1. 1 This CCSSE Drop-In Overview Presentation Template can be customized using your college’s CCSSE results. Please review the “Notes” section accompanying each slide. The notes provide topical information and additional 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 CCSSE results. Please note that the 2015 CCSSE Cohort data provided throughout the presentation are accurate. All of the data listed for [College Name], however, will need to be updated to reflect your college’s results.

2. CCSSE 2015 Findings for [College Name] [Subtitle]

3. Presentation Overview  CCSSE Overview  Student Respondent Profile  CCSSE Benchmarks  Community College Students and Stories  Strategies to Promote Learning that Matters 3

4. CCSSE Overview

5. 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 5

6. The Community College Survey of Student Engagement ( CCSSE ) CCSSE is designed to capture student engagement as a measure of institutional quality. 6

7.  As a tool for improvement, CCSSE helps us Assess quality in community college education Identify and learn from good educational practice Identify areas in which we can improve  Basic principles Provides reliable data on issues that matter Reports data publicly Is committed to using data for improvement CCSSE: A Tool for Community Colleges 7

8. Student Respondent Profile at [College Name]

9.  XXXX adjusted survey count  XX% overall “percent of target” rate Survey Respondents 9 Source: 2015 CCSSE data

10. Excluded Respondents  The following respondents were excluded from reporting: Respondents not indicating enrollment status Respondents marking invalid data selections Respondents under the age of 18 Respondents indicating previous survey submission  Oversample respondents also excluded. 10

11. Section Instructions Use the following slides to compare your respondents to the 2015 CCSSE Cohort on the following variables: enrollment status (less than full-time or full-time), age, sex, and race. 11

12. Student Respondent Profile: Enrollment Status 12 Source: 2015 CCSSE data

13. Student Respondent Profile: Age 13 Source: 2015 CCSSE data

14. Student Respondent Profile: Sex 14 Source: 2015 CCSSE data

15. Student Respondent Profile: Racial Identification 15 Source: 2015 CCSSE data

16. Section Instructions In the following section, continue to describe your Student Respondent Profile by using your college’s Frequency Reports. These reports will allow you to describe your student respondents by first-generation status, educational attainment, goals, and total credit hours earned. You can also describe student respondents by reviewing their external commitments and involvement in college-sponsored activities. 16

17. Student Respondent Profile: First-Generation Status 17 Source: 2015 CCSSE data

18. Student Respondent Profile: Educational Attainment 18 Source: 2015 CCSSE data

19. Student Respondent Profile: Goals 19 Source: 2015 CCSSE data

20. Student Respondent Profile: Total Credit Hours Earned 20 Source: 2015 CCSSE data

21. Student Respondent Profile: External Commitments 21 Source: 2015 CCSSE data

22. Student Respondent Profile: College-Sponsored Activities 22 Source: 2015 CCSSE data

23. CCSSE Benchmarks

24. Section Instructions To assist colleges in their efforts to reach for excellence, the Center reports national benchmarks of effective educational practice in community colleges. Research shows that the more actively engaged students are—with college faculty and staff, with other students, and with the subject matter—the more likely they are to learn and to achieve their academic goals. CCSSE benchmarks focus on institutional practices and student behaviors that promote student engagement—and that are positively related to student learning and persistence. In the following section, describe educational practices at your college and enter your benchmark data. 24

25. CCSSE Benchmarks for Effective Educational Practice The five CCSSE benchmarks are Active and Collaborative Learning Student Effort Academic Challenge Student-Faculty Interaction Support for Learners 25

26. Active and Collaborative Learning This is an opportunity to customize one or more of your slides using the following Active and Collaborative Learning benchmark items:  During the current school year, how often have you: Asked questions in class or contributed to class discussions (#4a) Made a class presentation (#4b) Worked with other students on projects during class (#4f) Worked with classmates outside of class to prepare class assignments (#4g) Tutored or taught other students (paid or voluntary) (#4h) Participated in a community-based project as a part of a regular course (#4i) Discussed ideas from your readings or classes with others outside of class (students, family members, co-workers, etc.) (#4r) 26 Source: 2015 CCSSE data

27. Student Effort This is an opportunity to customize one or more of your slides using the following Student Effort benchmark items:  During the current school year, how often have you: Prepared two or more drafts of a paper or assignment before turning it in (#4c) Worked on a paper or project that required integrating ideas or information from various sources (#4d) Come to class without completing readings or assignments (#4e) Used peer or other tutoring services (#13d) Used skill labs (#13e) Used a computer lab (#13h)  During the current school year: How many books did you read on your own (not assigned) for personal enjoyment or academic enrichment (#6b) How many hours did you spend in a typical week preparing for class (studying, reading, writing, rehearsing, or other activities related to your program) (#10a) 27 Source: 2015 CCSSE data

