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The Community College Survey of Student Engagement (CCSSE)
Pilot Test Results (Fall 2001)
May 6, 2003
Expanded Dean’s Council
CCSSE (cessie)
Provides a new focus on educational practices that research shows are related to student success
Conducted out of the University of Texas at Austin
Supported by grants from The Pew Charitable Trusts and the Lumina Foundation for Education
Patterned after NSSE (nessie) conducted out of Indiana University
CCSSE Pilot Institutions and Numbers
Pilot Targeted Actual Response Institution Sample Sample RateButler County CC 825 514 62.3%Cascadia CC 625 445 71.2%CC of Denver 1,125 536 47.6%Central Piedmont CC 825 981 118.9%Hocking College 825 713 86.4%Johnson County CC1,125 445 39.6%Kingsborough CC 1,125 1,049 93.2%Kirkwood CC 1,125 1,021 90.8%Montgomery College 825 447 54.2%Richland CC 1,125 826 73.4%Schoolcraft College 1,125 712 63.3%Sinclair CC 1,125 600 53.3%Total 11,800 8,289 70.2%
Procedures CPCC sent UT our class schedule electronically They selected sections including developmental
courses and a variety of classes at each campus They provided us a list of selected sections and an
alternate list (in case the original list needed subs) Planning and Research staff went to each selected
classroom and distributed, monitored and collected the data over a three week period in Fall 2001
Data were returned to UT for analysis UT returned the summarized data to the College in
2002
Findings - DemographicsCPCC Respondents University Sample (all institutions) Students (NSSE)
Gender:Male 41.2% 44.0% 44%Female 58.8% 56% 56%
Race:White 57.0% 61.5% 70%Asian 4.6% 5.2% 6%Latino 4.9% 8.8% 6%Black 17.6% 9.3% 10%Nat. Amer. 3.8% .4% 1%Int’l 11.1% 8.5% 3%Other 4.7% 6.7% na
Enrollment Status:Full-time 39.4% 31.5% 79%Part-time 60.6% 68.5% 21%
What was learned from the entire group
Almost 80% have home computers with Internet connections
20% have access at work and 70% have on-campus access
Only 65% use the Internet at least weekly for class projects or assignments
47% use it several times a week 30% use it often or very often
Learned… continued
56% do not receive financial support from parents 55% do not receive grants or scholarships 75% have no student loans 40% claim paying for college is a significant issue 45% report that their colleges provide the financial
support they need to afford their education
Students at-risk of not attaining their educational goals
Community college students are 3-4 times more likely to reflect the factors that research indicates put them at-risk. Those are: Being academically under-prepared Being a single parent Being financially independent Caring for children at home Working more than 30 hours a week Being a first-generation college student Being a part-time student Identifying the cost of attending college as a significant
issue
At-risk Students
25% of CCSSE respondents fell in the low risk category (0-1 risk factors)
66% were moderate risk students (2-4 risk factors)
9% were high-risk (5 or more risk factors)
High-risk students
Are less likely to set transferring to a four-year institution as a primary goal
Are more likely to set completing their associate degree as a primary goal
Are exerting more effort to succeed (they are overcoming significant challenge to attend college)
Are much less likely to come to class prepared More likely to ask questions and participant in class
discussions Are more likely to prepare two or more drafts of a
paper or assignment before turning it in
High-risk students
Are more likely to report that they “work harder than they thought they could to meet an instructor’s expectations”
Are more likely to find exams challenging Are more dedicated to studying Are taking advantage of services offered by the college Are more likely to give high ratings to the importance of
tutoring, financial aid, career counseling, etc. Are more likely to participate in study-skills classes,
orientation and organized learning communities
At-risk Students
Community Colleges are doing a good job of motivating and serving these students
Ensuring the success of these students remains one of the critical challenges for community colleges
Assisting these students may be one of our most significant potential contributions to our community
Section I:Activities in the Classroom
Students were asked “how often” they participated in various activities in the classroom
Scale: 1 = never, 2 = occasionally, 3 = often and 4 = very often
Data for CPCC are compared to the CC sample and to the university sample (NSSE)
College ActivitiesCPCC CC NSSE
1. Asking questions in class/contributing to the discussion 2.94 2.81 2.79
2. Made a class presentation 2.05 2.03 2.17
3. Preparing two or more drafts of a paper before turning it in 2.47 2.54 2.70
4. Working on a paper that requires integrating ideas or information from various sources 2.57 2.64 3.01
5. Coming to class without completing reading or assignments 1.97 2.01 2.10
Comparisons: 981 CPCC students, 8,289 community college students and 33,000 first-year university students
College ActivitiesCPCC CC
NSSE6. Working with other students on
projects during class 2.55 2.59 2.42
7. Working with classmates outside of class to prepare assignments 1.88 1.92 2.35
8. Teaching/tutoring other students 1.48 1.42 1.63
9. Participating in a community-based project as part of a regular course 1.35 1.33 1.37
10. Using list-serves, chat rooms or the Internet to discuss or complete 2.14 2.07 2.58an assignment
College Activities
CPCC CC NSSE11. Used email to communicate with
the instructor 2.07 1.91 2.77
12. Discussed grades or assignments with
an instructor 2. 65 2.43 2.56
13. Talked about career plans with an
instructor or advisor 2.06 1.98 2.11
14. Discussing ideas from readings/lecture
with the instructor outside of class 1.85 1.72 1.74
15. Receiving prompt feedback from an
instructor on your performance 2.69 2.58 2.61
College Activities CPCC CC
NSSE
16. Working hard to meet an instructor’s expectation 2.54 2.47 2.58
17. Worked with instructors on activities other than coursework 1.42 1.42 1.51
18. Discussed ideas from your readings or classes with others outside of class. 2.71 2.61 2.73
19. Having serious conversation with students of a different race/ethnicity 2.61 2.39 2.65
20. Having serious conversation with students of different religions, political opinions or personal values 2.53 2.41 2.90
Students have multiple demands on their time and spend limited time on campus. Results indicate that most student-faculty interaction takes place in class. More than 80% of students do not participate in college sponsored extracurricular activities. Therefore, the most powerful engagement strategies likely will center around classroom and classwork.
