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Engaging Community Colleges A First Look


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Title: Engaging Community Colleges A First Look

The CCSSE-Texas Small Colleges Consortium
Working Together to Improve Student Success
What is CCSSE?
  • The CCSSE survey
  • is administered directly to community college
    students during class sessions asks questions

    about institutional practices and student

    behaviors that are highly correlated with
    student learning and retention and uses
    sampling methodology that is consistent
    all participating colleges.

Background about CCSSE
  • Completed 5th national administration
  • 700,000 students
  • 548 community colleges
  • 48 states, British Columbia, Marshall Islands

CCSSE in Texas
  • 59 (82 of) Texas community and technical
    colleges have participated in CCSSE (2002- 2008)
  • 48 of those colleges have participated more than

The CCSSE-Texas Small Colleges Consortium
  • For four years, The Houston Endowment Inc. has
    funded the Texas Small Colleges Consortium, a
    project that has supported two years of
    participation for 29 Texas community colleges in
    the Community College Survey of Student
    Engagement (CCSSE)

The Colleges
  • Northeast Texas Community College
  • Panola College
  • Paris Junior College
  • Ranger College
  • Southwest Texas Junior College
  • Temple College
  • Texas State Technical College Harlingen
  • Texas State Technical College Marshall
  • Texas State Technical College Waco
  • Texas State Technical College West Texas
  • The Victoria College
  • Trinity Valley College
  • Vernon College
  • Western Texas College
  • Angelina College
  • Brazosport College
  • Cedar Valley College
  • Clarendon College
  • Coastal Bend College
  • College of the Mainland
  • El Centro College
  • Frank Phillips College
  • Galveston College
  • Grayson County College
  • Howard College
  • Kilgore College
  • Lamar Institute of Technology
  • Lamar State College Orange
  • Navarro College

Continued Work
  • Under a new grant from the Houston Endowment
    Inc., colleges will receive a 50 grant-funded
    subsidy for their continued participation in
    CCSSE 2008 and 2010 or CCSSE 2009 and 2011 survey

Using CCSSE Results for Improvement
Trinity Valley Community College (TVCC)
  • Texas Association for Institutional Research
    (TAIR)Galveston ConferenceFebruary 5, 2008
  • Presented by Tina Rummel Director of
    Institutional ResearchTrinity Valley Community

About TVCC
  • TVCC has campus locations in Athens, Terrell,
    Kaufman and Palestine. The college has grown to
    an enrollment of more than 5,800 students. 
  • TVCCs mission statement is a learning-centered
    college that provides quality academic,
    workforce, and community service programs to meet
    the educational needs of our students and the
    citizens of our service area.
  • TVCC has been reaffirmed by the Southern
    Association of College and Schools as of June,
    2007 with no additional follow-up.

History of TVCC CCSSE
  • TVCC was selected to participate in the Texas
    Small Texas College Consortium which was
    supported by the Houston Endowment for 2005 and
    2007 and feel very honored to have had that
  • TVCC s commitment to the results and findings of
    CCSSE in 2005 and 2007 has motivated us to
    continue participation in 2009 and 2011. Partial
    funding has been made possible through the
    (CCSSE) Texas Small Colleges Partnership.
  • (Continued on next slide)

The History (continued)
  • Trinity Valley Community College administered
    CCSSE to over 700 students in the spring of both
    2005 and 2007.
  • The results of the survey from 2005 revealed that
    90 of the community colleges that participated
    in CCSSE performed better than TVCC in four of
    the five student engagement benchmark areas.
  • In 2005, faculty and administration were very
    alarmed and concerned by the results that TVCC
  • Since that time, TVCC has been working diligently
    to improve the level of engagement with our

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  • TVCCs QEP became known as the Learning
    Initiative (LI).
  • The LI focuses on increasing students ability to
    read and write in crucial learning experiences by
    enhancing student engagement.
  • TVCC continues to incorporate student engagement
    initiatives into the LI, which was prompted by
    2005 CCSSE results. 
  • A number of activities under the leadership of
    the LI have been developed since the alarming
    results of the 2005 CCSSE.
  • The college is in its third year of the project
    and has a number of pilot programs in place.

LI Projects
  • Trinity Valley Community Colleges Quality
    Enhancement Plan Report, Engaged Learning
    Pathways to Success, identifies four projects to
    be implemented as a part of the QEP.
  • An Open Learning Lab
  • The Learning Academy
  • Discipline-Specific Reading Tests
  • Student Networking Groups

Open Learning Lab
  • A central part of the LI planning is to provide a
    free lab where students can receive professional
    tutoring and computer-assisted learning.
  • The labs are designed to provide additional
    tutorial help to students who have difficulty
    with learning as well as a place to check email,
    work on distance education classes, and have a
    relaxing place to call home.
  • The Terrell and Palestine campuses have joined
    the Athens campus in efforts to create permanent
    open Learning Labs at their facilities.
  • Many faculty at the respective campuses have
    volunteered an hour of their office time to the
    lab, which has increased multi-campus awareness
    and involvement.
  • The Learning Lab on the Athens campus has been
    relocated to a larger space on the 3rd floor in
    the newly opened Baugh Technology Center.
  • A full-time coordinator has been hired effective
    Spring 2008.
  • The LI office will track student and faculty
    involvement in the Open Learning Lab as a part of
    a LI Annual Report.

