CCSSE 2016 Findings for Northeast State

CCSSE 2016 Findings for Northeast State
We’re here to get you there! This presentation template and accompanying notes provide visuals and talking points you can use to customize presentations for both internal audiences and external audiences. The template is divided into five sections: CCSSE Overview, Student Respondent Profile, CCSSE Benchmarks, Community College Students and Stories, and Strategies to Promote Learning that Matters. Use the section(s) that are most appropriate for the audience and objectives of your presentation. The template presents information about CCSSE and puts survey results in context. It also provides placeholders for custom slides that you can use to describe your college, its survey results, and its practices. The template also includes suggestions for the types of information you can include on these customized slides. Refer to your college’s institutional reports for the appropriate data and comparisons for your college. You can review your results through the Members Only Online Reporting System by selecting Standard Reports from the vertical navigation bar. The PowerPoint template is designed to be flexible. You can customize the presentation by adding local information and adding or deleting slides to modify the length of the presentation and tailor it for various audiences. Please note that recommendations for customization and instructions for finding specific data points will be in italics in the ‘notes’ section of each slide. Finally, this tool may be used in conjunction with the CCSSE Drop-In Overview Report Template, a Microsoft Word template that assists colleges in communicating CCSSE data to the college community.

Presentation Overview
CCSSE Overview Student Respondent Profile CCSSE Benchmarks Community College Student Challenges Strategies to Promote Learning that Matters

CCSSE Overview

What is Student Engagement?
…the amount of time and energy students invest in meaningful educational practices …the institutional practices and student behaviors that are highly correlated with student learning and retention

The Community College Survey of Student Engagement (CCSSE)
CCSSE is designed to capture student engagement as a measure of institutional quality. The Community College Survey of Student Engagement (CCSSE) is a product and service of The Center for Community College Student Engagement. It provides information about effective educational practice in community colleges and assists institutions in using that information to promote improvements in student learning and persistence. The Center’s goal is to provide member colleges with results that can be used to inform decision making and target institutional improvements. Student engagement, or the amount of time and energy students invest in meaningful educational practices, is the underlying foundation for the Center’s work. The CCSSE survey instrument is designed to capture student engagement as a measure of institutional quality.

CCSSE: A Tool for Community Colleges
As a tool for improvement, CCSSE helps us Assess quality in community college education Identify and learn from good educational practice Identify areas in which we can improve Basic principles Provides reliable data on issues that matter Reports data publicly Is committed to using data for improvement Northeast State, like other community colleges, is working to help students learn and achieve their academic goals. CCSSE is a tool that helps us be intentional about this work — intentional about assessing our educational practice and intentional about improving student outcomes by designing engagement strategies geared to our students—by helping us assess quality in community college education, focus on good educational practice, and identify areas in which we can improve programs and services for students. The CCSSE survey focuses on institutional practices and student behaviors that promote student engagement — and are positively correlated with student learning and retention. The survey is administered directly to community college students during class sessions. These classes are selected at random from all credit classes, excluding non-credit, dual-enrollment, distance learning, all but the highest level ESL courses, labs, individual instruction, and individual study or self-paced classes. CCSSE data analyses include a three-year cohort of participating colleges. The 2015 CCSSE Cohort includes all colleges that participated in CCSSE from 2013 through If a college participated more than one time in the three-year period, the cohort includes data only from its most recent year of participation. The 2015 CCSSE Cohort represents over 442,000 community college students from 704 community and technical colleges in 47 states and the District of Columbia, three Canadian provinces, plus Micronesia and the Marshall Islands. Accountability requires reliable, relevant data; public reporting; and a commitment to use data for continuing improvement. These are the Center’s basic principles. As such, CCSSE results are public, and they are presented for the full CCSSE population, various subgroups within the full population, and individual colleges. CCSSE is committed to using information about performance to inform the public discourse on higher education and to better define quality in higher education. Note: The Center opposes using its data to rank colleges. There is no single number that can adequately — or accurately — describe a college’s performance; most colleges will perform relatively well on some benchmarks and need improvement on others. Each community college’s performance should be considered in terms of its mission, institutional focus, and student characteristics. Because of differences in these areas — and variations in college resources — comparing survey results between individual institutions likely will be misleading. Most important, ranking does not serve a purpose related to improving student outcomes. Improvement over time — measuring where we are now compared with where we want to be — likely is the best gauge of our efforts to enhance student learning and persistence.

