1. The Community College Survey of Student Engagement (CCSSE) Pilot Test Results (Fall 2001) May 6, 2003 Expanded Dean’s Council

2. CCSSE (cessie) Provides a new focus on educational practices that research shows are related to student success Conducted out of the University of Texas at Austin Supported by grants from The Pew Charitable Trusts and the Lumina Foundation for Education Patterned after NSSE (nessie) conducted out of Indiana University

3. CCSSE Pilot Institutions and Numbers PilotTargetedActual Response InstitutionSampleSampleRate Butler County CC 825 514 62.3% Cascadia CC 625 445 71.2% CC of Denver1,125 536 47.6% Central Piedmont CC 825 981118.9% Hocking College 825 713 86.4% Johnson County CC1,125 445 39.6% Kingsborough CC1,1251,049 93.2% Kirkwood CC1,1251,021 90.8% Montgomery College 825 447 54.2% Richland CC1,125 826 73.4% Schoolcraft College1,125 712 63.3% Sinclair CC1,125 600 53.3% Total 11,8008,289 70.2%

4. Procedures CPCC sent UT our class schedule electronically They selected sections including developmental courses and a variety of classes at each campus They provided us a list of selected sections and an alternate list (in case the original list needed subs) Planning and Research staff went to each selected classroom and distributed, monitored and collected the data over a three week period in Fall 2001 Data were returned to UT for analysis UT returned the summarized data to the College in 2002

5. Findings - Demographics CPCC RespondentsUniversity Sample (all institutions)Students (NSSE) Gender: Male41.2%44.0%44% Female58.8%56%56% Race: White57.0%61.5%70% Asian 4.6% 5.2% 6% Latino 4.9% 8.8% 6% Black17.6% 9.3%10% Nat. Amer. 3.8%.4% 1% Int’l11.1% 8.5% 3% Other 4.7% 6.7% na Enrollment Status: Full-time39.4%31.5%79% Part-time60.6%68.5%21%

6. What was learned from the entire group Almost 80% have home computers with Internet connections 20% have access at work and 70% have on- campus access Only 65% use the Internet at least weekly for class projects or assignments 47% use it several times a week 30% use it often or very often

7. Learned… continued 56% do not receive financial support from parents 55% do not receive grants or scholarships 75% have no student loans 40% claim paying for college is a significant issue 45% report that their colleges provide the financial support they need to afford their education

8. Students at-risk of not attaining their educational goals Community college students are 3-4 times more likely to reflect the factors that research indicates put them at- risk. Those are: Being academically under-prepared Being a single parent Being financially independent Caring for children at home Working more than 30 hours a week Being a first-generation college student Being a part-time student Identifying the cost of attending college as a significant issue

9. At-risk Students 25% of CCSSE respondents fell in the low risk category (0-1 risk factors) 66% were moderate risk students (2-4 risk factors) 9% were high-risk (5 or more risk factors)

10. High-risk students Are less likely to set transferring to a four-year institution as a primary goal Are more likely to set completing their associate degree as a primary goal Are exerting more effort to succeed (they are overcoming significant challenge to attend college) Are much less likely to come to class prepared More likely to ask questions and participant in class discussions Are more likely to prepare two or more drafts of a paper or assignment before turning it in

11. High-risk students Are more likely to report that they “work harder than they thought they could to meet an instructor’s expectations” Are more likely to find exams challenging Are more dedicated to studying Are taking advantage of services offered by the college Are more likely to give high ratings to the importance of tutoring, financial aid, career counseling, etc. Are more likely to participate in study-skills classes, orientation and organized learning communities

12. At-risk Students Community Colleges are doing a good job of motivating and serving these students Ensuring the success of these students remains one of the critical challenges for community colleges Assisting these students may be one of our most significant potential contributions to our community

13. Section I: Activities in the Classroom Students were asked “how often” they participated in various activities in the classroom Scale: 1 = never, 2 = occasionally, 3 = often and 4 = very often Data for CPCC are compared to the CC sample and to the university sample (NSSE)

14. College Activities CPCC CC NSSE 1. Asking questions in class/contributing to the discussion2.94 2.81 2.79 2. Made a class presentation2.05 2.03 2.17 3. Preparing two or more drafts of a paper before turning it in 2.47 2.54 2.70 4. Working on a paper that requires integrating ideas or information from various sources2.57 2.64 3.01 5. Coming to class without completing reading or assignments1.97 2.01 2.10 Comparisons: 981 CPCC students, 8,289 community college students and 33,000 first-year university students

