CCSSE Workshop Brookhaven Community College August 28, 2006

CCSSE Workshop: Brookhaven Community College August 28, 2006 Workshop Purpose and Goals Highlight CCSSE results for BHC Build collaboration to promote student engagement, learning, and retention Illustrate uses of CCSSE benchmarks to build upon BHC priorities Explore options for re-designing educational experiences Workshop Outcomes Other interests or issues? CCSSE and BHC Goals Student services for student retention and success Developmental education Curriculum expansion in key growth areas Workforce development Faculty development Brookhaven College Ethnicity 30,000 25,000 20,000 15,000 10,000 5,000 0 19 8 FY 6 19 8 FY 7 19 8 FY 8 19 8 FY 9 19 9 FY 0 19 9 FY 1 19 9 FY 2 19 9 FY 3 19 9 FY 4 19 9 FY 5 19 9 FY 6 19 9 FY 7 19 9 FY 8 19 9 FY 9 20 0 FY 0 20 0 FY 1 20 0 FY 2 20 0 FY 3 20 0 FY 4 20 0 FY 5 20 06 WHITE, NO N-HISPANIC AMERICAN INDIAN BLACK, NO N-HISPANIC NO N RES ALIEN/FO R NAT HISPANIC UNKNO WN ASIAN/PACIFIC ISLANDER FY Student Engagement “The research is unequivocal: students who are actively involved in both academic and out-of-class activities gain more from the college experience than those who are not so involved.” Ernest T. Pascarella & Patrick T. Terenzini, How College Affects Students The Importance of Engagement Students’ involvement or engagement proves to be central to both persistence and learning. Even among students who persist, those who are more involved show greater learning gain. Vincent Tinto CCSSE Workshop 2005 The Challenge for Community Colleges Our students have significant time commitments in addition to their education. Most of them attend college part-time, and most of them work, care for dependents, and commute. 70% of BHC Students Are Enrolled Part-Time Most Students Work part-time full-time 66% 70% 20+ hrs The Critical Work of Community Colleges Students’ Goals: 2006 CCSSE Results Indicate which of the following are your reasons/goals for attending this community college. Primary Goal Complete a Certificate 29% 22% Secondary Goal 19% 24% Not a goal 52% 58% Obtain an Associate Degree Transfer to a 4-Year College Obtain Job-Related Skills Self-Improvement/Personal Change Careers 58% 49% 50% 64% 41% 33% 39% 33% 30% 26% 21% 23% 21% 20% 27% 34% 16% 36% 17% 21% 28% 28% 15% 33% 40% 26% 31% 55% 57% (BHC 2006 Results in Red) The Solution: Engagement By Design These challenges do not make student engagement impossible. They do mean it must be intentional. It must happen by design. 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. CCSSE: A Tool for Community Colleges 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. More than 249,000 community college students from 447 community and technical colleges in 46 states responded to the 2006 CCSSE survey. Reaching for Excellence Building a Culture of Evidence Better educational outcomes do not just happen. They depend on building and working within a culture of evidence:     Being relentless about putting data in front of faculty and staff — and using the data to promote positive change. Being honest about current student performance to identify the means for improving. Setting goals and implementing strategies to achieve them. Basing every decision — about programs, policies, budgets, and staffing — on which action will have the best effect on student learning. Reaching for Excellence CCSSE encourages colleges continually to ask whether current performance is good enough and to reach for excellence in student engagement. Colleges can: 1. Compare themselves to the national average (the 50 mark). 2. Compare themselves to high-performing colleges. 3. Measure their overall performance against results for their least-engaged group, aspiring to make sure all subgroups engage in their education at similarly high levels. 4. Gauge their work in areas their college strongly values. 5. Contrast where they are now with where they want to be. CCSSE Example College - 2006 Benchmark Scores Active and Collaborative Learning Student Effort 50-45.8 39.8 55.7 39.6 38 Academic Challenge Student-Faculty Interaction Support for Learners Faculty & Staff Predictions T h e C om m u n ity C ollege S tu den t R eport 2006 F acu lty & S taff P red iction s & H op es #4 a. b. c. S u rvey Item s A sk ed q u estion s in class or con trib u ted to class d iscu ssion s M ad e a class p resen tation O ften or V ery O ften P red iction H op e A ctu al % P rep ared tw o or m o re d rafts of a p ap er or assign m en t b efore tu rn in g it in W ork ed on a p ap er or p roject th at req u ired in tegratin g