1. This CCSSE Drop-In Overview Presentation Template can be customized using your college’s CCSSE results.
Please review the “Notes” section accompanying each slide. The notes provide topical information and additional instructions to assist you in presenting your findings.
In addition, instructional slides precede specific sections of the presentation to provide more detailed information about how you can use these sections to tell your college’s story using CCSSE results.
The 2018 CCSSE data provided throughout the presentation are accurate. All of the data listed for [College Name], however, will need to be updated to reflect your college’s results.

2. CCSSE 2018 Findings for [College Name]
[Subtitle]
This presentation template and accompanying notes provide visuals and talking points you can use to customize presentations for both internal audiences (such as governing board members, faculty, staff, and students) and external audiences (such as reporters and policymakers).
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 add or delete 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 their college community.
The Center for Community College Student Engagement | The University of Texas at Austin

3. Presentation Overview
CCSSE Overview
Student Respondent Profile
CCSSE Benchmarks
Community College Students and Stories
Strategies to Promote Learning that Matters

4. CCSSE Overview

5. 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

6. 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.

7. 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
[College Name], 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 (practice that promotes high levels of student learning and retention), 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 distance learning, studio, and lab classes.
The 2018 administration was the second to use the Center's refreshed CCSSE survey instrument. As a result, CCSSE 2018 utilizes a two-year cohort (2017 and 2018 CCSSE participant colleges only) in all of its data analyses, including the computation of benchmark scores. This cohort is referred to as the 2018 CCSSE Cohort. The 2018 CCSSE Cohort includes 537 institutions from 47 states, the District of Columbia, Guam, Marshall Islands, Micronesia, and two Canadian provinces.

8. Student Respondent Profile at [College Name]

9. Survey Respondents XXXX adjusted survey count
XX% 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 that items with many respondents.
Source: 2018 CCSSE data

10. 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 were 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 19 sub-items in survey item 4, answers very often to all 19 sub-items, or answers never to all 19 sub-items.
The student reported his or her age as under 18.
The student indicated that he or she had taken the survey in a previous class or did not respond to item 3.
Oversampled respondents are not included because they are selected outside of CCSSE’s primary sampling procedures.

11. Section Instructions
Use the following slides to compare your respondents to the 2018 CCSSE Cohort on the following variables: enrollment status (part- time or full-time), age, gender identity, and race/ethnicity. The cohort data provided on Slides are correct, but you will need to add your college-level data. CCSSE uses a cohort of participating colleges in all core survey analyses. The 2018 administration was the second to use the Center's refreshed CCSSE survey instrument. As a result, CCSSE 2018 utilizes a two-year cohort (2017 and 2018 CCSSE participant colleges only) in all of its data analyses.

12. Student Respondent Profile: Enrollment Status
XX% of surveyed students report being part-time college students compared to 29% of the 2018 CCSSE colleges’ student respondents (CCSSE 2018 Cohort Overview). XX% (survey item #2, Standard Reports/Appendix/Table 1: Respondents to Underlying Populations) of the student respondents at our college report attending full-time, while 71% of the 2018 CCSSE colleges’ student respondents attended full-time.
Population data* for all students at our college, however, is XX% part-time and XX% 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.
*Population data are those reported for the most recent IPEDS enrollment report.
Source: 2018 CCSSE data

13. Student Respondent Profile: Age
Student respondents at our college range in age from XX to XX years old. Approximately XX% are between 18 to 24 years old while XX% are 25+. Compare this data with cohort respondents. (survey item #38, Standard Reports/Appendix/Table 1: Respondents to Underlying Populations)
Source: 2018 CCSSE data

14. Student Respondent Profile: Gender Identity
Sex
XX% of student respondents identified as Men and XX% as Women. Compare this data with cohort respondents. (survey item #39, Standard Reports/Appendix/Table 1: Respondents to Underlying Populations)
Source: 2018 CCSSE data

