1. © 2011 Center for Community College Student Engagement Tennessee Community Colleges Statewide Workshop October 30, 2014

2. © 2011 Center for Community College Student Engagement Misha Turner Associate Director, College Relations Center for Community College Student Engagement Mike Bohlig Senior Research Associate Center for Community College Student Engagement Courtney Adkins Assistant Director Center for Community College Student Engagement Program in Higher Education Leadership The University of Texas at Austin Introductions

3. © 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?

4. © 2011 Center for Community College Student Engagement Agenda  Student Voices  Student Engagement and Success  Data Narrative Exercise  Looking at Your Data Across Time and Review of the Online Reporting System  Diving Into Your 2014 CCSSE Data  Promising Practices to Strengthen Student Success

5. © 2011 Center for Community College Student Engagement Student Voices Video

6. © 2011 Center for Community College Student Engagement What did you hear?  About “front door” experiences?  About teaching and learning?  About support for students?  About what makes a difference for students?

7. © 2011 Center for Community College Student Engagement Defining Student Engagement

8. © 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

9. © 2011 Center for Community College Student Engagement Center for Community College Student Engagement CCSSE (& CCFSSE) SENSE Established surveys: 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: Qualitative work

10. © 2011 Center for Community College Student Engagement What is the relationship between student engagement and student success? How do we know this?

11. © 2011 Center for Community College Student Engagement I have a goal! Sources: CCSSE 2014 Tennessee Students Certificate: Associate Degree: Transfer to 4-year: 47% 85% 79%

12. © 2011 Center for Community College Student Engagement Reality Check Horn, L., & Skomsvold, P. (2011). Community college student outcomes: 1994–2009 (NCES 2012-253). Retrieved from http://nces.ed.gov/pubs2012/2012253.pdf ACT, Inc. (2010). What works in student retention? 4 th national survey: Community colleges report. Retrieved from http://www.act.org/research/policymakers/pdf/droptables/CommunityColleges.pdf Fifty-four percent of students who enter community colleges earn a certificate, a degree, or are still enrolled six years later. Nearly half of all community college students entering in the fall term drop out before the second fall term begins.

13. © 2011 Center for Community College Student Engagement 15% but…. 74% ATD Data Notes (2008)

14. © 2011 Center for Community College Student Engagement One thing we KNOW about community college student engagement… It’s unlikely to happen by accident. It has to happen by design.

15. © 2011 Center for Community College Student Engagement Student Success: What We Know Matters

16. © 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 Connections matter

17. © 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 8.0%35.7%56.3% Source: 2014 CCSSE data

18. © 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 35.8%52.4%11.8% Source: 2014 CCSSE data

19. © 2011 Center for Community College Student Engagement Very/ Somewhat Peer or other tutoring73.7% Skill labs (writing, math, etc.)77.5% Rarely/ Never Peer or other tutoring48.1% Skill labs (writing, math, etc.)34.3% How important are the following services? How often do you use the following services? Source: 2014 CCSSE data High Support Matters

20. © 2011 Center for Community College Student Engagement TN students who… Talked about career plans with an instructor or advisor (CCSSE Item 4m): 74.6% Never: 25.4% Discussed grades or assignments with an instructor (CCSSE Item 4l): 92.6% Never: 7.5% Inescapable Engagement Matters Source: 2014 CCSSE data

21. © 2011 Center for Community College Student Engagement Plan to take classes at this college again (CCSSE Item 20) Source: 2014 CCSSE data High Support Matters TN students who…

22. © 2011 Center for Community College Student Engagement How can we make engagement inescapable?

23. © 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?

24. © 2011 Center for Community College Student Engagement

25. Benchmarks and Benchmarking

26. © 2011 Center for Community College Student Engagement Benchmarking for Excellence The most important comparison: where you are now, compared with where you want to be.