Student Respondent Profile at Northeast State

Survey Respondents 761 adjusted survey count
95% overall “percent of target” rate In CCSSE sampling procedures, students are sampled at the classroom level. Of those students sampled at our institution, XXX (Standard Reports/Appendix/Table 2: Percent of Target/”Adjusted Survey Count”) respondents submitted usable surveys. The number of completed surveys produced an overall “percent of target” rate of XX% (Standard Reports/Appendix/Table 2: Percent of Target/”Percent of Target”). The percent of target rate is the ratio of the adjusted number of completed surveys (surveys that were filled out properly and did not fall into any of the exclusionary categories) to the target sample size. Note: When reviewing your results, take into account the number of survey respondents, particularly for survey items that have a small number of respondents. Items with few respondents are less likely to be reliable than items with many respondents. Source: 2016 CCSSE data

Excluded Respondents The following respondents were excluded from reporting: Respondents not indicating enrollment status Respondents marking invalid data selections Respondents under the age of 18 Respondents indicating previous survey submission Oversample respondents also excluded. Exclusions serve the purpose of ensuring that all institutional reports are based on the same sampling methods and that results are therefore comparable across institutions. Respondents are excluded from institutional reports for the following reasons: The respondent did not indicate whether he or she was enrolled full-time or less than full-time at the institution. Because all results are either weighted or broken down by enrollment status, this is essential information for reporting. The survey is invalid. A survey is invalid if a student does not answer any of the 21 sub-items in survey item 4, answers very often to all 21 sub-items, or answers never to all 21 sub-items. The student reported his or her age as under 18. University of Texas at Austin’s IRB precludes the Center from surveying students under the age of 18 without written parental consent. The student indicated that he or she had taken the survey in a previous class or did not respond to the item 3. Oversampled respondents are not included because they are selected outside of CCSSE’s primary sampling procedures.

Student Respondent Profile: Enrollment Status
19% (survey item #2, Standard Reports/Appendix/Table 1: Respondents to Underlying Population Comparisons) of our surveyed students report being less than full-time college students compared to 58% of the 2016 CCSSE Cohort colleges’ student respondents (CCSSE Cohort Overview). 81% (survey item #2, Standard Reports/Appendix/Table 1: Respondents to Underlying Population Comparisons) of the student respondents at our college report attending full-time, while 42% of the 2016 CCSSE Cohort colleges’ student respondents attended full-time. Population data* for all students at our college, however, is 47% less than full-time and 53% full-time. This inverse representation is a result of the sampling technique and the in-class administration process. For this reason, survey results are either weighted or disaggregated on the full-time/less than full-time variable so that reports will accurately reflect the underlying student population. Respondents in and for NEState were both 21% part-time, 79% fulltime (so this doesn’t seem unusual for our sample responses though far less than ideal!) *Population data are those reported for the most recent IPEDS enrollment report. Source: 2015 CCSSE data

Student Respondent Profile: Age
Student respondents at our college range in age from 18 to 65+ years old. Approximately 74% are between 18 to 24 years old while 25% are 25+. Compare this data with cohort respondents. (survey item #29, Standard Reports/Appendix/Table 1: Respondents to Underlying Population Comparisons) Please note that percentages may not add up to 100% in each category due to missing data and/or rounding. Source: 2015 CCSSE data

Student Respondent Profile: Sex
53% of student respondents are male and 47% are female. According to IPEDS, this is the exact opposite of our population (47% male/53% female). Compare this data with cohort respondents. (survey item #30, Standard Reports/Appendix/Table 1: Respondents to Underlying Population Comparisons) Please note that percentages may not add up to 100% in each category due to missing data and/or rounding. Source: 2015 CCSSE data

Student Respondent Profile: Racial Identification
89% of our student respondents identify themselves as White, Non-Hispanic; 2% as Hispanic, Latino, or Spanish; 2% as Black or African American; and 1% as Asian, Asian American, or Pacific Islander. 1% of the student respondents are American Indian or Native American. 2% marked other when responding to the question, “What is your racial identification?” Compare this data with cohort respondents. (survey item #34, Standard Reports/Appendix/Table 1: Respondents to Underlying Population Comparisons) Please note that percentages may not add up to 100% in each category due to missing data and/or rounding. International Students 2% of our students responded yes to the question, “Are you an international student or foreign national?” (survey item #33, Standard Reports/Appendix/Table 1: Respondents to Underlying Population Comparisons). Limited English Speaking Students At our institution, 3.1% of CCSSE respondents are non-native English speakers (survey item #32, Standard Reports for [College Name]/All Students/Frequencies). Source: 2015 CCSSE data

Student Respondent Profile: First-Generation Status
32% (will need to be calculated using the raw data file – see explanation that follows) of student respondents indicate that neither parent has earned a degree higher than a high school diploma nor has college experience; accordingly, these students are considered "first-generation.” XX% indicate that their mothers’ highest level of education is a high school diploma (with no college experience), and XX% indicate that level for their fathers (survey item #36, Standard Reports for [College Name]/All Students/Frequencies). See Calculation from data excel file in results folder. How to calculate the percentage of first generation respondents using your college’s raw data file: In the raw data file, find the IWEIGHT column. Perform a sort of this column. Scroll down to where data no longer populate the cells. Delete all rows in which there are no IWEIGHT data. This will leave you with unduplicated survey responses. Find the GENERATION column. Students who responded that neither parent attended some college will have a response value of “1,” and students who responded that at least one of their parents attended some college will have a response value of “2.” To calculate the percentage of first-generation respondents, sum the “1” response values. Then, divide that number by the total count of the “1” and “2” response values. Source: 2016 CCSSE data – NOTE: There were 631 responses (199 1st Generation) and 130 Non-responses in the data

