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Engaging Community Colleges A First Look

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BENCHMARKING EFFECTIVE EDUCATIONAL PRACTICE IN COMMUNITY COLLEGES What We re Learning. What Lies Ahead. CCSSE: A Tool for Improvement The Community College Survey ... – PowerPoint PPT presentation

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Title: Engaging Community Colleges A First Look


1
BENCHMARKING EFFECTIVE EDUCATIONAL PRACTICE IN
COMMUNITY COLLEGES
What Were Learning. What Lies Ahead.
2
CCSSE OVERVIEW
3
CCSSE A Tool for Improvement
  • The Community College Survey of Student
    Engagement (CCSSE) is a tool that helps us keep
    this commitment. CCSSE helps us
  • assess quality in community college education
  • identify and learn from good educational practice
    practice that promotes high levels of student
    learning and persistence and
  • identify areas in which we can improve programs
    and services for students.

4
CCSSE A Tool for CommunityColleges
  • 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 a sampling methodology that is consistent
    across all participating colleges.
  • About a quarter million community college
    students (representing 2.68 million students)
    from 444 community and technical colleges in 45
    states are part of the 2006 CCSSE cohort.

5
CCSSE A Tool for Accountability
  • CCSSE
  • provides reliable data on issues that matter
  • reports data publicly and
  • is committed to using data for improvement.
  • CCSSE opposes using its data to rank colleges.

ranking
6
Benchmarks of Effective Educational Practice
  • CCSSE reports survey results in two ways
    national benchmarks areas that educational
    research has shown to be important in quality
    educational practice and students responses to
    individual survey items. The five benchmarks are
  • Active and CollaborativeLearning
  • Student Effort
  • Academic Challenge
  • Student-Faculty Interaction
  • Support for Learners

CCSSEville Community College 2005 Benchmark Scores
7
Active and Collaborative Learning
  • 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. The seven
    survey items that contribute to this benchmark
    are
  • During the current school year, how often have
    you
  • Asked questions in class or contributed to class
    discussions
  • Made a class presentation

(continued on next slide)
8
Active and Collaborative Learning
  • During the current school year, how often have
    you
  • Worked with other students on projects during
    class
  • Worked with classmates outside of class to
    prepare class assignments
  • Tutored or taught other students (paid or
    voluntary)
  • Participated in a community-based project as a
    part of a regular course
  • Discussed ideas from your readings or classes
    with others outside of class (students, family
    members, co-workers, etc.)

9
Active and Collaborative Learning
  • Key Findings All CCSSE 2005 colleges
  • Students who often or very often ...

Source CCSSE 2005 data.
10
Student Effort
  • Students behaviors contribute significantly to
    their learning and the likelihood that they will
    attain their educational goals. The eight survey
    items associated with this benchmark are
  • During the current school year, how often have
    you
  • Prepared two or more drafts of a paper or
    assignment before turning it in
  • Worked on a paper or project that required
    integrating ideas or information from various
    sources
  • Come to class without completing readings or
    assignments

(continued on next slide)
11
Student Effort
  • During the current school year, how often have
    you
  • Used peer or other tutoring services
  • Used skill labs
  • Used a computer lab
  • During the current school year
  • How many books did you read on your own (not
    assigned) for personal enjoyment or academic
    enrichment
  • How many hours did you spend in a typical week
    preparing for class (studying, reading, writing,
    rehearsing, or other activities related to your
    program)

12
Student Effort
  • Key Findings All CCSSE 2005 colleges
  • Full-time students who

Note This survey item asks students how often
they come to class without completing readings
or assignments. Responses of Never are reverse
coded here.
Source CCSSE 2005 data.
13
Academic Challenge
  • Challenging intellectual and creative work is
    central to student learning and collegiate
    quality. The 10 survey items associated with this
    benchmark are
  • During the current school year, how often have
    you
  • Worked harder than you thought you could to meet
    an instructors standards or expectations

(continued on next slide)
14
Academic Challenge
  • How much does your coursework at this college
    emphasize
  • Analyzing the basic elements of an idea,
    experience, or theory
  • Synthesizing and organizing ideas, information,
    or experiences in new ways
  • Making judgments about the value or soundness of
    information, arguments, or methods
  • Applying theories or concepts to practical
    problems or in new situations
  • Using information you have read or heard to
    perform a new skill