Impact – Part-time Students
Part-time students are least engaged 45% of part-time students (and 29% of full-time
students) never worked with classmates outside of class to prepare assignments
51% of part-time students (and 39% of full-time students never discussed ideas from readings or classes with an instructor outside of class.
Research shows that these interactions lead to improved learning and higher retention rates
Impact on Transfer Students
These classroom activities may impact the progress of our transfer students
Community college students rated their interaction with faculty both in and out of class higher than university students
However, they ranked interaction with other students lower than university students
College Activities - Developmental vs. Non-Developmental
Non-dev. Developmental
CPCC Nat.CPCC Nat.
1. Asking questions in class/contributing 2.97 2.81 2.92 2.81 to the discussion
2. Made a class presentation 1.93 1.98 2.17 2.08
3. Preparing two or more drafts of a paper before turning it in 2.23 2.40 2.71 2.69
4. Working on a paper that requires integrating ideas or information 2.46 2.58 2.68 2.70from various sources
5. Coming to class without completing 1.97 2.03 1.97 1.99reading or assignments
College Activities - Developmental vs. Non-Developmental
Non-dev. Developmental CPCC Nat.CPCC Nat.
6. Working with other students on 2.49 2.54 2.61 2.64projects during class
7. Working with classmates outside of class to prepare assignments 1.80 1.89 1.96 1.95
8. Teaching/tutoring other students 1.51 1.41 1.45 1.43
9. Participating in a community-based project as part of a regular course 1.30 1.29 1.41 1.36
10. Using list-serves, chat rooms or the Internet to discuss or complete 2.11 2.04 2.18 2.10an assignment
College Activities - Developmental vs. Non-Developmental
Non-dev. Developmental CPCC Nat. CPCC Nat.
11. Used email to communicate with the instructor 2.04 1.88 2.10 1.94
12. Discussed grades of assignments
with an instructor 2.59 2.37 2.70 2.49
13. Talked about career plans with an instructor or advisor 2.00 1.89 2.12 2.07
14. Discussing ideas from readings/lecture with the instructor outside of class 1.83 1.68 1.87 1.77
15. Receiving prompt feedback from aninstructor on your performance 2.70 2.56 2.68 2.60
College Activities - Developmental vs. Non-Developmental
Non-dev. Developmental CPCC Nat.CPCC Nat.
16.Working hard to meet an instructor’s expectation 2.40 2.37 2.68 2.60
17.Worked with instructors on activities other than coursework 1.36 1.39 1.47 1.44
18.Discussed ideas from your readings or classes with others outside of class. 2.68 2.55 2.74 2.66
19.Having serious conversation with students of a different race/ethnicity 2.57 2.34 2.66 2.44
20.Having serious conversation with students of different religions, 2.52 2.38 2.53 2.45political opinions or or personal values
Mental Activities in the Classroom
Students were asked about how often they participated in a list of mental activities in the classroom
Activities such as: memorizing facts, analytical skills, critical thinking, and application of new skills or information
Mental Activities by Comparison
1
2
3
4
mem
oriz
ing
anal
yzin
gsy
nthe
sizi
ng
judg
emen
tap
plic
atio
nin
form
atio
nas
sign
ed te
xts
pers
onal
read
ing
pape
rs
CPCCCC SampleNSSE
(n/a)
Mental Activities by ComparisonDevelopmental vs. Non-developmental
1
2
3
4
mem
orizin
g
anal
yzin
g
synth
esiz
ing
judg
emen
t
appl
icat
ion
info
rmat
ion
assi
gned te
xts
perso
nal re
adin
g
paper
s
CPCC DevNat. Dev.CPCC non-dev.Nat non-dev.