Student Respondent Profile: Educational Attainment
75.9% of the respondents report starting their college careers at this community college. Approximately 81.1% of student respondents indicate that their highest level of educational attainment is a high school diploma or GED, 58.1% have completed fewer than 30 credit hours of college-level work, 12.1% report having either a certificate or an associate degree, 4.3% have earned a bachelor’s degree, and 1.2% have earned an advanced degree (survey items #1, #23, and #35, Standard Reports for [College Name]/All Students/Frequencies). Source: 2016 CCSSE data

NeSCC Student Respondent Profile: Goals
Students were asked to indicate their reasons or goals for attending this college; students could choose more than one primary and secondary goal. The majority, 46.8% indicated that transferring to a 4-year college or university is a primary goal, while 24.2% indicated this as a secondary goal % indicated that obtaining a degree or certificate is a primary goal, while 42.1% indicated this is a secondary goal. Additionally, 54.1% indicated that obtaining or updating job-related skills is a primary goal, while 26% indicated that self-improvement/personal enjoyment is a primary goal (survey item #17, Standard Reports for [College Name]/All Students/Frequencies). Source: 2016 CCSSE data

NeSCC Student Respondent Profile: Aspirations
Students’ Goals Indicate which of the following are your reasons/goals for attending this college. A goal Not a goal Complete a certificate program 47% 53% Obtain an associate degree 84% 16% Transfer to a four-year college or university 71% 29% Obtain or update job-related skills 80% 20% Self-improvement/personal enjoyment 76% 24% Change careers 40% 60% Among CCSSE respondents, 47% report that completing a certificate is a goal, 84% say obtaining an associate degree is a goal, and 71% say transferring to a four-year college or university is a goal (survey item #17, Standard Reports for [College Name]/All Students/Frequencies). – 2016 done Note: Respondents may indicate more than one goal. Source: 2016 CCSSE data

NeSCC Student Respondent Profile: Persistence
Barriers to Returning to NeSCC (2016) How likely is it that the following issues would cause you to withdraw from class or from this college? Asked about their plans after the current semester, 11.3% of students report (survey item #20, Standard Reports for [College Name]/All Students/Frequencies) that they have no plans to return or are uncertain about their future plans. These data clearly point to an opportunity for our college, through strengthened academic planning and advising, to help students establish an academic plan and pathway that will help them persist in college. When asked how likely it is that the issues highlighted on the slide would cause them to withdraw from class or from this college, Almost 50% of students answered that lack of finances would be a very likely or likely cause for them to withdrawal (survey item #14, Standard Reports for [College Name]/All Students/Frequencies). Source: 2016 CCSSE data

NeSCC Student Respondent Profile: Total Credit Hours Earned
33% of surveyed students have completed fewer than 15 credit hours, 25% have completed credit hours, and 42% have completed at least 30 credit hours (survey item #23, Standard Reports for Northeast State]/All Students/Frequencies). Source: 2016 CCSSE data

NeSCC Student Respondent Profile: External Commitments
55.6% of student respondents work 21 or more hours per week, 38.3% care for dependents at least six hours per week, and 24.9% spend at least six hours per week commuting to class (survey items #10b, #10d, and #10e, Standard Reports for [College Name]/All Students/Frequencies). Source: 2016 CCSSE data

NeSCC Student Respondent Profile: College-Sponsored Activities
Over three-quarters (83.3%) of student respondents do not participate in any college-sponsored activities (including organizations, campus publications, student government, intercollegiate or intramural sports, etc.) while 12.1% typically spend only 1 to 5 hours per week participating in these activities(survey item #10c, Standard Reports for [College Name]/All Students/Frequencies). Source: 2016 CCSSE data

CCSSE Benchmarks

CCSSE Benchmarks for Effective Educational Practice
The five CCSSE benchmarks are Active and Collaborative Learning Student Effort Academic Challenge Student-Faculty Interaction Support for Learners The Center reports survey results in two ways: students’ responses to individual survey items, which are presented in absolute terms, and national benchmarks. Benchmarks are groups of conceptually related items that address key areas of student engagement. CCSSE’s five benchmarks denote areas that educational research has shown to be important in quality educational practice. The five benchmarks of effective educational practice are active and collaborative learning, student effort, academic challenge, student-faculty interaction, and support for learners.

2016 CCSSE Benchmark Scores for Northeast State
Each individual benchmark score was computed by averaging the scores on survey items that make up that benchmark. Benchmark scores are standardized so that the mean — the average of all participating students — always is 50 and the standard deviation is 25. The most valuable use of benchmarks is to see your college’s deviation from the mean, and the standardized score provides an easy way to assess whether an individual college is performing above or below the mean (50) on each benchmark. The standardized scores make it possible for colleges to compare their own performance across benchmarks and with groups of similar colleges. The Center encourages colleges to ask continually whether current performance is good enough — and to reach for excellence in student engagement. You college’s benchmark scores are available through Standard Reports for [College Name]/All Students/Benchmarks. Note: 50% is the normed national average for all institutions in the cohort.

