Documents
Resources
Learning Center
Upload
Plans & pricing Sign in
Sign Out

Engaging Community Colleges A First Look

VIEWS: 3 PAGES: 44

									The CCSSE-Texas Small
Colleges Consortium: Working
Together to Improve Student
Success
What is CCSSE?

The CCSSE survey:

is administered directly to
community college students
during class sessions; asks questions
about institutional practices and student
behaviors that are highly correlated with
student learning and retention; and uses
a sampling methodology that is consistent
across all participating colleges.




Community College Survey of Student Engagement
    Background about CCSSE
             Completed 5th national administration

             700,000 students

             548 community colleges

             48 states, British Columbia, Marshall Islands




Community College Survey of Student Engagement
    CCSSE in Texas

           59 (82% of) Texas community and technical
              colleges have participated in CCSSE (2002-
              2008)

           48 of those colleges have participated more
              than once




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




Community College Survey of Student Engagement
    The Colleges
    Angelina College                             Northeast Texas Community College

    Brazosport College                           Panola College

    Cedar Valley College                         Paris Junior College

    Clarendon College                            Ranger College

    Coastal Bend College                         Southwest Texas Junior College

    College of the Mainland                      Temple College

    El Centro College                            Texas State Technical College
                                                 Harlingen
    Frank Phillips College                       Texas State Technical College
    Galveston College                            Marshall

    Grayson County College                       Texas State Technical College Waco

    Howard College                               Texas State Technical College West
                                                 Texas
    Kilgore College
                                                 The Victoria College
    Lamar Institute of Technology
                                                 Trinity Valley College
    Lamar State College – Orange
                                                 Vernon College
    Navarro College
                                                 Western Texas College

Community College Survey of Student Engagement
    Continued Work

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




Community College Survey of Student Engagement
Using CCSSE Results
     for Improvement
TRINITY VALLEY
COMMUNITY COLLEGE (TVCC)


 Texas Association for Institutional Research (TAIR)
 Galveston Conference
 February 5, 2008




 Presented by Tina Rummel
 Director of Institutional Research
 Trinity Valley Community College
About TVCC
   TVCC has campus locations in Athens, Terrell, Kaufman and
    Palestine. The college has grown to an enrollment of more than
    5,800 students.

   TVCC’s mission statement is a learning-centered college that
    provides quality academic, workforce, and community service
    programs to meet the educational needs of our students and the
    citizens of our service area.

   TVCC has been reaffirmed by the Southern Association of College
    and Schools as of June, 2007 with no additional follow-up.
    History of TVCC & CCSSE

   TVCC was selected to participate in the Texas Small Texas College
    Consortium which was supported by the Houston Endowment for
    2005 and 2007 and feel very honored to have had that opportunity.

   TVCC ‘s commitment to the results and findings of CCSSE in 2005
    and 2007 has motivated us to continue participation in 2009 and
    2011. Partial funding has been made possible through the (CCSSE)
    Texas Small College’s Partnership.




                                                          (Continued on next slide)
    The History (continued)

   Trinity Valley Community College administered CCSSE to over 700
    students in the spring of both 2005 and 2007.

   The results of the survey from 2005 revealed that 90% of the
    community colleges that participated in CCSSE performed better
    than TVCC in four of the five student engagement benchmark
    areas.

   In 2005, faculty and administration were very alarmed and
    concerned by the results that TVCC received.

   Since that time, TVCC has been working diligently to improve the
    level of engagement with our students.
TVCC’s QUALITY ENHANCEMENT
PLAN(QEP)
TVCC’s QEP became known as the Learning Initiative (LI).

    The LI focuses on increasing students’ ability to read and write in
     crucial learning experiences by enhancing student engagement.
    TVCC continues to incorporate student engagement initiatives
     into the LI, which was prompted by 2005 CCSSE results.
    A number of activities under the leadership of the LI have been
     developed since the alarming results of the 2005 CCSSE.
    The college is in its third year of the project and has a number of
     pilot programs in place.
LI Projects
Trinity Valley Community College’s Quality Enhancement Plan Report,
Engaged Learning: Pathways to Success, identifies four projects to be
implemented as a part of the QEP.


