2003 Communications Tools for CCSSE Members PowerPoint Presentation Template and Talking Points
This PowerPoint template and script provide visuals and talking points so you can customize presentations for both internal audiences (such as governing board members, faculty, staff, and students) and external audiences (such as reporters and policymakers). The template and talking points present survey findings and put them in context. The presentation is organized into seven modules — an introduction, one module for each benchmark, and national results. There also are placeholders for custom slides you can create with information about your own college and its survey results. The template includes suggestions for the types of information you can include on these customized slides. Refer to your college’s Institutional Report and Benchmark Report for the appropriate data for your institution. The PowerPoint template is designed to be flexible. You can: use only the national slides, which are ready for presentation; customize the presentation by adding local information; and add or delete slides to modify the length of the presentation and tailor it for various audiences.
The talking points are organized by slide and provide background and additional facts that will help you elaborate on the information included in the slides. -----------------------------------------------------------------------------------------------------------Module A. Introduction [slide A-1] [title slide] Provide appropriate introductory remarks about your college’s decision to participate in CCSSE, how you plan to use results to improve educational practice, etc. [slide A-2] The Role of Community Colleges Community colleges have the complicated task of providing broad access to ensure that everyone has an entry point to quality higher education — and then designing effective educational experiences for a highly diverse population of students with varying goals and competing demands on their time.
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[slide A-3] The Challenge for Community Colleges Today, community college face the dual stresses of increased enrollment, in many cases record enrollment, and severely reduced resources. [Add information about enrollment in and resources for your college.] In addition to providing an entry point for students of all ages who are beginning college, community colleges serve mid-career students. Every job has greater demands — and requirements for existing jobs are changing, often faster than workers can keep up. Workers also are returning to college to train for new careers to respond to changing needs of the workplace and the variable national economy. In a paradox of difficult times, the faltering economy intensifies the demand, even as it leads to reduced resources. During the economic downturn, community colleges attract students affected by recession, such as displaced workers who want to develop more marketable skills and students who can’t afford elevated tuitions at four-year public colleges. In addition, access to higher education is more critical for everyone; postsecondary education has become the minimum educational requirement for holding a job that supports at least a middle-class standard of living — and for meeting the increasingly complex demands of citizenship. [slide A-4] The Commitment of Community Colleges Economic health — both regional economic viability and national economic competitiveness — depends on increasing every individual’s educational attainment. Individuals’ livelihoods depend more than ever on higher education. In a world where shared prosperity and quality of life depend on making sure everyone has access to education, community and technical colleges are providing an entry point — a way of ensuring that no one is left behind. We are committed to meeting the increased demand despite reduced resources — without compromising on quality. [slide A-5] CCSSE: A Tool for Improvement Today, the public and policymakers are more focused on quality in higher education. They are calling for evidence of quality and for colleges to be held accountable for producing it. The Community College Survey of Student Engagement is a tool that is helping colleges maximize resources, continue to provide broad access, and ensure the quality education that helps all students achieve their academic goals. CCSSE is a tool that helps us assess quality in community college education, focus on good educational practice (practice that promotes high levels of student learning and retention), and identify areas in which we can improve programs and services for students.
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[slide A-6] CCSSE: A Tool for Community Colleges The CCSSE survey is administered directly to community college students during class. These classes were selected at random from all credit classes, excluding distance learning, studio, and lab classes. The survey asks questions about institutional practices and student behaviors that are highly correlated with student learning and retention. The colleges then receive their survey results, along with analysis they can use to improve their programs and services for students. All CCSSE work is grounded in research about what works in strengthening student learning and persistence. Results are public, and they are presented for the full CCSSE population, various subgroups within the full population, and individual colleges. All survey results, plus background information and the ability to customize data searches, are available at www.ccsse.org. We are committed to presenting data without flinching because accurate information, whether positive or negative, can help improve educational practice and performance. More than 65,000 community college students at 93 community and technical colleges in 31 states responded to the 2003 CCSSE survey. [slide A-7] CCSSE: A Tool for Accountability Accountability requires reliable, relevant data; public reporting; and a commitment to use data for continuing improvement. These are CCSSE’s basic principles. CCSSE is intended for public purposes, including accountability to governing boards and state agencies. CCSSE is committed to using information about performance to inform the public discourse on higher education and to better define quality in higher education. One important note: CCSSE opposes using its data to rank colleges. There is no single number that can adequately — or accurately — describe a college’s performance; most colleges will perform relatively well on some benchmarks and need improvement on others. Each community college’s performance should be considered in terms of its mission, institutional focus, and student characteristics. Because of differences in these areas — and variations in college resources — comparing survey results between individual institutions serves little constructive purpose and likely will be misleading. Moreover, improvement over time may provide the best gauge of a college’s efforts to enhance student learning and persistence.