15. Student Respondent Profile: Racial/Ethnic Identification
Racial Identification
XX% of our student respondents identify themselves as of two or more races, XX% as White, XX% as Native Hawaiian or Pacific Islander, XX% as Hispanic or Latino, XX% as Black or African American, XX% as Asian, XX% as American Indian or Alaska Native, and XX% chose not to respond. Compare this data with cohort respondents. (survey item #45, Standard Reports/Appendix/Table 1: Respondents to Underlying Populations)
International Students
XX% of our students responded yes to the question, “Are you an international student or non-resident alien?” (survey item #43, Standard Reports/Appendix/Table 1: Respondents to Underlying Populations).
Limited English Speaking Students
At our institution, XX% of CCSSE respondents report that English is not their first language (survey item #41, Standard Reports for [College Name]/All Students/Frequencies).
Source: 2018 CCSSE data

16. Student Respondent Profile: First-Generation Status
XX% (will need to be calculated using the raw data file – see explanation that follows) of student respondents indicate that neither parent attended at least some college; accordingly, these students are considered "first-generation.” (survey item #47 Standard Reports for [College Name]/All Students/Frequencies).
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 FIRSTGEN 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 “0.”
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 “0” response values.
Source: 2018 CCSSE data

17. Section Instructions
In the following section, continue to describe your Student Respondent Profile by using your college’s Frequency Reports. These reports will allow you to describe your student respondents by first-generation status, educational attainment, goals, and total credit hours earned. You can also describe student respondents by reviewing their external commitments and involvement in college-sponsored activities.

18. Student Respondent Profile: Educational Attainment
XX% of the respondents report starting their college careers at this community college. XX% have yet to complete any credit hours at the college. XX% have completed 1-14 credits, XX% have completed credit hours, and XX% have completed 30 or more credits at the college. Approximately XX% of student respondents have not yet earned any academic credential, XX% indicate that their highest level of educational attainment GED, XX% have completed a high school diploma, and XX% a vocational/technical certificate. XX% of respondents have completed an Associate degree, XX% a Bachelor’s degree, and XX% possess a Master’s degree or higher. (survey items #1, #33, and #46, Standard Reports for [College Name]/All Students/Frequencies).
Source: 2018 CCSSE data

19. Student Respondent Profile: Goals
Students were asked to indicate their reasons or goals for attending this college; students could choose more than one reason. XX% are taking classes for self improvement or personal enjoyment, while XX% indicated that they hope to change careers. XX% wanted to obtain or update job-related skills, while XX% plan to transfer to a 4-year institution. XX% aim to complete an associate degree, while XX% plan to complete a certificate program at the college (survey item #26, Standard Reports for [College Name]/All Students/Frequencies).
Source: 2018 CCSSE data

20. Student Respondent Profile: External Commitments
XX% of student respondents work 21 or more hours per week, XX% care for dependents 6-10 hours per week, and XX% spend 6-10 hours per week commuting to class (survey item #10, Standard Reports for [College Name]/All Students/Frequencies).
Source: 2018 CCSSE data

21. Student Respondent Profile: College-Sponsored Activities
XX% of student respondents do not participate in any college-sponsored activities (including organizations, campus publications, student government, intramural sports, etc.) while XX% 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: 2018 CCSSE data

22. CCSSE Benchmarks

23. Section Instructions
To assist colleges in their efforts to reach for excellence, the Center reports national benchmarks of effective educational practice in community colleges. Research shows that the more actively engaged students are—with college faculty and staff, with other students, and with the subject matter—the more likely they are to learn and to achieve their academic goals. CCSSE benchmarks focus on institutional practices and student behaviors that promote student engagement—and that are positively related to student learning and persistence. In the following section, describe educational practices at your college and enter your benchmark data.

24. 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.

25. 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 academic 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 (service-learning activity) 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.) (#4q)
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. Student responses to the seven items listed on this slide make up the CCSSE active and collaborative learning benchmark.
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 #4q (Standard Reports for [College Name]/All Students/Frequencies).
Discuss a specific type of collaborative learning that takes place at your college. For example “Several instructors at [College Name] use collaborative service-learning/public service projects as key components of their instruction. Service-learning experiences not only develop teamwork and problem-solving skills, but these experiences also make real-world issues a part of our students’ education.”
Source: 2018 CCSSE data