      An   Open Learning Lab

      The Learning Academy

      Discipline-Specific Reading Tests

      Student Networking Groups
Open Learning Lab
A central part of the LI planning is to provide a free lab where
students can receive professional tutoring and computer-assisted
learning.

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

                                      of our faculty and staff will become
The idea is that a significant portion
graduates of the Learning Academy, thus creating a culture where fellow
colleagues can openly talk about teaching and learning.
A class of the Learning Academy is targeted to include   10 to 15 faculty or
staff members a year.
The learning  academy’s popularity has generated a sophomore class as
well as a freshman class of faculty and staff.
On the next slide, these are the key elements that have come out of the
Learning Academy.


                                                                (Continued on next slide)
Key Elements of the Learning
Academy
◦ Classroom Assessment Techniques – Participants suggest at least two new
  classroom assessment techniques for the group.
◦ Instructional Design Technique Effectiveness – Participants document their own
  learning about learning as a result of the reengineered learning experience.
◦ Project Portfolio -- Participants complete a project portfolio designed to be at
  the conclusion of their entire learning experience for the Learning Academy. This
  portfolio includes documentation of the completion of the stated learning
  outcomes identified above. Due by July 15th following the spring term of class
  participation, the portfolio takes numerous forms, including a paper copy, an
  interactive web portfolio, a video portfolio, or a combination of the above.
◦ Learning Day – Participants document their progress toward these outcomes by
  providing evidence of such growth in their Project Portfolio and by presenting the
  results of their attempts to apply these concepts in their courses. These are to be
  shared with the entire campus during the Learning Day in the following fall
  semester. Learning Day has been officially added to the TVCC Calendar each fall
  semester. All classes are dismissed for the day for an intensive in-house
  opportunity for professional development.
Discipline-Specific Reading Tests
   As a result of the data collected by the administration of the Pre-TASP (tests 01 and
    02) in fall 2005, the LI Council decided to explore the idea of developing Discipline-
    Specific Reading Tests.
   The concept came at both the recommendation of the director of the Texas
    Assessing Student Learning Project as well as out of a need to respond to faculty
    demands to have information on reading which was practical and useful.
   In the case of the Pre-TASP test, none of the testing material was specific to
    particular disciplines.
   A major pilot for the fall 2006 semester was built around the concept of Discipline-
    Specific Reading Tests. A series of ready-to-use tests were developed around
    textbook readings taken from U.S. History, Speech, General Psychology,
    Fundamentals of Nursing and Human Anatomy & Physiology. Students were asked
    to read a section of each textbook and respond to questions specific to that reading.
   Tests were created in each of these courses to measure the reading skills of the
    students enrolled.
   Student results on those assessments were immediately available so faculty could
    quickly recommend remediation, if needed.
   Post-tests were developed and administered to measure any reading gains.
   The tests have been put online using WebCT and we are in full swing with this
    process and making improvements as we go.
Student Networking Groups
This concept was to teach and train faculty in new group or team
techniques and allow them to experiment before attempting to make
major changes in course design.

    With Student Networking Groups, faculty would structure their classes
     to divide into working groups that would function to foster student to
     student interaction.
    Teaching methods would encourage active and collaborative learning
     between students while concurrently encouraging students to take
     responsibility for their learning.
TVCC’s Commitment to CCSSE

TVCC’s goal is to improve 10 deciles in 2009 and 10 deciles in 2011
on the CCSSE Benchmark comparisons.

Although the journey to be reaffirmed has ended for now, the goal
of increased engagement will remain a focus for TVCC as we move
into the future.




 Thank you for taking the time to listen today, I hope that you have
                     enjoyed the presentation.
Any Questions!!
How Do I Find Out More?