28. Academic Challenge This is an opportunity to customize one or more of your slides using the following Academic Challenge benchmark items:  During the current school year, how often have you: Worked harder than you thought you could to meet an instructor’s standards or expectations (#4p)  How much does your coursework at this college emphasize: Analyzing the basic elements of an idea, experience, or theory (#5b) Synthesizing and organizing ideas, information, or experiences in new ways (#5c) Making judgments about the value or soundness of information, arguments, or methods (#5d) Applying theories or concepts to practical problems or in new situations (#5e) Using information you have read or heard to perform a new skill (#5f)  During the current school year: How many assigned textbooks, manuals, books, or book-length packs of course readings did you read (#6a) How many papers or reports of any length did you write (#6c) To what extent have your examinations challenged you to do your best work (#7)  How much does this college emphasize: Encouraging you to spend significant amounts of time studying (#9a) 28 Source: 2015 CCSSE data

29. Student-Faculty Interaction This is an opportunity to customize one or more of your slides using the following Student-Faculty Interaction benchmark items:  During the current school year, how often have you: Used e-mail to communicate with an instructor (#4k) Discussed grades or assignments with an instructor (#4l) Talked about career plans with an instructor or advisor (#4m) Discussed ideas from your readings or classes with instructors outside of class (#4n) Received prompt feedback (written or oral) from instructors on your performance (#4o) Worked with instructors on activities other than coursework (#4q) 29 Source: 2015 CCSSE data

30. Support for Learners This is an opportunity to customize one or more of your slides using the following Support for Learners benchmark items:  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 (#13a) Used career counseling services (#13b) 30 Source: 2015 CCSSE data

31. CCSSE Benchmarks for Effective Educational Practice 31 Source: 2015 CCSSE data CCSSE Benchmark Scores for [College Name]

32. CCSSE Benchmarks for Effective Educational Practice 32 Source: 2015 CCSSE data CCSSE Benchmark Scores for [College Name] compared to [Comparison Group]

33. Benchmarking – and Reaching for Excellence The most important comparison: where we are now, compared with where we want to be. 33

34. Reaching for Excellence at [College Name] This is an opportunity to customize one or more slides for your college. Slide and discussion ideas include:  Show how your college is reaching for excellence by discussing how your college is using CCSSE data to better understand and improve its practices.  Compare yourself to the national average (the 50 mark).  Measure overall performance against performance by your least- engaged student groups.  Gauge your work in the areas your college strongly values (e.g., the areas identified in your strategic plan).  Contrast where you are with where you want to be. 34

35. Community College Students and Stories

36. Giving Voice to Students 36

37. Student Aspirations Students’ Goals Indicate which of the following are your reasons/goals for attending this college. 37 A goalNot a goal Complete a certificate program10% Obtain an associate degree10% Transfer to a four-year college or university10% Obtain or update job-related skills10% Self-improvement/personal enjoyment10% Change careers10% Note: Respondents may indicate more than one goal. Source: 2015 CCSSE data

38. Student Persistence Barriers to Returning to College How likely is it that the following issues would cause you to withdraw from class or from this college? 38 Source: 2015 CCSSE data

39. Section Instructions The following slides provide examples of storylines that you may find helpful when communicating your results. Information is useful when put into context. However, it is more valuable when it is tied to issues people care about. Your audience may find more interest in the college’s survey results if you develop storylines that relate to issues that are relevant to the college and its service area. The storylines are hypothetical situations, but they provide ideas for stories that can be told using CCSSE results. (Refer to your college’s institutional reports for data about your college.) It is important to remember two things as you develop your storylines: 1.Don’t forget your audiences. There are storylines that colleges want to tell and storylines audiences want to hear. Sometimes these are the same; sometimes they are different. Focus on ways to highlight key issues that your audiences will find compelling. 2.This isn’t about spin. The Center’s aim is to be straightforward about data, both when the results make us shine and when they cause us to question—and improve—our current practices. These storylines are intended to inform, engage, and highlight important issues. 39

40. Part-timeness 40 This is an opportunity to customize one or more of your slides to tell your college’s story. Slide and discussion ideas include:  Consider the experience of less than full-time and full-time students as shown by your college’s data.  Discuss what your institution is doing to engage less than full- time students. Source: 2015 CCSSE data

41. Developmental Education This is an opportunity to customize one or more of your slides to tell your college’s story. Slide and discussion ideas include:  Give relevant survey results, such as the percentage of students who have taken or plan to take developmental courses in math, reading, or writing, or have taken a study skills course.  Compare institutional results with the CCSSE Cohort.  Give relevant institutional data. 41 Source: 2015 CCSSE data

42. At-Risk Students This is an opportunity to customize one or more of your slides to tell your college’s story. Slide and discussion ideas include:  Provide data from survey items related to the risk factors.  Provide data from survey items related to the support and student services provided by your college.  Quote one or two students discussing these services. 42 Source: 2015 CCSSE data