27. © 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 (across your consortium and other colleges like you) and across student groups

28. © 2011 Center for Community College Student Engagement CCSSE Benchmarks Active and Collaborative Learning Student Effort Academic Challenge Student Faculty Interaction Support for Learners

29. © 2011 Center for Community College Student Engagement 2014 CCSSE Benchmark Scores for Tennessee Community Colleges 50 Source: 2014 CCSSE data

30. © 2011 Center for Community College Student Engagement Disaggregating Benchmark Data Tennessee: Enrollment Status (P/T vs. F/T) P/T F/T Active and Collaborative Learning 44.8 53.3 Student Effort 48.9 55.6 Academic Challenge 47.3 53.9 Student-Faculty Interaction 48.9 55.4 Support for Learners 46.1 51.2 56% of Tennessee community college students are enrolled part time Source: 2014 CCSSE data, 2012 IPEDS data

31. © 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? Never worked with other students on projects during class (CCSSE Item 4f): 15% Part-time: 18.5% Never worked with classmates outside of class to prepare a class assignments (CCSSE Item 4g): 38.5% Part-time: 45.4% Source: 2014 CCSSE data

32. © 2011 Center for Community College Student Engagement Disaggregating Benchmark Data Tennessee: Developmental Status Dev Non-Dev Active and Collaborative Learning 50.0 47.2 Student Effort 56.9 45.9 Academic Challenge 51.7 48.3 Student-Faculty Interaction 54.0 49.2 Support for Learners 51.9 44.6 Source: 2014 CCSSE data

33. © 2011 Center for Community College Student Engagement More engaged, but …  Approximately 62% of U.S. community college students take at least one developmental education* course within six years of their initial enrollment.  At some colleges, the percentage is even higher.  For too many students, traditional developmental education is a terminal roadblock to success.  A CCRC study of 250,000 community college students found that only 20% of students referred to developmental math and 37% of students referred to developmental reading go on to pass the relevant entry-level or "gatekeeper" college course. ** *Source: RTI International. (n.d.). The completion arch: Measuring community college student success (Participation in developmental courses: United States). Retrieved from College Board website: http://completionarch.collegeboard.org/placement/participation-in-developmental-courses/participation-in-developmental-courses-us **Source: Bailey, T., Jeong, D. W., & Cho, S. W. (2009). Referral, enrollment, and completion in developmental education sequences in community colleges (CCRC Working Paper No. 15). Retrieved from Community College Research Center website: http://ccrc.tc.columbia.edu/media/k2/attachments/referral-enrollment-completion- developmental.pdf

34. © 2011 Center for Community College Student Engagement OUTCOME 1 Completion of at Least One Developmental Education Course With a Grade of C or Better ACCELERATED OR FAST-TRACK DEVELOPMENTAL EDUCATION Source: CCSSE-linked student record data OUTCOMES CCSSE developmental students who reported participating inwereto successfully complete accelerated or fast-track developmental education during their first academic term 2.40 times more likely a developmental English course N=1,219 p<0.0001 than were students who did not report participating in accelerated or fast-track developmental education during their first academic term.

35. © 2011 Center for Community College Student Engagement OUTCOME 1 Completion of at Least One Developmental Education Course With a Grade of C or Better ACCELERATED OR FAST-TRACK DEVELOPMENTAL EDUCATION Source: CCSSE-linked student record data PARTICIPATION CCSSE developmental students (N=1,219) Yes (n=195) No (n=1,024)

36. © 2011 Center for Community College Student Engagement Data Narrative Exercise  Step One: Open Envelope #1 Look at the information inside. Does this data point surprise you? What do you think is driving this data?  Step Two: Open Envelope #2 Look at the information inside. How is this data point related to the one in Envelope #1?  Step Three: Open Envelope #3 Look at the information inside. How is this data point related to the ones in Envelopes #1 and #2?  Step Four What story do the data in these three envelopes tell?

37. © 2011 Center for Community College Student Engagement Looking at Your CCSSE Data Across Time

38. © 2011 Center for Community College Student Engagement What sort of data are we talking about? Benchmarks – scores on high level concepts to get you into the results Means – place responses on a scale to allow comparison Frequencies – give you details about the actual responses/behaviors

39. © 2011 Center for Community College Student Engagement The Data – Where To Begin  At least three administrations since 2005  Benchmarks CCSSE website: Standardized benchmark scores are not appropriate for longitudinal analysis. Standardized scores re-standardized every year based on 3-year cohort Raw benchmark scores – available in download data file. Scale: 0 - 1