CCSSE 2016 Benchmarks for FT vs PT
Each individual benchmark score was computed by averaging the scores on survey items that make up that benchmark. Benchmark scores are standardized so that the mean — the average of all participating students — always is 50 and the standard deviation is 25. The most valuable use of benchmarks is to see your college’s deviation from the mean, and the standardized score provides an easy way to assess whether an individual college is performing above or below the mean (50) on each benchmark. The standardized scores make it possible for colleges to compare their own performance across benchmarks and with groups of similar colleges. The Center encourages colleges to ask continually whether current performance is good enough — and to reach for excellence in student engagement. You college’s benchmark scores are available through Standard Reports for [College Name]/All Students/Benchmarks. Source: 2016 CCSSE data

CCSSE 2016 Benchmarks 5 Highest

CCSSE 2016 Benchmarks 5 Lowest

CCSSE Benchmark Scores for Northeast State compared to Medium Colleges
The Center offers five ways that colleges can use benchmarks to better understand their performance — and to reach for excellence. Colleges can Compare their performance to that of the national average — and at the same time, resist the average. Comparing themselves to the average of participating colleges (the 50 mark) is a start. But then colleges should assess their performance on the individual survey items that make up the benchmark. Most colleges will find areas for improvement at the item level. Measure their overall performance against results for their least-engaged group. A college might aspire to make sure all subgroups (e.g., less than full-time and full-time students; developmental students; students across all racial groups; etc.) engage in their education at similarly high levels. Examine areas that their college values strongly. They might focus, for example, on survey items related to service to high-risk students or on those related to academic rigor (e.g., are they asking students to read and write enough?). Make the most important comparison: where they are now, compared with where they want to be. This is the mark of an institution committed to continuous improvement. On this slide, you can compare your benchmark scores to a comparison group. Some comparisons you might want to make include: Subgroups within your college Colleges of similar size Consortium comparison group Source: 2016 CCSSE data

Remember we defined some terms:
For clarity, please define these words for your students: Analyzing and synthesizing information: Your ability to process information and apply new understandings or new skills to solve tasks. These are skills that Northeast State considers to be critical thinking. Community-based Project: An activity that provides a service to a community, civic, or college-based organization Peer or Other Tutoring: Includes formal tutoring, such as through the Learning Center, tutoring provided by faculty and/or in the classroom, or other self-initiated tutoring. We will see if it made a difference as we work through the benchmarks! Not really sure why we focused on defining community based projects – which was above average for peers and cohort in 2015.

Active and Collaborative Learning
This is an opportunity to customize one or more of your slides using the following Active and Collaborative Learning benchmark items: During the current school year, how often have you: Asked questions in class or contributed to class discussions (#4a) Made a class presentation (#4b) Worked with other students on projects during class (#4f) Worked with classmates outside of class to prepare class assignments (#4g) Tutored or taught other students (paid or voluntary) (#4h) Participated in a community-based project as a part of a regular course (#4i) Discussed ideas from your readings or classes with others outside of class (students, family members, co-workers, etc.) (#4r) 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. Through collaborating with others to solve problems or master challenging content, students develop valuable skills that prepare them to deal with the kinds of situations and problems they will encounter in the workplace, the community, and their personal lives. Give relevant survey results, such as the percentage of students who answered “often” or “very often” on survey items #4a, #4b, #4f, #4g, #4h, #4i, and #4r (Standard Reports for [College Name]/All Students/Frequencies). Discuss a specific type of collaborative learning that takes place at your college. - The following seven survey items contribute to this benchmark: During the current school year, how often have you: Asked questions in class or contributed to class discussions (#4a) Made a class presentation (#4b) Worked with other students on projects during class (#4f) Worked with classmates outside of class to prepare class assignments (#4g) Tutored or taught other students (paid or voluntary) (#4h) Participated in a community-based project as a part of a regular course (#4i) Discussed ideas from your readings or classes with others outside of class (students, family members, co-workers, etc.) (#4r) Use the results you find most compelling for your college (Standard Reports for [College Name]/All Students/Frequencies). Source: 2015 CCSSE data

Active and Collaborative Learning Trends
We are above average for the entire cohort! 2 of our top 5 strengths were Working with classmates outside of class to prepare assignments and Participating in a community based project as part of a regular course (defined for students last year)

Active & Collaborative Learning Close-up
We are above average for the entire cohort! 2 of our top 5 strengths were Working with classmates outside of class to prepare assignments and Participating in a community based project as part of a regular course (defined for students last year). We can see how much progress we have made on community based projects!

