Student Success – From the Starting Gate to the Finish Line Portland Community Colleges, November, 2011

Community College Survey of Student Engagement Note: This presentation has been modified from the original content, presented by Arleen Arnsparger, Project Manager for the Initiative on Student Success Center for Community College Student Engagement. PCC added content is in green.

90% …of new students responding to the Survey of Entering Student Engagement say they believe they have the motivation to do what it takes to succeed in college. -based on national SENSE results Center for Community College Student Engagement

Why do students come to PCC? 41% - Work toward bachelor’s degree 13% - Explore new career Almost 11% - Gain new job skills 8% - Personal enrichment 8% - Earn certificate or technical degree Center for Community College Student Engagement -based on PCC CCSSE respondents

85% …of new students responding to the SENSE survey say they’re academically prepared for college. Center for Community College Student Engagement based on national SENSE results

Center for Community College Student Engagement Math: 80% Reading: 28% Writing: 28% What percentage of recent high school grads test into PCC developmental courses? PCC Office of Institutional Effectiveness

Entering students are highly motivated, are committed to achieving their academic goals, and sincerely believe they will. Center for Community College Student Engagement

Yet during the first 3 weeks of college … 43% came to class unprepared at least once. More than one-quarter of students skipped class at least once. One-quarter did not turn in an assignment at least once. Center for Community College Student Engagement based on national SENSE results

Center for Community College Student Engagement … of community college students leave before the start of their second year. Nationally, 50%

Center for Community College Student Engagement …of PCC Fall 2010 credit degree-seeking students retained to Spring Significantly better retention for those receiving financial aid – FT - 90% vs. 77% HT 84% vs. 66% 73% PCC Office of Institutional Effectiveness

Center for Community College Student Engagement … of PCC students retained from fall 2009 to fall 2010 (Full-time: 52.5%) 46% PCC Office of Institutional Effectiveness

Center for Community College Student Engagement  Helping students succeed through the equivalent of the first semester (12–15 credit hours) can dramatically improve subsequent success rates.  Helping students complete their first developmental course can dramatically improve subsequent success rates.

Center for Community College Student Engagement From your perspective…what are your college’s strengths? What does your college do well? Discussion Question: How do you know? What DATA support your perspective?

Center for Community College Student Engagement  Quantitative  CCSSE  CCFSSE  SENSE  Qualitative  Initiative on Student Success / Starting Right Center for Community College Student Engagement

CCSSE: Listening to Students 10 years 808 colleges Almost 2 million students 49 states, DC, Alberta, Bermuda, British Columbia, Marshall Islands, Northern Marianas, Nova Scotia, Ontario, Quebec

SENSE & Starting Right : Listening to Entering Students 4 years 274 colleges Represents 2.1 million students 41 states, District of Columbia, Marshall Islands, Mariana Islands, Nova Scotia Focus Groups

Measuring Student Engagement …the amount of time and energy students invest in meaningful educational practices

What we’re learning about student engagement:  It’s unlikely to happen by accident. It has to happen by design… from the moment they arrive…

Students don’t know what they don’t know… but we think they should…and we behave as though they do! Center for Community College Student Engagement

Test Your PCC Student IQ! % women? % credit students attending part-time? % students of color? % of students under 25 years of age? % receiving financial aid?

Test Your PCC Student IQ! % women? 53% % credit students attending part-time? 59% % students of color? 30% % of students under 25 years of age? 44% % receiving financial aid? 30% PCC Office of Institutional Effectiveness

Which students are more likely to drop out? Women or men? Part-time or full-time? White students or students of color? Students under or over 25 years of age? Students receiving financial aid or those not receiving aid?