40. © 2011 Center for Community College Student Engagement Standardized vs. Raw Benchmark Scores Standardized Benchmark 20062014 % Change Active and Collaborative Learning 50.74148.764-3.895 Student Effort 50.91352.0962.324 Academic Challenge 50.81950.288-1.045 Student-Faculty Interaction 51.64651.8920.476 Support for Learners 49.63148.525-2.228 Raw 20062014 % Change 0.35880.36642.113 0.45760.48315.565 0.55390.58275.189 0.37240.439818.106 0.40110.43949.546

41. © 2011 Center for Community College Student Engagement Tennessee State-Wide Raw Benchmark Scores 2006, 2009, 2011, and 2014

42. © 2011 Center for Community College Student Engagement What’s Driving Benchmark Scores: Student-Faculty Interaction Benchmark Items – Means 2006200920112014 % Diff 4k Used email to communicate with an instructor 2.442.722.892.9822.228 4l Discussed grades or assignments with an instructor 2.522.572.622.676.046 4m Talked about career plans with an instructor or advisor 1.982.032.062.158.565 4n Discussed ideas from your readings or classes with instructors outside of class 1.711.741.761.826.450 4o Received prompt feedback (written or oral) from instructors on your performance 2.672.722.752.815.273 4q Worked with instructors on activities other than coursework 1.38 1.401.487.298

43. © 2011 Center for Community College Student Engagement What’s Driving Benchmark Scores: Student-Faculty Interaction Benchmark Items - Means

44. © 2011 Center for Community College Student Engagement What’s Driving Benchmark Scores: Student-Faculty Interaction Benchmark Items - Frequencies Percentage reported NEVER doing 2006200920112014 % Diff 4k Used email to communicate with an instructor 19.9710.335.964.03-79.820 4l Discussed grades or assignments with an instructor 26.0127.322.8723.82-8.420 4m Talked about career plans with an instructor or advisor 25.9727.4924.322.25-14.324 4n Discussed ideas from your readings or classes with instructors outside of class 24.7926.3424.5624.31-1.936 4o Received prompt feedback (written or oral) from instructors on your performance 26.2427.8823.322.59-13.910 4q Worked with instructors on activities other than coursework 24.3626.6324.924.12-0.985

45. © 2011 Center for Community College Student Engagement What’s Driving Benchmark Scores: Percentage Never Doing Activities on the Student-Faculty Interaction Benchmark

46. © 2011 Center for Community College Student Engagement Item Differences by Subgroup Selected Student-Faculty Interaction Items

47. © 2011 Center for Community College Student Engagement A quick look at the CCSSE online reporting system.  Standard Reports  Custom Reports Online tutorials for Online Reporting System: http://www.ccsse.org/tools/tutorials.cfm

48. © 2011 Center for Community College Student Engagement Q & A

49. © 2011 Center for Community College Student Engagement LUNCH

50. © 2011 Center for Community College Student Engagement Diving Into Your Data

51. © 2011 Center for Community College Student Engagement Report Out

52. © 2011 Center for Community College Student Engagement 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 Butler Community College (KS)

53. © 2011 Center for Community College Student Engagement 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 Butler Community College (KS)

54. © 2011 Center for Community College Student Engagement 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) Butler Community College (KS)

55. © 2011 Center for Community College Student Engagement 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? Butler Community College (KS)

56. © 2011 Center for Community College Student Engagement Examples of ACTIONS IMPLEMENTED  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

57. © 2011 Center for Community College Student Engagement NEXT STEPS in Fall 2014  Analyzing data from Spring 2014 implementations  Continuing, modifying, or expanding implementations Butler Community College (KS) To learn more, contact Karla Fisher, VP of Academic Affairs, at karla.fisher@butlercc.edu karla.fisher@butlercc.edu

58. © 2011 Center for Community College Student Engagement Promising Practices for Student Success

59. © 2011 Center for Community College Student Engagement CCCSE Special Study on Promising Practices What is it?  Online Institutional Survey (CCIS)  Special-focus items on CCSSE  Items added to CCFSSE  Special-focus module on SENSE  Lots of data

60. © 2011 Center for Community College Student Engagement Late Registration During the current term at this college, I completed registration before the first class session(s). (CCSSE Promising Practices, Item #1) Source: 2014 CCSSE dataPercentages may not total 100% due to rounding

61. © 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: 2014 CCSSE data Percentages may not total 100% due to rounding