Student Effort Trends

Student Effort (8 Items)
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 (#13d) Used skill labs (#13e) Used a computer lab (#13h) 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) Students’ behaviors contribute significantly to their learning and the likelihood that they will attain their educational goals. “Time on task” is a key variable, and there are a variety of settings and means through which students may apply themselves to the learning process. Give relevant survey results, such as the percentage of students who answered “often” or “very often” on survey items #4c and #4d and “never” on survey item #4e (Standard Reports for [College Name]/All Students/Frequencies). Discuss how you assist students in making their best effort at your college. - Eight survey items indicate how frequently students engage in a number of activities important to their learning and success are associated with this benchmark. They are: 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 (#13d) Used skill labs (#13e) Used a computer lab (#13h) 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) Use the results you find most compelling for your college (Standard Reports for [College Name]/All Students/Frequencies). Source: 2015 CCSSE data

Student Effort Close-up
4c. Prepared two or more drafts of a paper or assignment before turning it in 4d. Worked on a paper or project that required integrating ideas or information from various sources 4e. Came to class without completing readings or assignments 6b. Number of books read on your own (not assigned) for personal enjoyment or academic enrichment 10a. Preparing for class (studying, reading, writing, rehearsing, doing homework, or other activites related to your program) 13.1d. Peer or other tutoring 13.1e. Skill labs (writing, math, etc.) 13.1h. Computer lab

Academic Challenge Trends

Academic Challenge (10 Items)
During the current school year, how often have you: Worked harder than you thought you could to meet an instructor’s standards or expectations (#4p) How much does your coursework at this college emphasize: Analyzing the basic elements of an idea, experience, or theory (#5b) Synthesizing and organizing ideas, information, or experiences in new ways (#5c) Making judgments about the value or soundness of information, arguments, or methods (#5d) Applying theories or concepts to practical problems or in new situations (#5e) Using information you have read or heard to perform a new skill (#5f) During the current school year: How many assigned textbooks, manuals, books, or book-length packs of course readings did you read (#6a) How many papers or reports of any length did you write (#6c) To what extent have your examinations challenged you to do your best work (#7) How much does this college emphasize: Encouraging you to spend significant amounts of time studying (#9a) Challenging intellectual and creative work is central to student learning and collegiate quality. Students report learning more when they are challenged to make judgments or apply theories they are studying in class to new situations. Quote a student here. Give relevant survey results, such as the percentage of students who answered “very much” or “quite a bit” on survey items #5b through #5f (Standard Reports for [College Name]/All Students/Frequencies). - Ten survey items address the nature and amount of assigned academic work, the complexity of cognitive tasks presented to students, and the standards faculty members use to evaluate student performance. They are: During the current school year, how often have you: Worked harder than you thought you could to meet an instructor’s standards or expectations (#4p) How much does your coursework at this college emphasize: Analyzing the basic elements of an idea, experience, or theory (#5b) Synthesizing and organizing ideas, information, or experiences in new ways (#5c) Making judgments about the value or soundness of information, arguments, or methods (#5d) Applying theories or concepts to practical problems or in new situations (#5e) Using information you have read or heard to perform a new skill (#5f) During the current school year: How many assigned textbooks, manuals, books, or book-length packs of course readings did you read (#6a) How many papers or reports of any length did you write (#6c) To what extent have your examinations challenged you to do your best work (#7) How much does this college emphasize: Encouraging you to spend significant amounts of time studying (#9a) Use the results you find most compelling for your college (Standard Reports for [College Name]/All Students/Frequencies). Source: 2015 CCSSE data

Academic Challenge Close-up

Student-Faculty Interaction
This is an opportunity to customize one or more of your slides using the following Student-Faculty Interaction benchmark items: During the current school year, how often have you: Used to communicate with an instructor (#4k) Discussed grades or assignments with an instructor (#4l) Talked about career plans with an instructor or advisor (#4m) Discussed ideas from your readings or classes with instructors outside of class (#4n) Received prompt feedback (written or oral) from instructors on your performance (#4o) Worked with instructors on activities other than coursework (#4q) In general, the more interaction students have with their instructors, the more likely they are to learn effectively and persist toward achievement of their educational goals. Personal interaction with faculty members strengthens students’ connections to the college and helps them focus on their academic progress. Through student-faculty interaction, teachers become role models, mentors, and guides for continuous, life-long learning. Instructors report that students who visit them during their office hours or them to discuss ideas, readings, and assignments from their classes, as well as their grades, are more likely to succeed in their college courses. Quote an instructor here. Give relevant survey results, such as the percentage of students who answered or ““often” or “very often” on survey items #4k, #4l, and #4p. (Standard Reports for [College Name]/All Students/Frequencies) - The six survey items are associated with student-faculty interaction. They are: During the current school year, how often have you: Used to communicate with an instructor (#4k) Discussed grades or assignments with an instructor (#4l) Talked about career plans with an instructor or advisor (#4m) Discussed ideas from your readings or classes with instructors outside of class (#4n) Received prompt feedback (written or oral) from instructors on your performance (#4o) Worked with instructors on activities other than coursework (#4q) Use the results you find most compelling for your college (Standard Reports for [College Name]/All Students/Frequencies). Source: 2015 CCSSE data

Student/Faculty Interaction Trends

Student-Faculty Interactions Close-up
Because we are ranking higher than Medium Colleges in every item of the 2016 CCSSE, it is more helpful to compare ourselves to a previous high water mark of 2012.

