© 2011 center for community college student engagement nebraska community colleges statewide...

© 2011 Center for Community College Student Engagement

Nebraska Community Colleges

Statewide WorkshopNovember 4, 2013


Courtney AdkinsAssistant DirectorCenter for Community College Student Engagement

Karla FisherVice President of AcademicsButler Community College

Deryl HatchAssistant ProfessorUniversity of Nebraska

Center for Community College Student EngagementCommunity College Leadership ProgramThe University of Texas at Austin

Introductions


Who is in the room today?

Have you ever seen CCSSE results?

Have you ever logged into the online reporting system?

Have you formed a workgroup, discussed CCSSE and other data, and used that data to inform decisions to change something at your college or on your campus?


Agenda

Student Voices

Student Engagement and Success: What We Know Matters

Looking at Your Center Data

Continue the Conversation Over Lunch

Butler Community College Uses Center Data

Promising Practices to Strengthen Student Success


Student Voices Video


Predictions and Hopes

Item 4a. How often do you believe students in Nebraska reported asking questions during class or contributing to the class discussion?

Percentage who reported often or very often? Other responses are sometimes and never.

How would you like to see your students respond to this item?



Item 4e: How often do you believe Nebraska students reported coming to class without completing readings or assignments?


How would you like to see your students respond to this item?



Item 4e: How often do you believe part-time Nebraska students reported coming to class without completing readings or assignments?


How would you like to see your part-time students respond to this item?


Defining Student Engagement


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


Overview of the Center and its Surveys


Center for Community College Student Engagement

CCSSE (& CCFSSE)SENSE

Established surveys:

High-Impact PracticesInitiative on Men of ColorCCISInitiative on Student SuccessSSBTN

Other projects:

Assess the quality of their work

Identify and grow successful educational practices

Identify areas in which to improve

Provide context: a data-derived picture of institution

Shift the focus to institutional locus of control

CCSSE and SENSE are tools designed to help colleges:


What is the relationship between student engagement and student success?

How do we know this?


Students’ Goals for Attending College

Sources: CCSSE 2013.

Nebraska Students

Certificate:

Associate Degree:

Transfer to 4-year:

57%

84%

66%


Reality check: only 45% will meet their goal within 6 years

Students’ Goals for Attending College

Certificate: 52%

Associate Degree: 83%

Transfer to 4-year: 74%

2013 CCSSE Cohort

U.S. Department of Education, NCES (2001).Beginning Postsecondary Students Longitudinal Study 1996-2001 (BPS:96/01). Analysis by Community College Research Center .


15%but….

74%

ATD Data Notes (2008)


One thing we KNOW about community college student engagement…

It’s unlikely to happen by accident.

It has to happen

by design.


Benchmarks and Benchmarking


Benchmarking for Excellence

The most important comparison: where you are now, compared with where you want to be.


Center Benchmarks of Effective Educational Practice

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 most like them and internally across student groups


CCSSE Benchmarks

Active and Collaborative LearningStudent EffortAcademic ChallengeStudent Faculty InteractionSupport for Learners


CCSSE 2013 Benchmark Scores for Nebraska Community Colleges

48.847.7

49.0

50.3 50.4

50

Source: 2013 CCSSE data


Disaggregating Benchmark DataNebraska:Enrollment Status (P/T vs. F/T)

P/T F/T

Active and Collaborative Learning 44.0 54.9

Student Effort 45.0 51.3

Academic Challenge 45.7 53.0

Student-Faculty Interaction 46.4 55.4

Support for Learners 48.5 52.9

56% of Nebraska

community college

students are enrolled part

time

Source: 2013 CCSSE data, 2013 IPEDS data


What about never?

Full-time students might have more opportunity to engage with other students and their instructors, but…how do we explain never?

Part-time Nebraska students who report “never” making a class presentation: 37.8%

(F/T -18.3%)

Part-time students who report “never” working with other students outside of class to prepare class assignments: 52.8%

(F/T -31.6%)



Disaggregating Benchmark DataNebraska: Developmental Status

Dev Non-Dev








Disaggregating Benchmark DataNebraska: Credit Hours Earned

0-29 30+








CCSSE Benchmarks: Nebraska Community Colleges

The Range

Support for Learners

Student-Faculty Interacion

Academic Challenge

Student Effort

Active and Collaborative Learning

0 10 20 30 40 50 60 70

52.4

51.8

50.7

52.2

51.9

47.8

48.7

47.1

41.6

46.3

Highest score across colleges Lowest score across colleges



Student Success: What We Know Matters


What We Know Matters

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

#1 Connections matter


24%

41%

24%

11%

Very little

Some

Quite a bit

Very much

9e. Providing the support you need to thrive socially

Looking inside the Benchmarks:Support for Learners



45%

38%

11%

5%

Never Sometimes

Often Very Often

4n. Discussed ideas from your readings or classes with instructors outside of class