Learning Academy
  • The Learning Academy is a professional
    development program for faculty and staff
    designed to shift the emphasis from teaching to
  • The idea is that a significant portion of our
    faculty and staff will become graduates of the
    Learning Academy, thus creating a culture where
    fellow colleagues can openly talk about teaching
    and learning.
  • A class of the Learning Academy is targeted to
    include 10 to 15 faculty or staff members a
  • The learning academys popularity has generated a
    sophomore class as well as a freshman class of
    faculty and staff.
  • On the next slide, these are the key elements
    that have come out of the Learning Academy.
  • (Continued on next slide)

Key Elements of the Learning Academy
  • Classroom Assessment Techniques Participants
    suggest at least two new classroom assessment
    techniques for the group.
  • Instructional Design Technique Effectiveness
    Participants document their own learning about
    learning as a result of the reengineered learning
  • Project Portfolio -- Participants complete a
    project portfolio designed to be at the
    conclusion of their entire learning experience
    for the Learning Academy. This portfolio includes
    documentation of the completion of the stated
    learning outcomes identified above. Due by July
    15th following the spring term of class
    participation, the portfolio takes numerous
    forms, including a paper copy, an interactive web
    portfolio, a video portfolio, or a combination of
    the above.
  • Learning Day Participants document their
    progress toward these outcomes by providing
    evidence of such growth in their Project
    Portfolio and by presenting the results of their
    attempts to apply these concepts in their
    courses. These are to be shared with the entire
    campus during the Learning Day in the following
    fall semester. Learning Day has been officially
    added to the TVCC Calendar each fall semester.
    All classes are dismissed for the day for an
    intensive in-house opportunity for professional

Discipline-Specific Reading Tests
  • As a result of the data collected by the
    administration of the Pre-TASP (tests 01 and 02)
    in fall 2005, the LI Council decided to explore
    the idea of developing Discipline-Specific
    Reading Tests.
  • The concept came at both the recommendation of
    the director of the Texas Assessing Student
    Learning Project as well as out of a need to
    respond to faculty demands to have information on
    reading which was practical and useful.
  • In the case of the Pre-TASP test, none of the
    testing material was specific to particular
  • A major pilot for the fall 2006 semester was
    built around the concept of Discipline-Specific
    Reading Tests. A series of ready-to-use tests
    were developed around textbook readings taken
    from U.S. History, Speech, General Psychology,
    Fundamentals of Nursing and Human Anatomy
    Physiology. Students were asked to read a section
    of each textbook and respond to questions
    specific to that reading.
  • Tests were created in each of these courses to
    measure the reading skills of the students
  • Student results on those assessments were
    immediately available so faculty could quickly
    recommend remediation, if needed.
  • Post-tests were developed and administered to
    measure any reading gains.
  • The tests have been put online using WebCT and we
    are in full swing with this process and making
    improvements as we go.

Student Networking Groups
  • This concept was to teach and train faculty in
    new group or team techniques and allow them to
    experiment before attempting to make major
    changes in course design.
  • With Student Networking Groups, faculty would
    structure their classes to divide into working
    groups that would function to foster student to
    student interaction.
  • Teaching methods would encourage active and
    collaborative learning between students while
    concurrently encouraging students to take
    responsibility for their learning.

TVCCs Commitment to CCSSE
  • TVCCs goal is to improve 10 deciles in 2009 and
    10 deciles in 2011 on the CCSSE Benchmark
  • Although the journey to be reaffirmed has ended
    for now, the goal of increased engagement will
    remain a focus for TVCC as we move into the
  • Thank you for taking the time to listen today, I
    hope that you have enjoyed the presentation.

Any Questions!!
How Do I Find Out More?
Tina Rummel Director of Institutional
Research, Trinity Valley Community College 100
Cardinal Drive Athens, Texas 75751 (903)
675-6282 trummel_at_tvcc.edu www.tvcc.edu/institution
Lamar Institute of TechnologysPASS
ProgramPartnership in Achieving Student Success
Texas Association for Institutional Research
Galveston Conference February 5, 2008
Presented by Mr. David Mosley, Director
Institutional Research Planning, SACS
Accreditation Liaison
  • SACS Accreditation
  • Quality Enhancement Plan
  • Identification of a QEP topic
  • LITs PASS Program
  • College Success Skills Course
  • Quality Academic Advising
  • Assessment Results
  • Community College Survey of Student Engagement
  • WorkKeys Listening, Reading for Information, and
    Writing Tests
  • Retention Data

SACS Accreditation Quality Enhancement Plan (QEP)
  • Principles of Accreditation Foundations for
    Quality Enhancement
  • Core Requirement 2.12 requires an institution to
    develop an acceptable Quality Enhancement Plan
    (QEP) and show that the plan is part of an
    ongoing planning and evaluation process. Engaging
    the wider academic community, the QEP is based
    upon a comprehensive and thorough analysis of the
    effectiveness of the learning environment for
    supporting student learning and accomplishing the
    mission of the institution. It is used to outline
    a course of action for institutional improvement
    by addressing one or more issues that contribute
    to institutional quality, with special attention
    to student learning.
  • SACS Visiting Committees expect Multiple Direct
    Measures of Student Learning!