Support for Learners Trends

Support for Learners (7 Items)
How much does this college emphasize: Providing the support you need to help you succeed at this college (#9b) Encouraging contact among students from different economic, social, and racial or ethnic backgrounds (#9c) Helping you cope with your nonacademic responsibilities (work, family, etc.) (#9d) Providing the support you need to thrive socially (#9e) Providing the financial support you need to afford your education (#9f) During the current school year, how often have you: Used academic advising/planning services (#13a) Used career counseling services (#13b) 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. Community college students also benefit from services targeted to assist them with academic and career planning, academic skill development, and other areas that may affect learning and retention. The majority of students feel that the college emphasizes providing the support they need to help them succeed, yet smaller numbers use support services. Many respondents also feel that their colleges do not offer support for coping with nonacademic responsibilities. Give relevant survey results, such as the percentage of students who answered “very much” or “quite a bit” on survey items #9b and #9d and/or “often” on survey items #13.1.a and #13.1.b. (Standard Reports for [College Name]/All Students/Frequencies) Discuss how your college offers support for learners. - The seven survey items measuring support for learners are: How much does this college emphasize: Providing the support you need to help you succeed at this college (#9b) Encouraging contact among students from different economic, social, and racial or ethnic backgrounds (#9c) Helping you cope with your nonacademic responsibilities (work, family, etc.) (#9d) Providing the support you need to thrive socially (#9e) Providing the financial support you need to afford your education (#9f) During the current school year, how often have you: Used academic advising/planning services (#13a) Used career counseling services (#13b) Use the results you find most compelling for your college (Standard Reports for [College Name]/All Students/Frequencies). Source: 2015 CCSSE data

Support for Learners Close-up

Community College Students Challenges

Part-timeness Campus Connections Part-time Students Full Time Students
Discuss career plans with profs (often/very) 26% 45% Never discuss career plans with profs 30% 15% Work with other students on projects during class 69% 57% Make class presentations 21% 38% Community-based project 9% 10% The "part-timeness" of students is one of the greatest challenges community colleges face in creating strong campus connections. Students who enroll less than full-time are less engaged than their full-time peers, and more likely to drop out of college. Consider the experience of less than full-time and full-time students as shown by your college’s institutional data. Use the Standard Reports for [College Name]/Enrollment Status (Less than Full-time and Full-time) to note differences between less than full-time and full-time students on your campus, using the example here…. Only 26% of less than full-time students versus 45% of full-time students say they “often” or “very often” talk about career plans with an instructor or advisor. Moreover, 30% of less than full-time students versus 15% of full-time students say they “never” have those conversations (survey item #4m). Additionally, less than full-time students are less likely to work with other students on projects during class: 69% vs 57% (contra expectations, make class presentations: 21% vs 38%, and participate in a community-based project as part of a course: 9% vs 10% (survey items #4f, #4b, and #4i). Discuss what your institution is doing to engage less than full-time students. Source: 2016 CCSSE data

Developmental Education (All Students)
20% have taken or plan to take developmental reading 23% have taken or plan to take developmental writing 44% have taken or plan to take developmental math 26% have taken or plan to take study skills Ensuring that students are academically prepared for college upon leaving high school is a difficult task. Edited - Give relevant survey results, such as the percentage of students who have taken or plan to take developmental courses in math, reading, or writing, or have taken a study skills course. 20% have taken or plan to take developmental reading (survey item #8c, Standard Reports for [College Name]/All Students/Frequencies) 23% have taken or plan to take developmental writing (survey item #8d, Standard Reports for [College Name]/All Students/Frequencies) 44% have taken or plan to take developmental math (survey item #8e, Standard Reports for [College Name]/All Students/Frequencies) 26% have taken or plan to take study skills (survey item #8f, Standard Reports for [College Name]/All Students/Frequencies) Give relevant results from institutional cohort data (e.g. How many of your entering students enrolled in developmental education course in a given fall term earn a grade of C or better in ANY of their developmental courses? How many of those same students earn a C or better in ALL developmental courses? How many earn zero credits in the first term? ) Source: 2016 CCSSE data