d. id eas or in form ation from va riou s sou rces C a m e to class w ith ou t com p letin g read in gs or assign m en ts e. f. W ork ed w ith oth er stu d en ts on p rojects d u rin g class W ork ed w ith classm ates ou tsid e of class to p rep are class g. assign m en ts T u tored or tau gh t oth er stu d en ts (p aid or volu n tary) h. Benchmarks for 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 Collaborative Learning Student Effort 55.7 CCSSE Example College - 2006 Benchmark Scores Active and Collaborative Learning Student Effort Academic Challenge 39.8 45.8 39.6 38 Academic Challenge Student-Faculty Interaction Support for Learners Student-Faculty Interaction Support for Learners 2006 Brookhaven College Benchmark Scores BHC Benchmark Scores 60 55 50 National Average 47.9 46.1 48.3 47.5 49.1 45 40 Active and Collaborative Learning Student Effort Academic Challenge Student-Faculty Interaction Support for Learners BHC 2006 Benchmark Scores BHC Active and Collaborative Learning 47.9 DCCCD Large Colleges (57) 49.6 51.3 Student Effort 46.1 50.6 49.7 Academic Challenge 48.3 49.7 50 Student-Faculty Interaction 47.5 48.7 49.2 Support for Learning 49.1 53.6 48.9 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. Active and Collaborative Learning Key Findings: All CCSSE 2006 colleges Students Who Collaborated on Projects During Class Students Who Collaborated on Classwork Outside of Class Projects During Class Very often or often Never 46% 14% 43% Projects Outside of Class Very often or often Never 30% 42% 19% 44% * 19% 2006 BHC Results Student Effort Students’ behaviors contribute significantly to their learning and the likelihood that they will attain their educational goals. Student Effort Key Findings: All CCSSE 2006 colleges Hours Full-Time Students Spend Studying 12% 20% 10 or fewer 11 to 20 21+ 68% 2006 BHC Results 65%=10 or fewer, 22% = 11-20, 14% = 21+ Academic Challenge Challenging intellectual and creative work is central to student learning and collegiate quality. Academic Challenge Key Findings: All CCSSE 2006 colleges Are Students Reading Enough? Are Students Writing Enough? 32% of full-time students wrote four or fewer papers or reports of any length during the current school year. 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. Student-Faculty Interaction BHC Used e-mail to communicate with instructor Discussed grades or assignments with instructor 42% Large Colleges 41% 44% 43% Responses ―Often‖ or ―Very Often‖ Student-Faculty Interaction BHC Large Colleges Discussed career plans with instructor or advisor 19% 26% Received prompt feedback (oral or written) from instructors on your performance Responses ―Often‖ or ―Very Often‖ 61% 55% 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. Support for Learners Key Findings: All CCSSE 2006 colleges Students’ Views of Academic and Support Services 69% of students say their college provides the support they need to succeed — either “quite a bit” or “very much.” 2006 BHC Results – 68% Support for Learners Key Findings: BHC Use of Student Services Often Used Academic Advising/Planning Career Counseling Job Placement Skill Labs Child Care Financial Aid Advising Computer Labs Transfer Credit Assistance 11% 4% 1.4% 15% 1.6% 19.7% 27.2% 7.2% The Need for Inescapable Engagement Students Who Earn Degrees Students Who Transfer The Need for Inescapable Engagement Students’ Plans after the Current Semester When do you plan to take classes at this college again? Uncertain. 18% All 2006 Colleges 21% I will accomplish my goal(s) during this term and will not be returning. 12% 10% 64% Within the next 12 months. 65% I have no current plan to return. 5% 6% Reasons for Leaving 59% of BHC students reported that transfer to a four-year college or university is a ―very likely‖ or ―likely‖ reason for withdrawing. 43% of BHC students marked that lack of finances is a ―very likely‖ or ―likely‖ reason for withdrawing. 