Mental Activities by Comparison1-30 hours vs. 31+ hours
1
2
3
4
CPCC 1-30Nat. 1-30CPCC 31+Nat. 31+
Student Opinions About School
Students were asked:Does the college provide the support you need to
help you succeed at this college, encourages contact among students from different economic, social, and racial or ethnic backgrounds, helps you cope with your non-academic responsibilities (work, family, etc.), encourages you to spend significant amounts of time studying and providing the financial support needed.
Scale: 1=very little, 2=some, 3=quite a lot, 4=very much
Student Opinions About School
1
2
3
4
spend timestudying
provide support encouragestudent contact
non-academicresponsibilities
support to thrivesocially
financial supportfor tuition
CPCC
CC Sample
NSSE
(n/a)
How Students Spend Their Time
Community College students are older They work Have families Take care of dependents Don’t have a lot of time to spend on
campus Don’t spend as much time “hanging
out” before and after class
Weekly Activities
Students were asked about how many hours in a typical 7-day week do you spend doing the following:
0 none 1 5 or fewer 2 6-10 hours 3 11-15 hours 4 16-20 hours 5 21-25 hours 6 26-30 hours 7 more than 30 hours
Student’s Weekly Activities
How many hours per week do you do the following:
CPCC CC Sample NSSE
Preparing for class 1.88 1.92 4.08
Working on campus .15 .25 1.61
Working off campus 3.13 2.82 2.35
Participating in college
sponsored activities .23 .26 2.32
Student’s Weekly Activities
How many hours per week do you do the following:
CPCC CC Sample NSSE
Relaxing/socializing 1.97 2.18 4.12Providing care for dependents 1.41 1.36 1.58Commuting to and from
classes 1.36 1.28 na Participating in community/
campus organizations .82 .61 na
Relationships at the College
How would you characterize the quality of relationships? 1=unfriendly, unsupportive, sense of alienation 7=friendly, supportive, sense of belonging
Quality of RelationshipsCPCC CC Sample NSSE
With other students 5.41 5.39 5.69With Instructors 5.67 5.51
5.39With administrative personnel
and offices 4.89 4.89 4.90
Knowledge, Skills and Personal Growth
To what extent has your experience at this college contributed to your knowledge, skills and personal development in the following areas?
Scale: 1 very little
2 some
3 quite a bit
4 very much
CPCC CC NSSE
Acquiring a broad general education 2.91 2.87 3.09 Acquiring job/work-related knowledge/skill
2.62 2.51 2.52 Writing clearly/effectively2.61 2.64 2.85 Speaking
clearly/effectively 2.54 2.54 2.59 Thinking critically/analytically 2.87 2.84 3.09 Solving numerical problems 2.58 2.51 Using computing and information technology2.58 2.51 2.73 Working effectively with others2.67 2.69 2.82
Educational and Personal Growth
CPCC CC NSSEVoting in local, state or college elections 1.66 1.62 1.94Learning effectively on your own 2.78 2.73 2.97Understanding yourself 2.56 2.53 2.87Understanding people of other
racial/ ethnic backgrounds 2.45 2.36 2.58 Developing a personal code of values/ethics 2.18 2.20 2.64 Contributing to the welfare of
your community 1.85 1.79 2.15 Developing clearer career goals 2.68 2.63 naGaining information about career opportunities 2.58 2.54 na
Educational and Personal Growth
Retention – What issues would force you to withdraw from this college?
31
31
37
40
40
44
61
77
0 20 40 60 80 100
Moving/relocating
Lack of finances
Change in career plansEducational goals change
Working full-timeCaring for dependents
Academically unprepared
Mismatch w/ coll. obj.
All community college students
Student Engagement
Critical to retention and student successOccurs in student services (counseling,
advising, financial aid, etc.)Occurs in the classroom (class participation,
bonding with students and faculty)Occurs through process – policies that
encourage students to stay and don’t make it easy for them to leave
Findings
CPCC as a whole, did better on the assessment than most of the community colleges who participated
This opened the opportunity for a Met Life grant for us
Looking at the differences between our classroom activities and those of the university may help us better understand transfer issues
What the Universities Learned from NSSE
Campus Climate Students who report that their school
encourages contact with peers from different backgrounds also see their school as supporting:
• Their academic success• Their coping with other responsibilities• Their social needs
What the Universities Learned… continued
Supportive Faculty MembersStudents who report that their faculty
members are accessible and supportive perceive that their school:
• Provides the support they need for their academic success
• Helps them cope with non-academic responsibilities
• Provides social support
What the Universities Learned…. continued
Good Academic AdvisingStudents who report getting high quality
academic advising:• Are more likely than their peers to interact with
faculty members• Perceive their institution’s environment is
academically and socially supportive• Are more satisfied with their overall college
experience
Two websites
http://www.indiana.edu/~nsse
http://www.ccsse.org
The End
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