aid or those not receiving aid?
Which students are more likely to drop out?
Women or men? Men Part-time or full-time? Part-time White students or students of color? Students of color Students under or over 25 years of age? Under 25 Students receiving financial aid or those not receiving aid? No aid
PCC Office of Institutional Effectiveness
CCSSE Benchmarks for Effective Educational Practice
•
Active and Collaborative Learning
•
Student Effort
•
Academic Challenge
•
Student-Faculty Interaction
•
Support for Learners
Center for Community College Student Engagement
2011 Portland System Benchmark Scores
52,4 51,5 51,3 51,3
50
48,3 Active and Collaborative Learning Student Effort Academic Challenge Student-Faculty Interaction Support for Learners
50 = Normed national average Sources: 2011 CCSSE data
PCC CCSSE Benchmarks Active & Collaborative Learning Student Effort Academic Challenge Student-Faculty Interaction Support for Learners PCC Other X-Large 51.5 49.3
52.4 49.3
51.3 49.9
51.3 48.3
48.3
49.1
2011 Portland System Benchmark Score Range Portland Community Colleges Lowest College Benchmark Highest College Benchmark Active and Collaborative Learning Student Effort Academic Challenge Student Faculty Interaction Support for Learners
Sources: 2011 CCSSE data
51.5
52.4
51.3
51.3
48.3
48.3
48.8
48.6
48.7
46.7
53.8
58.9
53.5
52.9
53.1
PCC CCSSE Benchmarks Active & Collaborative Learning Student Effort Academic Challenge Student-Faculty Interaction Support for Learners FT PT 56.8 47.1
57.8 48.0
55.8 47.4
55.8 47.5
50.4 46.5
After lunch…Data Review Exercise
1. Look at your Key Findings report.
2. Review the benchmark data. Where are your strengths? Which areas will you target for improvement?
3. Pick one benchmark for this discussion.
4. Review the frequency responses within that benchmark. (All students, PT, FT)
Example Community College (Example only– the following are not PCC results)
Community College Survey of Student Engagement
9f. Providing the financial support you need to afford your education
Very little Some Quite a bit Very much Total
Portland Community College – Cascade
Your College
Part-Time
Other Medium Colleges
2009 CCSSE
Cohort Your College
Full-Time
Other Medium Colleges 2009
CCSSE
Cohort
All Students (weighted data *)
Other Your College Medium Colleges 2009
CCSSE
Cohort Count Col % Count Col % Count Col % Count Col % Count Col % Count Col % Count Col % Count Col % Count Col % 86 33.6
9104 30.4 34348 30.7
99 24.4 15301 20.4 57922 20.7
200 30.4 27286 26.1 102610 26.3
83 32.4
8191 27.4 30863 27.6
126 31.0 19588 26.1 73370 26.2
55 21.5
6789 22.7 25035 22.4
90 22.2 20115 26.8 74974 26.8
210 31.9 28118 26.9 105745 27.1
143 21.7 25753 24.6 95344 24.4
32 12.5
5843 19.5 21697 19.4
256 100.0 29927 100.0 111943 100.0
91 22.4 20030 26.7 73384 26.2
406 100.0 75034 100.0 279650 100.0
105 16.0 23546 22.5 86779 22.2
658 100.0 104702 100.0 390477 100.0
Community College Survey of Student Engagement
Data to consider
More PCC students reported that they:
•
Spent more time preparing for class
•
Used email to communicate with an instructor
•
Wrote more papers or reports
•
Worked with other students on projects in class
Center for Community College Student Engagement
Data to consider
Fewer PCC students reported that they skipped class!
And yet there’s still room for improvement
Center for Community College Student Engagement
But… Data to consider
Fewer PCC students reported that they:
•
Worked with instructors on activities other than coursework
•
Used writing and math labs
•
Met with a career counselor
Center for Community College Student Engagement
But… Data to consider
Fewer PCC students reported that the College helps them cope with their non academic responsibilities, such as work and family, or provides the financial support they need to afford their education.
Center for Community College Student Engagement
The Front Door -- Orientation More PCC students report that they participated in online registration… 37% (11% at other CCSSE colleges)
(From 33% - 45% across the campuses)
Fewer PCC students report that they participated in on-campus orientation… 16% (40% at other CCSSE colleges)
(From 14% to 19% across the campuses)
What do PCC students say is the most important college service?
Academic Advising & Planning
94% (91% to 95%)
Center for Community College Student Engagement
Yet… 43% …of students say they never saw an advisor
(or really aren’t sure…) (36% to 45%)
Center for Community College Student Engagement
Students don’t do optional!!
Center for Community College Student Engagement
PCC students’ most important services Very or Somewhat Important % Using Services Academic Advising 94% Financial Aid 85% Career Counseling 81% 57% 48% 25%
Center for Community College Student Engagement
Younger students are less likely to…
• • •
Use academic advising/planning Seek career counseling Seek financial aid advising
Younger students are less likely to…
•
Use academic advising/planning They ask their friends 54% vs. 42% for older students
What entering students are telling us:
During their first 3 weeks…
• •
71% - advisor helped them pick classes.
•
60% - advisor helped them select a major or program.
Fewer than 40% - advisor helped them set academic goals and create a plan for achieving those goals.
based on national SENSE results
Student Success courses make a difference!
On the CCSSE survey, PCC students report: 77% say they did not take a student success course.
Center for Community College Student Engagement
Student Success courses make a difference!
