© 2011 Center for Community College Student Engagement Nebraska Community Colleges Statewide Workshop November 4, 2013.

© 2011 Center for Community College Student Engagement Courtney Adkins Assistant Director Center for Community College Student Engagement Karla Fisher Vice President of Academics Butler Community College Deryl Hatch Assistant Professor University of Nebraska Center for Community College Student Engagement Community College Leadership Program The University of Texas at Austin Introductions

© 2011 Center for Community College Student Engagement Who is in the room today? Have you ever seen CCSSE results? Have you ever logged into the online reporting system? Have you formed a workgroup, discussed CCSSE and other data, and used that data to inform decisions to change something at your college or on your campus?

© 2011 Center for Community College Student Engagement Agenda  Student Voices  Student Engagement and Success: What We Know Matters  Looking at Your Center Data  Continue the Conversation Over Lunch  Butler Community College Uses Center Data  Promising Practices to Strengthen Student Success

© 2011 Center for Community College Student Engagement Predictions and Hopes Item 4a. How often do you believe students in Nebraska reported asking questions during class or contributing to the class discussion? Percentage who reported often or very often? Other responses are sometimes and never. How would you like to see your students respond to this item?

© 2011 Center for Community College Student Engagement Predictions and Hopes Item 4e: How often do you believe Nebraska students reported coming to class without completing readings or assignments? Percentage who reported often or very often? Other responses are sometimes and never. How would you like to see your students respond to this item?

© 2011 Center for Community College Student Engagement Predictions and Hopes Item 4e: How often do you believe part-time Nebraska students reported coming to class without completing readings or assignments? Percentage who reported often or very often? Other responses are sometimes and never. How would you like to see your part-time students respond to this item?

© 2011 Center for Community College Student Engagement 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

© 2011 Center for Community College Student Engagement Center for Community College Student Engagement CCSSE (& CCFSSE) SENSE Established surveys: High-Impact Practices Initiative on Men of Color CCIS Initiative on Student Success SSBTN Other projects: Assess the quality of their work Identify and grow successful educational practices Identify areas in which to improve Provide context: a data-derived picture of institution Shift the focus to institutional locus of control CCSSE and SENSE are tools designed to help colleges:

© 2011 Center for Community College Student Engagement Reality check: only 45% will meet their goal within 6 years Students’ Goals for Attending College Certificate: 52% Associate Degree: 83% Transfer to 4-year: 74% 2013 CCSSE Cohort U.S. Department of Education, NCES (2001). Beginning Postsecondary Students Longitudinal Study 1996-2001 (BPS:96/01). Analysis by Community College Research Center.

© 2011 Center for Community College Student Engagement Center Benchmarks of Effective Educational Practice Groups of conceptually-related items Standardized to a national mean of 50 Address key areas of student engagement Provide a way for colleges to compare their own performance with other groups of colleges most like them and internally across student groups

© 2011 Center for Community College Student Engagement Disaggregating Benchmark Data Nebraska: Enrollment Status (P/T vs. F/T) P/T F/T Active and Collaborative Learning 44.0 54.9 Student Effort 45.0 51.3 Academic Challenge 45.7 53.0 Student-Faculty Interaction 46.4 55.4 Support for Learners 48.5 52.9 56% of Nebraska community college students are enrolled part time Source: 2013 CCSSE data, 2013 IPEDS data

© 2011 Center for Community College Student Engagement What about never? Full-time students might have more opportunity to engage with other students and their instructors, but…how do we explain never?  Part-time Nebraska students who report “never” making a class presentation: 37.8%  (F/T -18.3%)  Part-time students who report “never” working with other students outside of class to prepare class assignments: 52.8%  (F/T -31.6%) Source: 2013 CCSSE data

© 2011 Center for Community College Student Engagement Disaggregating Benchmark Data Nebraska: Developmental Status Dev Non-Dev Active and Collaborative Learning 49.9 47.5 Student Effort 52.2 42.3 Academic Challenge 51.8 45.8 Student-Faculty Interaction 52.7 47.7 Support for Learners 54.6 45.8 Source: 2013 CCSSE data

