1 This CCFSSE Drop-In Overview Presentation Template can be customized using your college’s CCFSSE/CCSSE results. Please review the “Notes” section accompanying each slide. The notes provide topical information and instructions to assist you in presenting your findings. In addition, instructional slides precede specific sections of the presentation to provide more detailed information about how you can use these sections to tell your college’s story using CCFSSE/CCSSE results. Please note that all college-specific data provided throughout the presentation need to be updated to reflect your college’s results.

CCFSSE 2015 Findings for [college name] [Subtitle]

Presentation Overview  CCFSSE Overview  Faculty Respondent Profiles  Strategies to Promote Learning that Matters 3

CCFSSE Overview

The Community College Faculty Survey of Student Engagement ( CCFSSE )  Elicits information from faculty about their teaching practices, the ways they spend their professional time both in and out of class, and their perceptions regarding students’ educational experiences  Aligned with the Community College Survey of Student Engagement (CCSSE) to allow colleges to view student and faculty data side- by-side 5

Faculty Respondent Profile at [college name]

Survey Respondents  Census survey of all faculty members teaching courses that meet CCSSE sampling frame guidelines  XX% response rate 7 Source: 2015 CCFSSE data

Section Instructions On the following slides, use CCFSSE and institutional data to compare your college’s faculty respondents to all faculty at your college on the following variables: employment status (part- or full-time), total number of credit hours taught, and academic rank. 8

Faculty Respondent Profile: Employment Status 9 Source: 2015 CCFSSE data and institutional data

Faculty Respondent Profile: Total Number of Credit Hours Taught 10 Source: 2015 CCFSSE data

Faculty Respondent Profile: Academic Rank 11 Source: 2015 CCFSSE data

Section Instructions This sections offers you an opportunity to compare student and faculty demographics. On the following slides, use CCFSSE and CCSSE data to compare your college’s faculty respondents with student respondents on the following variables: sex and race. 12

Faculty vs. Student Respondent Profile: Sex 13 Source: 2015 CCFSSE and CCSSE data

Faculty vs. Student Respondent Profile: Race 14 Source: 2015 CCFSSE and CCSSE data

Strategies to Promote Learning that Matters

The Center describes four key strategies to promote the strengthened classroom experiences:  Strengthen classroom engagement  Integrate student support into learning experiences  Expand professional development focused on engaging students  Focus institutional policies on creating the conditions for learning 16

Strengthen Classroom Engagement  Raise expectations  Promote active, engaged learning  Emphasize deep learning  Build and encourage relationships  Ensure that students know where they stand 17

Raise Expectations  Instructors should set high standards and communicate them clearly, deliberately, and consistently. 18

Raise Expectations Students work hard to meet expectations… 19 Students Percentage of students responding that they have often or very often worked harder than they thought they could to meet an instructor’s standards or expectations Faculty Percentage of faculty responding that they believe students often or very often worked harder than they thought they could to meet their standards or expectations Student and faculty perceptions of how hard students work to meet instructor expectations Source: 2015 CCSSE and CCFSSE data

Raise Expectations …but expectations may not be as high as they need to be. 20 Percentage of students saying their college encourages them to spend significant amounts of time studying quite a bit or very much Percentage of faculty members saying their college encourages students to spend significant amounts of time studying quite a bit or very much FacultyStudents Source: 2015 CCSSE and CCFSSE data Student and faculty perceptions of the college’s role in encouraging studying

Raising Expectations at [College Name] This is an opportunity to customize one or more slides for your college. Slide and discussion ideas include:  Provide your college’s data for survey items related to raising expectations, and discuss the results. Provide examples of what you plan to do with the information (for example, requiring more writing across all disciplines or agreeing that all instructors will require students to submit multiple drafts of papers).  Compare your student and faculty results related to raising expectations and look for areas of divergence.  Give examples of initiatives that your college has developed (or plans to develop) to strengthen efforts to raise expectations on your campus(es). 21 Source: 2015 CCFSSE and CCSSE data

Promote Active, Engaged Learning Students learn and retain more information—and persist and succeed at higher levels—when they are actively involved in learning rather than passively receiving information. 22

Promote Active, Engaged Learning Engaged Learning: Student and Faculty Perceptions Students: In your experiences at this college during the current school year, about how often have you done each of the following activities? Faculty: How often do students in your selected course section do the following activities? 23 Source: 2015 CCSSE and CCFSSE data

Promoting Active, Engaged Learning at [College Name] This is an opportunity to customize one or more slides for your college. Slide and discussion ideas include:  Provide your college’s data for survey items related to promoting active, engaged learning, and discuss the results. Provide examples of what you plan to do with the information (for example, requiring students to participate in study groups or requiring more group work outside of class).  Compare your student and faculty results related to promoting active, engaged learning and look for areas of divergence.  Give examples of initiatives that your college has developed (or plans to develop) to strengthen efforts to promote active, engaged learning on your campus(es). 24 Source: 2015 CCFSSE and CCSSE data

Emphasize Deep Learning Deep learning:  Refers to broadly applicable thinking, reasoning, and judgment skills—learning associated with higher-order cognitive tasks  Is typically contrasted with rote memorization. 25

Emphasize Deep Learning Memorization verses Deep Learning During the current school year, how much does coursework emphasize the following mental activities? 26 Source: 2015 CCSSE and CCFSSE data Student Faculty

Emphasizing Deep Learning at [College Name] This is an opportunity to customize one or more slides for your college. Slide and discussion ideas include:  Provide your college’s data for survey items related to emphasizing deep learning, and discuss the results. Provide examples of what you plan to do with the information (for example, requiring more internships, field experiences, or clinical assignments).  Compare your student and faculty results related to emphasizing deep learning and look for areas of divergence.  Give examples of initiatives that your college has developed (or plans to develop) to strengthen efforts to emphasize deep learning on your campus(es). 27 Source: 2015 CCFSSE and CCSSE data