                   Tina Rummel
       Director of Institutional Research,
        Trinity Valley Community College
                100 Cardinal Drive
               Athens, Texas 75751
                  (903) 675-6282
                trummel@tvcc.edu
       www.tvcc.edu/institutionalresearch
  Lamar Institute of Technology’s
             PASS Program
Partnership in Achieving Student Success

      Texas Association for Institutional Research
               Galveston Conference
                           February 5, 2008

Presented by
Mr. David Mosley, Director Institutional Research &
Planning, SACS Accreditation Liaison
                     Overview
•   SACS Accreditation
•   Quality Enhancement Plan
•   Identification of a QEP topic
•   LIT’s PASS Program
    – College Success Skills Course
    – Quality Academic Advising
• Assessment Results
    – Community College Survey of Student Engagement
      (CCSSE)
    – WorkKeys Listening, Reading for Information, and Writing
      Tests
    – Retention Data
         SACS Accreditation
  Quality Enhancement Plan (QEP)
• Principles of Accreditation: Foundations for Quality Enhancement:
• Core Requirement 2.12 “requires an institution to develop an
  acceptable Quality Enhancement Plan (QEP) and show that the plan
  is part of an ongoing planning and evaluation process. Engaging the
  wider academic community, the QEP is based upon a
  comprehensive and thorough analysis of the effectiveness of the
  learning environment for supporting student learning and
  accomplishing the mission of the institution. It is used to outline a
  course of action for institutional improvement by addressing one or
  more issues that contribute to institutional quality, with special
  attention to student learning*.”

• * SACS Visiting Committees expect Multiple Direct Measures of
  Student Learning!
             Empirical Data (THECB)
                Retention Rates
Full time,              2000            2001           2002           2003
FTIC
Students              LIT SI LIT             SI     LIT      SI     LIT       SI
LIT and
Similar              48%      77% 67%       79%     54%    78%     65%        52%
Institutions
Statewide
                         63%            79%            79%             78%
Average
Full time FTIC students who did not receive remediation in the Fall and who
returned the following Spring
            SI = Similar Institutions
What Do the Numbers Mean?




  Statewide       LIT
        Establishing a Focus….
• Review of relevant research
• LIT Strategic Plan
    – Empirical data (Data Resources for
      Institutional Effectiveness)
•   Educational consultant (Noel Levitz)
•   Faculty Assessment Survey
•   Campus-wide Focus Groups
•   Office of Student Services data
   Faculty Assessment Survey

• 30% of faculty indicated that 6 or more
  students were unsuccessful in courses
  they taught
          What Would Help?
                             Very likely   Likely
Study Skills Course            25.0%       26.3%
College Orientation Course     7.2%        31.9%
Learning Communities           11.1%       30.6%
Academic Advising              12.2%       18.9%
Career Counseling              27.0%       20.3%
                                       Valid Percents
Faculty Assessment             Very    Likely
Survey                        likely
Personal Problems             21.9%    27.4%
Reading Comprehension         39.5%    22.4%
Critical Thinking Skills      30.1%    39.7%
Failed to Prepare for Class   73.3%    20.0%
Excessive Absences            59.2%     25%
Academically Unprepared       50.7%    24.0%
Inadequate Study Skills       52.6%    28.9%
Poor Time Management          48.0%    29.3%
  Partnership in Achieving Student
     Success (PASS Program)
• Mission
   – The PASS program seeks to improve the quality of student life and
     learning through improvements, enhancements, or additions to the
     institution’s educational programs and services. (STUDENT
     ENGAGEMENT)
• Goal
   – Design and implement a College Success Skills Course to improve the
     quality of student life and learning
   – Provide quality academic advisement for students
   – Provide professional and paraprofessional training to support PASS
     initiatives
• Student Learning Assessment Measures
   – Academic Advisement Survey administered to all First-Time LIT
     students and to all graduating students.
   – Community College Survey of Student Engagement (CCSSE) initially
     administered Spring 2004 (Pre-QEP) and subsequently every two
     years.
   – ACT’s WorkKeys™ Listening, Reading for Information, and Writing tests
     administered in the College Success Skills Course
Assessing the PASS Program
• Principal measures
  – Pre-test and Post-test (WorkKeys™)
  – Community College Survey of Student
    Engagement (CCSSE)
  – Academic Advising Pre-test and Post-test
• Other measures
  – Supplemental Evaluations
  – Retention data
• Future measures
  – Survey of Entering Student Engagement (LIT to
    participate in Fall 2008) www.enteringstudent.org
WorkKeys™ Data
                           Community College Survey of Student Engagement (CCSSE)
                         Retention Index Benchmarks - 2004 to 2006 Comparative Results
                                           LIT vs. Texas Peer Group*
(50=National Mean)
 Benchmark Score