43. Workforce Issues This is an opportunity to customize one or more of your slides to tell your college’s story. Slide and discussion ideas include:  Give relevant regional statistics.  Use CCSSE data to show the importance students place on learning job skills.  Quote an employer and/or student. 43 Source: 2015 CCSSE data

44. Financial Vulnerability This is an opportunity to customize one or more of your slides to tell your college’s story. Slide and discussion ideas include:  Provide data from survey items that relate to financial support.  Give details about providing or improving financial advising services, etc. 44 Source: 2015 CCSSE data

45. Strategies to Promote Learning that Matters

46. The Center describes four key strategies to promote strengthened classroom experiences:  Strengthen classroom engagement  Integrate student support into learning experiences  Focus institutional policies on creating the conditions for learning  Expand professional development focused on engaging students 46

47. Strengthen Classroom Engagement  Raise expectations  Promote active, engaged learning  Emphasize deep learning  Build and encourage relationships  Ensure that students know where they stand 47

48. Raise Expectations Instructors should set high standards and communicate them clearly, deliberately, and consistently. 48

49. Raise Expectations Students work hard to meet instructors’ expectations:  XX% of students often or very often work harder than they thought they could to meet an instructor’s standards or expectations 49 Source: 2015 CCSSE data

50. Raise Expectations But expectations may not be as high as they need to be: 50 Percentage of students who report spending five or fewer hours per week preparing for class Source: 2015 CCSSE data Time Spent Preparing for Class

51. 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 college’s performance on raising expectations with the performance of a group of similar colleges or to the full CCSSE population.  Give examples of initiatives that your college has developed (or plans to develop) to strengthen efforts to raise expectations on your campus(es). 51 Source: 2015 CCSSE data

52. 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. 52

53. Promote Active, Engaged Learning In your experiences at this college during the current school year, about how often have you done each of the using activities? 53 Source: 2015 CCSSE data

54. 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 college’s performance on promoting active, engaged learning with the performance of a group of similar colleges or to the full CCSSE population.  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). 54 Source: 2015 CCSSE data

55. 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. 55

56. Emphasize Deep Learning Memorization vs. Deep Learning During the current school year, how much of your coursework at this college emphasized (does the coursework in your selected course section emphasize) the using mental activities? 56 Source: 2015 CCSSE data Memorization Deep Learning

57. 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 college’s performance on emphasizing deep learning with the performance of a group of similar colleges or to the full CCSSE population.  Give examples of initiatives that your college has developed (or plans to develop) to strengthen efforts to emphasize deep learning on your campus(es). 57 Source: 2015 CCSSE data

58. Build and Encourage Relationships Personal connections are a critical factor in student success 58

59. Build and Encourage Relationships 59  XX% of students respond that the college emphasizes interaction among students quite a bit or very much….  BUT, XX% never work with an instructor on activities other than coursework Source: 2015 CCSSE data

60. 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 college’s performance on building and encouraging relationships with the performance of a group of similar colleges or to the full CCSSE population.  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). 60 Source: 2015 CCSSE data

61. Ensure that Students Know Where They Stand Feedback on academic performance greatly affects student retention 61

62. Ensure that Students Know Where They Stand 62 Source: 2015 CCSSE data Student Perceptions of Feedback During the current school year, how often have you received prompt feedback (written or oral) from instructors on your performance?

63. 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 college’s performance on ensuring that students know where they stand with the performance of a group of similar colleges or to the full CCSSE population.  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). 63 Source: 2015 CCSSE data

64. 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 64

65. Integrate Student Support into Learning Experiences Student Use and Value of Student Services 65 VeryNot at all Academic advising/planning10% Career counseling10% Peer or other tutoring10% Skill labs (writing, math, etc.)10% Rarely/Never Academic advising/planning10% Career counseling10% Peer or other tutoring10% Skill labs (writing, math, etc.)10% How important are the services? How often do you use the services? Source: 2015 CCSSE data

66. 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 college’s performance on integrating student support into learning experiences with the performance of a group of similar colleges or to the full CCSSE population.  Give examples of initiatives that your college has developed (or plans to develop) to integrate student support into learning experiences on your campus(es). 66 Source: 2015 CCSSE data

67. 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 67

68. Focus Institutional Policies on Creating the Conditions for Learning 68 Class Attendance During the current school year, how often have you skipped class? Source: 2015 CCSSE data

69. 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).  Compare your college’s performance on focusing institutional policy on creating the conditions for learning with the performance of a group of similar colleges or to the full CCSSE Cohort.  Give examples of initiatives that your college has developed (or plans to develop) to focus institutional policy in this way on your campus(es). 69 Source: 2015 CCSSE data

70. Expand Professional Development Focused on Engaging Students 70  Instructors – both part-time and full-time – must be given the opportunities to learn about effective teaching strategies.  CCSSE can help launch dialogue on effective strategies to promote learning, persistence, and college completion for larger numbers of students.

71. 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). 71 Source: 2015 CCSSE data

72. Closing Remarks and Questions

73. Closing Remarks 73

74. Questions? 74