RESULTS OF THE 2009 ADMINISTRATION OF THE COMMUNITYCOLLEGE SURVEY OF STUDENT ENGAGEMENT Office of Institutional Effectiveness, April 2010

RESULTS OF THE 2009 ADMINISTRATION OF THE

COMMUNITYCOLLEGE SURVEY OF STUDENT ENGAGEMENT

Office of Institutional Effectiveness, April 2010

Purpose and Description of CCSSE

• Measures level of students’ engagement with institution which positively relates to learning and retention.

• Includes 104 content items.

Purpose and Description of CCSSE (Cont’d)

• Seeks information from students about:• how they spend their time • what they feel they have gained from their classes • how they assess their relationships and interactions

with faculty, counselors, and peers • what kinds of work they are challenged to do • how the college supports their learning

External Comparison Groups

2009 CCSSE Cohort Colleges Population – all colleges that participated in the 2007- 2009 CCSSE administrations (N=652)

2009 CCSSE Cohort Size Group Comparison Population – all colleges with a student head count enrollment of 15,000 or more that participated in the 2007 – 2009 CCSSE administrations (N=57)

2009 SUNY Consortium – all SUNY colleges (other than SCCC) that participated in the 2009 CCSSE administration (N=28)

SCCC Response Rates

SECTIONS– Number of sections surveyed: 97– Number of sections for which completed surveys were received: 96– Percent of sections for which surveys were received: 99.0%

FACULTY– Number of faculty whose sections were surveyed: 91– Number of faculty returning completed surveys for their sections: 90– Percent of faculty returning completed surveys: 98.9%

STUDENTS– Number of students in sections surveyed*: 2,480– Number of completed surveys received: 1,463– Percent of students completing the survey: 59.0%

*Students enrolled in more than one section only counted once.

Note: Average response rate for Extra Large Colleges: 53% (High 65%; Low 23%)Average response rate for All Colleges: 51% (High 75%; Low 10%)

Comparison of SCCC Survey Participants with All Spring 2009 SCCC Students

SCCC Survey All Spring 2009Participants SCCC Students

Gender Male 47% 43% Female 53% 57%Race/Ethnicity American Indian or other Native American 1% <1% Asian, Asian American, or Pacific Islander 2% 3% Black or African American, Non-Hispanic 6% 7% White, Non-Hispanic 65% 67% Hispanic, Latino, Spanish 14% 13% Other 4% 9% International Student or Foreign National 7% <1%

Comparison of SCCC Survey Participants with All Spring 2009 SCCC Students (Cont’d)

SCCC Survey All Spring 2009Participants SCCC Students

Age 18 to 19 43% 34% 20 to 21 28% 23% 22 to24 12% 14% 25 to 29 7% 9% 30 to 39 5% 9% 40 to 49 3% 7% 50 to 64 1% 3% 65 and over <1% <1%Enrollment Status Full-Time 78% 58% Part-time 22% 42%

Comparison of SCCC Survey Participants with External Comparison Groups

2009 Cohort Size Group 2009 Cohort

SCCC Survey Comparison CollegesParticipants Population Population

Gender Male 47% 44% 42% Female 53% 56% 58%Race/Ethnicity American Indian or other Native American 1% 1% 1% Asian, Asian American, or Pacific Islander 2% 9% 6% Black or African American, Non-Hispanic 6% 14% 13% White, Non-Hispanic 65% 46% 58% Hispanic, Latino, Spanish 14% 21% 14% Other 4% 7% 6% International Student or Foreign National 7% 3% 2%

Comparison of SCCC Survey Participants with External Comparison Groups (Cont’d)

2009 CohortSize Group 2009 Cohort

SCCC Survey Comparison CollegesParticipants Population Population

Age 18 to 19 43% 23% 25% 20 to 21 28% 19% 19% 22 to24 12% 16% 15% 25 to 29 7% 14% 14% 30 to 39 5% 14% 14% 40 to 49 3% 8% 9% 50 to 64 1% 4% 4% 65 and over <1% 1% 1%Enrollment Status Full-Time 78% 36% 40% Part-time 22% 64% 60%

Mean Item Score Comparisons

Item responses converted to numerical scores

(e.g., very often=4, often=3, sometimes=2, rarely/ never=1)

Mean score for each item computed Compare SCCC respondents’ mean item score with that

for comparison groups (All Participating Colleges, Extra Large College Group & SUNY Consortium)

Look for differences between SCCC means and the comparison group means that are statistically significant (i.e., cannot be attributed to a sampling artifact) and large enough to merit our attention.