© 2011 Center for Community College Student Engagement Disaggregating Benchmark Data Nebraska: Credit Hours Earned 0-29 30+ Active and Collaborative Learning 45.3 53.7 Student Effort 44.8 51.6 Academic Challenge 45.6 53.8 Student-Faculty Interaction 47.1 54.8 Support for Learners 50.1 50.7 Source: 2013 CCSSE data

© 2011 Center for Community College Student Engagement What We Know Matters In focus groups with students, what do they typically report as the most important factor in keeping them in school and persisting toward their goals? Relationships #1 Connections matter

© 2011 Center for Community College Student Engagement 4n. Discussed ideas from your readings or classes with instructors outside of class Looking inside the Benchmarks: Student-Faculty Interaction Source: 2013 CCSSE data

© 2011 Center for Community College Student Engagement High Expectations Matter How often have you worked harder than you thought you could to meet an instructor’s standards or expectations? Item #4p NeverSometimes Often/Very Often 9% 39%51% Source: 2013 CCSSE data

© 2011 Center for Community College Student Engagement High Expectations Matter Expectations may not be as high as they need to be… How often have you come to class without completing readings or assignments? Item #4e NeverSometimes Often/Very Often 36%53%10% Source: 2013 CCSSE data

What We Know Matters #4 Inescapable engagement …inside the classroom …outside the classroom …when and where students are

© 2011 Center for Community College Student Engagement Nebraska students who… Source: 2013 CCSSE data Never worked with other students on projects during class (CCSSE Item 4f): 11% Never worked with classmates outside of class to prepare a class assignments (CCSSE Item 4g): 44% Looking inside the Benchmarks: Active and Collaborative Learning

© 2011 Center for Community College Student Engagement Discussed grades or assignments with instructors (CCSSE item 4l) : 49% often or very often 8% never Source: 2013 CCSSE data Nebraska students who… Looking inside the Benchmarks: Student Faculty Interaction

© 2011 Center for Community College Student Engagement Looking inside the Benchmarks: Student Effort Very/ Somewhat Peer or other tutoring70.0% Skill labs (writing, math, etc.)76.8% Rarely/ Never Peer or other tutoring49.3% Skill labs (writing, math, etc.)36.3% How important are the following services? How often do you use the following services? Source: 2013 CCSSE data

© 2011 Center for Community College Student Engagement Make it Mandatory How do students feel about “MANDATORY” ? a. Frightened b. Appreciative c. Disgruntled d. Rebellious e. Depressed Students want our guidance … Even though they complain about it. Key Question: Does “mandatory” really mean mandatory?

© 2011 Center for Community College Student Engagement What sort of data are we talking about? Benchmarks – standardized scores on high level concepts to get you into the results Means – place responses on a scale to allow comparison Frequencies – give you details (counts and percentages) about the actual responses/behaviors

© 2011 Center for Community College Student Engagement CCSSE data over time  Standard Benchmarks not designed to do this. See handout/ presentation 2013 TAIR Conference (Galveston, TX, February 11) Analysis CCSSE Data Over TimeAnalysis CCSSE Data Over Time on this page: http://www.ccsse.org/center/resources/presentations.cfm#conference http://www.ccsse.org/center/resources/presentations.cfm#conference  Item level analysis the best solution.

