© 2011 center for community college student engagement state center community college district...

© 2011 Center for Community College Student Engagement

State Center Community College District

CCSSE WorkshopNovember 7, 2014


Jeff CrumpleyAssociate Director, OperationsCenter for Community College Student Engagement

Misha TurnerAssociate Director, College RelationsCenter for Community College Student Engagement

Center for Community College Student EngagementProgram in Higher Education LeadershipThe University of Texas at Austin

Introductions


Who is in the room today?

Have you ever seen CCSSE results?

Have you ever logged into the online reporting system?

Have you formed a workgroup, discussed CCSSE and other data, and used that data to inform decisions to change something at your college or on your campus?


Agenda

Student Voices

Student Engagement and Success

Looking at Your Data and Review of the Online Reporting System

Diving Into Your 2014 CCSSE Data

Use and Interpretation of Custom Reports

Promising Practices to Strengthen Student Success


What did you hear?

About “front door” experiences?

About teaching and learning?

About support for students?

About what makes a difference for students?


Defining Student Engagement


What is 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


Center for Community College Student Engagement

CCSSE (& CCFSSE)SENSE

Established surveys:

Assess the quality of their work

Identify and grow successful educational practices

Identify areas in which to improve

Provide context: a data-derived picture of institution

Shift the focus to institutional locus of control

CCSSE and SENSE are tools designed to help colleges:

Qualitative work


What is the relationship between student engagement and student success?

How do we know this?


I have a goal!

Sources: CCSSE 2014

State Center Students

Certificate:

Associate Degree:

Transfer to 4-year:

51%

79%

86%


Reality Check

Horn, L., & Skomsvold, P. (2011). Community college student outcomes: 1994–2009 (NCES 2012-253). Retrieved from http://nces.ed.gov/pubs2012/2012253.pdf

ACT, Inc. (2010). What works in student retention? 4th national survey: Community colleges report. Retrieved from http://www.act.org/research/policymakers/pdf/droptables/CommunityColleges.pdf

• Fifty-four percent of students who enter community colleges earn a certificate, a degree, or are still enrolled six years later.

• Nearly half of all community college students entering in the fall term drop out before the second fall term begins.


One thing we KNOW about community college student engagement…

It’s unlikely to happen by accident.

It has to happen

by design.


Student Success: What We Know Matters


What We Know Matters

In focus groups with students, what do they typically report as the most important factor in keeping them in school and persisting toward their goals?

Relationships

Connections matter


High Expectations Matter

How often have you worked harder than you thought you could to meet an

instructor’s standards or expectations? Item #4p

Never Sometimes Often/Very Often

11.0% 39.6% 49.4%

Source: 2014 CCSSE data


High Expectations Matter

Expectations may not be as high as they need to be…

How often have you come to class without completing readings or assignments? Item #4e

Never Sometimes Often/Very Often

28.1% 58.4% 13.5%



Very/Somewhat

Peer or other tutoring 77.8%

Skill labs (writing, math, etc.) 79.0%

Rarely/Never

Peer or other tutoring 46.3%

Skill labs (writing, math, etc.) 42.0%

How important are the following services?

How often do you use the following services?


High Support Matters


SCCCD students who…

Talked about career plans with an instructor or advisor (CCSSE Item 4m): 76.2%

Never: 23.8%

Discussed grades or assignments with an instructor (CCSSE Item 4l): 89.4%

Never: 10.6%

Inescapable Engagement Matters



Plan to take classes at this college again (CCSSE Item 20)


13%

5%

68%

15%

I will accomplish my goal(s) this termI have no current plans to returnWithin the next 12 monthsUncertain

High Support MattersSCCCD students who…


How can we make engagement

inescapable?


Make it Mandatory

How do students feel about “MANDATORY” ?

a. Frightened

b. Appreciative

c. Disgruntled

d. Rebellious

e. Depressed

Students want our

guidance…

Even though they

complain about it.

Key Question: Does “mandatory” really mean mandatory?


Benchmarks and Benchmarking


Benchmarking for Excellence

The most important comparison: where you are now, compared with where you want to be.


