CCSSE Workshop Brookhaven Community College August 28, 2006

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					  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

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         WHITE, NO N-HISPANIC   BLACK, NO N-HISPANIC      HISPANIC   ASIAN/PACIFIC ISLANDER
         AMERICAN INDIAN        NO N RES ALIEN/FO R NAT   UNKNO WN
       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
                                     Most Students Work
Are Enrolled Part-Time




                         part-time
                                                          20+ hrs
                         full-time
                                                  66%
               70%
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    Secondary Goal        Not a goal
   Complete a Certificate         29% 22%         19% 24%             52% 58%
   Obtain an Associate Degree     58% 49%         21% 23%             21% 28%
   Transfer to a 4-Year College   50% 64%         21% 20%             28% 15%
   Obtain Job-Related Skills      41% 33%         27%                 33% 40%
   Self-Improvement/Personal      39% 33%         34%    36%          26% 31%
   Change Careers                 30% 26%         16%    17%         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).         CCSSE Example College - 2006
                                                Benchmark Scores
 2. Compare themselves to
    high-performing colleges.                                                     Active and
                                                                                  Collaborative
                                                                                  Learning
 3. Measure their overall                 50--                 55.7
                                                                                  Student Effort
    performance against                                 45.8
    results for their least-engaged              39.8
                                                                      39.6        Academic
    group, aspiring to make sure all                                         38
                                                                                  Challenge
    subgroups engage in their
    education at similarly high levels.                                           Student-Faculty
                                                                                  Interaction

 4. Gauge their work in areas their                                               Support for
    college strongly values.                                                      Learners


 5. Contrast where they are now with
    where they want to be.
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



                                                                                   O ften or V ery O ften
     S u rvey Item s
#4                                                                          P red iction H op e     A ctu al %
     A sk ed q u estion s in class or con trib u ted to class
a.
     d iscu ssion s
     M ad e a class p resen tation
b.

   P rep ared tw o or m o re d rafts of a p ap er or assign m en t
c.
   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   CCSSE Example College - 2006
       Learning                       Benchmark Scores

   
                                                                     Active and
       Student Effort                                                Collaborative
                                                                     Learning
                                                  55.7
                                                                     Student Effort
      Academic Challenge                  45.8
                                    39.8
                                                         39.6        Academic
      Student-Faculty                                          38
                                                                     Challenge
       Interaction                                                   Student-Faculty
                                                                     Interaction
      Support for Learners                                          Support for
                                                                     Learners
2006 Brookhaven College Benchmark Scores



                                    BHC Benchmark Scores
              60

              55

              50                                      48.3                           49.1
                       47.9                                          47.5
   National                            46.1
   Average    45

              40
                    Active and     Student Effort   Academic    Student-Faculty   Support for
                   Collaborative                    Challenge     Interaction      Learners
                     Learning
BHC 2006 Benchmark Scores

                                BHC     DCCCD Large Colleges (57)


  Active and Collaborative       47.9    49.6     51.3
  Learning


  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
         Students Who
                                             Collaborated on
        Collaborated on
                                            Classwork Outside
     Projects During Class
                                                 of Class


    Projects During                        Projects Outside
    Class                                  of Class

    Very often or often        46%   43%   Very often or often   30%   19%

    Never                      14%   19%   Never                 42%   44%
                                                                        *




            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%



                                                         10 or fewer
         20%
                                                         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      Are Students Writing
      Enough?                   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   Large Colleges

 Used e-mail to communicate          42%    41%
 with instructor

 Discussed grades or
 assignments with instructor         44%    43%




 Responses ―Often‖ or ―Very Often‖
Student-Faculty Interaction

                                     BHC   Large Colleges


 Discussed career plans with         19%     26%
 instructor or advisor



 Received prompt feedback            61%     55%
  (oral or written) from
 instructors on your
 performance

 Responses ―Often‖ or ―Very Often‖
  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           11%
Career Counseling                     4%
Job Placement                        1.4%
Skill Labs                           15%
Child Care                           1.6%
Financial Aid Advising              19.7%
Computer Labs                       27.2%
Transfer Credit Assistance           7.2%
The Need for Inescapable Engagement
       Students Who Earn   Students Who Transfer
            Degrees
The Need for Inescapable Engagement
                             Students’ Plans after
                             the Current Semester
       When do you plan to take classes at this college again?

                                       Uncertain.
           All 2006 Colleges             18%
                                                          I will
                                      21%           accomplish my
                                                     goal(s) during
                                                     this term and
                                                       will not be    10%
                                                       returning.
                                                          12%



                    Within the next                         I have no
                     12 months.                           current plan to
                         65%                                  return.
              64%                                               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 full-
time 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               91%

          Faculty/Full-Time               90%

          Students                        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               57%

          Faculty/Full-Time               60%

          Students                        42%
Responses are not constant across
   faculty and student results

                2005 BHC Results

            Provided Prompt Feedback
                  (very often or often)

          Faculty/Part-Time               89%

          Faculty/Full-Time               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                  44%

           Faculty/Full-Time                  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                  70%

            Faculty/Full-Time                  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 full-
time 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

                                                 45%
                                                 40%
                                                 35%
                           Respondents



                                                 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’ self-
confidence 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      29%

   Take a developmental math course         60%

   Take a developmental writing course      27%

   Take developmental study skills          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   Interaction with Faculty
        among Students               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 multi-
        faceted 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?