15. College Activities CPCC CC NSSE 6. Working with other students on projects during class2.55 2.59 2.42 7. Working with classmates outside of class to prepare assignments1.88 1.92 2.35 8.Teaching/tutoring other students 1.48 1.42 1.63 9. Participating in a community-based project as part of a regular course1.35 1.33 1.37 10. Using list-serves, chat rooms or the Internet to discuss or complete 2.142.07 2.58 an assignment

16. College Activities CPCC CC NSSE 11. Used email to communicate with the instructor 2.07 1.91 2.77 12. Discussed grades or assignments with an instructor 2. 65 2.43 2.56 13.Talked about career plans with an instructor or advisor2.06 1.98 2.11 14.Discussing ideas from readings/lecture with the instructor outside of class 1.85 1.72 1.74 15.Receiving prompt feedback from an instructor on your performance 2.69 2.58 2.61

17. College Activities CPCC CC NSSE 16.Working hard to meet an instructor’s expectation 2.54 2.47 2.58 17.Worked with instructors on activities other than coursework1.421.421.51 18.Discussed ideas from your readings or classes with others outside of class.2.712.612.73 19.Having serious conversation with students of a different race/ethnicity 2.61 2.39 2.65 20.Having serious conversation with students of different religions, political opinions or personal values2.532.41 2.90

18. Students have multiple demands on their time and spend limited time on campus. Results indicate that most student-faculty interaction takes place in class. More than 80% of students do not participate in college sponsored extracurricular activities. Therefore, the most powerful engagement strategies likely will center around classroom and classwork.

19. Impact – Part-time Students Part-time students are least engaged 45% of part-time students (and 29% of full-time students) never worked with classmates outside of class to prepare assignments 51% of part-time students (and 39% of full-time students never discussed ideas from readings or classes with an instructor outside of class. Research shows that these interactions lead to improved learning and higher retention rates

20. Impact on Transfer Students These classroom activities may impact the progress of our transfer students Community college students rated their interaction with faculty both in and out of class higher than university students However, they ranked interaction with other students lower than university students

21. College Activities - Developmental vs. Non-Developmental Non-dev. Developmental CPCC Nat.CPCC Nat. 1. Asking questions in class/contributing 2.97 2.812.92 2.81 to the discussion 2. Made a class presentation1.93 1.982.17 2.08 3. Preparing two or more drafts of a paper before turning it in2.23 2.402.71 2.69 4. Working on a paper that requires integrating ideas or information 2.46 2.582.68 2.70 from various sources 5. Coming to class without completing 1.97 2.031.97 1.99 reading or assignments

22. College Activities - Developmental vs. Non-Developmental Non-dev. Developmental CPCC Nat.CPCC Nat. 6.Working with other students on 2.49 2.542.61 2.64 projects during class 7. Working with classmates outside of class to prepare assignments1.80 1.891.96 1.95 8. Teaching/tutoring other students1.51 1.411.45 1.43 9. Participating in a community-based project as part of a regular course1.30 1.291.41 1.36 10. Using list-serves, chat rooms or the Internet to discuss or complete 2.11 2.042.18 2.10 an assignment

23. College Activities - Developmental vs. Non-Developmental Non-dev. Developmental CPCC Nat. CPCC Nat. 11.Used email to communicate with the instructor2.04 1.882.10 1.94 12. Discussed grades of assignments with an instructor 2.59 2.372.70 2.49 13.Talked about career plans with an instructor or advisor2.00 1.892.12 2.07 14.Discussing ideas from readings/lecture with the instructor outside of class 1.83 1.681.87 1.77 15.Receiving prompt feedback from an instructor on your performance2.70 2.562.68 2.60

24. College Activities - Developmental vs. Non-Developmental Non-dev. Developmental CPCC Nat.CPCC Nat. 16.Working hard to meet an instructor’s expectation2.40 2.372.68 2.60 17.Worked with instructors on activities other than coursework1.36 1.391.47 1.44 18.Discussed ideas from your readings or classes with others outside of class.2.68 2.552.74 2.66 19.Having serious conversation with students of a different race/ethnicity2.57 2.342.66 2.44 20.Having serious conversation with students of different religions, 2.52 2.382.53 2.45 political opinions or or personal values