© 2011 Center for Community College Student Engagement 20112013 a. Asked questions in class or contributed to class discussions (ACTCOL) 2.82.90.1 b. Made a class presentation (ACTCOL) 1.92.00.1 f. Worked with other students on projects during class (ACTCOL) 2.42.60.2 g. Worked with classmates outside of class to prepare class assignments (ACTCOL) 1.71.90.2 h. Tutored or taught other students (paid or voluntary) (ACTCOL) 1.3 0 i. Participated in a community-based project as a part of a regular course (ACTCOL) 1.3 0 r. Discussed ideas from your readings or classes with others outside of class (students, family members, co-workers, etc.) (ACTCOL) 2.4 0 Active and Collaborative Learning Benchmark Scores 2011, 44.1 ; 2013, 47.4

© 2011 Center for Community College Student Engagement A quick look at the CCSSE online reporting system.  Standard Reports  Custom Reports Why do we weight the data? Online tutorials for Online Reporting System: http://www.ccsse.org/tools/tutorials.cfm

© 2011 Center for Community College Student Engagement Digging In  Look at your All Students Benchmarks report on the Standard Reports page. Which benchmark score is good news?  Which benchmark score presents a challenge?  For each, which scores in the means/frequency table(s) tell you more? What is driving the benchmark score higher/lower?  What do you think you would see if you disaggregated these data?

RETENTION

Residential campus – El Dorado (2,500) Commuter campus – Andover (4,774) Virtual campus – online (3,724) Six additional teaching sites in five county service area 45% full-time 58% female 32% minority 62% traditional age (18 to 22) Headcount: 9,235 Total credit hours: 85,392 Spring 2013

Average Class Size: 17 Remediation 60% require developmental math 29% require developmental English Retention 60% fall-to-fall retention rate (first-time, full-time) 36% fall-to-fall retention rate (first-time, part-time) Completion Graduation rate: 24% Transfer rate: 27%

Butler’s Retention Journey Early Alert Referral System (EARS) Strategic Planning Faculty Involvement through UPM

What is early alert? Timely intervention for students experiencing academic difficulty. Timely intervention for students experiencing academic difficulty or exhibiting behaviors counter-productive to student success. …plus a predictive modeling system that allows preemptive intervention for likely students in need.

Birth of EARS Outreach to students in need existed prior to 2008 but without college-wide coordination or promotion Discussions started in the spring of 2008 on implementing a more coordinated approach to identifying and reaching out to students in need based on best practices ESSI Institute, March 2008 Early Alert Program identified as way to address needs identified in SENSE data, specifically targeting students missing classes early on Explored Early Alert programs at other colleges Piloted Early Alert and Referral System (EARS) with Lead Faculty in fall 2008

Early Results 0.08

EARS Challenges Large adjunct faculty and part-time student populations Multi-site college with commuter students Time-consuming manual process for faculty and staff Typically, only worst-case students referred

Hired Retention Specialist (Title III grant) Refined referral process:  Behavioral issues – Dean of Students  Disability issues – Disability Services Director  Academic/Attendance – Retention Specialist Committed to intrusive intervention Established CARE Team EARS Evolution

CARE Team Vice President of Student Services Dean for Enrollment Management (or Director of Advising) Dean of Students Retention Specialist Student Involvement Coordinator Advising Office Representative Counseling Office Representative Disability Services Director Security Office Representative Academic Dean Faculty Member Meets weekly on two major campuses Anyone may bring names forward Discusses both people and processes

EARS Today Campus-wide announcements promoting EARS and CARE Team Incorporated into Faculty Handbook Presentations at faculty in-services Retention Specialist in frequent contact with faculty Accidental Alert email to students resulted in self- reports Considering replacing our student relationship management software package (Hobsons' Retain™ CRM) Looking to new LMS for universal grade book and daily attendance functionality

Lessons Learned Communication is key Dedicated staff person is imperative Spread the load (Specialists, CARE Team) Build stable, scalable processes Measure and continuously improve

2014-2016 Strategic Plan Butler Strategic Plan

Strategic Plan Development Starting with a strong foundation… Four Strategic Priorities Vision for each priority set by Board of Trustees Commitment to the IPRA planning process Getting really focused!