Looking inside the Benchmarks:Student-Faculty Interaction



#2 High expectations matter

…clearly communicated

…regularly assessed

…frequently discussed



High Expectations Matter

How often have you worked harder than you thought you could to meet an

instructor’s standards or expectations? Item #4p

Never Sometimes Often/Very Often

9% 39% 51%



High Expectations Matter

Expectations may not be as high as they need to be…

How often have you come to class without completing readings or assignments? Item #4e

Never Sometimes Often/Very Often

36% 53% 10%



Looking inside the Benchmarks:Student-Faculty Interaction

18.5%19.7%

7.4% 7.4%

Nebraska 2013 CCSSE Cohort

VERY OFTEN - Receivedprompt feedback frominstructors onperformance

NEVER-Receivedprompt feedback frominstructors onperformance




#3 High support matters

…easily accessed

…relevant to students

…brought to scale


Students Contend with Competing Priorities

33%

18%28%

21%

Many Work Significant Hours (Item 10b CCSSE)

30+ hours working 21 to 30 hoursUp to 20 hours Not working

25%

4%

27%

45%

Many Care for Depen-dents (Item 10d CCSSE)

30+ hours 21 to 30 hoursup to 20 hours None

Nebraska



Looking inside the Benchmarks:Support for Learners

Academic Advising

Career Counseling

90.6%

78.1%

33.1%

50.9%

Nebraska

Rarely/Never used Very/Somewhat Important



Plan to take classes at this college again (CCSSE Item 20)


13%

5%

64%

18%

I will accomplish my goal(s) this termI have no current plans to returnWithin the next 12 monthsUncertain

High Support MattersNebraska students who…



#4 Inescapable engagement

…inside the classroom

…outside the classroom

…when and where students are


Nebraska students who…


Never worked with other students on projects during class (CCSSE Item 4f): 11%

Never worked with classmates outside of class to prepare a class assignments (CCSSE Item 4g): 44%

Looking inside the Benchmarks:Active and Collaborative Learning


Discussed grades or assignments with instructors (CCSSE item 4l):

49% often or very often

8% never


Nebraska students who…

Looking inside the Benchmarks:Student Faculty Interaction


Looking inside the Benchmarks:Student Effort

Very/Somewhat

Peer or other tutoring 70.0%

Skill labs (writing, math, etc.) 76.8%

Rarely/Never

Peer or other tutoring 49.3%

Skill labs (writing, math, etc.) 36.3%

How important are the following services?

How often do you use the following services?



How can we make engagement

inescapable?


Make it Mandatory

How do students feel about “MANDATORY” ?

a. Frightened

b. Appreciative

c. Disgruntled

d. Rebellious

e. Depressed

Students want our

guidance…

Even though they

complain about it.

Key Question: Does “mandatory” really mean mandatory?


What Matters Most

#5 Culture of evidence…

…understand the facts

…share the facts

…act on the facts


The Courage to See…


Looking at Your CCSSE Data


What sort of data are we talking about?Benchmarks – standardized scores on high level concepts to get you into the results

Means – place responses on a scale to allow comparison

Frequencies – give you details (counts and percentages) about the actual responses/behaviors


CCSSE data over time

Standard Benchmarks not designed to do this. See handout/

presentation

2013 TAIR Conference (Galveston, TX, February 11)Analysis CCSSE Data Over Time on this page: http://

www.ccsse.org/center/resources/presentations.cfm#conference

Item level analysis the best solution.

http://www.ccsse.org/docs/TAIR2013_Analysis_of_CCSSE_Over_Time.pptx




http://www.ccsse.org/center/resources/presentations.cfm#conference

http://www.ccsse.org/center/resources/presentations.cfm#conference


2011 2013a. Asked questions in class or contributed to class discussions (ACTCOL) 2.8 2.9 0.1

b. Made a class presentation (ACTCOL)1.9 2.0 0.1

f. Worked with other students on projects during class (ACTCOL)2.4 2.6 0.2

g. Worked with classmates outside of class to prepare class assignments (ACTCOL) 1.7 1.9 0.2

h. Tutored or taught other students (paid or voluntary) (ACTCOL)1.3 1.3 0

i. Participated in a community-based project as a part of a regular course (ACTCOL) 1.3 1.3 0

r. Discussed ideas from your readings or classes with others outside of class (students, family members, co-workers, etc.) (ACTCOL) 2.4 2.4 0

Active and Collaborative LearningBenchmark Scores 2011, 44.1 ; 2013, 47.4


4f: Worked with other students on projects during class:

Often/Very often: 2011- 46.5%

2013- 52.6%

Never: 2011- 14.9%

2013- 11.2%


A quick look at the CCSSE online reporting system.