Comparison with All Participating Colleges

SCCC Mean Item Scores Above/Below Mean Scores for All Participating Colleges – All Participants

Above the Mean for All Participating Colleges

No items above the mean

Below the Mean for All Participating Colleges

QUALITY OF RELATIONSHIPS

11a. Quality of relationship with other students at college

11c. Quality of relationship with administrative personnel at college

13d2. Satisfaction: Peer or other tutoring

13h2. Satisfaction: Computer lab

EDUCATIONAL & PERSONAL GROWTH

12b. Contribution of experience at college to acquisition of job or work-related knowledge and skills

SCCC Mean Item Scores Below Mean Scores for All Participating Colleges – All Participants (Cont’d)

QUALITY OF Below the Mean for All Participating Colleges

STUDENT SERVICES

13h1. Frequency: Computer lab

13a2. Satisfaction: Academic advising/planning

13c2. Satisfaction: Job placement assistance


13g2. Satisfaction: Financial aid advising


13h3. Importance: Computer lab

SCCC Mean Item Scores Above/Below Mean Scores for All Participating Colleges – Full-time and Part-time Participants

Above the Mean for All Participating Colleges

WEEKLY ACTIVITIES Part- Time

Full- Time

10b. Working for pay *


COLLEGE ACTIVITIES Part- Time

Full- Time

4a. Asked questions in class or contributed to class discussion *

4c. Prepared two or more drafts of a paper or assignment before turning it in *

4e. Came to class without completing readings or assignments *

4g. Worked with classmates outside of class to prepare class assignments *

4m. Talked about career plans with instructor or advisor *

4o. Received prompt feedback (written or oral) from instructors on performance *

7. Extent to which examinations have challenged you to do your best work *

SCCC Mean Item Scores Below Mean Scores for All Participating Colleges – Full-time and Part-time Participants (Cont’d)


OPINIONS ABOUT SCHOOL Part- Time

Full- Time

9a. College encourages you to spend significant amounts of time studying *

9f. College encourages use of computers in academic work *

9g. College emphasizes providing financial support needed for education * *


Full- Time

10a. Preparing for class (studying, reading, writing, rehearsing, doing homework, or other activities related to your program)

*

QUALITY OF RELATIONSHIPS Part- Time

Full- Time

11a. Quality of relationship with other students * *

11b. Quality of relationship with instructors *

11c. Quality of relationship with administrative personnel * *



EDUCATIONAL & PERSONAL GROWTH Part- Time

Full- Time

12b. Contribution of college to acquisition of job or work-related knowledge and skills

*

COLLEGE EXPERIENCES Part- Time

Full- Time

15. Friends supportive of your attending this college *



STUDENT SERVICES Part- Time

Full- Time

13c1. Frequency: Job placement assistance *

13d1. Frequency: Peer or other tutoring *

13h1. Frequency: Computer lab * *

13a2. Satisfaction: Academic Advising/Planning * *

13b2. Satisfaction: Career Counseling *

13c2. Satisfaction: Job placement assistance *

13d2. Satisfaction: Peer or other tutoring * *

13e2. Satisfaction: Skill labs (writing, math, etc.) *

13g2. Satisfaction: Financial aid advising * *

13h2. Satisfaction: Computer lab * *

13i2. Satisfaction: Student organizations *

13k2. Satisfaction: Services to students with disabilities *

13h3. Importance: Computer lab * *


Comparison with Extra Large Colleges

SCCC Mean Item Scores Above/Below Mean Scores for Extra Large Colleges – All Participants

Above the Mean for Extra Large Colleges

No items above the mean

Below the Mean for Extra Large Colleges

STUDENT SERVICES





SCCC Mean Item Scores Above the Mean Scores for Extra Large Colleges – Full-time and Part-time Participants

Above the Mean for Extra Large Colleges


Full- Time


SCCC Mean Item Scores Below the Mean Scores for Extra Large Colleges – Full-time and Part-time Participants



Full- Time

4c. Prepared two or more drafts of a paper or assignment before turning it in *

4e. Came to class without completing readings or assignments *

4g. Worked with classmates outside of class to prepare class assignments *

4o. Received prompt feedback (written or oral) from instructors on your performance *

4u. Skipped class *


Full- Time

10a. Preparing for class (studying, reading, writing, rehearsing, doing homework, or other activities related to your program)

*

SCCC Mean Item Scores Below the Mean Scores for Extra Large Colleges – Full-time and Part-time Participants (Cont’d)



Full- Time

13d1. Frequency: Peer or other tutoring *


13c2. Satisfaction: Job placement assistance *

13d2. Satisfaction: Peer or other tutoring *

13e2. Satisfaction: Skill labs (writing, math, etc.) *

13h2. Satisfaction: Computer lab *

13h3. Importance: Computer lab * *


Comparison with SUNY Consortium

SCCC Mean Item Scores Above/Below the Mean Scored for SUNY Consortium – All Participants

