Incorporating CCSSE and SENSE Into the Accreditation Process A FIRST LOOK: Promising Practices for Community College Student Success 2012 CCCSE Workshop at NISOD

Introductions

3 Angela Oriano Associate Director, College Relations Presenters Thank you for joining us! Amina Benchouia College Relations Specialist Center for Community College Student Engagement Community College Leadership Program The University of Texas at Austin

The Center’s Mission  provide important information about effective educational practice in community colleges CCSSE, CCFSSE, SENSE, CCIS  assist institutions and policymakers in using information to promote improvements in student learning, persistence, and attainment Tools, publications, keynotes, workshops, convocations, professional development, etc. Also through… High-Impact Practices Initiative Initiative on Men of Color Initiative on Student Success Student Success BY THE NUMBERS 4 } Institutes Research Focus groups

5 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

CCSSE/SENSE and Accreditation

7 Group Exercise (10 minutes) 2. Diagram a model for Institutional Effectiveness Include the following components:  Mission  Strategic Plan  Data  Accreditation 1. Split into groups of 3 or 4

8 Framework for Institutional Effectiveness Institutional GoalsInstitutional Results  Shaped by college’s mission  Informed by strategic planning  Measured by CCSSE, SENSE, and other assessments  Benchmarked against national norms alignment feedback Building a culture of evidence!

9 The Rationale for Using CCSSE/SENSE Data in Accreditation  Student engagement results are a direct indicator of what students put into their education, and because the surveys measure participation in various types of effective educational practices, they provide an indirect measure of student gains  CCSSE and SENSE results indicate areas for improvement and are “actionable”—thus, appropriate for inclusion in quality improvement plans

10 Benchmarks of Effective Educational Practice for CCSSE and SENSE  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  Allow colleges to perform internal comparisons across different student groups

11 Benchmarking for Excellence The most important comparison: where you are now, compared with where you want to be. Other comparisons and ways to identify effective practices:  Within your own college  Across your consortium  Looking at other colleges most like you

Accreditation Guides

13 The CCSSE and SENSE Accreditation Guides  Tailored to each of the six accrediting regions  One approach to mapping CCSSE and SENSE items to accreditation criteria/standards  Recommended for using in conjunction with other types of data 1.Go to 2.Select project (CCSSE or SENSE) 3.Enter the Tools section, then Accreditation Guides tab 4.Click on state or region to download PDF Accessing the guides:

14 Each guide is comprised of three components:  Narrative  Accreditation Map  Accreditation Item Key

15 WASC-ACCJC Accreditation Standards Standard I: Institutional Mission and Effectiveness Standard II: Student Learning Programs and Services Standard III: Resources Standard IV: Leadership and Governance Which do CCSSE & SENSE support?

d 4s. Had serious conversations with students of a different race or ethnicity other than your own 4t. Had serious conversations with students who differ from you in terms of their religious beliefs, political opinions, or personal values 9c. Amount of emphasis by college: Encouraging contact among students from different economic, social, and racial or ethnic backgrounds II Student Learning Programs and Services B Student Support Services The institution researches and identifies the learning support needs of its student population and provides appropriate services and programs to address those needs. The institution designs and maintains appropriate programs, practices, and services that support and enhance student understanding and appreciation of diversity. WASC-ACCJC Standard IIB3d 3 CCSSE Accreditation Guide for WASC-ACCJC

17 SACS-COC Principles of Accreditation Section I: The Principle of Integrity Section II: Core Requirements Section III: Comprehensive Standards Section IV: Federal Requirements Which do CCSSE & SENSE support?

18 SACS Principles of Accreditation Section 3: Comprehensive Standards 3.1 Institutional Mission 3.2 Governance and Administration 3.3 Institutional Effectiveness 3.4 All Educational Programs 3.5 Undergraduate Programs 3.6 Graduate and Post-Baccalaureate Professional Programs 3.7 Faculty 3.8 Library and Other Learning Resources 3.9 Student Affairs and Services 3.10 Financial Resources 3.11 Physical Resources 3.12 Substantive Change Procedures and Policy 3.13 Compliance with Other Commission Policies 3.14 Representation of Accreditation Status Which do CCSSE & SENSE support?

f. An advisor helped me to set academic goals and to create a plan for achieving them 18h. A college staff member talked with me about my commitments outside of school (work, children, dependents, etc.) to help me figure out how many courses to take 3.4 All Educational Programs The institution provides appropriate academic support services. SACS-COC Standard SENSE Accreditation Guide for SACS-COC Note: Many times, criteria/standards map to an entire benchmark. In this case, it would be Clear Academic Plan and Pathway (items 18d-18h)