Which students are more likely to drop out? Women or men? Men Part-time or full-time? Part-time White students or students of color? Students of color Students under or over 25 years of age? Under 25 Students receiving financial aid or those not receiving aid? No aid PCC Office of Institutional Effectiveness

Center for Community College Student Engagement CCSSE Benchmarks for Effective Educational Practice Active and Collaborative Learning Student Effort Academic Challenge Student-Faculty Interaction Support for Learners

2011 Portland System Benchmark Scores 50 Sources: 2011 CCSSE data 50 = Normed national average

PCC CCSSE Benchmarks PCC Other X-Large Active & Collaborative Learning Student Effort Academic Challenge Student-Faculty Interaction Support for Learners

2011 Portland System Benchmark Score Range Portland Community Colleges Lowest College Benchmark Highest College Benchmark Active and Collaborative Learning Student Effort Academic Challenge Student- Faculty Interaction Support for Learners Sources: 2011 CCSSE data

PCC CCSSE Benchmarks FT PT Active & Collaborative Learning Student Effort Academic Challenge Student-Faculty Interaction Support for Learners

1.Look at your Key Findings report. 2.Review the benchmark data. Where are your strengths? Which areas will you target for improvement? 3.Pick one benchmark for this discussion. 4.Review the frequency responses within that benchmark. (All students, PT, FT) After lunch…Data Review Exercise

Community College Survey of Student Engagement Example Community College (Example only– the following are not PCC results)

Community College Survey of Student Engagement Portland Community College – Cascade Part-TimeFull-TimeAll Students (weighted data *) Your College Other Medium Colleges 2009 CCSSE CohortYour College Other Medium Colleges 2009 CCSSE CohortYour College Other Medium Colleges 2009 CCSSE Cohort CountCol %CountCol %CountCol %CountCol %CountCol %CountCol %CountCol %CountCol %CountCol % 9f.Providing the financial support you need to afford your education Very little Some Quite a bit Very much Total

Data to consider More PCC students reported that they: Spent more time preparing for class Used to communicate with an instructor Wrote more papers or reports Worked with other students on projects in class Center for Community College Student Engagement

Data to consider Fewer PCC students reported that they skipped class! Center for Community College Student Engagement And yet there’s still room for improvement

But… Data to consider Fewer PCC students reported that they: Worked with instructors on activities other than coursework Used writing and math labs Met with a career counselor Center for Community College Student Engagement

But… Data to consider Fewer PCC students reported that the College helps them cope with their non- academic responsibilities, such as work and family, or provides the financial support they need to afford their education. Center for Community College Student Engagement

The Front Door -- Orientation More PCC students report that they participated in online registration… 37% (11% at other CCSSE colleges) (From 33% - 45% across the campuses) Fewer PCC students report that they participated in on-campus orientation… 16% (40% at other CCSSE colleges) (From 14% to 19% across the campuses)

Center for Community College Student Engagement What do PCC students say is the most important college service? Academic Advising & Planning 94% (91% to 95%)

Center for Community College Student Engagement Yet… 43% …of students say they never saw an advisor (or really aren’t sure…) (36% to 45%)

Students don’t do optional!! Center for Community College Student Engagement

PCC students’ most important services Very or Somewhat Important % Using Services Academic Advising 94% 57% Financial Aid85% 48% Career Counseling81% 25%

Younger students are less likely to… Use academic advising/planning Seek career counseling Seek financial aid advising

Younger students are less likely to… Use academic advising/planning They ask their friends 54% vs. 42% for older students

What entering students are telling us: During their first 3 weeks… 71% - advisor helped them pick classes. 60% - advisor helped them select a major or program. Fewer than 40% - advisor helped them set academic goals and create a plan for achieving those goals. out based on national SENSE results

Student Success courses make a difference! On the CCSSE survey, PCC students report: 77% say they did not take a student success course. Center for Community College Student Engagement

Student Success courses make a difference! Students say: This course… Helped me to be a better student: 63% Helped me to feel more connected to the college: 51% Should be mandatory for new students: 74% Center for Community College Student Engagement based on national survey results

Let’s Talk About… The “M” Word M = Mandatory

Center for Community College Student Engagement 1.Are these practices mandatory? For whom? 1.What does your college data show about the impact of these practices on student persistence and first term academic success? 2.What are you doing to bring orientation, academic planning and student success courses to scale? Discussion Questions – Orientation, Academic Planning & Student Success Courses

The Heart of Student Success… Teaching & Learning

On the CCSSE survey, PCC students report that they are NOT planning to enroll in Developmental Math – 53% Developmental Reading – 73% Developmental Writing – 61% “Developmental” is defined here by the student interpretation of what courses are developmental level. This may or may not correspond with college definitions.