IPRA Decision and Planning Levels Institutional Level (Board) Executive Level (President, VPs, CIO) Division Level (Deans, Selected Directors) Unit Level (Leads, Directors, Managers

Basis for Strategic Analysis CCSSE & SENSE Butler PACT assessment data Economic data (EMSI) College-wide SWOT AACC 21 st Century Report

Plan Development Process  Spring 2012 IDD visioning session  Series of six day-long retreats: Broad-based Strategic Planning Launch Four Exec Council retreats with faculty/staff consultants Strategic Plan packaging retreat  December 2012 retreat – “Pivot Points”  Plan validation – Board, Deans, Faculty, Admin Council, Ops Staff  June 2012 retreat – Tactics  Board approval July 2013  Launch August 2013

Ensure Student Success Focus on Student Completion: “Students Finish What They Start” Each student has a personalized pathway to goal attainment. We thoroughly understand our students and their goals and motivations for community college. We have clear curricular pathways. We have a high expectation for student learning and provide a high level of support. We nurture student, faculty and staff relationships in support of student achievement. We provide a variety of services tailored to meet student needs. Our organization structures, staffing, policies and procedures intentionally support student success and access. We are committed to evaluating ourselves. We remove and eliminate barriers.

Academics Division Unit Performance Management

UPM Cycle within the Academic Year 78 ResearchPlan Implement low-cost/ no-cost Request resources Implement funded improvements SPRING FALL

79 2012 Spring PDD:Kick-off 1 ST process review Spring Semester:Collect data on 1 st process Complete IPRA budget requests for FY13 Fall PDD: Review data and plan for improvements Fall Semester :Implement low-cost/no-cost improvements 2013 Spring PDD:Review 1 ST process improvement Kick-off 2 ND process review Spring Semester:Collect data on 2 ND process Complete IPRA budget requests for FY14 Fall PDD: Review data and plan for improvements Fall Semester :Implement low-cost/no-cost improvements 2014, 2015, 2016…the cycle continues…

Faculty UPM Discussion January 2012 Introduced Unit Performance Management Each unit (program) to focus on curriculum scope and sequence Initial planning of intended actions for improvement Mixed results  Turned process management over to Dr. Phil Speary

Faculty CCSSE Discussion January 2013 Faculty led One hour & half discussions in dept. groupings Guided discussion by CCSSE items within context of other data (Faces of Future) Gave responses to specific CCSSE items Initial planning of intended actions for improvement

Targeting Areas for IMPROVEMENT Student Success Data Team analyzed trends from three sets of CCSSE data Focused on two areas needing improvement: Student Effort & Academic Challenge Selected specific items which faculty could address Planned faculty presentation at in-service

HOW CAN WE AS FACULTY INFLUENCE STUDENT LEARNING BEHAVIORS? (15 min.) Butler student response to: About how many hours do you spend in a typical 7-day week preparing for class (studying, reading, writing, rehearsing, doing homework, or other activities related to your coursework)? Butler Mean = 1.84 which on the 5 pt. scale translates to approx. 9 hours a week

We should consider that: on average our students responding to the CCSSE survey were enrolled in 12 credit hours according to the most recent Faces of the Future demographic survey, 47.5% of our students are employed part-time and 23.6% are employed full-time Putting in context…

QUESTIONS TO CONSIDER Does an average of 9 hours a week of preparation for class seem adequate for our students? What life factors other than hours of employment may be shaping how many hours our students spend in class preparation? What can we as an institution of higher learning do to address this situation? What can I do as a teacher to help influence this student behavior among the students I teach?

OTHER STUDENT EFFORT ITEMS In the current school year, about how often have you done each of the following? Prepared two or more drafts of a paper or assignment before turning it in. Butler Mean 2.5 Worked on a paper or project that required integrating ideas or information from various sources. Butler Mean 2.78 Came to class without completing readings or assignments. Butler Mean 1.91

OTHER ACADEMIC CHALLENGE ITEMS During the current school year, how much has your coursework at this college emphasized the following mental activities ? Analyzing the basic elements of an idea, experience or theory (Butler Mean 2.8) Synthesizing and organizing ideas, information, or experiences in new ways (Butler Mean 2.69) Making judgments about the value or soundness of information, arguments, or methods (Butler Mean 2.54) Applying theories or concepts to practical problems or in new situations (Butler Mean 2.61) Using information you have read or heard to perform a new skill (Butler Mean 2.64)

TWO ACTION QUESTIONS In the coming semester what will you do to: Encourage students to spend more time in preparing for class? In the coming semester what will you do to: Encourage students to engage more often in mental activities that promote higher learning?