26. Student Effort
This is an opportunity to customize one or more of your slides using the following Student Effort benchmark items:
During the current academic 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 (#12d)
Used skill labs (#12e)
Used a computer lab (#12h)
During the current academic 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. For example “Students often benefit from writing assistance when drafting papers and assignments. [College Name] offers writing assistance through tutoring services, which is open every day from 9am to 5pm.” -
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 (#12d)
Used skill labs (#12e)
Used a computer lab (#12h)
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: 2018 CCSSE data

27. Academic Challenge
This is an opportunity to customize one or more of your slides using the following Academic Challenge benchmark items:
During the current academic year, how often have you:
Worked harder than you thought you could to meet an instructor’s standards or expectations (#4o)
During the current academic year, how much has your coursework emphasized:
Analyzing the basic elements of an idea, experience, or theory (#5b)
Forming a new idea or understanding from various pieces of information (#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 academic year:
How many assigned textbooks, manuals, books, or packets of course readings have you read (#6a)
How many papers or reports of any length have you written (#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 academic year, how often have you:
Worked harder than you thought you could to meet an instructor’s standards or expectations (#4o)
How much does your coursework at this college emphasize:
Analyzing the basic elements of an idea, experience, or theory (#5b)
Forming a new idea or understanding from various pieces of information (#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: 2018 CCSSE data

28. 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 (#4j)
Discussed grades or assignments with an instructor (#4k)
Talked about career plans with an instructor or advisor (#4l)
Discussed ideas from your readings or classes with instructors outside of class (#4m)
Received prompt feedback (written or oral) from instructors on your performance (#4n)
Worked with instructors on activities other than coursework (#4p)
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.
Our CCSSE results indicate that students who “often” or “very often” used to communicate with an instructor or discussed grades or assignments with an instructor were also more likely to have “often” or “very often” worked harder than they thought they could to meet an instructor’s standards or expectations. Give relevant survey results, such as the percentage of students who answered or ““often” or “very often” on survey items #4j, #4k, 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 (#4j)
Discussed grades or assignments with an instructor (#4k)
Talked about career plans with an instructor or advisor (#4l)
Discussed ideas from your readings or classes with instructors outside of class (#4m)
Received prompt feedback (written or oral) from instructors on your performance (#4n)
Worked with instructors on activities other than coursework (#4p)
Use the results you find most compelling for your college (Standard Reports for [College Name]/All Students/Frequencies).
Source: 2018 CCSSE data

29. Support for Learners
This is an opportunity to customize one or more of your slides using the following Support for Learners benchmark 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 non-academic 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 academic year, how often have you:
Used academic advising/planning services (#12a)
Used career counseling services (#12b)
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. Significant numbers also feel that their colleges do not offer support for non-academic social and financial issues. 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 #12a and #12b. (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 (#12a)
Used career counseling services (#12b)
Use the results you find most compelling for your college (Standard Reports for [College Name]/All Students/Frequencies).
Source: 2018 CCSSE data

30. CCSSE Benchmarks for Effective Educational Practice
CCSSE Benchmark Scores for [College Name]
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: 2018 CCSSE data

31. CCSSE Benchmarks for Effective Educational Practice
CCSSE Benchmark Scores for [College Name]
compared to [Comparison Group]
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, ethnic, and income 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: 2018 CCSSE data

32. Benchmarking – and Reaching for Excellence
The most important comparison:
where we are now, compared with
where we want to be.
Don’t forget to make the most important comparison: where you are now, compared with where you want to be. This is the mark of an institution committed to continuous improvement.

33. Reaching for Excellence at [College Name]
This is an opportunity to customize one or more slides for your college. Slide and discussion ideas include:
Show how your college is reaching for excellence by discussing how your college is using CCSSE data to better understand and improve its practices.
Compare yourself to the national average (the 50 mark).
Measure overall performance against performance by your least- engaged student groups.
Gauge your work in the areas your college strongly values (e.g., the areas identified in your strategic plan).
Contrast where you are with where you want to be.
This is an opportunity to customize one or more slides that show how your college is reaching for excellence. You might, for example, discuss how your college is using CCSSE data to better understand and improve its practices — e.g., by comparing yourself to the national average (the 50 mark), measuring overall performance against performance by your least-engaged student groups, gauging your work in the areas your college strongly values, or contrasting where you are with where you want to be.