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[slide A-8] Benchmarks for Effective Educational Practice Beginning with these 2003 survey results — CCSSE’s first national administration — CCSSE is reporting survey results in terms of five national benchmarks of effective educational practice. Benchmarks are groups of conceptually related items that address key areas of student engagement. CCSSE’s five benchmarks denote areas that educational research has shown to be important in quality educational practice. The five benchmarks of effective educational practice are active and collaborative learning, student effort, academic challenge, student-faculty interaction, and support for learners. The introduction of these benchmarks creates unprecedented opportunities for community colleges — and for their students, communities, and policymakers, all of whom have a stake in quality higher education. For the first time, community colleges have the ability to examine their performance in areas critical to the quality of teaching and learning — and to compare their performance to similar institutions as well as to community colleges nationally. [slide A-9] What Are Benchmark Scores? Every college has a score for each benchmark. Each individual benchmark score was computed by averaging the scores on survey items that comprise that benchmark. Benchmark scores are standardized so that the mean — the average of all participating students — always is 50 and the standard deviation is 25. The most valuable use of benchmarks is to see an individual college’s deviation from the mean, and the standardized score provides an easy way to assess whether an individual college is performing above or below the mean (50) on each benchmark. The standardized scores make it possible for colleges to compare their own performance across benchmarks and with groups of similar colleges. This slide shows a sample benchmark chart. The CCSSE Web site, www.ccsse.org, has a benchmark chart for each participating college and lets you create customized data searches. The purpose of ―benchmarking‖ is to compare performance of like institutions — and through that process, to identify opportunities for improvement and potential models of ―best practice.‖ But CCSSE and its member colleges must not shy away from the question of whether the performance reflected in survey results is good enough, either for individual institutions or for community colleges nationally. Answering that question often requires looking at data (means and frequencies) for individual survey items associated with the benchmarks. Thus, CCSSE presents information in two ways: (1) each benchmark, described with a standardized mean of 50, provides an overview of a particular performance area, a way to compare performance on various benchmarks within an institution, and a way to compare performance among groups of similar institutions; and (2) results for individual survey items, presented in absolute terms, are the place to see exactly what is happening and to ask the difficult question, how good is good enough?
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Armed with this information, benchmarks become tools that community colleges can use to: convert data into useful information; compare their performance to that of similar institutions, to the aspirations of their own faculty and staff, and to the full CCSSE population of community colleges;
[slide A-10] {continuation of the previous slide} compare their own performance across benchmarks; identify areas in need of improvement and monitor the effects of improvement initiatives; and track progress toward identified institutional goals. Because the results are public, benchmarks also can stimulate conversation — within colleges and among policymakers — about effective educational practice.
Module B. Active and Collaborative Learning [slide B-1] Active and Collaborative Learning The first benchmark we’re going to discuss is 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. 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 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 [slide B-2] 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.)
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[slide B-3] Active and Collaborative Learning Key findings for all CCSSE 2003 colleges for active and collaborative learning include the following. 64% of respondents report that they asked questions in class or contributed to class discussions either often or very often. This leaves 36% who have engaged in these activities less frequently or not at all. Only 27% have often or very often made a class presentation. Nearly a third (31%) have never done so. Close to half (48%) often or very often worked with other students on projects during class, while 12% report never having that experience. Only 21% worked with classmates outside of class to prepare class assignments. A small percentage (7%) have tutored or taught other students. Just 20% have at least occasionally participated in a community-based project as part of a regular course. 52% often or very often discussed ideas from readings or classes with others outside of class (students, family members, co-workers, etc.). [slide B-4] Active and Collaborative Learning at [XX College] This is an opportunity to customize one or more slides for your college. Slide and discussion ideas include: Provide your college’s data for survey items related to active and collaborative learning and discuss the results. Provide examples of what you plan to do with the information (for example, establishing learning communities or integrating community service into coursework to boost participation in such activities). Compare your college’s performance on active and collaborative learning with the performance of a group of similar colleges (without naming the colleges, of course) or to the full CCSSE population. Show your college’s benchmark chart and discuss your results for active and collaborative learning as they compare with your results for other benchmarks. Give examples of initiatives your college has developed (or plans to develop) to strengthen active and collaborative learning on your campus(es). [slide B-5] The previous slide suggests ways you can create an active and collaborative learning slide customized for your college. This slide shows examples of the types of charts you can create to execute these suggestions.