42% of BHC students reported that working fulltime is a ―very likely‖ or ―likely‖ reason for withdrawing. Strengthening Engagement in the Classroom / Faculty Survey The Community College Faculty Survey of Student Engagement (CCFSSE):  CCFSSE has a high degree of overlap with the CCSSE and NSSE  Most engagement questions were modified to ask instructors about students in their classes Strengthening Engagement in the Classroom / Faculty Survey The CCFSSE survey looks at:  Teaching practices  Ways instructors spend their professional time in and out of class  Instructors’ perceptions regarding students' educational experiences  Social demographic data Responses are not constant across faculty and student results 2006 BHC Results Asked Questions in Class (very often or often) Faculty/Part-Time Faculty/Full-Time Students 91% 90% 60% Responses are not constant across faculty and student results 2006 BHC Results Used E-Mail to Communicate (very often or often) Faculty/Part-Time Faculty/Full-Time Students 57% 60% 42% Responses are not constant across faculty and student results 2005 BHC Results Provided Prompt Feedback (very often or often) Faculty/Part-Time Faculty/Full-Time 89% 89% Students 50% Responses are not constant across faculty and student results 2006 BHC Results College Helps You Cope with Non-Academic Responsibilities (quite a bit or very much) Faculty/Part-Time Faculty/Full-Time 44% 45% Students 21% Responses are not constant across faculty and student results 2006 BHC Results College Emphasizes Providing Financial Support Students Need (quite a bit or very much) Faculty/Part-Time Faculty/Full-Time 70% 62% Students 39% Conclusions Implications: Students and faculty have different perceptions of the same environment. Faculty perceive engagement as higher in areas where they have greater direct control. Student Voices Brookhaven Priorities Student Services for Student Success Providing directive, even intrusive, Student Services from the time students enter BHC until they graduate is critical to ensuring student success. BHC will develop and deliver a comprehensive and integrated Student Success Program to include orientation, advising, mentoring, learning assistance, career counseling, and financial aid services, to help students achieve their education and career goals. Brookhaven Priorities Increased Student Retention All students should have the opportunity and assistance they need to achieve and succeed. With effective student services and educational programs, we can improve student retention, especially for developmental students who we know to be at risk for stopping- and dropping-out. BHC will implement a Developmental Education Program and establish Learning Communities as the major instructional innovation for improving student retention and success. Brookhaven Priorities Faculty Development Faculty development is essential to collaboration, integration, and quality instruction. BHC will expand opportunities for fulltime and part-time faculty to further develop teaching skills and deepen course content. Practicing Engagement By Design Strategy 1: Engage Early, Engage Often Strategy 2: Stress Academic Advising Strategy 3: Emphasize Effective Developmental Education Strategy 4: Redesign Educational Experiences Engage Early, Engage Often 2006 BHC CCSSE Respondents by Credit Hours Earned Percentage of CCSSE Student Respondents 45% 40% 35% 30% 25% 20% 15% 10% 5% 0% none 1-14 15-29 30-44 45-60 over 60 credits credits credits credits credits Credit Hours Earned A typical semester for a full-time student is 12-15 credit hours. Sixty credit hours is the typical point at which students obtain an associate’s degree. If all students completed an associate degree or the first half of the baccalaureate, then the line between one and 60 credit hours would be flat. The Best of Times, The Worst of Times: The Front Door of College Question: What are your incoming students’ experiences when they first ―meet‖ your college? Focus on the Front Door Question: If we were to redesign students’ college experience from the moment of first contact with the college through to completion of 15 credit hours, what should be the key elements for that experience? Focus on the Front Door Initial Contact With Student Intake Process First Two Weeks of Initial Academic Term Week Three > Mid-Term Academic Experiences (In/Out of Classroom) Final Weeks of Term Focus on the Front Door $ ▲ ! Requires new /re-allocated dollars Requires change in current policy or practice Likely to provoke resistance ☺ Implement tomorrow Focus on the Front Door What does the evidence suggest? HIGH EXPECTATIONS REQUIRED ORIENTATION COLLEGE SUCCESS COURSE LEARNING COMMUNITIES EARLY AND FREQUENT FEEDBACK TUTORING/SUPPLEMENTAL INSTRUCTION EARLY ALERT SYSTEMS Brief Reports: Two Best Ideas Strategy in Action Housatonic Community College’s (CT) Housatonic Community College’s college-wide referral system insures that students are never left guessing about how to find the help they need. During the first three weeks of the semester, any student not attending class regularly receives a personal phone call and, if necessary, several follow-up messages. http://www.hctc.commnet.edu Anita Gliniecki, Dean of