34. Community College Students and Stories

35. Giving Voice to Students
“I’m a divorced, single mother. I can and need to do this. If I fall down, my kids are going to fall down. If I’m standing, they will be there, right beside me.”
Insert a profile about a student at your college, using the example here…
Meet XXX, a student at XXX College in XXX. XXX’s day starts at 5:30, when she starts preparing her children’s breakfast and lunch. By 9:15, she has dropped them off and is in class herself, where she stays until 2:15. One hour later, she has picked up her children and the children she babysits, and she cares for them until 7:00. Then she studies until midnight.
Her experience is not unusual. Community college students have significant demands on their time and must be committed to and engaged with their studies in order to persist — and succeed
If available, insert additional slides with more stories and/or videos.

36. Student Aspirations Student Goals
Indicate which of the following are your reasons/goals for attending this college.
Yes No
Complete a certificate program
10%
Obtain an associate degree
Transfer to a four-year college or university
Obtain or update job-related skills
Change careers
Self-improvement/personal enjoyment
Among CCSSE respondents, XX% report that completing a certificate is a goal, XX% say obtaining an associate degree is a goal, and XX% say transferring to a four-year college or university is a goal (survey item #26, Standard Reports for [College Name]/All Students/Frequencies).
Note: Respondents may indicate more than one goal.
Source: 2018 CCSSE data

37. Barriers to Returning to College
Student Persistence
Barriers to Returning to College
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, XX% of students report (survey item #28, 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, nearly half of students answered that lack of finances would be a very likely or likely cause for them to withdrawal (survey item #23, Standard Reports for [College Name]/All Students/Frequencies).
Source: 2018 CCSSE data

38. Section Instructions
The following slides provide examples of storylines that you may find helpful when communicating your results. Information is useful when put into context. However, it is more valuable when it is tied to issues people care about. Your audience may find more interest in the college’s survey results if you develop storylines that relate to issues that are relevant to the college and its service area.
The storylines are hypothetical situations, but they provide ideas for stories that can be told using CCSSE results. (Refer to your college’s institutional reports for data about your college.)
It is important to remember two things as you develop your storylines:
Don’t forget your audiences. There are storylines that colleges want to tell and storylines audiences want to hear. Sometimes these are the same; sometimes they are different. Focus on ways to highlight key issues that your audiences will find compelling.
This isn’t about spin. The Center’s aim is to be straightforward about data, both when the results make us shine and when they cause us to question—and improve—our current practices. These storylines are intended to inform, engage, and highlight important issues.

39. Part-timeness
This is an opportunity to customize one or more of your slides to tell your college’s story. Slide and discussion ideas include:
Consider the experience of part-time and full-time students as shown by your college’s institutional data.
Discuss what your institution is doing to engage part-time students.
The "part-timeness" of students is one of the greatest challenges community colleges face in creating strong campus connections. Students who enroll part-time are less engaged than their full-time peers, and more likely to drop out of college.
Consider the experience of part-time and full-time students as shown by your college’s institutional data. Use the Standard Reports under Standard Reports for [College Name]/Enrollment Status (Part-time and Full-time) to note differences between less than full-time and full-time students on your campus, using the example here….
Only XX% of part-time students versus XX% of full-time students say they “often” or “very often” talk about career plans with an instructor or advisor. Moreover, XX% of part-time students versus XX% of full-time students say they “never” have those conversations (survey item #4l).
Additionally, part-time students were less likely to work with other students on projects during class, make class presentations, and participate in a community-based project as part of a course (survey items #4f, #4b, and #4i).
Discuss what your institution is doing to engage part-time students.
Source: 2018 CCSSE data

40. Developmental Education
This is an opportunity to customize one or more of your slides to tell your college’s story. Slide and discussion ideas include:
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.
Compare institutional results with the CCSSE Cohort.
Give relevant institutional data.
Ensuring that students are academically prepared for college upon leaving high school is a difficult task. At [College Name], we know the consequences of being under-prepared for college. National research indicates that less than half of high school students graduate with the skills they need to be successful in college. Community colleges like ours, moreover, serve large numbers of older students who may need refresher courses (or additional training) and students who may need English language instruction or other types of special support. Therefore, it isn’t surprising that significant numbers of our students may need some level of developmental education. However, with strong developmental education programs, incoming college students can quickly be put on the path to academic success.
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. Discuss whether your results are comparable/more encouraging/less encouraging to/than CCSSE cohort data.
XX% have taken or plan to take developmental reading (survey item #8c, Standard Reports for [College Name]/All Students/Frequencies)
XX% have taken or plan to take developmental writing (survey item #8d, Standard Reports for [College Name]/All Students/Frequencies)
XX% have taken or plan to take developmental math (survey item #8e, 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 semester 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: 2018 CCSSE data