Above the Mean for SUNY Consortium

WEEKLY ACTIVITIES

10b. Working for pay

Below the Mean for SUNY Consortium

STUDENT SERVICES


13a2. Satisfaction: Academic advising/planning


13g2. Satisfaction: Financial aid advising



SCCC Mean Item Scores Above the Mean Scores for SUNY Consortium – Full-Time and Part-time Participants

Above the Mean for SUNY Consortium


Full- Time



Full- Time

13b3. Importance: Career counseling *

SCCC Mean Item Scores Below the Mean Scores for SUNY Consortium – Full-time and Part-time Participants

Below the Mean for SUNY Consortium


Full- Time

4m. Talked about career plans with an instructor or advisor *

4o. Received prompt feedback (written or oral) from instructors on your performance *

4u. Skipped class *


Full- Time


13a2. Satisfaction: Academic advising/planning * *

13g2. Satisfaction: Financial aid advising *

13h2. Satisfaction: Computer lab *

13h3. Importance: Computer lab *

CCSSE Benchmarks

• Five composite indices composed of conceptually related items on the CCSSE instrument

• Encompass 38 engagement items that reflect many of the most important aspects of the student experience

• The benchmarks are:• Active and Collaborative Learning• Student Effort• Academic Challenge• Student-Faculty Interaction• Support for Learners

CCSSE Benchmarks (Cont’d)

Active and Collaborative Learning

• Composed of 7 items• Sample Items:

• During the current school year, how often have you asked questions in class or contributed to class discussions?

• During the current school year, how often have you made a class presentation?


Student Effort


• During the current school year, how often have you prepared two or more drafts of a paper or assignment before turning it in?

• During the current school year, how often have you used peer or other tutoring?


Academic Challenge


• During the current school year, how often have you worked harder than you thought you could to meet an instructor’s standards or expectations?

• How much does your coursework at this college emphasize synthesizing and organizing ideas, information, or experiences in new ways?


Student-Faculty Interaction


• During the current school year, how often have you used email to communicate with an instructor?

• During the current school year, how often have you talked about career plans with an instructor or advisor?


Support for Learners


• How much does this college emphasize providing the support you need to help you succeed at his college?

• How much does this college emphasize providing the financial support you need to afford your education?


SUNY Extra-Large 2009 CCSSE

Consortium Colleges* Cohort(N=29) (N=58) (N=663)

46.4 Benchmark Score 48.7 49.5 50.0Score Difference -2.3 -3.1 -3.6

47.3 Benchmark Score 49.8 49.0 50.0Student Effort Score Difference -2.5 -1.8 -2.7

50.0 Benchmark Score 50.6 49.7 50.0Academic Challenge Score Difference -0.6 0.3 0.0

46.3 Benchmark Score 51.4 48.0 50.0Student-Faculty Interaction Score Difference -5.1 -1.7 -3.7

48.3 Benchmark Score 49.9 48.7 50.0Support for Learners Score Difference -1.6 -0.4 -1.7

*Spring 2009 head count of 15,000 or more.


All Students

Benchmark SCCC

Comparison Group Statistics





48.3 Benchmark Score 52.1 54.3 54.9Student Effort Score Difference -3.8 -6.0 -6.6

51.9 Benchmark Score 53.2 55.1 55.1Academic Challenge Score Difference -1.3 -3.2 -3.2




Full-Time Students

Benchmark SCCC







45.9 Benchmark Score 46.7 45.8 47.0Student Effort Score Difference -0.8 0.1 -1.1

47.3 Benchmark Score 47.2 46.5 46.5Academic Challenge Score Difference 0.1 0.8 0.8




Part-Time Students



Benchmark SCCC


Full-time Part-timeBenchmark Score 48.2 43.8

Learning Score Difference -4.4

Benchmark Score 48.3 45.9

Student Effort Score Difference -2.4


Academic Challenge Score Difference -4.6


Student-Faculty Interaction Score Difference -7.9


Support for Learners Score Difference -5.2

Active and Collaborative

SCCC Students

Benchmark

Conclusions: Areas that Need Addressing

Academic & Student Services in the following areas:– Academic Advising/Planning– Tutoring– Financial Aid Advising– Computing Labs

Conclusions: Areas that Need Addressing (Cont’d)

Faculty-Student Interaction Active and Collaborative Learning Student Effort

Part-time Students

Next Steps

Additional Research– Student Focus Groups– Best Practices

Action– Faculty & Staff Forums to Discuss Results

(Predicted vs. Actual Responses)– Work Teams to Focus on Key Areas

Results of the Spring 2009 CCSSE Administration

Questions?

Documents

RESULTS OF THE 2009 ADMINISTRATION OF THE COMMUNITYCOLLEGE SURVEY OF STUDENT ENGAGEMENT Office of Institutional Effectiveness, April 2010