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Module C. Student Effort [slide C-1] Student Effort Students’ behaviors contribute significantly to their learning and the likelihood that they will attain their educational goals. ―Time on task‖ is a key variable, and there are a variety of settings and means through which students may apply themselves to the learning process. 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 [slide C-2] 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)
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[slide C-3] Student Effort Key findings for all CCSSE 2003 colleges for student effort include the following. More than half (51%) of respondents indicate that they often or very often prepared two or more drafts of a paper or assignment before turning it in, though almost a fifth (19%) report that they never did so. 60% of respondents report that they often or very often worked on a paper or project that required integrating ideas or information from various sources, while 11% never did so. Just 12% of full-time students estimate spending 21 or more hours per week preparing for class. Sixty-seven percent of full-time students spend 10 or fewer hours preparing for class. Nearly three-quarters (73%) of survey respondents indicate that they come to class unprepared at least some of the time, while just over one-quarter (27%) indicate that they never do so. Less than one-quarter (23%) of surveyed students participate sometimes or often in tutoring, while 45% do so rarely or never. Use of skill labs by 38% of students may be an encouraging result, and the use is more common among students who are academically underprepared. [slide C-4] Student Effort at [XX College] This is an opportunity to customize one or more slides for your college. Slide and discussion ideas include: Provide your college’s data for survey items related to student effort and discuss the results. Provide examples of what you plan to do with the information (for example, making skill labs more accessible during nontraditional hours). Compare your college’s performance on student effort with the performance of a group of similar colleges (without naming the colleges, of course) or to the full CCSSE population. Show your college’s benchmark chart and discuss your results for student effort as they compare with your results for other benchmarks. Give examples of initiatives your college has developed (or plans to develop) to strengthen student effort on your campus(es). See the “Active and Collaborative Learning at [XX College]” slide for examples of the types of charts you can create to execute these suggestions.
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Module D. Academic Challenge [slide D-1] Academic Challenge Challenging intellectual and creative work is central to student learning and collegiate quality. Ten survey items address the nature and amount of assigned academic work, the complexity of cognitive tasks presented to students, and the standards faculty members use to evaluate student performance. They are: During the current school year, how often have you: Worked harder than you thought you could to meet an instructor’s standards or expectations [slide D-2] 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 [slide D-3] 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 [slide D-4] Academic Challenge Key findings for all CCSSE 2003 colleges for academic challenge include the following. 49% of students indicate that they very often or often worked harder than they thought they could to meet an instructor’s standards or expectations.
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70% of students surveyed indicate that their college encourages them to spend significant amounts of time studying, either ―quite a bit‖ or ―very much.‖ 31% of full-time students report that they have read four or fewer assigned textbooks, manuals, books, or book-length packs of course readings during the current school year. (The survey is administered in February–April.) 30% of full-time students report that they have written four or fewer papers or reports of any length during the current school year. 67% indicate that their exams are relatively to extremely challenging, while 10% find them relatively to extremely easy. Surveyed students report that their coursework emphasizes ―very much‖ or ―quite a bit‖ using information to perform a new skill (61%) and analyzing the basic elements of an idea, experience, or theory (65%); but smaller percentages of students report an emphasis on the mental activities of synthesis (57%), application (55%), and judgment (50%). [slide D-5] Academic Challenge at [XX College] This is an opportunity to customize one or more slides for your college. Slide and discussion ideas include: Provide your college’s data for survey items related to academic challenge and discuss the results. Provide examples of what you plan to do with the information (for example, increasing the amount of reading required of students or instituting professional development opportunities that can help instructors teach in ways that systematically require analysis and synthesis of ideas). Compare your college’s performance on academic challenge with the performance of a group of similar colleges (without naming the colleges, of course) or to the full CCSSE population. Show your college’s benchmark chart and discuss your results for academic challenge as they compare with your results for other benchmarks. Give examples of initiatives your college has developed (or plans to develop) to strengthen academic challenge on your campus(es). See the “Active and Collaborative Learning at [XX College]” slide for examples of the types of charts you can create to execute these suggestions.