(continued on next slide)
15
Academic Challenge
  • During the current school year
  • How many assigned textbooks, manuals, books, or
    book-length packs of course readings did you read
  • How many papers or reports of any length did you
    write
  • To what extent have your examinations challenged
    you to do your best work
  • How much does this college emphasize
  • Encouraging you to spend significant amounts of
    time studying

16
Academic Challenge
  • Key Findings All CCSSE 2005 colleges
  • Full-time students who wrote papers or reportsof
    any length during the year

Source CCSSE 2005 data.
17
Student-Faculty Interaction
  • In general, the more interaction students have
    with their teachers, the more likely they are to
    learn effectively and persist toward achievement
    of their educational goals. The six items used in
    this benchmark are
  • During the current school year, how often have
    you
  • Used e-mail to communicate with an instructor
  • Discussed grades or assignments with an
    instructor

(continued on next slide)
18
Student-Faculty Interaction
  • During the current school year, how often have
    you
  • Talked about career plans with an instructor or
    advisor
  • 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

19
Student-Faculty Interaction
  • Key Findings All CCSSE 2005 colleges
  • Students who often or very often ...

Source CCSSE 2005 data.
20
Support for Learners
  • Students perform better and are more satisfied at
    colleges that are committed to their success and
    cultivate positive working and social
    relationships among different groups on campus.
    The seven survey items that contribute to this
    benchmark are
  • How much does this college emphasize
  • Providing the support you need to help you
    succeed at this college
  • Encouraging contact among students from different
    economic, social, and racial or ethnic
    backgrounds

(continued on next slide)
21
Support for Learners
  • How much does this college emphasize
  • Helping you cope with your nonacademic
    responsibilities (work, family, etc.)
  • Providing the support you need to thrive socially
  • Providing the financial support you need to
    afford your education
  • During the current school year, how often have
    you
  • Used academic advising/planning services
  • Used career counseling services

22
Support for Learners
  • Most
  • Important
  • Service?

23
WHAT WERE LEARNING PRELIMINARY THOUGHTS AND
PROPOSITIONS
24
EARLY LESSONS
  • 1 Engagement matters
  • for community college students
  • and different kinds of engagement matter most
    for different kinds of students

25
EARLY LESSONS
  • 2 In community colleges, engagement is
    unlikely to happen by accident.
  • It has to happen by design.
  • See results for in- vs. out-of-class engagement.

26
EARLY LESSONS
  • 3 Engagement is beneficial for community
    college students in general -- but evidently,
    most of all for students at risk.
  • See conditional effects.

27
EARLY LESSONS
  • 4 Its never as simple as we might wish it
    were.
  • E.g.,
  • Institutional size matters but not as much as
    we might predict
  • More variation within colleges than across?

28
EARLY LESSONS
  • 5 The compensatory effect
  • i.e., where there are differences in engagement
    between high-risk groups and their comparison
    groups (academically under-prepared students,
    students of color, first generation students,
    nontraditional college age students) --- the
    high-risk students are more engaged.

29
EARLY LESSONS
  • 6 We must engage students early and often.
  • Coming soon the Entering Student Survey

30
EARLY LESSONS
  • 7 Focused, sustained efforts, targeted to
    significant numbers of students, can produce
    improvements, both in CCSSE results and in
    student outcomes.
  • CCSSE/ NSSE results reflect programs/practices
    AND
  • Targeting changes in programs/practices can
    affect CCSSE results and student outcomes

31
THREE WRONG IDEAS
  • This benchmarking, building a culture of
    evidence, using data to improve student success
    is a project.
  • There are marginal, quick fixes.
  • Resources and selectivity matter most.
  • And the bonus 4 wrong idea
  • Average is good enough.

32
THREE RIGHT IDEAS
  • Data are our friends.
  • Transparency is good.
  • However good we are today, its not good enough.

33
WHAT LIES AHEAD?
  • QUESTIONS? SUGGESTIONS?
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