62. © 2011 Center for Community College Student Engagement First-Year Experience During my first term at this college, I participated in a structured experience for new students... (CCSSE Promising Practices, Item #3) Source: 2014 CCSSE dataPercentages may not total 100% due to rounding

63. © 2011 Center for Community College Student Engagement Learning Community During my first semester at this college, I enrolled in an organized learning community... (CCSSE Promising Practices, Item #4) Source: 2014 CCSSE data Percentages may not total 100% due to rounding

64. © 2011 Center for Community College Student Engagement Student Success Course Source: 2014 CCSSE data During my first semester/quarter at this college, I enrolled in a student success course (such as a student development, extended orientation, study skills, student life skills, or college success course). (CCSSE Promising Practices, Item #5) Percentages may not total 100% due to rounding

65. © 2011 Center for Community College Student Engagement Do these practices make a difference? Series of Center Reports on High- Impact Practices

66. © 2011 Center for Community College Student Engagement 2014 Tennessee CCSSE Benchmark Scores by timely registration Source: 2014 CCSSE data

67. © 2011 Center for Community College Student Engagement 2014 Tennessee CCSSE Benchmark Scores by Orientation Source: 2014 CCSSE data

68. © 2011 Center for Community College Student Engagement 2014 Tennessee CCSSE Benchmark Scores by First-Year Experience Source: 2014 CCSSE data

69. © 2011 Center for Community College Student Engagement 2014 Tennessee CCSSE Benchmark Scores by Learning Community Source: 2014 CCSSE data

70. © 2011 Center for Community College Student Engagement 2014 Tennessee CCSSE Benchmark Scores by Student Success Course Source: 2014 CCSSE data

71. © 2011 Center for Community College Student Engagement Relatively small numbers of students are experiencing high impact practices, but for those who do, we consistently see higher levels of engagement.

72. © 2011 Center for Community College Student Engagement So now what? Let’s look a bit deeper. Are we implementing high-impact practices for students who need them the most?

73. © 2011 Center for Community College Student Engagement Subgroup Analysis 25% of TN Developmental Students reported experiencing a student success course during their first term. 8% of TN non-dev students reported experiencing a student success course during their first term.

74. © 2011 Center for Community College Student Engagement 2014 Tennessee CCSSE Benchmark Scores For Student Success Course Participation – By Dev Status Source: 2014 CCSSE data

75. © 2011 Center for Community College Student Engagement Does a student success course differentially affect developmental education students vs non-developmental education students?

76. © 2011 Center for Community College Student Engagement Subgroup Analysis 9% of TN First Generation students reported experiencing an organized learning community 7% of TN Not-First Generation students reported experiencing an organized learning community.

77. © 2011 Center for Community College Student Engagement 2014 Tennessee CCSSE Benchmark Scores For Learning Community Participation – By Generation Status Source: 2014 CCSSE data

78. © 2011 Center for Community College Student Engagement Does participating in an organized learning community differentially affect first gen vs not first gen students?

79. © 2011 Center for Community College Student Engagement What other points of data do you need to explore to make this more informative? Success rates between the student types Success rates between the student types based on having the course or not Other demographic information for the student groups Whether student in the student success course groups were receiving other services Etc…..

80. © 2011 Center for Community College Student Engagement Effective educational practice…  Quality of design matters.  Scale matters.  Intensity matters.

81. © 2011 Center for Community College Student Engagement Promising Practices Discussion Questions-Part One  Which of these practices are mandatory at your college? For whom?  What practices started small and have been brought to scale?  What are the challenges that get in the way of implementing promising practices? Bringing them to scale?

82. © 2011 Center for Community College Student Engagement Spend a few minutes reviewing your Promising Practices data  On the Standard Reports page: http://www.ccsse.org/members/reports/2014/reports. cfm http://www.ccsse.org/members/reports/2014/reports. cfm  CCSSE Special-Focus Items - Promising Practices

83. © 2011 Center for Community College Student Engagement  On the Custom Report Requests page, choose CCSSE Special-Focus Items 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 Diving Deeper

84. © 2011 Center for Community College Student Engagement  What do your data tell you about the practices? Who is participating in them? By developmental status, enrollment status, other targeted group?  Based on your review of the promising practices data, what might your first steps around promising practices be? Promising Practices Discussion Questions-Part Two

85. © 2011 Center for Community College Student Engagement Q and A Thanks for joining us!