Center Benchmarks of Effective Educational Practice

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 (across your consortium and other colleges like you) and across student groups


CCSSE Benchmarks

Active and Collaborative LearningStudent EffortAcademic ChallengeStudent Faculty InteractionSupport for Learners


What sort of data are we talking about?Benchmarks – standardized scores on high level concepts to get you into the results

Means – place responses on a scale to allow comparison

Frequencies – give you details about the actual responses/behaviors


What sort of data are we talking about?Benchmarks – standardized scores on high level concepts to get you into the results 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. Through collaborating with others to solve problems or master challenging content, students develop valuable skills that prepare them to deal with the kinds of situations and problems they will encounter in the workplace, the community, and their personal lives. The following seven survey items contribute to this benchmark.

During the current school year, how often have you: Asked questions in class or contributed to class discussions (4a) Made a class presentation (4b) Worked with other students on projects during class (4f) Worked with classmates outside of class to prepare class assignments (4g) Tutored or taught other students (paid or voluntary) (4h) Participated in a community-based project as a part of a regular course (4i) Discussed ideas from your readings or classes with others outside of class

(students, family members, co-workers, etc.) (4r)


What sort of data are we talking about?

Means – place responses on a scale to allow comparison

Never = 1, Sometimes = 2, Often = 3, Very Often =4

Average score might be 2.44


What sort of data are we talking about?

Frequencies – give you details about the actual responses/behaviors

Never – 12%Sometimes – 33%Often – 44%Very Often – 11%


Table 1, Why is it important?

Population to Respondent data help you know that your responding students are typical students at your college.

The exception is student enrollment. CCSSE data is statistically weighted to adjust for this sampling bias created by choosing to administer in classrooms.


Let us look at a table.


Resources on Web

Understanding Survey Results

http://www.ccsse.org/survey/reports/2014/understanding.cfm


How has SCCCD participated

3 separate admins with oversample


2014 CCSSE Benchmark Scores for State Center Community College District

46.2

47.2

48.1

45

49.350



Disaggregating Benchmark DataSCCCD:Enrollment Status (P/T vs. F/T)

P/T F/T

Active and Collaborative Learning 42.6 53.2

Student Effort 43.9 53.6

Academic Challenge 44.4 55.1

Student-Faculty Interaction 41.6 51.5

Support for Learners 47.3 53.1

More than 60% of State Center

students are enrolled part

time

Source: 2014 CCSSE data, 2012 IPEDS data


What about never?

Full-time students might have more opportunity to engage with other students and their instructors, but…how do we explain never?

Never worked with other students on projects during class (CCSSE Item 4f): 13.6%

Part-time: 16.6% Full-time: 7.9%

Never worked with classmates outside of class to prepare a class assignments (CCSSE Item 4g): 38.5%

Part-time: 45.4%



Disaggregating Benchmark DataSCCCD: Developmental Status

Dev Non-Dev

Active and Collaborative Learning 47.5 45.1

Student Effort 50.4 43.7

Academic Challenge 50.0 46.6

Student-Faculty Interaction 47.0 43.1

Support for Learners 54.0 44.3



More engaged, but …

Approximately 62% of U.S. community college students take at least one developmental education* course within six years of their initial enrollment.

At some colleges, the percentage is even higher.

For too many students, traditional developmental education is a terminal roadblock to success.

A CCRC study of 250,000 community college students found that only 20% percent of students referred to developmental math and 37% of students referred to developmental reading go on to pass the relevant entry-level or "gatekeeper" college course. **

*Source: RTI International. (n.d.). The completion arch: Measuring community college student success (Participation in developmental courses: United States). Retrieved from College Board website: http://completionarch.collegeboard.org/placement/participation-in-developmental-courses/participation-in-developmental-courses-us

**Source: Bailey, T., Jeong, D. W., & Cho, S. W. (2009). Referral, enrollment, and completion in developmental education sequences in community colleges (CCRC Working Paper No. 15). Retrieved from Community College Research Center website: http://ccrc.tc.columbia.edu/media/k2/attachments/referral-enrollment-completion-developmental.pdf


Looking at Your CCSSE Data


2014 CCSSE Benchmark Scores Ranges for State Center Community Colleges when Split into 5

Campuses


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and

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40

45

50

55


A quick look at the CCSSE online reporting system.