Item 13d (CCSSE) and 20d/e (SENSE): Frequency of use/awareness of tutoring services, skill labs, etc. Related Educational Activities The institution’s programs or activities that are characterized by particular content, focus, location, mode of delivery, or sponsorship meet appropriate standards. Basic Skills Under prepared students may benefit from basic skills or developmental courses provided by an institution as part of its educational offerings. When offered, such pre-college level courses, taken prior to or concurrent with enrollment in degree credit courses, can prepare the student for success in achieving his or her educational goals. MSCHE Standard 13 Fundamental Elements of Basic Skills An accredited institution is expected to possess or demonstrate the following attributes or activities:  Provision or referral to relevant courses and support services for admitted underprepared students CCFSSE: How often do you refer students to the following services? How often do you incorporate the use of these services into your coursework?

Accreditation Guides in Action

22  Small college in West Virginia  Serving rural area  Formerly a part of a four-year institution  Initially accredited by HLC in 2004  Administered CCSSE in 2005, 2008, and 2011  Comprehensive visit for continued accreditation in 2009

23 HLC PEAQ Criteria for Accreditation Criterion 1: Mission and Integrity The organization operates with integrity to ensure the fulfillment of its mission through structures and processes that involve the board, administration, faculty, staff, and students. Criterion 2: Preparing for the Future The organization’s allocation of resources and its processes for evaluation and planning demonstrate its capacity to fulfill its mission, improve the quality of its education, and respond to future challenges and opportunities. Criterion 3: Student Learning and Effective Teaching The organization provides evidence of student learning and teaching effectiveness that demonstrates it is fulfilling its educational mission. Criterion 4: Acquisition, Discovery, and Application of Knowledge The organization promotes a life of learning for its faculty, administration, staff, and students by fostering and supporting inquiry, creativity, practice, and social responsibility in ways consistent with its mission. Criterion 5: Engagement and Service As called for by its mission, the organization identifies its constituencies and serves them in ways both value. Which do CCSSE & SENSE support?

24 Building a Culture of Evidence: An Approach CConduct survey. Review engagement results to discover educational strengths and shortcomings. How do results comport with other institutional data and interests? LLink related data points. Rely on indirect and direct evidence to tell a more comprehensive story. DDocument the relationship between results, planning, and decision-making. DDescribe improvements initiated. DDetermine timeline and approach to assess impact of change on desired outcomes. Plan next survey administration to assess impact.

25 Building a Culture of Evidence: Conduct survey. Review engagement results to discover educational strengths and shortcomings. Bridgemont CTC’s 2005 CCSSE results indicated high level of student engagement in areas of o Active and Collaborative Learning o Student-Faculty Interaction

CCSSE results also identified areas for continuous improvement: o Support for Learners Building a Culture of Evidence: Conduct survey. Review engagement results to discover educational strengths and shortcomings. Understanding and using CCSSE Results: Item-level scores drive benchmark scores— review item-level data to assess changes over time

27 Support for Learners Several items in the benchmark driving the score: Item: How much does this college emphasize each of the following? 1=Very little, 2=Some, 3=Quite a bit, 4=Very much College Means Small Colleges Means 2005 CCSSE Colleges Means 9b: Providing the support you need to help you succeed at this college d: Helping you cope with your non-academic responsibilities (work, family, etc.) f: Providing the financial support you need to afford your education 2.23* Building a Culture of Evidence: Conduct survey. Review engagement results to discover educational strengths and shortcomings.

28 Item: How much does this college emphasize each of the following? Students responding “Quite a Bit” or “Very much” College Frequencies Small College Frequencies 2005 CCSSE Colleges Frequencies 9b: Providing the support you need to help you succeed at this college 68%70% 9d: Helping you cope with your non-academic responsibilities (work, family, etc.) 20%25%23% 9f: Providing the financial support you need to afford your education 36%49%45% Building a Culture of Evidence: Conduct survey. Review engagement results to discover educational strengths and shortcomings. Support for Learners Several items in the benchmark driving the score:

29 Action initiated by Bridgemont CTC:  Hired Director for Student Services o Director to serve as ombudsman o Focused on addressing issues related to financial assistance, registration, mentoring, and other student services  Affirmed the value of activities to promote student engagement Evidence for Core Component 3c : Organization provides environment that supports learners. Building a Culture of Evidence : Describe improvements initiated.

