League Innovations Conference March 28, 2010 Dimensions of Student Engagement in a Tech-Connected World

Karla Fisher College Relations Coordinator Center for Community College Student Engagement Paul Arcario Dean for Academic Affairs Professor of English as a Second Language LaGuardia Community College (NY) Matthew Olson Director, Middlesex Interactive Middlesex Community College (MA) Center for Community College Student Engagement

 2009 CCSSE Cohort (2007, 2008, 2009)  Quantitative data: –400,000+ students –663 institutions –48 states, plus British Columbia, Marshall Islands, Nova Scotia, and Ontario  Qualitative data from the Center’s Starting Right Initiative  College vignettes Center for Community College Student Engagement

What is CCSSE?  Benchmarking instrument — established national norms on educational practice and performance by community and technical colleges  Diagnostic tool — identifying areas in which a college can enhance students’ educational experiences  Monitoring device — documenting and improving institutional effectiveness over time  CCSSE 2011 registration: Center for Community College Student Engagement

Community College Students Contend with Competing Priorities Most Students Are Enrolled Part-Time Most Students Work for Pay Source: AACC, Source: 2009 CCSSE Cohort data. Center for Community College Student Engagement Part-time students Full-time students who work more than 30 hours per week 21%

Key Demographics, Enrollment, and Attendance Many Students Take Evening Classes Many Students Take Classes Online Source: 2009 CCSSE Cohort data. Source: Data from American Association of Community College and Allen, I.E. & Seaman, J. Analysis by CCSSE. Center for Community College Student Engagement Students who take evening classes Students who have taken an online class

Community College Students’ Plans When asked when they plan to take classes at this college again, 22% of students had no plan to return or were uncertain about their future plans. Source: 2009 CCSSE Cohort data. Center for Community College Student Engagement

What Matters Most? 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 Making Connections matters! Center for Community College Student Engagement

Making Connections: Dimensions of Student Engagement  Connections in the classroom  Connections on campus  Connections beyond the campus  Connections in virtual space

LaGuardia Community College Urban Enrollment: 15,540 Online: 36 sections Female: 61% White: 14% Part-time: 45% Work for pay: 80% Traditional age:67% Middlesex Community College Suburban Enrollment: 8,522 Online: 136 sections Female: 58% White: 70% Part-time: 57% Work for pay: 88% Traditional age: 66% Center for Community College Student Engagement

The Power of Peers: Fostering Student Connections Paul Arcario Dean for Academic Affairs Professor of English as a Second Language

The Challenge  Commuter college  External commitments (54% of new students work for pay)  Increasing numbers of part-time students (1998=34%; 2008=45%)  Poor attendance at co-curricular workshops

Virtual Interest Groups (VIGs)  Online communities designed to provide career development and transfer guidance.  Offered in discipline areas (e.g., Education, Business, Media and Communication, Liberal Arts).  Faculty and advisors use Blackboard site to post 4-5 online assignments per semester.

How the VIGs work:  Students complete assignments by posting to the Bb discussion board.  Faculty and advisors moderate discussion and respond to postings, along with student peer advisors/mentors.  Attached to a course and part of course requirements.

VIG Outcomes: Pre- and Post-Surveys Had a good idea about steps to prepare for their career: 23% >> 63% Knew the daily tasks in their career: 21% >> 68% Understood requirements for their career: 38% >> 82% Knew how credits would transfer: 43% >> 68%

Building community  Sharing the same goals: “It is good that there are others that share your passion for teaching in different ways.”  Facing similar challenges: “I was devastated when I withdrew from Human Biology until time passed by when there was more posts and I learned I'm not the only one.”  Encouraging each other: “I like your dedication and your focus on your studies. It sounds like you're fully aware of what is expected of a physical therapist assistant. I know you'll succeed.”

Web 2.0 Netvibes Home Blogger Home Wikipedia Home Youtube Home ePortfolio BlackboardWikipedia Users Group Facebook HomeFacebook Student Pages LEARNING NETWORKS Sample WEB 2.0 Network Interactions and Traditional Connections LEARNING NETWORKS Sample WEB 2.0 Network Interactions and Traditional Connections Shared Google Calendar Netvibes Student Pages Web 1.0 The Ning HomeNing Student Pages Interactive, Public, Student-Driven Content Proprietary, Secure Student BlogsLAGCC Home LAGCC YouTube Student Pages

Traditional Learning Community College Composition College Composition Research Paper Course in Major Student Cohort Instructor A Instructor B Instructor C Integrated Hour Theme Driven Content Course in Major

Sample Learning Network 1 Instructor ALIB 200 Student Group E ENG 103 Student Group D ENG 102 Student Group C ENG 101 Student Group B ENG 099 Student Group A

Instructor C Capstone Student Group D Instructor B Urban StudiesMass Media Student Group C Instructor A Composition and Research Student Group B Basic Writing Student Group A Sample Learning Network 2

Constructing the Networks  Twenty-five faculty in pilot (Developmental Writing, Freshman Comp, World Literature, Intro to Business, Criminal Justice, Mass Media, Speech, Library Research).  Faculty describe courses, identify content themes, group themes, work in theme groups.  Develop assignments to link students across courses.