41. At-Risk Students
This is an opportunity to customize one or more of your slides to tell your college’s story. Slide and discussion ideas include:
Provide data from survey items related to the risk factors.
Provide data from survey items related to the support and student services provided by your college provides. If possible, provide concrete examples and results.
Quote one or two students discussing these services.
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.
Many students at [College Name] exhibit multiple risk factors. 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:
attending college part-time (survey item #2)
working more than 30 hours per week off-campus (survey items #10b and #23a)
challenges pertaining to childcare (survey items #10d and #23b)
academically under-prepared (i.e., students who have not earned a high school diploma and/or have participated or plan to participate in developmental/remedial education) (survey items #23c, #46 and #8c – #8e)
identifying the cost of attending college as a significant issue (survey item #23d)
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 #27a)
first-generation status (survey item #47)
However, we are working to provide the support that our students need to succeed. Provide data from survey items related to English as a second language and developmental courses (survey items #8b through #8e), items related to the support your college provides (survey item #9), and items related to student services (survey item #12). If possible, provide concrete examples and results (Standard Reports for [College Name]/All Students/Frequencies).
Quote one or two students discussing these services.
Source: 2018 CCSSE data

42. Workforce Issues
This is an opportunity to customize one or more of your slides to tell your college’s story. Slide and discussion ideas include:
Give relevant regional statistics.
Use CCSSE data to show the importance students place on learning job skills.
Quote an employer and/or student.
Technology employment is once again booming in our region. Employers report that it is difficult to find workers to fill jobs in high-skill areas. Give relevant regional statistics. [College Name]’s results on CCSSE indicate that many of our students attend college to increase their job skills. (survey items #26d-e, #8a, #11h-i, Standard Reports for [College Name]/All Students/Frequencies).
Employers report that students coming out of XX college programs are more likely to succeed in their jobs. Quote an employer here.
Students report that the education they receive prepares them to succeed and grow in their careers. Quote a student here.
Source: 2018 CCSSE data

43. Budget Cutbacks
This is an opportunity to customize one or more of your slides to tell your college’s story. Slide and discussion ideas include:
Discuss budget increases/decreases and enrollment and tuition changes.
Provide data from survey items that relate to financial support.
Give details about keeping tuition as affordable as possible, providing or improving financial advising services, etc.
In the last year, our state budget was cut by XX%, leading to a XX% or $XX decrease in [College Name]’s funding. At the same time, our enrollment, currently (give total enrollment), rose XX% as anxious workers began to focus on improving their skills and changing careers.
We have worked hard to avoid raising tuition, particularly now, when access is most important. Note whether tuition is unchanged or had to be increased.
Survey responses indicate that students need more help managing the financial burden of attending college. XX% of [College Name] students report that we provide the financial support they need to afford their education(survey item #9f, Standard Reports for [College Name]/All Students/Frequencies). Other relevant items include #12g, #23d, and #27.
[College Name] is working to address this challenge. Give details about keeping tuition as affordable as possible, providing or improving financial advising services, etc.
Source: 2018 CCSSE data

44. Strategies to Promote Learning that Matters

45. Strategies to Promote Learning that Matters
The Center describes four key strategies to promote strengthened classroom experiences:
Strengthen classroom engagement
Integrate student support into learning experiences
Focus institutional policies on creating the conditions for learning
Expand professional development focused on engaging students
The Center describes four key strategies to promote the strengthened classroom experiences that ultimately are requisite to both increased levels of college completion and deeper levels of learning.
In this discussion, the term classroom experiences refers to any activity that takes place as part of a regularly scheduled course.
The key strategies are:
Strengthen classroom engagement
Integrate student support into learning experiences
Expand professional development focused on engaging students
Focus institutional policies on creating the conditions for learning

46. 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.