Standard Reports

Custom Reports

Why do we weight the data?

Online tutorials for Online Reporting System:http://www.ccsse.org/tools/tutorials.cfm


Digging In Look at your All Students Benchmarks report on the

Standard Reports page. Which benchmark score is good news?

Which benchmark score presents a challenge?

For each, which scores in the means/frequency table(s) tell you more? What is driving the benchmark score higher/lower?

What do you think you would see if you disaggregated these data?


LUNCH


RETENTION

• Residential campus – El Dorado (2,500)• Commuter campus – Andover (4,774)• Virtual campus – online (3,724)• Six additional teaching sites in five county service area

• 45% full-time • 58% female • 32% minority• 62% traditional age (18 to 22)

• Headcount: 9,235• Total credit hours: 85,392

Spring 2013

Average Class Size: 17

Remediation • 60% require developmental math • 29% require developmental English

Retention• 60% fall-to-fall retention rate (first-time, full-time)• 36% fall-to-fall retention rate (first-time, part-time)

CompletionGraduation rate: 24%Transfer rate: 27%

Butler’s Retention Journey

• Early Alert Referral System (EARS)• Strategic Planning• Faculty Involvement through UPM

What is early alert?Timely intervention for students experiencing academic difficulty.

Timely intervention for students experiencing academic difficulty or exhibiting behaviors counter-productive to student success.

…plus a predictive modeling system that allows preemptive intervention for likely students in need.

Birth of EARS• Outreach to students in need existed prior to 2008 but without

college-wide coordination or promotion

• Discussions started in the spring of 2008 on implementing a more coordinated approach to identifying and reaching out to students in need based on best practices

• ESSI Institute, March 2008Early Alert Program identified as way to address needs identified in SENSE data, specifically targeting students missing classes early on

• Explored Early Alert programs at other colleges

• Piloted Early Alert and Referral System (EARS) with Lead Faculty in fall 2008

Early Results

0.08

EARS Challenges

Large adjunct faculty and part-time student populations Multi-site college with commuter students Time-consuming manual process for faculty and staff Typically, only worst-case students referred

Hired Retention Specialist (Title III grant)Refined referral process:

Behavioral issues – Dean of Students

Disability issues – Disability Services Director

Academic/Attendance – Retention Specialist

Committed to intrusive interventionEstablished CARE Team

EARS Evolution

CARE Team• Vice President of Student

Services• Dean for Enrollment Management

(or Director of Advising)• Dean of Students• Retention Specialist• Student Involvement Coordinator• Advising Office Representative• Counseling Office Representative• Disability Services Director• Security Office Representative• Academic Dean• Faculty Member

• Meets weekly on two major campuses

• Anyone may bring names forward

• Discusses both people and processes

EARS Today• Campus-wide announcements promoting EARS and

CARE Team• Incorporated into Faculty Handbook• Presentations at faculty in-services• Retention Specialist in frequent contact with faculty• Accidental Alert email to students resulted in self-reports• Considering replacing our student relationship

management software package (Hobsons' Retain™ CRM)

• Looking to new LMS for universal grade book and daily attendance functionality

Lessons Learned

Communication is keyDedicated staff person is imperativeSpread the load (Specialists, CARE Team)Build stable, scalable processes Measure and continuously improve

2014-2016 Strategic Plan

Butler Strategic Plan

Strategic Plan Development

Starting with a strong foundation…

Four Strategic Priorities

Vision for each priority set by Board of Trustees

Commitment to the IPRA planning process

Getting really focused!