Academics, AGliniecki@hcc.commnet.edu Strategy in Action Estrella Mountain (AZ) Over the course of a year, Estrella Mountain has applied CCSSE principles as part of multiple improvement strategy sessions conducted with students, faculty and staff. Implementation teams are currently employing strategies to improve student engagement. One of these strategies resulted in the development of a freshman institute that will be launched in the fall 2005. René G. Willekens. Dean of Planning, Research, and Effectiveness Strategy in Action Community College of Denver (CO) The Community College of Denver implemented a First Generation Student Success (FGSS) program. FGSS utilizes educational case management, peer mentoring, first-year experience learning communities, a computerized drop-in lab, computerized classrooms to increase technology skills, and a critical skills focus within the learning communities curriculum. Strategy 2: Stress Academic Advising Students’ Use of Academic Advising/Planning Services Students’ Use of Career Counseling Services Strategy in Action Central Piedmont Community College (NC) Central Piedmont Community College initiated a student success planning initiative entitled ICAN. After initial advising, students consult with faculty advisors who are experts in their field, familiar with specific courses in their department, and knowledgeable about educational and career opportunities in their areas. Peer advisors, who are usually students, assist other students in navigating the catalog, preparing schedules, locating classrooms, etc. Finally, ICAN has developed a comprehensive online interactive advisement system intended to supplement the student/advisor relationship. http://www.cpcc.cc.nc.us/ Strategy in Action Valencia Community College (FL) The LifeMap program at Valencia Community College provides developmental advising that supports student planning (for education, career and life) and aims to strengthen students’ selfconfidence and decision-making skills. Developmental advising refers to the process of making students self-sufficient. Faculty and staff are students’ advising partners, providing significant information and support initially. The expectation, however, is that as students gain experience, they will increasingly take the lead in defining and implementing their educational and career goals until ultimately, they are completely directing their own learning process. http://valencia.cc.fl.us/ Emily Hooker, Learning Evidence Associate ehooker@valenciacc.edu Strategy in Action Mountain View College (TX) Provides targeted academic advising, financial support, career counseling, tutoring and other support services for many different cohorts including single parents, displaced homemakers, first generation college, at-risk and ESOL students. Year-round professional counseling, seven-day-per-week tutoring, cohort-based services, academic Page-a-Tutors for technical majors, and on-line academic advising are but a few services that are made available. http://www.mvc.dcccd.edu Strategy 3: Emphasize Effective Developmental Education BHC 2006 Results Which of the following have you done, are you doing, or do you plan to do while attending this college? Take a developmental reading course Take a developmental math course 29% 60% Take a developmental writing course Take developmental study skills 27% 32% Strategy in Action Zane State College (OH) …is doing well with retention because of integrated, multifaceted efforts, one of which is a developmental education program that has met the standards for Advanced Certification from the National Association for Developmental Education and has documented strong student learning outcomes. Becky Ament, Coordinator of Continuous Quality Improvement Projects Strategy in Action Prince George’s Community College (MD) Aspiring college students lacking reading, writing and computational skills necessary to take college courses must complete the college’s developmental program. Successful program completers do as well academically as college students who never needed remediation. Strategy 4: Redesign Educational Experiences Collaborative Learning among Students Interaction with Faculty Members Strategy in Action Miami-Dade College (FL) …has learning communities that combine mathematics and student life skills (SLS) courses. The math classes focus on math competencies while paying attention to study skills and habits. The SLS course addresses time management, math anxiety reduction, test-taking strategies, learning styles and self confidence. This approach leads to math retention