47. 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.

48. Raise Expectations
Students work hard to meet instructors’ expectations:
XX% 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 XX% of students report “often” or very often” working harder than they thought they could to meet an instructor standards or expectations (survey item #4o, Standard Reports for [College Name]/All Students/Frequencies).
Source: 2018 CCSSE data

49. Time Spent Preparing for Class
Raise Expectations
But expectations may not be as high as they need to be:
Time Spent Preparing for Class
XX% of respondents report spending five or less hours per week preparing for class (survey item #10a, Standard Reports for [College Name]/All Students/Frequencies).
XX% 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).
XX% CCSSE respondents report that they came to class unprepared at least sometimes (survey item #4e, Standard Reports for [College Name]/All Students/Frequencies).
Source: 2018 CCSSE data

50. Raising Expectations at [College Name]
This is an opportunity to customize one or more slides for your college. Slide and discussion ideas include:
Provide your college’s data for survey items related to raising expectations, and discuss the results. Provide examples of what you plan to do with the information (for example, requiring more writing across all disciplines or agreeing that all instructors will require students to submit multiple drafts of papers).
Compare your college’s performance on raising expectations with the performance of a group of similar colleges or to the full CCSSE population.
Give examples of initiatives that your college has developed (or plans to develop) to strengthen efforts to raise expectations on your campus(es).
This is an opportunity to customize one or more slides for your college. Slide and discussion ideas include:
Provide your college’s data for survey items related to raising expectations, and discuss the results. Provide examples of what you plan to do with the information (for example, requiring more writing across all disciplines or agreeing that all instructors will require students to submit multiple drafts of papers).
Compare your college’s performance on raising expectations with the performance of a group of similar colleges or to the full CCSSE population.
Give examples of initiatives that your college has developed (or plans to develop) to strengthen efforts to raise expectations on your campus(es).
Source: 2018 CCSSE data

51. 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.

52. 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.
XX% 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).
XX% 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).
XX% of CCSSE respondents report that they “never” made a class presentations (survey item #4b, Standard Reports for [College Name]/All Students/Frequencies).
Source: 2018 CCSSE data

53. Promoting Active, Engaged Learning at [College Name]
This is an opportunity to customize one or more slides for your college. Slide and discussion ideas include:
Provide your college’s data for survey items related to promoting active, engaged learning, and discuss the results. Provide examples of what you plan to do with the information (for example, requiring students to participate in study groups or requiring more group work outside of class).
Compare your college’s performance on promoting active, engaged learning with the performance of a group of similar colleges or to the full CCSSE population.
Give examples of initiatives that your college has developed (or plans to develop) to strengthen efforts to promote active, engaged learning on your campus(es).
This is an opportunity to customize one or more slides for your college. Slide and discussion ideas include:
Provide your college’s data for survey items related to promoting active, engaged learning, and discuss the results. Provide examples of what you plan to do with the information (for example, requiring students to participate in study groups or requiring more group work outside of class).
Compare your college’s performance on promoting active, engaged learning with the performance of a group of similar colleges or to the full CCSSE population.
Give examples of initiatives that your college has developed (or plans to develop) to strengthen efforts to promote active, engaged learning on your campus(es).
Source: 2018 CCSSE data

54. 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.

55. 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
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.
XX% of CCSSE respondents said that their coursework emphasized memorization, compared with XX% who said their coursework emphasized analyzing the basic elements of an idea, XX% who said that their coursework emphasized synthesizing and organizing ideas, and XX% 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: 2018 CCSSE data

56. Emphasizing Deep Learning at [College Name]
This is an opportunity to customize one or more slides for your college. Slide and discussion ideas include:
Provide your college’s data for survey items related to emphasizing deep learning, and discuss the results. Provide examples of what you plan to do with the information (for example, requiring more internships, field experiences, or clinical assignments).
Compare your college’s performance on emphasizing deep learning with the performance of a group of similar colleges or to the full CCSSE population.
Give examples of initiatives that your college has developed (or plans to develop) to strengthen efforts to emphasize deep learning on your campus(es).
This is an opportunity to customize one or more slides for your college. Slide and discussion ideas include:
Provide your college’s data for survey items related to emphasizing deep learning, and discuss the results. Provide examples of what you plan to do with the information (for example, requiring more internships, field experiences, or clinical assignments).
Compare your college’s performance on emphasizing deep learning with the performance of a group of similar colleges or to the full CCSSE population.
Give examples of initiatives that your college has developed (or plans to develop) to strengthen efforts to emphasize deep learning on your campus(es).
Source: 2018 CCSSE data

57. 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. Initiative on Student Success 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.