Standard Reports

Custom Reports

Online tutorials for Online Reporting System:http://www.ccsse.org/tools/tutorials.cfm


LUNCH


Diving Into Your Data


Report Out


Promising Practices for Student Success


CCCSE Special Study on Promising Practices

What is it? Online Institutional Survey (CCIS) Special-focus items on CCSSE Items added to CCFSSE Special-focus module on SENSE

Lots of data


OUTCOME

1Completion of at Least One Developmental Education Course With a Grade of C or Better

STUDENT SUCCESS COURSE

Source: CCSSE-linked student record data

OUTCOMES

CCSSE developmental students

who reported participating in were to successfully complete

a student success course 5.22timesmore likely

a developmental English course N=1,737p<0.0001

than were students who did not report participating in a student success course during their first academic term.


Late RegistrationDuring the current term at this college, I completed registration before the first class session(s). (CCSSE Promising Practices, Item #1)


Yes, all courses

Mostly Partly No, not any

70%

16%8% 6%

89%

6% 2% 2%

SCCCD 2012-2014 PP Respondents

Percentages may not total 100% due to rounding


OrientationThe ONE response that best describes my experience with orientation when I first came to this college is... (CCSSE Promising Practices, Item #2)


35%

21%

5%

23%

16%12%

43%

8%

19% 18%




First-Year ExperienceDuring my first term at this college, I participated in a structured experience for new students... (CCSSE Promising Practices, Item #3)


Yes, first term Yes, first term AND at least one

other term

Yes, but NOT during first term

No

13%

2% 3%

82%

24%

3% 4%

69%




Learning CommunityDuring my first semester at this college, I enrolled in an organized learning community... (CCSSE Promising Practices, Item #4)


other term

Yes, but not first term

No

5% 3% 3%

89%

8% 4% 3%

86%


Source: 2014 CCSSE data Percentages may not total 100% due to rounding


Student Success Course



other term

Yes, but not first term

No

8%3% 4%

85%

18%

3% 5%

74%


During my first semester/quarter at this college, I enrolled in a student success course (such as a student development, extended orientation, study skills, student life skills, or college success course). (CCSSE Promising Practices, Item #5)



Do these practices make a difference?

Series of Center Reports on High-Impact Practices


2014 State Center CCSSE Benchmark Scores by timely registration

47.048.1

49.6

46.5

50.2

44.5 45.0 45.4

42.3

47.3

Registered for all classes on time Did not register for all classes on time



2014 State Center CCSSE Benchmark Scores by Orientation

47.749.6 50.1

47.1

52.7

44.0 43.445.0

42.344.2

Participated in orientation Did not participate in orientation



2014 State Center CCSSE Benchmark Scores by Orientation


Because we saw something different in your data compared to the national data, let us look deeper.


2014 State Center CCSSE Benchmark Scores by Orientation – HOW?

45.3

49.2 49.6

45.2

51.450.3 50.5

52.3

49.5

54.3

Participated Online Participated In Person



2014 State Center CCSSE Benchmark Scores by First-Year Experience

52.653.9 53.2

50.8

59.0

44.9 45.547.2

44.0

47.1

Participated in FYE Did not participate in FYE



2014 State Center CCSSE Benchmark Scores by Learning Community

56.8 56.754.5

52.2

57.1

45.146.0

47.6

44.4

48.4

Participated in LC Did not participate in LC



2014 State Center CCSSE Benchmark Scores by Student Success Course

54.0 54.055.4

52.1

61.1

45.0 45.647.1

44.0

47.2

Student Success Course No Student Success Course



Relatively small numbers of students are experiencing high

impact practices, but for those who do, we consistently see higher

levels of engagement.


Q and AThanks for joining us!

© 2011 center for community college student engagement state center community college district...

Documents

state center student

student success

student survey

student learning

student behaviors

view of student engagement

college relationscenter

ccsse datause