and pass rates that are consistently above the norm. http://www.mdc.edu/home/ Strategy in Action Sinclair Community College (OH) Sinclair revamped college policy to reduce the sizes of distance classes, restricted distance-course access to students who demonstrated sufficient preparation and discontinued late entry into distance courses. Strategy in Action Northwest Vista College (TX) New instructors participate in an extensive orientation each semester involving exercises on active and collaborative learning. A full-time instructor serves as a mentor to each adjunct. Mentors guide new instructors to incorporate active learning and ASK outcomes into curriculum. ASK (Attitudes, Skills, and Knowledge) is a college-wide initiative aimed at providing all students with specific critical thinking and collaboration skills. Strategy in Action Richland College (TX) …discovered that students were not receiving prompt feedback from instructors and believed that increased e-mail contacts provide the college and its faculty with a valuable, cost-free avenue for communication with its students. They increased the percentage of students with e-mail addresses recorded in its system from 50 to 65 percent. Engagement in the Classroom is Key What works in your classroom, specifically in terms of your discipline, and in general? How do you know your students are engaged? How can academic engagement happen outside the classroom? College Team Process Barriers and Strategies for Change • • • • • What key finding will you focus on? What do you know about the experiences that result in this data? How do you know? What additional information do you need? How will you get it? Going Beyond the CCSSE Data Lessons from Focus Groups What are the qualities of a good teacher? Approachable Caring Accessible Teaches concepts a variety of ways Encourages discussion Listens to student needs Provides consistent feedback Upbeat Makes learning fun! Communicating About and Using CCSSE Results on Campus Identifying Improvements to Make Listen Discuss Act Evaluate Adjust Do it All Over Again! Communicating About and Using CCSSE Results on Campus Present CCSSE data in simple ways. Then…ask students, faculty & staff what they need to see. Involve students, faculty & staff in brainstorming solutions. Start with the low-hanging fruit, but don’t stop there! Communicating About and Using CCSSE Results on Campus First, do something visible. Communicate about the change – you asked for it, you got it! Ask for feedback to learn whether the solution is the right one for the problem. Be prepared to adjust, modify, change again. Communicating About and Using CCSSE Results on Campus New Mexico State University-Grants “The fact that our faculty interact with students well and that was shown in the survey was first announced to the faculty and staff. We prepared a news release with the results and sent it to our media list. Our CEO takes the opportunity to mention our excellent survey outcome at civic organizations, student gatherings, and most recently, at our graduation. It will be listed in our annual report and our viewbook. The survey information has been vital to communication with our publics regarding the caliber of education received at this small community college. Most important, however, is how it makes our student and faculty populations feel as they interact in new ways in the classroom.” Sandee D. Kosmo, M.S., M. Div. Marketing Coordinator Lessons Learned about Student Engagement from CCSSE Colleges • • Have clear goals. Be willing to take risks. • • Listen carefully to the community served. Communication is the key! Lessons Learned about Student Engagement from CCSSE Colleges • • • Develop connections and sense of community. Students make a greater effort when they have more ownership in their work. Data, data, data! Ongoing assessment is critical. Lessons Learned about Student Engagement from CCSSE Colleges • Individual departments must have flexibility and sufficient autonomy to adapt quickly to changing needs. Faculty are central in providing a high level of communication and interaction. • Lessons Learned about Student Engagement from CCSSE Colleges • There is no single approach that will lead to significantly improved retention. Take a multifaceted approach, but start somewhere! Base improvement strategies on best practices and research, but adapt for institutional context and culture. Celebrate your strengths to stay motivated – but don’t ignore challenges. • • Focus on Student Success Now that you have CCSSE data…. What will your next steps be?