58. Build and Encourage Relationships
XX% of students respond that the college emphasizes interaction among students quite a bit or very much….
BUT, XX% 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.
XX% 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 XX% 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, XX% of students responded that they have never worked with instructors on activities other than coursework (survey item #4p, Standard Reports for [College Name]/All Students/Frequencies).
Source: 2018 CCSSE data

59. Building and Encouraging Relationships at [College Name]
This is an opportunity to customize one or more slides for your college. Slide and discussion ideas include:
Provide your college’s data for survey items related to building and encouraging relationships, and discuss the results. Provide examples of what you plan to do with the information (for example, assigning a specific person, such as an advisor or staff member, to each entering student, so each student has a single contact for questions).
Compare your college’s performance on building and encouraging relationships with the performance of a group of similar colleges or to the full CCSSE population.
Give examples of initiatives that your college has developed (or plans to develop) to strengthen efforts to build and encourage relationships on your campus(es).
This is an opportunity to customize one or more slides for your college. Slide and discussion ideas include:
Provide your college’s data for survey items related to building and encouraging relationships, and discuss the results. Provide examples of what you plan to do with the information (for example, assigning a specific person, such as an advisor or staff member, to each entering student, so each student has a single contact for questions).
Compare your college’s performance on building and encouraging relationships with the performance of a group of similar colleges or to the full CCSSE population.
Give examples of initiatives that your college has developed (or plans to develop) to strengthen efforts to build and encourage relationships on your campus(es).
Source: 2018 CCSSE data

60. 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.

61. 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?
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.
XX% of CCSSE respondents report that they “never” received prompt written or oral feedback from instructors on their performance (survey item #4n, Standard Reports for [College Name]/All Students/Frequencies).
XX% of CCSSE respondents report that they “never” discussed grades or assignments with an instructor (survey item #4k, Standard Reports for [College Name]/All Students/Frequencies).
Source: 2018 CCSSE data

62. Ensuring that Students Know Where They Stand at [College Name]
This is an opportunity to customize one or more slides for your college. Slide and discussion ideas include:
Provide your college’s data for survey items related to ensuring that students know where they stand, and discuss the results. Provide examples of what you plan to do with the information (for example, bringing faculty members together to share strategies for giving feedback).
Compare your college’s performance on ensuring that students know where they stand with the performance of a group of similar colleges or to the full CCSSE population.
Give examples of initiatives that your college has developed (or plans to develop) to strengthen efforts to ensure that students know where they stand on your campus(es).
This is an opportunity to customize one or more slides for your college. Slide and discussion ideas include:
Provide your college’s data for survey items related to ensuring that students know where they stand, and discuss the results. Provide examples of what you plan to do with the information (for example, bringing faculty members together to share strategies for giving feedback).
Compare your college’s performance on ensuring that students know where they stand with the performance of a group of similar colleges or to the full CCSSE population.
Give examples of initiatives that your college has developed (or plans to develop) to strengthen efforts to ensure that students know where they stand on your campus(es).
Source: 2018 CCSSE data

63. 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.

64. 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
10%
Career counseling
Peer or other tutoring
Skill labs (writing, math, etc.)
Never
Academic advising/planning
10%
Career counseling
Peer or other tutoring
Skill labs (writing, math, etc.)
While respondents say they value student services — XX% report “never” using academic advising/planning services. In addition, XX% report “never” using skill labs (survey items #12a, #12b, #12d, and #12e, Standard Reports for [College Name]/All Students/Frequencies).
Source: 2018 CCSSE data

