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BENCHMARKING EFFECTIVE EDUCATIONAL PRACTICE IN COMMUNITY COLLEGES What We’re Learning. What Lies Ahead.

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Presentation on theme: "BENCHMARKING EFFECTIVE EDUCATIONAL PRACTICE IN COMMUNITY COLLEGES What We’re Learning. What Lies Ahead."— Presentation transcript:

1 BENCHMARKING EFFECTIVE EDUCATIONAL PRACTICE IN COMMUNITY COLLEGES What We’re Learning. What Lies Ahead.

2 ENGAGING STUDENTS, CHALLENGING THE ODDS Community College Survey of Student Engagement 2005 Findings CCSSE OVERVIEW

3 ENGAGING STUDENTS, CHALLENGING THE ODDS Community College Survey of Student Engagement 2005 Findings 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: H assess quality in community college education; H identify and learn from good educational practice — practice that promotes high levels of student learning and persistence; and H identify areas in which we can improve programs and services for students.

4 ENGAGING STUDENTS, CHALLENGING THE ODDS Community College Survey of Student Engagement 2005 Findings 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. About a quarter million community college students (representing 2.68 million students) from 444 community and technical colleges in 45 states are part of the 2006 CCSSE cohort.

5 ENGAGING STUDENTS, CHALLENGING THE ODDS Community College Survey of Student Engagement 2005 Findings CCSSE: A Tool for Accountability CCSSE: H provides reliable data on issues that matter; H reports data publicly; and H is committed to using data for improvement. CCSSE opposes using its data to rank colleges. ranking

6 ENGAGING STUDENTS, CHALLENGING THE ODDS Community College Survey of Student Engagement 2005 Findings Benchmarks of 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 Academic Challenge Student-Faculty Interaction Support for Learners CCSSEville Community College 2005 Benchmark Scores

7 ENGAGING STUDENTS, CHALLENGING THE ODDS Community College Survey of Student Engagement 2005 Findings 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. 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 (continued on next slide)

8 ENGAGING STUDENTS, CHALLENGING THE ODDS Community College Survey of Student Engagement 2005 Findings 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.)

9 ENGAGING STUDENTS, CHALLENGING THE ODDS Community College Survey of Student Engagement 2005 Findings Active and Collaborative Learning Key Findings: All CCSSE 2005 colleges Students who often or very often... Source: CCSSE 2005 data.

10 ENGAGING STUDENTS, CHALLENGING THE ODDS Community College Survey of Student Engagement 2005 Findings Student Effort Students’ behaviors contribute significantly to their learning and the likelihood that they will attain their educational goals. 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 (continued on next slide)

11 ENGAGING STUDENTS, CHALLENGING THE ODDS Community College Survey of Student Engagement 2005 Findings Student Effort During the current school year, how often have you: H Used peer or other tutoring services H Used skill labs H Used a computer lab During the current school year: H How many books did you read on your own (not assigned) for personal enjoyment or academic enrichment H How many hours did you spend in a typical week preparing for class (studying, reading, writing, rehearsing, or other activities related to your program)

12 ENGAGING STUDENTS, CHALLENGING THE ODDS Community College Survey of Student Engagement 2005 Findings Student Effort Key Findings: All CCSSE 2005 colleges Full-time students who … *Note: This survey item asks students how often they “come to class without completing readings or assignments.” Responses of “Never” are reverse coded here. Source: CCSSE 2005 data.

13 ENGAGING STUDENTS, CHALLENGING THE ODDS Community College Survey of Student Engagement 2005 Findings Academic Challenge Challenging intellectual and creative work is central to student learning and collegiate quality. The 10 survey items associated with this benchmark are: During the current school year, how often have you: H Worked harder than you thought you could to meet an instructor’s standards or expectations (continued on next slide)

14 ENGAGING STUDENTS, CHALLENGING THE ODDS Community College Survey of Student Engagement 2005 Findings Academic Challenge How much does your coursework at this college emphasize: H Analyzing the basic elements of an idea, experience, or theory H Synthesizing and organizing ideas, information, or experiences in new ways H Making judgments about the value or soundness of information, arguments, or methods H Applying theories or concepts to practical problems or in new situations H Using information you have read or heard to perform a new skill (continued on next slide)

15 ENGAGING STUDENTS, CHALLENGING THE ODDS Community College Survey of Student Engagement 2005 Findings Academic Challenge During the current school year: H How many assigned textbooks, manuals, books, or book-length packs of course readings did you read H How many papers or reports of any length did you write H To what extent have your examinations challenged you to do your best work How much does this college emphasize: H Encouraging you to spend significant amounts of time studying

16 ENGAGING STUDENTS, CHALLENGING THE ODDS Community College Survey of Student Engagement 2005 Findings Academic Challenge Key Findings: All CCSSE 2005 colleges Full-time students who wrote papers or reports of any length during the year Source: CCSSE 2005 data.