IPRA Decision and Planning Levels

Institutional Level (Board)

Executive Level (President, VPs, CIO)

Division Level (Deans, Selected Directors)

Unit Level (Leads, Directors, Managers

Basis for Strategic Analysis

CCSSE & SENSE

Butler PACT assessment data

Economic data (EMSI)

College-wide SWOT

AACC 21st Century Report

Plan Development Process Spring 2012 IDD visioning session Series of six day-long retreats:

Broad-based Strategic Planning Launch Four Exec Council retreats with faculty/staff consultants Strategic Plan packaging retreat

December 2012 retreat – “Pivot Points”

Plan validation – Board, Deans, Faculty, Admin Council, Ops Staff

June 2012 retreat – Tactics

Board approval July 2013 Launch August 2013

Ensure Student SuccessFocus on Student Completion: “Students Finish What They Start”

• Each student has a personalized pathway to goal attainment.• We thoroughly understand our students and their goals and motivations

for community college.• We have clear curricular pathways.• We have a high expectation for student learning and provide a high level

of support.• We nurture student, faculty and staff relationships in support of student

achievement.• We provide a variety of services tailored to meet student needs.• Our organization structures, staffing, policies and procedures intentionally

support student success and access.• We are committed to evaluating ourselves.• We remove and eliminate barriers.

Academics Division

Unit Performance Management

UPM Cycle within the Academic Year

78

Research

Plan

Implement low-cost/ no-cost

Request resources

Implement funded

improvements

SPRING

SPRING

FALLFALL

FALL

79

2012Spring PDD: Kick-off 1ST process review Spring Semester: Collect data on 1st process

Complete IPRA budget requests for FY13Fall PDD: Review data and plan for improvements Fall Semester : Implement low-cost/no-cost improvements

2013Spring PDD: Review 1ST process improvement

Kick-off 2ND process review Spring Semester: Collect data on 2ND process

Complete IPRA budget requests for FY14Fall PDD: Review data and plan for improvements Fall Semester : Implement low-cost/no-cost improvements

2014, 2015, 2016…the cycle continues…

Faculty UPM DiscussionJanuary 2012

• Introduced Unit Performance Management• Each unit (program) to focus on curriculum scope and

sequence• Initial planning of intended actions for improvement• Mixed results

Turned process management over to Dr. Phil Speary

Faculty CCSSE DiscussionJanuary 2013

• Faculty led• One hour & half discussions in dept. groupings• Guided discussion by CCSSE items within context of

other data (Faces of Future)• Gave responses to specific CCSSE items• Initial planning of intended actions for improvement

Targeting Areas for IMPROVEMENT

• Student Success Data Team analyzed trends from three sets of CCSSE data

• Focused on two areas needing improvement:

Student Effort & Academic Challenge• Selected specific items which faculty could address• Planned faculty presentation at in-service

HOW CAN WE AS FACULTY INFLUENCE STUDENT LEARNING BEHAVIORS?

• (15 min.) Butler student response to: About how many hours do you spend in a typical 7-day week preparing for class (studying, reading, writing, rehearsing, doing homework, or other activities related to your coursework)?

• Butler Mean = 1.84 which on the 5 pt. scale translates to approx. 9 hours a week

We should consider that:• on average our students responding to the

CCSSE survey were enrolled in 12 credit hours• according to the most recent Faces of the Future

demographic survey, 47.5% of our students are employed part-time and 23.6% are employed full-time

Putting in context…

QUESTIONS TO CONSIDER

• Does an average of 9 hours a week of preparation for class seem adequate for our students?

• What life factors other than hours of employment may be shaping how many hours our students spend in class preparation?

• What can we as an institution of higher learning do to address this situation?

• What can I do as a teacher to help influence this student behavior among the students I teach?

OTHER STUDENT EFFORT ITEMS

• In the current school year, about how often have you done each of the following?

• Prepared two or more drafts of a paper or assignment before turning it in. Butler Mean 2.5

• Worked on a paper or project that required integrating ideas or information from various sources. Butler Mean 2.78

• Came to class without completing readings or assignments. Butler Mean 1.91

OTHER ACADEMIC CHALLENGE ITEMS

• During the current school year, how much has your coursework at this college emphasized the following mental activities?

• Analyzing the basic elements of an idea, experience or theory (Butler Mean 2.8)

• Synthesizing and organizing ideas, information, or experiences in new ways (Butler Mean 2.69)

• Making judgments about the value or soundness of information, arguments, or methods (Butler Mean 2.54)

• Applying theories or concepts to practical problems or in new situations (Butler Mean 2.61)

• Using information you have read or heard to perform a new skill (Butler Mean 2.64)

TWO ACTION QUESTIONS

• In the coming semester what will you do to:

Encourage students to spend more time in preparing for class?

• In the coming semester what will you do to:

Encourage students to engage more often in mental activities that promote higher learning?