65. Integrating Student Support into Learning Experiences at [College Name]
This is an opportunity to customize one or more slides for your college. Slide and discussion ideas include:
Provide your college’s data for survey items related to integrating student support into learning experiences, and discuss the results. Provide examples of what you plan to do with the information (for example, introducing more paired courses that combine entry-level or developmental courses with student success courses).
Compare your college’s performance on integrating student support into learning experiences with the performance of a group of similar colleges or to the full CCSSE population.
Give examples of initiatives that your college has developed (or plans to develop) to integrate student support into learning experiences on your campus(es).
This is an opportunity to customize one or more slides for your college. Slide and discussion ideas include:
Provide your college’s data for survey items related to integrating student support into learning experiences, and discuss the results. Provide examples of what you plan to do with the information (for example, introducing more paired courses that combine entry-level or developmental courses with student success courses).
Compare your college’s performance on integrating student support into learning experiences with the performance of a group of similar colleges or to the full CCSSE population.
Give examples of initiatives that your college has developed (or plans to develop) to integrate student support into learning experiences on your campus(es).
Source: 2018 CCSSE data

66. 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 participate in orientation or 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.

67. 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 #4s and #4e, Standard Reports for [College Name]/All Students/Frequencies).
Source: 2018 CCSSE data

68. Focusing Institutional Policy on Creating the Conditions for Learning at [College Name]
This is an opportunity to customize one or more slides for your college. Slide and discussion ideas include:
Provide your college’s data for survey items related to focusing institutional policy on creating the conditions for learning, and discuss the results. Provide examples of what you plan to do with the information (for example, reassessing drop/add rules or requiring orientation).
Compare your college’s performance on focusing institutional policy on creating the conditions for learning with the performance of a group of similar colleges or to the full CCSSE Cohort.
Give examples of initiatives that your college has developed (or plans to develop) to focus institutional policy in this way on your campus(es).
This is an opportunity to customize one or more slides for your college. Slide and discussion ideas include:
Provide your college’s data for survey items related to focusing institutional policy on creating the conditions for learning, and discuss the results. Provide examples of what you plan to do with the information (for example, reassessing drop/add rules or requiring orientation).
Compare your college’s performance on focusing institutional policy on creating the conditions for learning with the performance of a group of similar colleges or to the full CCSSE population.
Give examples of initiatives that your college has developed (or plans to develop) to focus institutional policy in this way on your campus(es).
Source: 2018 CCSSE data

69. Expand Professional Development Focused on Engaging Students
Instructors – both part-time and full-time – must be given the opportunities to learn about effective teaching strategies.
CCSSE can help launch dialogue on effective strategies to promote learning, persistence, and college completion for larger numbers of students.
Research abounds about what works in teaching and learning. Instructors, however, must be given the opportunities necessary to learn more about effective teaching strategies and to apply those strategies in their day-to-day work.
Bringing effective strategies to scale to promote learning, persistence, and college completion for larger numbers of students is a complex endeavor. It requires venues and facilitation for faculty collaboration as well as administrative support through reallocation of scarce resources. Any effective strategy for dramatically increasing college completion must include a substantial commitment to professional development for individual faculty members and for college teams.
Professional development work is critical to teaching effectiveness, particularly when faculty are asked to implement new and promising practices to enhance student success. Moreover, professional development activities cannot be limited to full-time employees. Given that the majority of community college faculty members teach part-time, opportunities to expand instructors’ skills and collaborative faculty efforts must be extended to include all faculty.

70. Expanding Professional Development Focused on Engaging Students at [College Name]
This is an opportunity to customize one or more slides for your college. Slide and discussion ideas include:
Provide institutional data related to expanding professional development focused on engaging students, and discuss the results and examples of what you plan to do with the information (for example, requiring professional development focused on active and collaborative learning for full-time and part-time faculty).
Give examples of initiatives that your college has developed (or plans to develop) to expand such professional development on your campus(es).
This is an opportunity to customize one or more slides for your college. Slide and discussion ideas include:
Provide institutional data related to expanding professional development focused on engaging students, and discuss the results and examples of what you plan to do with the information (for example, requiring professional development focused on active and collaborative learning for full-time and part-time faculty).
Give examples of initiatives that your college has developed (or plans to develop) to expand such professional development on your campus(es).
Source: 2018 CCSSE data

71. Closing Remarks and Questions

72. Closing Remarks

73. Questions?