Jackson College CCSSE & CCFSSE Findings Community College Survey of Student Engagement Community College Faculty Survey of Student Engagement Administered: February 2017 Results Received: August 2017

Survey Administration CCSSE Community College Survey of Student Engagement (5 benchmarks) 76 sections randomly selected from all classes 456 student respondents Sample determined by CCSSE Administration CCFSSE Community College Faculty Survey of Student Engagement Online survey submitted to all full and part-time faculty 40 full-time and 74 part-time faculty responded

1st Benchmark ~ CCSSE Active and Collaborative Learning Students learn more when they are more actively involved in their education Students apply what they learn and collaborate with others to solve problems or master content Results: JC:  49.1 Medium Size College Cohort:  49.5

2nd Benchmark ~ CCSSE Student Effort Student’s behaviors contribute to their learning and their successful attainment of educational goals Results:  JC: 48.2 Medium Size College Cohort: 49.2

3rd Benchmark* ~ CCSSE Academic Challenge Survey items address the nature and amount of assigned academic work, the complexity of cognitive tasks and the rigor of exams Results:  JC:46.8 Medium Size College Cohort: 49.8 *Lowest CCSSE benchmark

Questions Referring to Academic Challenge Below the Cohort Norm (from 0.09 to 0.06 lower means) : Using information I have read or heard to perform a new skill Analyzing the basic elements of an idea, experience, or theory Applying theories or concepts to practical problems or in new situations Worked hard than I thought I could to meet an instructors standards or expectations Forming a new idea or understanding from various pieces of information Above the Cohort Norm (0.09 higher mean): Number of written papers or reports of any length

4th Benchmark* ~ CCSSE Student-Faculty Interaction The more contact students have with their teachers the more likely they are to learn effectively and persist in achieving their educational goals Results:  JC: 52.2 Medium Size College Cohort: 50.0 * Highest Benchmark

Questions Referring to Student-Faculty Interaction Below the Cohort Norm (from 0.05 to 0.02 lower mean) : Received prompt feedback (written or oral) form instructors on my performance Discussed ideas from our reading with an instructor Above the Cohort Norm (0.25 to 0.01 higher mean): Talked about career plans with an instructor or advisor Discussed grades or assignments with an instructor Used e-mail to communicate with an instructor Worked with instructors on activities other than coursework

5th Benchmark* ~ CCSSE Support for Learners Survey items include these areas: support services with demonstrated commitment to student success and positive relationships among campus groups Results:  JC: 47.5* Medium Size College Cohort:  49.2 *Second lowest

Questions Referring to Support for Learners Below the Cohort Norm (from 0.20 to 0.05 lower mean) : Helping you cope with your non-academic responsibilities Providing the financial support you need to afford your education Encouraging contact among students from different economic, social, racial or ethnic backgrounds Providing the support you need to thrive socially Career counseling Above the Cohort Norm (0.3 higher mean): Academic advising/planning

Aspects of Highest and Lowest Student Engagement The Key Findings show items where Jackson College students performed most and least favorably relative to the 2017 CCSSE cohort These look at specific items and compare percentages of certain responses Key Findings involve various Benchmarks For our highest levels, we have one in each benchmark For our lowest, we have two in Support for Learners and two in Student Effort

Aspects of Highest Student Engagement

Aspects of Lowest Student Engagement

2017 CCSSE Special Focus Items Academic Advising/Planning Kudos to Nate & Navigators

2017 CCSSE Special Focus Items Academic Advising/Planning Kudos to Nate & Navigators

Some Disparities* Between Student and Faculty Perceptions *Similar disparities appeared in the cohort, but with lesser gaps

Some Disparities* Between Student and Faculty Perceptions *Similar disparities appeared in the cohort, but with lesser gaps

Good Matches Between Student and Faculty Perceptions Using email to communicate Preparation for classes (11-20 hours a week had the most agreement) Coursework contributing to knowledge, skills, and personal development in writing clearly and effectively Coursework contributing to knowledge, skills and personal development in thinking critically and analytically

A Surprising Difference… How many hours a week do students spend providing care for dependents (parents, children, spouses)?

Next Steps Work Groups will analyze specific SENSE items related to their areas to set goals for improvement The same Work Groups will work with related CCSSE items Additionally, faculty work groups will analyze specific CCSSE and CCFSSE items to set goals for improvement Summaries of goals and strategies resulting from analyses will be reported to their respective deans and vice presidents

Proposal to Academic Council (Closing the Loop) Insert CCSSE and SENSE into annual academic reporting by committees and departments “What improvements have you made based on nationally-normed student survey results (e.g., CCSSE, SENSE, CCFSSE, Noel Levitz Student Satisfaction Inventory)?” Change Academic Council reporting form to include these new goals Goals should be included within department goals and strategic planning Goals are due from Work Groups by the end of the Fall Semester to their deans and vice presidents

Questions?