30 Building a Culture of Evidence : Determine timeline and approach to assess impact of change on desired outcomes. Plan next survey administration to assess impact. Bridgemont CTC administered CCSSE in Item-level results showed the college maintained higher levels of student engagement in o Active and Collaborative Learning o Student-Faculty Interaction

31 Item: How much does this college emphasize each of the following? 1=Very little, 2=Some, 3=Quite a bit, 4=Very much College Mean 2005 College Mean b: Providing the support you need to help you succeed at this college d: Helping you cope with your non-academic responsibilities (work, family, etc.) * 9f: Providing the financial support you need to afford your education Dramatically increased performance in o Support for Learners Building a Culture of Evidence : Determine timeline and approach to assess impact of change on desired outcomes. Plan next survey administration to assess impact.

32 Item: How much does this college emphasize each of the following? Students responding “Quite a Bit” or “Very much” College Frequencies 2005 College Frequencies b: Providing the support you need to help you succeed at this college 68%73% 9d: Helping you cope with your non-academic responsibilities (work, family, etc.) 20%34% 9f: Providing the financial support you need to afford your education 36%40% Dramatically increased performance in o Support for Learners Building a Culture of Evidence : Determine timeline and approach to assess impact of change on desired outcomes. Plan next survey administration to assess impact.

33 Item-level scores drive benchmark scores: Support for Learners Building a Culture of Evidence : Determine timeline and approach to assess impact of change on desired outcomes. Plan next survey administration to assess impact.

34 CCSSE as Evidence UUsed CCSSE data to identify areas of focus (Support for Learners) IImplemented change (hired Director of Student Services) UUsed next set of CCSSE data to examine impact of implemented change (dramatically increased levels of engagement in focus area) UUse of data in Self-Study process (Core Component 3c Evidence)

35 Evaluator Comments “The CTC is justifiably proud of the 2005 and 2008 results from the CCSSE (Community College Survey of Student Engagement). The institution analyzes CCSSE results and makes changes based upon this analysis. The survey revealed that student and faculty interaction is a major strength of the institution, with CTC ranking among the highest community colleges in the nation on interaction with instructors outside of class, in both class- related discussions as well as activities other than coursework. Several measurements from 2008 showed significant improvement over the 2005 survey.”

36 Update on Bridgemont CTC Benchmark Act/Coll Stu-Fac Supp/Learn

37 Update on Bridgemont CTC  Hired a full-time professional tutor to continue improved performance in Support for Learners  Applied for several federal grants to increase scores in Student Effort, using CCSSE data to demonstrate the need for additional resources

38  Medium-sized college in Texas  Serving rural area  Began biennial CCSSE administration cycle in 2005  Included 2005, 2007, and 2009 CCSSE data in QEP  Reaffirmed by SACS-COC in 2010

39 SACS-COC Principles of Accreditation Section I: The Principle of Integrity Section II: Core Requirements Section III: Comprehensive Standards Section IV: Federal Requirements Which do CCSSE & SENSE support?

40 SACS Principles of Accreditation Section 3: Comprehensive Standards 3.1 Institutional Mission 3.2 Governance and Administration 3.3 Institutional Effectiveness 3.4 All Educational Programs 3.5 Undergraduate Programs 3.6 Graduate and Post-Baccalaureate Professional Programs 3.7 Faculty 3.8 Library and Other Learning Resources 3.9 Student Affairs and Services 3.10 Financial Resources 3.11 Physical Resources 3.12 Substantive Change Procedures and Policy 3.13 Compliance with Other Commission Policies 3.14 Representation of Accreditation Status Which do CCSSE & SENSE support?

41 CCSSE Data in QEP  Clustered items in two groups  Modeled on CCSSE benchmark reports  Informed by SACS Accreditation Guide  Addressed specific accreditation issues

42 Student Attainment Report Items 5b-5f Items 12a-12f Evidence for Comprehensive Standards 3.3 and 3.5

43 Student Attainment Report The institution identifies college-level general education competencies and the extent to which graduates have attained them The institution identifies expected outcomes, assesses the extent to which it achieves these outcomes, and provides evidence of improvement based on analysis of the results in each of the following areas: o educational programs, to include student learning outcomes o administrative support services o academic and student support services o research within its mission, if appropriate o community/public service within its mission, if appropriate

44 Student Support Services Report Evidence for Comprehensive Standard 3.3 and Core Requirement 2.10 Item 13(1) Item 13(2) Item 4 Item 11

45 Student Support Services Report The institution identifies expected outcomes, assesses the extent to which it achieves these outcomes, and provides evidence of improvement based on analysis of the results in each of the following areas: o educational programs, to include student learning outcomes o administrative support services o academic and student support services o research within its mission, if appropriate o community/public service within its mission, if appropriate The institution provides student support programs, services, and activities consistent with its mission that are intended to promote student learning and enhance the development of its students. 2.10

46 Please provide feedback on this session in the workshop evaluation. Thank you! Angela Oriano Associate Director, College Relations Amina Benchouia College Relations Specialist QUESTIONS?