Empirical Data (THECB)Retention Rates
Full time FTIC students who did not receive
remediation in the Fall and who returned the
following Spring
SI Similar Institutions
What Do the Numbers Mean?
Establishing a Focus.
  • Review of relevant research
  • LIT Strategic Plan
  • Empirical data (Data Resources for Institutional
  • Educational consultant (Noel Levitz)
  • Faculty Assessment Survey
  • Campus-wide Focus Groups
  • Office of Student Services data

Faculty Assessment Survey
  • 30 of faculty indicated that 6 or more students
    were unsuccessful in courses they taught

What Would Help?
Valid Percents
Partnership in Achieving Student Success (PASS
  • Mission
  • The PASS program seeks to improve the quality of
    student life and learning through improvements,
    enhancements, or additions to the institutions
    educational programs and services. (STUDENT
  • Goal
  • Design and implement a College Success Skills
    Course to improve the quality of student life and
  • Provide quality academic advisement for students
  • Provide professional and paraprofessional
    training to support PASS initiatives
  • Student Learning Assessment Measures
  • Academic Advisement Survey administered to all
    First-Time LIT students and to all graduating
  • Community College Survey of Student Engagement
    (CCSSE) initially administered Spring 2004
    (Pre-QEP) and subsequently every two years.
  • ACTs WorkKeys Listening, Reading for
    Information, and Writing tests administered in
    the College Success Skills Course

Assessing the PASS Program
  • Principal measures
  • Pre-test and Post-test (WorkKeys)
  • Community College Survey of Student

    Engagement (CCSSE)
  • Academic Advising Pre-test and Post-test
  • Other measures
  • Supplemental Evaluations
  • Retention data
  • Future measures
  • Survey of Entering Student Engagement (LIT to
    participate in Fall 2008) www.enteringstudent.org

WorkKeys Data
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  • - Texas Peer Group consists of Clarendon
    College, Coastal Bend College, Navarro College,
    Panola College, Texas State Technical College
    Marshall/Waco/West Texas, The Victoria College,
    and Western Texas College.

CCSSE Retention Index Comparison LIT vs. Texas
Peer Group
  • 2004 LIT Retention Index 151.96
  • 2006 LIT Retention Index 161.70 (a gain of 9.74
    points or 6.4)
  • 2004 Texas Peer Group Retention Index 158.60
  • 2006 Texas Peer Group Retention Index 159.20
  • (LIT's 2006 gain over the Peer Group 2.5 points
    or 1.6)
  • Texas Peer Group
  • Clarendon College, Coastal Bend College, Navarro
    College, Panola College, Texas State Technical
    College Marshall/Waco/West Texas, The Victoria
    College, and Western Texas College

Active Collaborative Learning Benchmark
  • In your experiences at this college during the
    current school year, about how often have you
    done each of the following? Asked questions in
    class or contributed to class discussions
  • Made a class presentation.
  • Worked with other students on projects during
    class (Effect Size0.24)
  • Worked with classmates outside of class to
    prepare class assignments.
  • Tutored or taught other students (paid or
  • Participated in a community-based project as part
    of a regular course
  • Discussed ideas from your readings or classes
    with others outside of class (students, family
    members, co-workers, etc.)

- Statistically significant CCSSE Survey
Item(s) with positive Effect Size
Student-Faculty Interaction Benchmark
  • In your experiences at this college during the
    current school year, about how often have you
    done each of the following
  • Used email to communicate with an instructor.
    (Effect Size -0.29)
  • Discussed grades or assignments with an
  • Talked about career plans with an instructor or
    advisor (Effect Size0.44)
  • 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 (Effect Size0.25)

- Statistically significant CCSSE Survey
Item(s) with negative Effect Size -
Statistically significant CCSSE Survey Item(s)
with positive Effect Size
Support for Learners Benchmark
  • How much does this college emphasize each of the
  • Providing the support you need to help you
    succeed at this college.
  • Encouraging contact among students from different
    economic, social, and racial or ethnic
  • Helping you cope with your non-academic
    responsibilities (work, family, etc.) (Effect
  • Providing the support you need to thrive
    socially. (Effect Size0.24)
  • Providing the financial support you need to
    afford your education.
  • Indicate how often you use the following
  • Academic advising/planning. (Effect Size0.33)
  • Career counseling (Eff. Size0.21)

- Statistically significant CCSSE Survey
Item(s) with positive Effect Size
Thank you.
For more information David Mosley,
Coordinator Institutional Research
Planning SACS Accreditation Liaison Lamar
Institute of Technology PO Box 10043 Beaumont,
Texas 77710 409.880.2207, David.Mosley_at_lit.edu
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