Theme Tags: Using Blogspot.com agriculture (2) animals (2) business (3) colonialism (1) Communication (3) computers (1) Crime (1) dystopia (2) economies (3) ethics (3) feminism (2) food (2) gender (7) globalization (4) health (2) hybridity (1) identity (6) justice (3) labor (5) literature (6) media (9) mythology (6) networks (1) paranormal (1) performance (1) philosophy (3) policy (1) politics (10) privacy (2) psychology (4) race (8) religion (2) research (9) science (3) simulation (1) sports (1) teaching (2) technology (4) theory (2) urban (3) utopia (1 ) writing (10)agricultureanimalsbusiness colonialismCommunicationcomputers Crimedystopiaeconomiesethics feminismfoodgenderglobalization healthhybridityidentityjustice laborliterature mediamythology networksparanormalperformance philosophypolicypoliticsprivacy psychology racereligion researchsciencesimulation sportsteachingtechnologytheory urbanutopiawriting

Sample Assignment Planning 1  My students in Woman Trouble (ENG 099) and Sex and the City (ENG 101/103) will write about the social construction of gender in print ads as they appear in GenderAds.com.Woman TroubleSex and the City GenderAds.com  High stakes for the ENG099 students (400+ word paper analyzing one ad) and low stakes for my ENG 101 students (a Ning blog discussing how the ads make use of stereotypes).  Since the 099 assignment comes before the 101, have ENG099 students comment on the ENG101 blogs.  Media for the Masses ENG101 students will peer critique the ENG 099 papers. Media for the Masses

Sample Assignment Planning 2  Scott and I will connect students in his Intro to Criminal Justice with my students in World Lit Written in English.  Lit students read Alexie's “The Absolutely True Diary of a Part-Time Indian.”  Each group will blog and read each others' blogs and comment on questions Scott will raise: e.g., What do you think best explains crime? What role does race play in criminal justice?

Sample Activity

Kristin’s and Jason’s activity linking their classes can be found at: Sample Activity

Learning Networks Initial Assessments Planned Course retention Course grades Student focus groups Relevant CCSSE questions

Community 2.0 Teaching and Learning Networks at LaGuardia Community College

Engaging Students Virtually Matthew Olson Director, Middlesex Interactive

What Is ‘Business As Usual’ in 21 st Century Colleges and Universities?  Blend of physical and virtual space  Collaborative learning spaces  From computer labs to learning commons  From desktop to network to cloud  Integrated, accessible services  Ubiquitous wireless access  ‘Uncommitted’ space  Reaching students where they are  Technology is less technical

21 st Century Learning Environment Media rich Online Smart classrooms Active, interactive Participatory Collaborative Multitasking Real and Virtual

 Facebook to increase interactivity/connections  Ning sites to connect students across classes and disciplines  Groupsite.com to connect part-time faculty to college community Social Networking

Immersive Technologies  Social Networking, Games, and Virtual Worlds.  All of these involve us emotionally, as well as intellectually.  Reverse challenge – how do we limit time on task?

What is a Virtual World? …Different Lenses  Participatory media, improvisational environments.  The internet in 3-D.  Distance communication that goes beyond communication to action.

Experiential Learning  Makes structured use of experiences outside the classroom  Create learning experiences within the classroom  Involves the whole person

Different Types of Worlds Open  Simulation  Sandbox  Second Life Closed  MMO Worlds  Gaming and Story-based  World of Warcraft

Transferable Skills Teamwork & collaboration Planning and Strategy Problem Solving Creative Thinking Leadership Skills

Subject Specific Learning: Economics Sociology Psychology Literature & Writing Math Language

2002 Began use of virtual world pilot 2003 Established Virtual Education Research Group 2005 Literature course using commercial MMORPG 2008 Carnegie Scholarship of Teaching and Learning group meeting in SL (5 colleges across US) 2009 Created Learning Community course 2010 Several courses now include Second Life activities 2010 Workshop for faculty to include VW activities (10 participants) Virtual Worlds History at MCC

Virtual Worlds We Have Used Active Worlds (History, Lit, and Psych) World of Warcraft (Scifi Fantasy Lit) There.com (Psych) Second Life (Music Business) Warhammer Online (Scifi Fantasy Lit) City of Heroes Architect Edition (Learning Community)

Institutional Support Levels of institutional support  Upper administration  Operational administrative support  Community of practice  Institutional Culture (Openness to innovation)

Some Educators in Second Life Community Colleges in Second Life Group  Educational Resources for Second Life  Life_Education_Wiki An example of doing chemistry in Second Life  second-life.html

Developed Model for VW Use

Student Reaction to Virtual Worlds

Addiction or Over Use  As an immersive technology we have the reverse issue related to engagement  Safe guards

How You Evaluate a World  Cost  Technology Demands  Appropriate Fit for Outcomes  Support

Guidelines for Using Virtual Worlds Make connections to college supports Technology support Bookstore/financial aid Counseling Choose a world and a server with appropriate thematic connections and culture Provide opportunities for simultaneous play for students and instructors Commit to a strong online presence

Online Meeting at MCC

Virtual Worlds – Best Practices in Education 3rd Annual Conference – March 12-13, 2010

Some Helpful Online Resources Don Margulis’ Blog: Beyond the Screen   Constance Steinkeuler’s Blog:  Games and Culture Online Journal Site:  Rezed Online Hub for Practitioners Using VWs:  Virtual World Best Practices in Education Site: 

Some Virtual Worlds Active Worlds World of Warcraft There.com Second Life Warhammer Online City of Heroes

Q & A DISCUSSION

Karla Fisher College Relations Coordinator (CCSSE, CCFSSE, SENSE) Center for Community College Student Engagement 3316 Grandview Street Austin, TX Tel Mbl