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Module E. Student-Faculty Interaction [slide E-1] 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. Personal interaction with faculty members strengthens students’ connections to the college and helps them focus on their academic progress. Working with an instructor on a project or serving with faculty members on a college committee lets students see firsthand how experts identify and solve practical problems. Through such interactions, faculty members become role models; mentors; and guides for continuous, lifelong learning. 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 [slide E-2] 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
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[slide E-3] Student-Faculty Interaction Key findings for all CCSSE 2003 colleges for student-faculty interaction include the following. A third of students (33%) say they have never used e-mail to communicate with an instructor. Close to one-third (31%), however, have used e-mail for that purpose either often or very often. 45% report that they have discussed grades or assignments with an instructor either often or very often, leaving over half who have done so occasionally or never. While 25% of students have often or very often talked with an advisor or instructor about career plans, 31% say they have never done so. Only 15% of students report having often or very often discussed ideas from their readings or classes with instructors outside of class, and 47% have never engaged with faculty in that way. Only 8% of students say that they have often or very often worked with instructors on activities outside of class. 57% state that they often or very often received prompt feedback from instructors on their performance, which is known as an important factor in student learning and retention. And these community college students generally give faculty members quite positive ratings regarding their availability and helpfulness. [slide E-4] Student-Faculty Interaction at [XX College] This is an opportunity to customize one or more slides for your college. Slide and discussion ideas include: Provide your college’s data for survey items related to student-faculty interaction and discuss the results. Provide examples of what you plan to do with the information (for example, creating online discussion groups to facilitate studentfaculty interaction). Compare your college’s performance on student-faculty interaction with the performance of a group of similar colleges (without naming the colleges, of course) or to the full CCSSE population. Show your college’s benchmark chart and discuss your results for student-faculty interaction as they compare with your results for other benchmarks. Give examples of initiatives your college has developed (or plans to develop) to strengthen student-faculty interaction on your campus(es). See the “Active and Collaborative Learning at [XX College]” slide for examples of the types of charts you can create to execute these suggestions.
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Module F. Support for Learners [slide F-1] 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. Community college students also benefit from services targeted to assist them with academic and career planning, academic skill development, and other areas that may affect learning and retention. 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 [slide F-2] 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
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[slide F-3] Support for Learners Key findings for all CCSSE 2003 colleges for support for learners include the following. While students attribute relatively high importance to academic advising and career counseling, one-third to one-half of students rarely or never take advantage of those services. Highest levels of dissatisfaction are expressed with (1) career counseling, (2) job placement assistance, (3) financial aid advising, and (4) transfer credit assistance. While 70% of students indicate that their college provides the support they need to succeed at the college either ―quite a bit‖ or ―very much,‖ a smaller percentage — 42% — report that the college provides the financial support they need to afford their education. Less than one-quarter (23%) report that the college helps them cope with nonacademic responsibilities (work, family, etc.) either quite a bit or very much, and 43% say that ―very little‖ help is provided on that front. 43% report that their college puts emphasis on encouraging contact among students from different economic, social, and racial or ethnic backgrounds. [slide F-4] Support for Learners at [XX College] This is an opportunity to customize one or more slides for your college. Slide and discussion ideas include: Provide your college’s data for survey items related to support for learners and discuss the results. Provide examples of what you plan to do with the information (for example, integrating academic advising and career counseling services with classwork). Compare your college’s performance on support for learners with the performance of a group of similar colleges (without naming the colleges, of course) or to the full CCSSE population. Show your college’s benchmark chart and discuss your results for support for learners as they compare with your results for other benchmarks. Give examples of initiatives your college has developed (or plans to develop) to strengthen support for learners on your campus(es). See the “Active and Collaborative Learning at [XX College]” slide for examples of the types of charts you can create to execute these suggestions.