Faculty Analysis of Learning Outcomes

For each major learning outcome:• Level of Student Achievement/Mastery expected by end

of course• Observable evidences of that Achievement/ Mastery• Student Effort and specific behaviors necessary for that

Achievement/Mastery• Need for improvement in Current Levels of Academic

Challenge or Student Effort

Examples of ACTIONS IMPLEMENTED in SPRING 2013

• Accounting: Increase faculty emphasis on time management in supervision of students’ major project

• Marketing: Make the group marketing projects into service learning projects benefiting local organizations

• Animal Science: Implement more proactive faculty intervention with at-risk online students

• Digital Illustration: Implement more detailed formative assessment of student work during creation of projects

• Art Appreciation: Implement common essential reading assignments attached to formative assessments

• Biology: Require student to meet with instructor during office hours at least once during first six weeks of class

NEXT STEPS in Fall 2013

• Analyzing data from Spring 2013 implementations

• Continuing, modifying or expanding implementations


Promising Practices for Student Success


Special-focus items: In addition to the SENSE and CCSSE core survey items, the Center has designed special-focus items that examine areas of student experience and institutional performance that are of particular interest to the field. The Center selects a special-focus topic each year and develops new item sets that enable colleges to explore more deeply certain issues that are key to improved student engagement and success. Thus, the Center is able to address issues of current importance to both colleges and their students, while also keeping the core surveys consistent. Special-focus items for the 2011, 2012, and 2013 surveys address promising practices for promoting student success and completion.

Integrating Survey Results: A Look at Promising Practices Data

Four Surveys, Four Perspectives


OrientationThe ONE response that best describes my experience with orientation when I first came to this college is... (CCSSE Promising Practices, Item #2)


Online, prior to beginning of

classes

On-campus, prior to beginning of

classes

Course during first term

Not aware of orientation

Unable to attend

16%

40%

6%

24%

14%12%

42%

8%

20% 19%

Nebraska 2013 CCSSE respondents

Percentages may not total 100% due to rounding

n=567 n=1425 n=206 n=867 n=517


What is happening in Nebraska in terms of Orientation?


First-Year ExperienceI participated in a structured experience for new students... (Promising Practices, Item #3)

Yes in My First Term No or Not in My First Term

20%

80%

26%

75%

Nebraska 2013 CCSSE Respondents


n=714 n=2804


What is happening in Nebraska in terms of First-Year Experiences?


Learning CommunityI enrolled in an organized learning community... (Promising Practices, Item #4)


13%

87%

12%

88%



n=446 n=3306


What is happening in Nebraska for Learning Communities?


Student Success CourseI enrolled in a student success course (such as a student development, extended orientation, study skills, student life skills, or college success course). (Promising Practices, Item #5)


14%

86%

20%

80%



n=501 n=2999


What is happening in Nebraska for Student Success Courses?


Supplemental InstructionDuring the current academic year at this college, I participated in supplemental instruction/supplemental learning (extra class sessions with the instructor or an experienced student. (Promising Practices, Item #20)

Yes No

14%

86%

20%

80%



n=486 n=3049


Do these promising practices make a difference?


2013 Nebraska Benchmark Scores by Orientation

Active

and

Coll

abor

ative

Lea

rning

Stude

nt E

ffort

Acade

mic

Challe

nge

Stude

nt-F

acult

y In

tera

ction

Suppo

rt fo

r Lea

rner

s

50.7 49.5 51.6 52.2 52.3

45.3 43.2 45.1 46.1 44.7

Orientation No Orientation



2013 Nebraska Benchmark Scores by First-Year Experience

Active

and

Coll

abor

ative

Lea

rning

Stude

nt E

ffort

Acade

mic

Challe

nge

Stude

nt-F

acult

y In

tera

ction

Suppo

rt fo

r Lea

rner

s

53.149.7 51.2

54.4 55.6

47.6 46.5 48.6 48.7 47.8

FYE in First Term No FYE or Not in First Term



2013 Nebraska Benchmark Scores by Learning Community

Active

and

Coll

abor

ative

Lea

rning

Stude

nt E

ffort

Acade

mic

Challe

nge

Stude

nt-F

acult

y In

tera

ction

Suppo

rt fo

r Lea

rner

s

55.7 53.1 51.455.4 56.1

47.7 46.248.9 49.0 48.4

Learning Comm. First TermNo Learning Comm. or Not First Term



2013 Nebraska Benchmark Scores by Student Success Course53.7 55.2

51.855.0

57.6

47.8 45.748.7 48.9 48.0

Success Course First Term No Success Course or Not First Term



2013 Nebraska Benchmark Scores by Supplemental Instruction

57.7 56.7 55.459.0

55.3

47.1 45.6 47.9 48.5 48.4

Participated Supp. Inst. Never Participated Supp. Inst.Source: 2013 CCSSE data


Do these promising practices make more of a difference for certain students?