At-Risk Students Risk Factor Percentage of Respondents
attending college less than full-time 19% working more than 30 hours per week off-campus 33% challenges pertaining to childcare 25% Being academically underprepared 41% identifying the cost of attending college as a significant issue 69% financial independence 31% first-generation status 32% Research indicates that there are several factors that put undergraduate students at risk of not attaining their educational goals. Community college students generally are three to four times more likely to reflect those factors than are their counterparts in four-year colleges and universities. Provide data from survey items that relate to the risks outlined below (Standard Reports for [College Name]/All Students/Frequencies). Risk factors reflected in the CCSSE survey include: c (survey item #2) working more than 30 hours per week off-campus (survey items #10b and #14a) challenges pertaining to childcare (survey items #10d, #14b and #28) Being academically underprepared (i.e., students who have not earned a high school diploma and/or have participated or plan to participate in developmental education) (survey items #14c, #35 and #8c – #8f) identifying the cost of attending college as a significant issue (survey item #14d) financial independence (i.e., students who rely on their own income or savings as a major source for college costs and indicate that parents and spouses/significant others are not sources of income for that purpose) (survey item #18a) first-generation status (survey item #36) ##However, we are working to provide the support that our students need to succeed. Provide data from survey items related to the support your college provides (survey item #9), and items related to student services (survey item #13, Standard Reports for [College Name]/All Students/Frequencies). ##Quote one or two students discussing these services. Source: 2015 CCSSE data

Strategies to Promote Learning that Matters

Strengthen Classroom Engagement
Raise expectations Promote active, engaged learning Emphasize deep learning Build and encourage relationships Ensure that students know where they stand Moving the needle on student outcomes at community colleges substantially depends on what happens in the classroom. Colleges must make the most of the time students spend with their instructors. To do so, they should raise expectations; promote active, engaged learning; emphasize deep learning; build and encourage relationships; and ensure that students know where they stand.

Raise Expectations Instructors should set high standards and communicate them clearly, deliberately, and consistently. In school, work, and play — in life generally — people perform better when they are expected to do so. To help students reach their potential, colleges must demand high performance. Instructors should set high standards and communicate them clearly, deliberately, and consistently.

Raise Expectations Students work hard to meet instructors’ expectations: 55% of students often or very often work harder than they thought they could to meet an instructor’s standards or expectations CCSSE data indicate that students work hard to meet instructor’s expectation. Insert data for your college, such as 55% of students report “often” or very often” working harder than they thought they could to meet an instructor standards or expectations (survey item #4p, Standard Reports for [College Name]/All Students/Frequencies). Source: 2015 CCSSE data

Time Spent Preparing for Class
Raise Expectations But expectations may not be as high as they need to be: Time Spent Preparing for Class 41% of respondents report spending five or fewer hours per week preparing for class (survey item #10a, Standard Reports for [College Name]/All Students/Frequencies). 27% of respondents report that they “never” prepared two or more drafts of a paper or assignment before turning it in (survey item #4c, Standard Reports for [College Name]/All Students/Frequencies). 88% CCSSE respondents report that they came to class unprepared at least sometimes (survey item #4e, Standard Reports for [College Name]/All Students/Frequencies). Percentage of students who report spending five or fewer hours per week preparing for class Source: 2015 CCSSE data

Promote Active, Engaged Learning
Students learn and retain more information — and persist and succeed at higher levels — when they are actively involved in learning rather than passively receiving information. Students learn and retain more information — and persist and succeed at higher levels — when they are actively involved in learning rather than passively receiving information. Student focus group participants say active instructional approaches that encourage engaged learning, such as small-group work and student-led activities, make them more enthusiastic about their classes and more likely to attend and participate.

Promote Active, Engaged Learning
In your experiences at this college during the current school year, about how often have you done each of the using activities? Data from Center surveys indicate that there are opportunities to heighten the level of collaborative learning that happens both in and outside the classroom. 35% of CCSSE respondents report that they “never” worked with classmates outside of class to prepare class assignments (survey item #4g, Standard Reports for [College Name]/All Students/Frequencies). 10% of CCSSE respondents report that they “never” worked with other students on projects during class (survey item #4f, Standard Reports for Standard Reports for [College Name]/All Students/Frequencies). 29% of CCSSE respondents report that they “never” made a class presentations (survey item #4b, Standard Reports for [College Name]/All Students/Frequencies). Source: 2015 CCSSE data

Emphasize Deep Learning
Refers to broadly applicable thinking, reasoning, and judgment skills — learning associated with higher-order cognitive tasks Is typically contrasted with rote memorization. Deep learning refers to broadly applicable thinking, reasoning, and judgment skills — abilities that allow individuals to apply information, develop a coherent world view, and interact in more meaningful ways. Deep learning — learning associated with higher-order cognitive tasks — is typically contrasted with rote memorization.