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Module G. National Results [slide G-1] National Results: Capture Time Is Critical Just as no single number can adequately — or accurately — describe a single college’s performance, no single view of overall results can describe the performance of community colleges across the country. Understanding the national picture requires viewing it from a variety of angles; in this section, therefore, we offer several perspectives on survey results and the challenges facing community colleges. ―Capture time‖ — the time colleges have to engage students — is limited because students have multiple demands on their time and spend limited time on campus. CCSSE 2003 data show that overall, students’ engagement in out-of-class activities is low; 87% of students do not participate in college-sponsored extracurricular activities, and students’ interactions with faculty and with one another outside the structured classroom experience are scant. [slide G-2] National Results: Capture Time Is Critical One variable that demonstrates the importance of focusing on available capture time is enrollment status (part-time versus full-time enrollment). Across all benchmarks, differences between full-time and part-time students indicate that part-time students — who represent about two-thirds of community college students — are significantly less engaged in their educational experience. There are many potential explanations for this finding, most obviously the multiple commitments to work and family generally observed among part-time students. Even if colleges can identify the cause, however, the problem merits attention: Parttime students represent about two-thirds of community college students, so it is important to find more effective ways to engage them. It is promising that despite results that show relatively low levels of engagement of part-time students, those individuals still provide quite favorable ratings of instructors’ availability and helpfulness. But the 2003 survey results suggest that part-time students miss out on some of the benefits of interaction with other students: 14% of part-time students (versus 7% of full-time students) never worked with other students on projects during class. 47% of part-time students (versus 31% of full-time students) never worked with classmates outside of class to prepare class assignments. Only 36% of part-time students (versus 47% of full-time students) often or very often have conversations with students of different religious beliefs, personal values, or political opinions. Similar figures reflect differences in frequency of conversations with students of a different race/ethnicity.
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Part-time students also use technology less often to interact with others. More than four in 10 part-time students (43%, versus 33% of full-time students) never used an electronic medium to discuss or complete an assignment. Finally, part-time students report significantly less interaction with instructors and advisors than do their full-time counterparts. Only 42% of part-time students (versus 52% of full-time students) report discussing grades or assignments often or very often with an instructor. More than half (51%) of part-time students (versus 39% of fulltime students) never discussed ideas from readings or classes with an instructor outside of class.
[slide G-3] Capture Time at [XX College] This is an opportunity to customize one or more slides for your college. Slide and discussion ideas include: Provide data for your college showing the relative engagement of part-time students. Discuss how you will use that information. Compare your college’s performance with the performance of a group of similar colleges (without naming the colleges, of course) or to the full CCSSE population. Give examples of initiatives your college has developed (or plans to develop) to better serve part-time students on your campus(es).
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[slide G-4] National Results: Student Persistence Remains a Challenge For community colleges nationally, three benchmarks address practices that are critically important in student retention: the extent to which students are engaged in active and collaborative learning, the degree of student-faculty interaction, and the college’s support for learners. The survey results show some challenging findings: Only 23% of students surveyed indicate that they have taken an orientation or college success course or program. 34% of students report that they rarely or never use academic advising/planning services. Apart from transfer to a four-year college or university, a lack of finances is by far the most often-cited issue when students are asked to identify issues that would cause them to withdraw from class or from the college (46% indicate money problems as a very likely or likely cause). 5% have no current plans to return to the college (a response that is different from saying that they will accomplish their goals and not return for that reason). Seven percent indicate that they have accomplished their goals and will not be returning, and 9% are ―uncertain.‖ [slide G-5] Student Persistence at [XX College] This is an opportunity to customize one or more slides for your college. Slide and discussion ideas include: Provide data for your college showing your performance in areas related to student persistence (for example, use of academic advising/planning services, the percentage of students who have no plans to return to the college, etc.). Discuss how you will use that information. Compare your college’s performance with the performance of a group of similar colleges (without naming the colleges, of course) or to the full CCSSE population. Give examples of initiatives your college has developed (or plans to develop) to improve student persistence on your campus(es). [slide G-6] National Results: Student Aspirations Given both research and experience indicating that goal-setting can be particularly important to at-risk students, several CCSSE findings add impetus to calls for advising strategies that are designed to be engaging. CCSSE benchmark scores indicate that students who have completed 31 or more credit hours at their college are significantly more engaged in their educational experience than are students who have completed 30 or fewer credit hours.
