ENGAGING STUDENTS, CHALLENGING THE ODDS 2006 SFCC Findings

ENGAGING STUDENTS, CHALLENGING THE ODDS

2006 SFCC Findings

http://www.sfccnm.edu/ccsse


What is CCSSE?What does it DO?

•Measures amount of time and energy students invest in meaningful educational practices (see benchmarks)

•Provides information about effective education practice

•Assists community colleges in using information to inform decision-making and target institutional improvements aiming at student learning and persistence

•Supports Achieving the Dream retention initiatives

•Allows comparisons between student perceptions/experiences and faculty perceptions/experiences


Who is participating?

249,548 students from 447 institutions in 46 states (representing roughly 10% of the entire 2.6 million students in these colleges)

19 HACU/HSI institutions

12 AtD Colleges

9 different state-wide/state-based consortia

Gender: Male students– 40% Female students – 60%

Race/EthnicityAsian – 3%Black – 11%Latino/Hispanic – 9%International – 6%Native American – 2%White – 65%Other – 3%

Enrollment Status: Part-time – 31% Full-time – 69%*


What does CCSSE measure?

Active & Collaborative LearningThrough 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 EffortStudents’ behaviors contribute significantly to their learning and the likelihood that they will attain their educational goals.

Academic ChallengeChallenging intellectual and creative work is central to student learning and collegiate quality.

Student-Faculty InteractionPersonal interaction with faculty members strengthens students’ connections to the college and helps them focus on their academic progress.

Support for LearnersStudents benefit from services targeted to assist them with academic and career planning, academic skills development, and other areas that may affect learning and retention.


How do we use CCSSE at SFCC?

Annual Cycle starting in 2004

March/AprilSurveys Administered

JulyData Returned to Testing Center/OIR

AugustInitial Presentations to Campus Community/Workgroup Convenes

Fall SemesterWorkgroup reviews data/forms recommendations

DecemberKey Findings/Recommendations Presented to Campus

JanuaryFaculty Development Workshop

FebruaryData Presented to Students (Student Resource Day)


Key Findings to Date

•High marks on relationships with instructors and the timeliness of instructor feedback.

•High marks on quality of overall education/recommending this college to others.

•High % of students reporting advanced degrees.

•High % of student reporting no interaction with/knowledge of advising, despite all efforts to offer services.

•Significant disconnect between full/part-time students’ perceptions.

•Gaps in student/faculty perception in key areas.


How is SFCC responding to the results?

•Administering targeted secondary surveys to clarify needs of “advanced degree” students.

•Identifying resources to implement intrusive advising model (AtD Year 2 Workplan)

•Focusing faculty development activities to address perception gaps.

•Matching sample data to qualitative research to develop “big picture” of our students.


What happens now?

•Continue annual cycle with March/April 2007 administration

•Administer second CCFSSE, allowing comparisons with 2006 data

•Use CCSSE data to inform AQIP/Assessment/Accreditation initiatives

•Participate in national CCSSE research projects.

•Continue updating/enhancing website:http://www.sfccnm.edu/ccsse

Documents

ENGAGING STUDENTS, CHALLENGING THE ODDS 2006 SFCC Findings