                                                                                                   55.4
                     56.0                       53.8
                                                                                                                      Benchmark Scores
                     54.0                                                 52.5
                                                                                            53.6                      LIT : Spring 2004
                     52.0                51.8
                                                                   53.2
                                                                                                                      CCSSE
                     50.0                                                    53.7        54.3         53.6
                     48.0                          51.9                                                               Benchmark Scores
                                      49.6
                     46.0                                       48.0                                                  Texas Peer Group :
                     44.0                                                                                             Spring 2004 CCSSE
                                       Collaborative




                                                                                             Support for
                                                                 Interaction
                                                                  Student-




                                                                                              Learners
                                                                   Faculty                                            Benchmark Scores
                                        Learning
                                         Active &




                                                                                                                      LIT : Spring 2006
                                                                                                                      CCSSE
                                                                                                                      Benchmark Scores
                                                                                                                      Texas Peer Group :
                                             Categories of Engagement                                                 Spring 2006 CCSSE
         •           * - Texas Peer Group consists of Clarendon College, Coastal Bend College, Navarro College, Panola College, Texas State Technical
                     College Marshall/Waco/West Texas, The Victoria College, and Western Texas College.
CCSSE Retention Index Comparison
         LIT vs. Texas Peer Group*
• 2004 LIT Retention Index = 151.96
• 2006 LIT Retention Index = 161.70 (a gain
  of 9.74 points or +6.4%)

• 2004 Texas Peer Group* Retention Index
  = 158.60
• 2006 Texas Peer Group** Retention Index
  = 159.20
• (LIT's 2006 gain over the Peer Group = 2.5 points or +1.6%)

•   *Texas Peer Group:
•           Clarendon College, Coastal Bend College, Navarro College, Panola College, Texas State Technical
    College Marshall/Waco/West Texas, The Victoria College, and Western Texas College
    Active & Collaborative Learning
              Benchmark
•         In your experiences at this college during the current school year,
    about how often have you done each of the following? Asked questions in
    class or contributed to class discussions:
• Made a class presentation.

• Worked with other students on projects during class* (Effect
  Size=0.24)

• 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 part of a regular
  course

• Discussed ideas from your readings or classes with others outside
  of class (students, family members, co-workers, etc.)
* - Statistically significant CCSSE Survey Item(s) with positive “Effect Size”
Student-Faculty Interaction Benchmark
  •        In your experiences at this college during the current school year,
      about how often have you done each of the following:
  •   Used email to communicate with an instructor.** (Effect Size: -0.29)

  •   Discussed grades or assignments with an instructor.

  •   Talked about career plans with an instructor or advisor* (Effect
      Size=0.44)

  •   Discussed ideas from your readings or classes with instructors outside of
      class.

  •   Received prompt feedback (written or oral) from instructors on your
      performance.

  •   Worked with instructors on activities other than coursework* (Effect
      Size=0.25)

** - Statistically significant CCSSE Survey Item(s) with negative “Effect Size”
* - Statistically significant CCSSE Survey Item(s) with positive “Effect Size”
    Support for Learners Benchmark
•   How much does this college emphasize each of the following:
•   Providing the support you need to help you succeed at this college.

•   Encouraging contact among students from different economic, social, and
    racial or ethnic background.

•   Helping you cope with your non-academic responsibilities (work,
    family, etc.)* (Effect Size=0.20)

•   Providing the support you need to thrive socially. (Effect Size=0.24)

•   Providing the financial support you need to afford your education.

•   Indicate how often you use the following services:
•   Academic advising/planning. (Effect Size=0.33)

•   Career counseling (Eff. Size=0.21)


* - Statistically significant CCSSE Survey Item(s) with positive “Effect Size”
   Thank you.

     For more information:
     David Mosley, Coordinator
 Institutional Research & Planning
    SACS Accreditation Liaison
   Lamar Institute of Technology
            PO Box 10043
      Beaumont, Texas 77710
409.880.2207, David.Mosley@lit.edu

								
To top