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The lowest levels of engagement are found among students who report either that they are undecided about their major program or that the question of a major emphasis is ―not applicable‖ to them. Students who identify attainment of a certificate, attainment of an associate degree, or transfer as their primary educational goal tend to be substantially more engaged than their noncredential-seeking counterparts. The lowest levels of engagement are found among students who report either that they are undecided about their major program or that the question of a major emphasis is ―not applicable‖ to them. In a comparison of engagement results for credential-seeking versus noncredential-seeking students, CCSSE found that students who identify attainment of a certificate, attainment of an associate degree, or transfer as their primary educational goal tend to be substantially more engaged than their noncredential-seeking counterparts. Credential-seeking students also are considerably more likely to participate in developmental education, study skills courses, and college orientation; to frequently use an array of student and academic support services; to believe those services are important; and to be satisfied with the services they use. Finally, the credential-seeking students indicate stronger educational outcomes as a result of their experience in the college. Female students indicate generally lower aspirations than male students — a finding that stands in contrast to other results. For example, female students report earning better grades than male students (71% report a B or better grade average, compared to 66% of men). Women come to class unprepared significantly less often than men (13% of women report coming to class unprepared often or very often, compared to 20% of men). And 53% of women, compared to 42% of men, report that they often or very often work harder than they thought they could to meet an instructor’s standards. Goals for first-generation students are generally more job- and career-related and less focused on academic attainment. These students are more likely to identify completion of a certificate program as a primary educational goal. They are significantly less likely than nonfirst-generation students to set a goal of transferring to a four-year college or university. (Only 38% of first-generation students aspire to transfer, compared with 52% of their nonfirst-generation peers.) High-risk students are significantly less likely than low-risk students to set a goal of transferring to a four-year college or university (40% of high-risk students aspire to transfer, compared to 60% of their low-risk peers). [slide G-7] National Results: Student Aspirations Promising findings in this area include: As a group, African American, Hispanic, and Native American students state higher aspirations than their white classmates do in regard to both attainment of an associate degree (60% of students of color versus 58% of their white classmates) and transfer to a four-year institution (57% of students of color versus
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43% of their white classmates). Clearly, the task at hand is to convert these aspirations into reality for much larger numbers of students of color. [slide G-8] National Results: Promising Results for Students of Color The benchmark scores show a promising pattern for students of color. Taken as a group, African American, Hispanic, and Native American students are more engaged than their fellow students who are white. Though the differences are fairly small, they are consistent, and they suggest that students of color are exerting relatively more effort while experiencing greater academic challenge. They also are reporting higher levels of support for learners at their colleges. [slide G-9] National Results: Promising Results for Students of Color In a comparison of white/non-Hispanic students with non-Asian minorities (i.e., African Americans, Hispanics, and Native Americans), the data show encouraging patterns: Overall, students of color report slightly higher levels of engagement in the classroom, in interaction with faculty members, and in serious conversations with students of a different race or ethnicity than their own. Students of color give their colleges significantly higher ratings for providing academic, social, and financial support to help them succeed. They also give similarly high ratings for relationships with students, instructors, and administrators on campus. In general, more minority students report using key academic and student services (for example, academic advising/planning, career counseling, financial aid advising, tutoring, skill labs) than do white students. They also rate the whole range of support services as significantly more important than do white students; and finally, students of color report generally higher levels of satisfaction with the services they use. Minority students also recognize the challenges that they often bring to college with them, indicating a higher likelihood that full-time jobs, caring for dependents, and academic underpreparation are ―very likely‖ reasons that they would drop out of school. Across the board, students of color are significantly more likely to estimate that the college has contributed ―very much‖ or ―quite a bit‖ to learning outcomes, including acquisition of a broad general education, writing, speaking, solving numerical problems, understanding self, understanding people of other racial and ethnic backgrounds, and learning effectively on their own. Relatively speaking, minority students seem to perceive that they are well served by their community colleges.
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[slide G-10] Engagement of Students of Color at [XX College] This is an opportunity to customize one or more slides for your college. Slide and discussion ideas include: Provide data for your college showing your performance in areas related to engagement of students of color (for example, interaction with faculty members, working with other students inside or outside of class, use of academic and support services, etc.). Discuss how you will use that information. Compare your college’s performance with the performance of a group of similar colleges (without naming the colleges, of course) or to the full CCSSE population. Give examples of initiatives your college has developed (or plans to develop) to improve engagement of students of color on your campus(es).
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