© 2011 Center for Community College Student Engagement Maine Community College Statewide Workshop March 27, 2014

© 2011 Center for Community College Student Engagement Courtney Adkins Assistant Director Center for Community College Student Engagement Colleen Bullock Research Associate Center for Community College Student Engagement Misha Turner Associate Director, College Relations Center for Community College Student Engagement Program in Higher Education Leadership 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  Data Narrative Exercise  Review of the Online Reporting System  Diving Into Your 2013 CCSSE Data  Promising Practices to Strengthen Student Success

© 2011 Center for Community College Student Engagement Student Voices Video

© 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?

© 2011 Center for Community College Student Engagement Defining Student Engagement

© 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 A Focus on Part-Time Faculty Engaging Latino Students Initiative on Student Success 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 What is the relationship between student engagement and student success? How do we know this?

© 2011 Center for Community College Student Engagement I have a goal! Sources: CCSSE Maine Students Certificate: Associate Degree: Transfer to 4-year: 49% 87% 64%

© 2011 Center for Community College Student Engagement Reality Check Radford, A. W., Berkner, L., Wheeless, S. C., & Shepherd, B. (2010). Persistence and attainment of 2003–04 beginning postsecondary students: After 6 years (NCES ). Washington, DC: National Center for Education Statistics. Retrieved from ACT, Inc. (2010). What works in student retention? 4 th national survey: Community colleges report. Retrieved from Nearly half of all community college students entering in the fall term drop out before the second fall term begins. Forty-six percent of students who enter community colleges with the goal of earning a degree or certificate have attained that goal, transferred to a baccalaureate institution, or are still enrolled 6 years later.

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

© 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.

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

© 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

© 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 9.1%40.5%50.3% 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 35.9%53%11.1% Source: 2013 CCSSE data

© 2011 Center for Community College Student Engagement Source: 2013 CCSSE data High Support Matters 88% 39% Academic Advising and Planning

© 2011 Center for Community College Student Engagement Plan to take classes at this college again (CCSSE Item 20) Source: 2013 CCSSE data High Support Matters ME students who…

© 2011 Center for Community College Student Engagement ME students who… Source: 2013 CCSSE data Never worked with other students on projects during class (CCSSE Item 4f): 11.8% Never worked with classmates outside of class to prepare a class assignments (CCSSE Item 4g): 43.8% Part-time: 50.9% Inescapable Engagement Matters

© 2011 Center for Community College Student Engagement Very/ Somewhat Peer or other tutoring73.2% Skill labs (writing, math, etc.)73.9% Rarely/ Never Peer or other tutoring49.4% Skill labs (writing, math, etc.)25.2% How important are the following services? How often do you use the following services? Source: 2013 CCSSE data Inescapable Engagement Matters

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

© 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

Benchmarks and Benchmarking

© 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.

© 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

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

© 2011 Center for Community College Student Engagement 2013 CCSSE Benchmark Scores for Maine Community College 50 Source: 2013 CCSSE data

© 2011 Center for Community College Student Engagement Disaggregating Benchmark Data Maine: Enrollment Status (P/T vs. F/T) P/T F/T Active and Collaborative Learning Student Effort Academic Challenge Student-Faculty Interaction Support for Learners % of Maine community college students are enrolled part time Source: 2013 CCSSE data, 2012 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?  Less-than-full-time Maine students who report “never” making a class presentation: 32.3%  (F/T -19.6%)  Less-than-full-time students who report “never” working with other students outside of class to prepare class assignments: 50.9%  (F/T -36.5%) Source: 2013 CCSSE data

© 2011 Center for Community College Student Engagement Disaggregating Benchmark Data Maine: Developmental Status Dev Non-Dev Active and Collaborative Learning Student Effort Academic Challenge Student-Faculty Interaction Support for Learners Source: 2013 CCSSE data

© 2011 Center for Community College Student Engagement Disaggregating Benchmark Data Maine: Credit Hours Earned Active and Collaborative Learning Student Effort Academic Challenge Student-Faculty Interaction Support for Learners Source: 2013 CCSSE data

© 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?

© 2011 Center for Community College Student Engagement Looking at Your CCSSE Data

© 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 about the actual responses/behaviors

© 2011 Center for Community College Student Engagement CCSSE data over time Standard Benchmarks not designed to do this. See presentation below. Raw Benchmark Scores can be used to look at data over time, but often hide things that are important. Only available from last few years of CCSSE data. Item level analysis the best solution. Even item level can mask differences based on student characteristics TAIR Conference (Galveston,TX) Analysis of CCSSE Data Over TimeAnalysis of CCSSE Data Over Time on this page:

© 2011 Center for Community College Student Engagement Support for Learners Support for Learners Students perform better and are more satisfied at colleges that are committed to their success and cultivate positive working and social relationships among different groups on campus. Community college students also benefit from services targeted to assist them with academic and career planning, academic skill development, and other areas that may affect learning and retention. The following seven survey items contribute to this benchmark: How much does this college emphasize: Providing the support you need to help you succeed at this college (9b) Encouraging contact among students from different economic, social, and racial or ethnic backgrounds (9c) Helping you cope with your nonacademic responsibilities (work, family, etc.) (9d) Providing the support you need to thrive socially (9e) Providing the financial support you need to afford your education (9f) During the current school year, how often have you: Used academic advising/planning services (13a1) Used career counseling services (13b1)

© 2011 Center for Community College Student Engagement Support for Learners

© 2011 Center for Community College Student Engagement Providing the support you need to help you succeed at this college Students who responded “very much” 2009 – 30.0% 2011 – 31.1% 2013 – 35.9%

© 2011 Center for Community College Student Engagement Providing the support you need to succeed at this college Students who responded “very little” 2009 – 4.5% 2011 – 4.5% 2013 – 3.8%

© 2011 Center for Community College Student Engagement Asked a question in class Students who responded “never” 2009 – 1.4% 2011 – 1.3% 2013 – 1.6%

© 2011 Center for Community College Student Engagement Asked a question in class Students who responded “never” by enrollment status PTFT 2009 – 1.8%0.88% 2011 – 1.4% 1.3% 2013 – 1.9%1.1%

© 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:

© 2011 Center for Community College Student Engagement LUNCH

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

© 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)

© 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)

© 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)

© 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)

© 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

© 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

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

© 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 in 2011  Special-focus module on SENSE  Lots of data

© 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: 2013 CCSSE dataPercentages may not total 100% due to rounding

© 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 data Percentages may not total 100% due to rounding

© 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: 2013 CCSSE dataPercentages may not total 100% due to rounding

© 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: 2013 CCSSE data Percentages may not total 100% due to rounding

© 2011 Center for Community College Student Engagement Student Success Course Source: 2013 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

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

© 2011 Center for Community College Student Engagement 2013 Maine CCSSE Benchmark Scores by timely registration Source: 2013 CCSSE data

© 2011 Center for Community College Student Engagement 2013 Maine CCSSE Benchmark Scores by Orientation Source: 2013 CCSSE data

© 2011 Center for Community College Student Engagement 2013 Maine CCSSE Benchmark Scores by First-Year Experience Source: 2013 CCSSE data

© 2011 Center for Community College Student Engagement 2013 Maine CCSSE Benchmark Scores by Learning Community Source: 2013 CCSSE data

© 2011 Center for Community College Student Engagement 2013 Maine CCSSE Benchmark Scores by Student Success Course Source: 2013 CCSSE data

© 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.

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

© 2011 Center for Community College Student Engagement Subgroup Analysis 18% of ME Developmental Students reported experiencing a student success course.

© 2011 Center for Community College Student Engagement 2013 Maine CCSSE Benchmark Scores by Student Success Course – Dev students Source: 2013 CCSSE data

© 2011 Center for Community College Student Engagement Subgroup Analysis 9% of ME non-dev students reported experiencing a student success course.

© 2011 Center for Community College Student Engagement 2013 Maine CCSSE Benchmark Scores by Student Success Course – Non-dev Students Source: 2013 CCSSE data

© 2011 Center for Community College Student Engagement Does a student success course differentially affect developmental education students vs non- developmental education students?  Developmental education students who reported taking a student success course show a 39.6 point increase when looking at the combined benchmark scores over Developmental education students who did not take a student success course.  Non-developmental education students who reported taking a student success course show a 13.3 point increase when looking at the combined benchmark scores over Non-developmental education students who did not take a student success course.

© 2011 Center for Community College Student Engagement Subgroup Analysis 10% of ME First Generation students reported experiencing an organized learning community

© 2011 Center for Community College Student Engagement 2013 Maine CCSSE Benchmark Scores by Learning Community– First Gen Students Source: 2013 CCSSE data

© 2011 Center for Community College Student Engagement Subgroup Analysis 11% of ME Not-First Generation students reported experiencing an organized learning community.

© 2011 Center for Community College Student Engagement 2013 Maine CCSSE Benchmark Scores by Learning Community– Not - First Gen Students Source: 2013 CCSSE data

© 2011 Center for Community College Student Engagement Does participating in an organized learning community differentially affect first gen vs not first gen students?  First Generation students who reported experiencing an organized learning community show a 50.6 point increase when looking at the combined benchmark scores over First Generation students who did not experience an organized learning community.  Not-First Generation students who reported experiencing an organized learning community show a 47.2 point increase when looking at the combined benchmark scores over Not First Generation students who did not experience an organized learning community.

© 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…..

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

© 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?

© 2011 Center for Community College Student Engagement Spend a few minutes reviewing your Promising Practices data  On the Standard Reports page: cfm cfm  CCSSE Special-Focus Items - Promising Practices

© 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

© 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

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