2013 Nebraska Benchmark Scores for Enrollment Status and Orientation


Active

and

Coll

abor

...

Stude

nt E

ffort

Acade

mic

Chal..

.

Stude

nt-F

acult

y I..

.

Suppo

rt fo

r Lea

...

55.551.5 53.8 56.1 53.553.7

49.9 52.6 51.7 49.0

Orientation Yes Orientation No

Series1

45.9 47.6 49.4 48.351.2

40.9 39.6 41.2 43.2 42.3

Part-Time

Full-Time


Differences in Benchmark Scores for Enrollment Status and Orientation

4.9

8.0 8.2

5.1

8.8

1.8 1.5 1.3

4.5 4.5

Difference for Part-Time Difference for Full-Time



2013 Nebraska Benchmark Scores for Enrollment Status and FYE

Series1

46.6 45.048.2 49.5

54.3

43.2 43.9 45.2 45.3 45.8


59.054.1 53.9

59.0 56.853.8

50.153.4 53.5

50.6

FYE in First Term No FYE or Not in First Term

Part-Time

Full-Time


Differences in Benchmark Scores for Part-Time and Full-Time Students Participating in First

Year Experience

3.41.1

3.04.2

8.6

5.24.1

0.5

5.5 6.2

Part-Time Difference Full-Time Difference



2013 Nebraska Benchmark Scores for Developmental Students and Contact

Series1

52.556.1 55.5 56.5 61.1

46.7 49.4 48.1 49.746.6


50.3

43.549.0

54.1 52.7

45.841.4 43.8 44.3

40.0

Contacted When Struggling Not Contacted When Struggling

Developmental

Non-Developmental


Differences in Benchmark Scores for Developmental Students and Contact

5.8 6.6 7.4 6.9

14.5

4.6

2.0

5.2

9.8

12.7

Developmental Difference Non-Developmental Difference



2013 Nebraska Benchmark Scores for Gender and Learning Communities


Active

and

Coll

abor

...

Stude

nt E

ffort

Acade

mic

Chal..

.

Stude

nt-F

acult

y I..

.

Suppo

rt fo

r Lea

...

52.749.8 48.1 50.2

53.746.6

41.645.6 46.3 46.4

LC in First Term No LC or Not in First Term

Females

MalesSeries1

57.3 55.9 54.259.8 58.2

48.3 49.2 51.0 50.8 49.7


Differences in Benchmark Scores for Male and Female Students Participating in Learning

Communities

6.18.2

2.63.9

7.39.0

6.6

3.2

9.0 8.5

Difference for Males Difference for Females



2013 Nebraska Benchmark Scores for Generation Status and Success Course


56.8 54.8 54.5 56.9 58.9

48.444.2

49.3 49.3 47.6

SSC in First Term No SSC or Not in First Term

Series1

53.157.8

54.8 56.9 61.3

46.6 48.5 48.0 48.5 47.6First Generation

Not First Generation


Differences in Benchmark Scores for Generation Status and Success Course

6.5

9.36.8

8.4

13.7

8.310.6

5.17.5

11.3

Difference for First Generation Difference for Non First Generation



What Do You Find When You Look at Your P.P. Data?

On the Standard Reports page: http://www.ccsse.org/members/reports/2013/reports.cfm

CCSSE Special-Focus Items - Promising Practices

Promising Practices (Items 6-20)

http://www.ccsse.org/members/reports/2013/reports.cfm

http://www.ccsse.org/members/reports/2013/reports.cfm


STEP ONE:

On the Custom Report Requests page, choose CCSSE Special-Focus Items ORPromising Practices 2013 (Items 6-20) as your instrument

For Option One, choose to make comparisons within your college

For Option Two, choose a breakout group

Repeat with a different breakout group of interest

Find your reports on the Completed Report Requests page

STEP TWO: Which students are participating in more promising practices? Is this surprising?

STEP THREE: How might you go about exploring the effect of promising/high impact practices on your campus?

What Else You Might Do With These Data?


Q and AThanks for joining us!

© 2011 center for community college student engagement nebraska community colleges statewide...

Documents

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student success slide

student behaviors

student learning

lunch butler community

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parttime nebraska students