Presentation on theme: "Data for FCDC Dec 2013. ACCJC New Standards Mission Fulfillment through institutionally defined standards Bakersfield College is committed to providing."— Presentation transcript:
Data for FCDC Dec 2013
ACCJC New Standards
Mission Fulfillment through institutionally defined standards Bakersfield College is committed to providing excellent learning opportunities in basic skills, career and technical education, and transfer courses for our community so that our students can thrive in a rapidly changing world. Institutionally defined standards appropriate to the mission Institutional Scorecard
An example of converting a report into a score card
Step 1: Bringing meaning to the report
Step 2: Set targets and thresholds?
Developing the institutional standards
Developing institutional standards appropriate to the mission Bakersfield College is committed to providing excellent learning opportunities in basic skills, career and technical education, and transfer courses for our community so that our students can thrive in a rapidly changing world. ILOs Basic Skills CTE Transfer Degrees, Certificates, Transfers Basic Skills CTE CCSSE Climate Surveys ????
CCSSE Community College Student Survey of Engagement Research based and protocol Distributed in Spring over 6 weeks courses Why?
CCSSEE Benchmark Data
Student Effort Questions for Benchmark During the current school year, how often have you: Prepared two or more drafts of a paper or assignment before turning it in (4c) Worked on a paper or project that required integrating ideas or information from various sources (4d) Come to class without completing readings or assignments (4e) Used peer or other tutoring services (13d1) Used skill labs (13e1) Used a computer lab (13h1) During the current school year: How many books did you read on your own (not assigned) for personal enjoyment or academic enrichment (6b) How many hours did you spend in a typical week preparing for class (studying, reading, writing, rehearsing, or other activities related to your program) (10a)
Student Effort Key Findings: Student Effort Most students report spending time preparing for their courses outside of class and utilizing school computer labs, but many also report coming to class without completing reading or assignments and few take advantage of tutoring services. Though half (51%) of students often or very often prepare two or more drafts of a paper before turning it in, over one-fifth (20%) never do. Over half (64%) often or very often work on a paper or project that requires integrating ideas or information from various sources. Thirty-five percent of students never come to class without completing readings or assignments, while 13% do so often or very often. Nearly half (47%) rarely or never use peer or other tutoring resources. Four in 10 (42%) sometimes or often use a skills lab. Nearly two-thirds (63%) use a computer lab sometimes or often, with one-third (32%) using one often. Three in 10 (30%) students haven’t read any books for personal enjoyment or academic enrichment. The vast majority of students spend at least some time preparing for class, with two in five (40%) spending between one and five hours, and three in 10 (30%) spending six to ten hours and (30%) eleven hours or more.
CCSSE offers the power of looking at how student categories respond to questions that make up a benchmark When we take a closer look at the STUDENT EFFORT benchmark, and examine the answers by different student categories, we see some striking differences between part-time/full-time and by developmental status.