Students say:
This course… Helped me to be a better student: 63% Helped me to feel more connected to the college: 51% Should be mandatory for new students: 74%
based on national survey results
Center for Community College Student Engagement
Let’s Talk About…
The “M” Word
M = Mandatory
Discussion Questions – Orientation, Academic Planning & Student Success Courses 1. Are these practices mandatory? For whom?
1. What does your college data show about the impact of these practices on student persistence and first term academic success?
2. What are you doing to bring orientation, academic planning and student success courses to scale?
Center for Community College Student Engagement
The Heart of Student Success…
Teaching & Learning
On the CCSSE survey, PCC students report that they are NOT planning to enroll in Developmental Math – 53% Developmental Reading – 73% Developmental Writing – 61%
“Developmental” is defined here by the student interpretation of what courses are developmental level. This may or may not correspond with college definitions.
What percentage of PCC students say they worked harder than they thought they could to meet an instructor’s standards or expectations?
50%
12% say NEVER
Sources: 2011 CCSSE data
Younger community college students are more likely to…
• • • •
Turn in an assignment late Not turn in an assignment Come to class unprepared Skip class
What % of PCC students responding to the CCSSE survey said they received prompt feedback from instructors about their performance?
Faculty say… Students say…
Center for Community College Student Engagement
What % of PCC students responding to the CCSSE survey said they received prompt feedback from instructors about their performance?
Faculty say…95% Students say…61%
Center for Community College Student Engagement
PCC students’ most important services Very or Somewhat Important % Using Services Computer Lab Tutoring 88% 79% Math & English Labs 77% 61% 32% 33%
Center for Community College Student Engagement
Younger community college students are less likely to….
• • • •
Go to a tutor or skill labs Discuss an assignment or grade with an instructor Ask an instructor for help Say they are getting prompt feedback from instructors about their progress – they’re looking for GRADES!
Courses behaving badly…high-risk courses, rather than high risk students
• • • • • • •
The Valencia story – Achieving the Dream, 2004 Enrollment – around 70,000; 5 campuses Looked at highest enrollment courses; lowest success courses (below 58% with A,B,C) 31% of fall enrollees in 10 high enrollment courses Most high enrollment courses also lowest success courses All low success courses had a math component (dev ed and college level) Faculty and staff targeted 6 courses – high enrollment, low success, student success course Put innovations in place
Persistence: The Lives They’ve Touched FTIC Degree-seeking students Valencia results
•
Fall to Spring retention 79.2% (04) - 86.2% (09)
•
Fall to Fall retention 58% (04) – 67% (09)
What Matters Most for Student Success?
Center for Community College Student Engagement
Students persist when they:
•
Are active & engaged learners
•
Establish meaningful relationships faculty, staff and peers with
•
Have high expectations & aspirations
•
Navigate successfully door -- college systems, processes and procedures through the front
•
Have more structure, fewer options, clearer pathways
Some Observations about Entering Students
•
Students experience culture shock and academic shock.
•
Students don’t know what they don’t know…but we expect them to!
•
You have to ask to be told…but what if you don’t know what to ask?
Center for Community College Student Engagement
Observations about Entering Students
•
Orientation is necessary…and students want to meet faculty and other students before classes start.
•
Students feel disconnected. “They didn’t notice me when I got here; they didn’t notice me when I left.”
Center for Community College Student Engagement
What does this mean for us?
•
Create an “on-ramp” to college life.
•
Streamline registration – help students understand the “what” and the “why.”
•
Make everything more personal – show them we care!
•
Engage them in their learning.
•
If we know what students need – make it mandatory!
Center for Community College Student Engagement
If I Ran the Zoo…
One improvement that you believe would have a significant impact on improving student success…
for the college or my department in my role
Center for Community College Student Engagement
High Performing Colleges …make student engagement inescapable!
Center for Community College Student Engagement
Tools to Help You www.cccsse.org
Examples from Member Colleges Student Focus Group Toolkit (can be adapted for faculty and staff focus groups) Video clips Accreditation toolkit Classroom Observation Form Course Evaluation Form
Center for Community College Student Engagement
For more information: Arleen Arnsparger Project Manager Initiative on Student Success Center for Community College Student Engagement (CCCSE) www.cccse.org
Center for Community College Student Engagement
After lunch…Dig Into Your Data
1. Look at your Key Findings report.
2. Review the benchmark data. Where are your strengths? Which areas will you target for improvement?
3. Pick one benchmark for this discussion.
4. Review the frequency responses within that benchmark. (All students, PT, FT)
Data Review Exercise Areas of focus
Review Benchmarks
Review item-level data
• •
What are the data showing?
Are there particular items driving the benchmark scores in a certain direction?
Group Discussion
1.
2.
3.
4.
5.
6.
What questions do the data raise for you? Any surprises?
Based on the data, what are the college’s strengths? Where could the college improve?
What are you doing now that addresses these findings? Do you have data to show impact?
What additional information do you need before designing strategies to improve student success?
How will you gather the information?
What are your next steps? Who needs to be involved in those next steps?
Promising Practices:
•
End late registration; add late start classes.
•
Orientation
•
Placement testing with preparation, enrollment in the first term
•
First-year experience or freshman seminar
•
Learning community
•
Required group learning experiences outside the classroom
Promising Practices:
•
Hands-on learning experiences outside the class (service learning, internships, etc.)
•
Fast-track developmental courses
•
Student success course
•
Class attendance (…as in it’s important to show up.)
•
Academic plan & advising
•
Early alert & intervention
•
Tutoring & supplemental instruction