17 ENGAGING STUDENTS, CHALLENGING THE ODDS Community College Survey of Student Engagement 2005 Findings 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. The six items used in this benchmark are: During the current school year, how often have you: H Used e-mail to communicate with an instructor H Discussed grades or assignments with an instructor (continued on next slide)

18 ENGAGING STUDENTS, CHALLENGING THE ODDS Community College Survey of Student Engagement 2005 Findings Student-Faculty Interaction During the current school year, how often have you: H Talked about career plans with an instructor or advisor H Discussed ideas from your readings or classes with instructors outside of class H Received prompt feedback (written or oral) from instructors on your performance H Worked with instructors on activities other than coursework

19 ENGAGING STUDENTS, CHALLENGING THE ODDS Community College Survey of Student Engagement 2005 Findings Student-Faculty Interaction Key Findings: All CCSSE 2005 colleges Students who often or very often... Source: CCSSE 2005 data.

20 ENGAGING STUDENTS, CHALLENGING THE ODDS Community College Survey of Student Engagement 2005 Findings 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. The seven survey items that contribute to this benchmark are: How much does this college emphasize: H Providing the support you need to help you succeed at this college H Encouraging contact among students from different economic, social, and racial or ethnic backgrounds (continued on next slide)

21 ENGAGING STUDENTS, CHALLENGING THE ODDS Community College Survey of Student Engagement 2005 Findings Support for Learners How much does this college emphasize: H Helping you cope with your nonacademic responsibilities (work, family, etc.) H Providing the support you need to thrive socially H Providing the financial support you need to afford your education During the current school year, how often have you: H Used academic advising/planning services H Used career counseling services

22 ENGAGING STUDENTS, CHALLENGING THE ODDS Community College Survey of Student Engagement 2005 Findings Support for Learners Most Important Service?

23 ENGAGING STUDENTS, CHALLENGING THE ODDS Community College Survey of Student Engagement 2005 Findings WHAT WE’RE LEARNING: PRELIMINARY THOUGHTS AND PROPOSITIONS

24 ENGAGING STUDENTS, CHALLENGING THE ODDS Community College Survey of Student Engagement 2005 Findings EARLY LESSONS #1 Engagement matters …for community college students …and different kinds of engagement matter most for different kinds of students

25 ENGAGING STUDENTS, CHALLENGING THE ODDS Community College Survey of Student Engagement 2005 Findings EARLY LESSONS #2 In community colleges, engagement is unlikely to happen by accident. It has to happen by design. [See results for in- vs. out-of- class engagement.]

26 ENGAGING STUDENTS, CHALLENGING THE ODDS Community College Survey of Student Engagement 2005 Findings EARLY LESSONS #3 Engagement is beneficial for community college students in general -- but evidently, most of all for students “at risk.” See “conditional effects.”

27 ENGAGING STUDENTS, CHALLENGING THE ODDS Community College Survey of Student Engagement 2005 Findings EARLY LESSONS #4 It’s never as simple as we might wish it were. E.g., Institutional size matters – but not as much as we might predict More variation within colleges than across?

28 ENGAGING STUDENTS, CHALLENGING THE ODDS Community College Survey of Student Engagement 2005 Findings EARLY LESSONS #5 “The compensatory effect” i.e., where there are differences in engagement between “high-risk” groups and their comparison groups (academically under-prepared students, students of color, first generation students, nontraditional college age students) --- the high-risk students are more engaged.

29 ENGAGING STUDENTS, CHALLENGING THE ODDS Community College Survey of Student Engagement 2005 Findings EARLY LESSONS #6 We must engage students early and often. …Coming soon: the Entering Student Survey

30 ENGAGING STUDENTS, CHALLENGING THE ODDS Community College Survey of Student Engagement 2005 Findings EARLY LESSONS #7 Focused, sustained efforts, targeted to significant numbers of students, can produce improvements, both in CCSSE results and in student outcomes. [CCSSE/ NSSE results reflect programs/practices AND Targeting changes in programs/practices can affect CCSSE results and student outcomes] “The compensatory effect” i.e., where there are differences in engagement between “high-risk” groups and their comparison groups (academically under-prepared students, students of color, first generation students, nontraditional college age students) --- the high-risk students are more engaged.

31 ENGAGING STUDENTS, CHALLENGING THE ODDS Community College Survey of Student Engagement 2005 Findings THREE WRONG IDEAS This [benchmarking, building a culture of evidence, using data to improve student success] is a project. There are marginal, quick fixes. Resources and selectivity matter most. And the bonus #4 wrong idea: Average is good enough. “The compensatory effect” i.e., where there are differences in engagement between “high-risk” groups and their comparison groups (academically under-prepared students, students of color, first generation students, nontraditional college age students) --- the high-risk students are more engaged.

32 ENGAGING STUDENTS, CHALLENGING THE ODDS Community College Survey of Student Engagement 2005 Findings THREE RIGHT IDEAS Data are our friends. Transparency is good. However good we are today, it’s not good enough. “The compensatory effect” i.e., where there are differences in engagement between “high-risk” groups and their comparison groups (academically under-prepared students, students of color, first generation students, nontraditional college age students) --- the high-risk students are more engaged.

33 ENGAGING STUDENTS, CHALLENGING THE ODDS Community College Survey of Student Engagement 2005 Findings WHAT LIES AHEAD? QUESTIONS? SUGGESTIONS?


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