25. Mental Activities in the Classroom Students were asked about how often they participated in a list of mental activities in the classroom Activities such as: memorizing facts, analytical skills, critical thinking, and application of new skills or information

26. Mental Activities by Comparison (n/a)

27. Mental Activities by Comparison Developmental vs. Non-developmental

28. Mental Activities by Comparison 1-30 hours vs. 31+ hours

29. Student Opinions About School Students were asked: Does the college provide the support you need to help you succeed at this college, encourages contact among students from different economic, social, and racial or ethnic backgrounds, helps you cope with your non-academic responsibilities (work, family, etc.), encourages you to spend significant amounts of time studying and providing the financial support needed. Scale: 1=very little, 2=some, 3=quite a lot, 4=very much

30. Student Opinions About School (n/a)

31. How Students Spend Their Time Community College students are older They work Have families Take care of dependents Don’t have a lot of time to spend on campus Don’t spend as much time “hanging out” before and after class

32. Weekly Activities Students were asked about how many hours in a typical 7-day week do you spend doing the following: 0none 15 or fewer 26-10 hours 311-15 hours 416-20 hours 521-25 hours 626-30 hours 7more than 30 hours

33. Student’s Weekly Activities How many hours per week do you do the following: CPCC CC SampleNSSE Preparing for class1.881.924.08 Working on campus.15.251.61 Working off campus3.132.822.35 Participating in college sponsored activities.23.262.32

34. Student’s Weekly Activities How many hours per week do you do the following: CPCC CC Sample NSSE Relaxing/socializing1.972.18 4.12 Providing care for dependents1.411.36 1.58 Commuting to and from classes1.361.28 na Participating in community/ campus organizations.82.61 na

35. Relationships at the College How would you characterize the quality of relationships? 1=unfriendly, unsupportive, sense of alienation 7=friendly, supportive, sense of belonging Quality of Relationships CPCC CC Sample NSSE With other students5.415.39 5.69 With Instructors5.675.51 5.39 With administrative personnel and offices4.894.89 4.90

36. Knowledge, Skills and Personal Growth To what extent has your experience at this college contributed to your knowledge, skills and personal development in the following areas? Scale:1very little 2some 3quite a bit 4 very much

37. CPCC CC NSSE Acquiring a broad general education2.912.873.09 Acquiring job/work-related knowledge/skill2.622.512.52 Writing clearly/effectively2.612.642.85 Speaking clearly/effectively2.542.542.59 Thinking critically/analytically2.872.843.09 Solving numerical problems2.582.51 Using computing and information technology2.582.512.73 Working effectively with others2.672.692.82 Educational and Personal Growth

38. CPCC CC NSSE Voting in local, state or college elections1.661.62 1.94 Learning effectively on your own2.782.73 2.97 Understanding yourself2.562.53 2.87 Understanding people of other racial/ethnic backgrounds2.452.36 2.58 Developing a personal code of values/ethics2.182.20 2.64 Contributing to the welfare of your community1.851.79 2.15 Developing clearer career goals2.682.63 na Gaining information about career opportunities2.582.54 na Educational and Personal Growth

39. Retention – What issues would force you to withdraw from this college? Moving/relocating Lack of finances Change in career plans Educational goals change Working full-time Caring for dependents Academically unprepared Mismatch w/ coll. obj. All community college students

40. Student Engagement Critical to retention and student success Occurs in student services (counseling, advising, financial aid, etc.) Occurs in the classroom (class participation, bonding with students and faculty) Occurs through process – policies that encourage students to stay and don’t make it easy for them to leave

41. Findings CPCC as a whole, did better on the assessment than most of the community colleges who participated This opened the opportunity for a Met Life grant for us Looking at the differences between our classroom activities and those of the university may help us better understand transfer issues

42. What the Universities Learned from NSSE Campus Climate Students who report that their school encourages contact with peers from different backgrounds also see their school as supporting: Their academic success Their coping with other responsibilities Their social needs

43. What the Universities Learned… continued Supportive Faculty Members Students who report that their faculty members are accessible and supportive perceive that their school: Provides the support they need for their academic success Helps them cope with non-academic responsibilities Provides social support

44. What the Universities Learned…. continued Good Academic Advising Students who report getting high quality academic advising: Are more likely than their peers to interact with faculty members Perceive their institution’s environment is academically and socially supportive Are more satisfied with their overall college experience

45. Two websites http://www.indiana.edu/~nsse http://www.ccsse.org

46. The End