Emphasize Deep Learning
Memorization vs. Deep Learning During the current school year, how much of your coursework at this college emphasized (does the coursework in your selected course section emphasize) the using mental activities? Memorization Deep Learning Edited - Memorization may help students pass an exam, but it doesn’t necessarily expand students’ understanding of the world around them, help them make connections across disciplines, or promote the application of knowledge and skills in new situations. 74% of CCSSE respondents said that their coursework emphasized memorization, compared with 70% who said their coursework emphasized analyzing the basic elements of an idea, 59% who said that their coursework emphasized synthesizing and organizing ideas, and 52% who said their coursework emphasized making judgments about the soundness of information or arguments (survey item #5, Standard Reports for [College Name]/All Students/Frequencies). Source: 2016 CCSSE data

Build and Encourage Relationships
Personal connections are a critical factor in student success Personal connections are an important factor in student success. Most students struggle at one time or another. Focus group participants report that relationships with other students, faculty, and staff members strengthened their resolve to return to class the next day, the next month, and the next year. Personal connections may boost attendance and retention. Focus group participants suggest that just knowing someone else’s name can make a wary student feel more comfortable. Moreover, being called by name, which eliminates the option of hiding behind anonymity, is a powerful motivator. Thus, many community college instructors devise ways to learn students’ names — and help students learn one another’s names — in the first few class meetings.

Build and Encourage Relationships
47% of students respond that the college emphasizes interaction among students quite a bit or very much….and 37% responded that the colleges emphasizes providing the support they need to thrive socially “quite a bit” or “very much” BUT, 62% never work with an instructor on activities other than coursework Survey results reveal both areas in which colleges are doing well and areas for improvement in creating multiple, intentional connections with students. 47% of students responded that the college emphasizes contact among students from different economic, social and racial or ethnic backgrounds “quite a bit” or “very much” (survey item #9c, Standard Reports for All Students/All Students – My College/Frequencies) and 37% responded that the colleges emphasizes providing the support they need to thrive socially “quite a bit” or “very much” (survey item #9e, Standard Reports for [College Name]/All Students/Frequencies). However, 62% of students responded that they have never worked with instructors on activities other than coursework (survey item #4q, Standard Reports for [College Name]/All Students/Frequencies). Source: 2015 CCSSE data

Ensure that Students Know Where They Stand
Feedback on academic performance greatly affects student retention Feedback on academic performance greatly affects student retention. Feedback identifies areas of strength and weakness, so students have a greater likelihood of improving and ultimately succeeding. In addition, regular and appropriate assessment and prompt feedback help students progress from surface learning to deep learning.

Ensure that Students Know Where They Stand
Student Perceptions of Feedback During the current school year, how often have you received prompt feedback (written or oral) from instructors on your performance? Edited - Some community college students may need help understanding where they stand and how to use feedback productively. In focus groups, students frequently report that they were unaware of their poor academic standing in a particular course until it was too late to salvage their grade. 9% of CCSSE respondents report that they “never” received prompt written or oral feedback from instructors on their performance (survey item #4o, Standard Reports for [College Name]/All Students/Frequencies). 21% of CCSSE respondents report that they “never” discussed grades or assignments with an instructor (survey item #4l, Standard Reports for [College Name]/All Students/Frequencies). Source: 2016 CCSSE data

Integrate Student Support into Learning Experiences
Students are most likely to succeed when expectations are high and they receive the support they need to rise to those expectations Students are most likely to succeed when expectations are high and they receive the support they need to rise to those expectations. Community colleges offer a wide variety of support services, but students cannot use services if they are unaware of them. In addition, students don’t take advantage of services when they don’t know how to access them, find them to be inconvenient, or feel stigmatized by using them.

Integrate Student Support into Learning Experiences
Student Use and Value of Student Services How important are the services? How often do you use the services? Very Not at all Academic advising/planning 67% 10% Career counseling 52% 19% Peer or other tutoring 40% 25% Skill labs (writing, math, etc.) 44% 23% Rarely/Never/ Don’t Know/NA Academic advising/planning 40% Career counseling 69% Peer or other tutoring 73% Skill labs (writing, math, etc.) 59% Edited - While respondents say they value student services — XX% report “rarely or never” using academic advising/planning services. In addition, XX% report “rarely or never” using skill labs (survey items #13.3a, #13.3b, #13.3d, #13.3e/#13.1a, #13.1b, #13.1d, and #13.1e, Standard Reports for [College Name]/All Students/Frequencies). Source: 2015 CCSSE data

Focus Institutional Policies on Creating the Conditions for Learning
Institutional policies focused on student success are most effective when colleges mandate student participation in activities that are shown to increase persistence and improve student outcomes Institutional policies focused on student success are most effective when colleges mandate student participation in activities that are shown to increase persistence and improve student outcomes. For example, colleges can require students to meet with an advisor before registering for classes or to enroll in a student success course in their first academic term. Institutional policies also can help faculty members be consistent in their requirements of students. For example, an institution-wide policy can require student participation in study groups, and faculty can help enforce that policy by making it a requirement for their courses.

Focus Institutional Policies on Creating the Conditions for Learning
Class Attendance During the current school year, how often have you skipped class? Viewing results on student attendance and class preparedness might lead you to uncover areas where institutional policies could affect conditions for learning (survey items #4u and #4e, Standard Reports for [College Name]/All Students/Frequencies). – 2016 Source: 2016 CCSSE data

Closing Remarks and Questions

CCSSE 2016 Findings for Northeast State

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