Build and Encourage Relationships Personal connections are a critical factor in student success 28

Build and Encourage Relationships Student-Faculty Interaction Outside of the Classroom 29 Percentage of students who never discuss ideas from readings or classes with instructors outside of class Percentage of faculty who believe students never discuss ideas from readings or classes with them outside of class Source: 2015 CCSSE and CCFSSE data StudentsFaculty

Building and Encouraging Relationships at [College Name] This is an opportunity to customize one or more slides for your college. Slide and discussion ideas include:  Provide your college’s data for survey items related to building and encouraging relationships, and discuss the results. Provide examples of what you plan to do with the information (for example, assigning a specific person, such as an advisor or staff member, to each entering student, so each student has a single contact for questions).  Compare your student and faculty results related to building and encouraging relationships and look for areas of divergence.  Give examples of initiatives that your college has developed (or plans to develop) to strengthen efforts to build and encourage relationships on your campus(es). 30 Source: 2015 CCFSSE and CCSSE data

Ensure that Students Know Where They Stand Feedback on academic performance greatly affects student retention 31

Ensure that Students Know Where They Stand 32 Student and Faculty Perceptions of Feedback Percentage of students reporting that they often or very often received prompt written or oral feedback from instructors on their performance. Percentage of faculty members who say their students often or very often received prompt written or oral feedback from instructors on their performance. Students Faculty Source: 2015 CCSSE and CCFSSE data

Ensuring that Students Know Where They Stand at [College Name] This is an opportunity to customize one or more slides for your college. Slide and discussion ideas include:  Provide your college’s data for survey items related to ensuring that students know where they stand, and discuss the results. Provide examples of what you plan to do with the information (for example, bringing faculty members together to share strategies for giving feedback).  Compare your student and faculty results related to ensuring that students know where they stand and look for areas of divergence.  Give examples of initiatives that your college has developed (or plans to develop) to strengthen efforts to ensure that students know where they stand on your campus(es). 33 Source: 2015 CCFSSE and CCSSE data

Integrate Student Support into Learning Experiences Students are most likely to succeed when expectations are high and they receive the support they need to rise to those expectations 34

Integrate Student Support into Learning Experiences Faculty Use of Student Services in Classes How much do you incorporate the use of the following services in your selected course section? 35 Rarely/Never Academic advising/planning10% Career counseling10% Peer or other tutoring10% Skill labs (writing, math, etc.)10% Source: 2015 CCFSSE data

Integrating Student Support into Learning Experiences at [College Name] This is an opportunity to customize one or more slides for your college. Slide and discussion ideas include:  Provide your college’s data for survey items related to integrating student support into learning experiences, and discuss the results. Provide examples of what you plan to do with the information (for example, introducing more paired courses that combine entry-level or developmental courses with student success courses).  Compare your student and faculty results related to integrating student support into learning experiences and look for areas of divergence.  Give examples of initiatives that your college has developed (or plans to develop) to integrate student support into learning experiences on your campus(es). 36 Source: 2015 CCFSSE and CCSSE data

Expand Professional Development Focused on Engaging Students How Faculty Members Use Class Time Percentage of faculty reporting that they never engage in these activities: 37 Teacher-led discussion10% Teacher-student shared responsibility 10% Small group activities10% Student presentations10% In-class writing10% Experiential work10% Hands-on practice10% Source: 2015 CCFSSE data

Expand Professional Development Focused on Engaging Students Faculty Use of Professional Time, by Part-Time and Full-Time Status Hours5-12 Hours13-20 Hours21+ Hours Part-time Faculty Full-time Faculty Part-time Faculty Full-time Faculty Part-time Faculty Full-time Faculty Part-time Faculty Full-time Faculty Teaching 10% Advising Students 10% Supervising internships or other field experiences 10% Other interactions with students outside the classroom 10% Source: 2015 CCFSSE data

Expanding Professional Development Focused on Engaging Students at [College Name] This is an opportunity to customize one or more slides for your college. Slide and discussion ideas include:  Provide institutional data related to expanding professional development focused on engaging students, and discuss the results and examples of what you plan to do with the information (for example, providing professional development focused on active and collaborative learning for full-time and part-time faculty).  Give examples of initiatives that your college has developed (or plans to develop) to expand such professional development on your campus(es). 39 Source: 2015 CCFSSE and CCSSE data

Focus Institutional Policies on Creating the Conditions for Learning Institutional policies focused on student success are most effective when colleges mandate student participation in activities that are shown to increase persistence and improve student outcomes 40

Focus Institutional Policies on Creating the Conditions for Learning 41 Student and Faculty Perceptions about Class Attendance Percentage of students reporting that they often or very often skip class. Percentage of faculty members who say their students often or very often skip class. Students Faculty Source: 2015 CCSSE and CCFSSE data

Focusing Institutional Policy on Creating the Conditions for Learning at [College Name] This is an opportunity to customize one or more slides for your college. Slide and discussion ideas include:  Provide your college’s data for survey items related to focusing institutional policy on creating the conditions for learning, and discuss the results. Provide examples of what you plan to do with the information (for example, reassessing drop/add rules or requiring orientation).  Give examples of initiatives that your college has developed (or plans to develop) to focus institutional policy in this way on your campus(es). 42 Source: 2015 CCFSSE and CCSSE data

Closing Remarks and Questions

Closing Remarks 44

Questions? 45