What percentage of PCC students say they worked harder than they thought they could to meet an instructor’s standards or expectations? 50% 12% say NEVER Sources: 2011 CCSSE data

Younger community college students are more likely to… Turn in an assignment late Not turn in an assignment Come to class unprepared Skip class

Center for Community College Student Engagement What % of PCC students responding to the CCSSE survey said they received prompt feedback from instructors about their performance? Faculty say… Students say…

Center for Community College Student Engagement What % of PCC students responding to the CCSSE survey said they received prompt feedback from instructors about their performance? Faculty say…95% Students say…61%

Center for Community College Student Engagement PCC students’ most important services Very or Somewhat Important % Using Services Computer Lab88% 61% Tutoring79% 32% Math & English Labs77% 33%

Younger community college students are less likely to…. Go to a tutor or skill labs Discuss an assignment or grade with an instructor Ask an instructor for help Say they are getting prompt feedback from instructors about their progress – they’re looking for GRADES!

The Valencia story – Achieving the Dream, 2004 Enrollment – around 70,000; 5 campuses Looked at highest enrollment courses; lowest success courses (below 58% with A,B,C) 31% of fall enrollees in 10 high enrollment courses Most high enrollment courses also lowest success courses All low success courses had a math component (dev ed and college level) Faculty and staff targeted 6 courses – high enrollment, low success, student success course Put innovations in place Courses behaving badly…high-risk courses, rather than high risk students

Valencia results Fall to Spring retention 79.2% (04) % (09) Fall to Fall retention 58% (04) – 67% (09) Persistence: The Lives They’ve Touched FTIC Degree-seeking students

What Matters Most for Student Success? Center for Community College Student Engagement

Students persist when they: Are active & engaged learners Establish meaningful relationships with faculty, staff and peers Have high expectations & aspirations Navigate successfully through the front door -- college systems, processes and procedures Have more structure, fewer options, clearer pathways

Some Observations about Entering Students Students experience culture shock and academic shock. Students don’t know what they don’t know…but we expect them to! You have to ask to be told…but what if you don’t know what to ask? Center for Community College Student Engagement

Observations about Entering Students Orientation is necessary…and students want to meet faculty and other students before classes start. Students feel disconnected. “They didn’t notice me when I got here; they didn’t notice me when I left.” Center for Community College Student Engagement

What does this mean for us? Create an “on-ramp” to college life. Streamline registration – help students understand the “what” and the “why.” Make everything more personal – show them we care! Engage them in their learning. If we know what students need – make it mandatory! Center for Community College Student Engagement

If I Ran the Zoo… One improvement that you believe would have a significant impact on improving student success… for the college or my department in my role

High Performing Colleges …make student engagement inescapable! Center for Community College Student Engagement

Tools to Help You Examples from Member Colleges Student Focus Group Toolkit (can be adapted for faculty and staff focus groups) Video clips Accreditation toolkit Classroom Observation Form Course Evaluation Form

Center for Community College Student Engagement For more information: Arleen Arnsparger Project Manager Initiative on Student Success Center for Community College Student Engagement (CCCSE)

1.Look at your Key Findings report. 2.Review the benchmark data. Where are your strengths? Which areas will you target for improvement? 3.Pick one benchmark for this discussion. 4.Review the frequency responses within that benchmark. (All students, PT, FT) After lunch…Dig Into Your Data

Data Review Exercise Areas of focus  Review Benchmarks  Review item-level data What are the data showing? Are there particular items driving the benchmark scores in a certain direction?

1.What questions do the data raise for you? Any surprises? 2.Based on the data, what are the college’s strengths? Where could the college improve? 3.What are you doing now that addresses these findings? Do you have data to show impact? 4.What additional information do you need before designing strategies to improve student success? 5.How will you gather the information? 6.What are your next steps? Who needs to be involved in those next steps? Group Discussion

Promising Practices: End late registration; add late start classes. Orientation Placement testing with preparation, enrollment in the first term First-year experience or freshman seminar Learning community Required group learning experiences outside the classroom

Promising Practices: Hands-on learning experiences outside the class (service learning, internships, etc.) Fast-track developmental courses Student success course Class attendance (…as in it’s important to show up.) Academic plan & advising Early alert & intervention Tutoring & supplemental instruction