Faculty Analysis of Learning Outcomes For each major learning outcome: Level of Student Achievement/Mastery expected by end of course Observable evidences of that Achievement/ Mastery Student Effort and specific behaviors necessary for that Achievement/Mastery Need for improvement in Current Levels of Academic Challenge or Student Effort

Examples of ACTIONS IMPLEMENTED in SPRING 2013 Accounting: Increase faculty emphasis on time management in supervision of students’ major project Marketing: Make the group marketing projects into service learning projects benefiting local organizations Animal Science: Implement more proactive faculty intervention with at-risk online students Digital Illustration: Implement more detailed formative assessment of student work during creation of projects Art Appreciation: Implement common essential reading assignments attached to formative assessments Biology: Require student to meet with instructor during office hours at least once during first six weeks of class

NEXT STEPS in Fall 2013 Analyzing data from Spring 2013 implementations Continuing, modifying or expanding implementations

© 2011 Center for Community College Student Engagement Special-focus items: In addition to the SENSE and CCSSE core survey items, the Center has designed special- focus items that examine areas of student experience and institutional performance that are of particular interest to the field. The Center selects a special-focus topic each year and develops new item sets that enable colleges to explore more deeply certain issues that are key to improved student engagement and success. Thus, the Center is able to address issues of current importance to both colleges and their students, while also keeping the core surveys consistent. Special-focus items for the 2011, 2012, and 2013 surveys address promising practices for promoting student success and completion. Integrating Survey Results: A Look at Promising Practices Data Four Surveys, Four Perspectives

© 2011 Center for Community College Student Engagement Orientation The ONE response that best describes my experience with orientation when I first came to this college is... (CCSSE Promising Practices, Item #2) Source: 2013 CCSSE dataPercentages may not total 100% due to rounding n=567n=1425 n=206 n=867n=517

© 2011 Center for Community College Student Engagement First-Year Experience I participated in a structured experience for new students... (Promising Practices, Item #3) Source: 2013 CCSSE data n=714n=2804

© 2011 Center for Community College Student Engagement Student Success Course I enrolled in a student success course (such as a student development, extended orientation, study skills, student life skills, or college success course). (Promising Practices, Item #5) Source: 2013 CCSSE data n=501n=2999

© 2011 Center for Community College Student Engagement Supplemental Instruction During the current academic year at this college, I participated in supplemental instruction/supplemental learning (extra class sessions with the instructor or an experienced student. (Promising Practices, Item #20) Source: 2013 CCSSE data n=486 n=3049

© 2011 Center for Community College Student Engagement What Do You Find When You Look at Your P.P. Data?  On the Standard Reports page: http://www.ccsse.org/members/reports/2013/reports. cfm http://www.ccsse.org/members/reports/2013/reports. cfm  CCSSE Special-Focus Items - Promising Practices  Promising Practices (Items 6-20)

© 2011 Center for Community College Student Engagement STEP ONE: On the Custom Report Requests page, choose CCSSE Special-Focus Items OR Promising Practices 2013 (Items 6-20) as your instrument For Option One, choose to make comparisons within your college For Option Two, choose a breakout group Repeat with a different breakout group of interest Find your reports on the Completed Report Requests page STEP TWO: Which students are participating in more promising practices? Is this surprising? STEP THREE: How might you go about exploring the effect of promising/high impact practices on your campus? What Else You Might Do With These Data?

© 2011 Center for Community College Student Engagement Nebraska Community Colleges Statewide Workshop November 4, 2013.

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© 2011 Center for Community College Student Engagement Nebraska Community Colleges Statewide Workshop November 4, 2013.

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