ccsse 2014 findings southern crescent technical college

CCSSE 2014 Findings Southern Crescent Technical College

CCSSE Overview

3What 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

4The Community College Survey of Student Engagement (CCSSE)

CCSSE is designed to capture student engagement as a measure of institutional quality.

5CCSSE: A Tool for Community Colleges

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

SCTCStudent Respondent Profile

7Survey Respondents 604 adjusted survey count 800 Targeted Number of Surveys

76% overall “percent of target” rate

Source: 2014 CCSSE data

8Excluded 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 were also excluded.

9Student Respondent Profile: Enrollment Status

Less than Full-Time Full-Time0%

10%

20%

30%

40%

50%

60%

70%

80%

33%

67%

28%

72%

SCTC CCSSE 2014 Cohort


10Student Respondent Profile:

Age

18-24 25+0%

10%

20%

30%

40%

50%

60%

70%

52%

44%

63%

37%



11Student Respondent Profile:

Sex

Male Female0%

10%

20%

30%

40%

50%

60%

70%

80%

29%

69%

43%

55%



12

Student Respondent Profile: Racial Identification


Other

American Indian or other Native American

Asian, Asian American, or Pacific Islander

Black or African American, Non- Hispanic

Hispanic, Latino, or Spanish

White, Non-Hispanic

0% 10% 20% 30% 40% 50% 60%

4%

2%

5%

11%

14%

56%

3%

0%

1%

35%

2%

53%


13

Student Respondent Profile: First-Generation Status

46%54%

First-GenerationNot First-Gener-ation


14

Student Respondent Profile: Educational Attainment


2%

15%

7%

2%

1%None

Vocational/technical certificate

Associate degree

Bachelor's degree

Advanced Degree

15

Student Respondent Profile:Goals

Change careers

Self-improvement/personal enjoyment

Obtain or update job-related skills

Transfer to a 4-year college or university

Obtain an associate degree

Complete a certificate program

0 10 20 30 40 50 60 7014.4

28.7

21.5

28.1

20

22.3

43.1

54

62.6

30.3

60.9

42.3

Primary Goal Secondary GoalSource: 2014 CCSSE data

16

Student Respondent Profile: Total Credit Hours Earned


14%

42%22%

11%

6%5% None

1-14 credits

15-29 credits

30-44 credits

45-60 credits

Over 60 credits

17

Student Respondent Profile: External Commitments


None

1-5 hours

6-10 hours

11-20 hours

21-30 hours

More than 30 hours

0% 5% 10% 15% 20% 25% 30% 35% 40%

37%

13%

6%

7%

4%

33%

29%

7%

7%

9%

15%

34%

Working for Pay Caring for Dependents

18

Student Respondent Profile: College-Sponsored Activities


83%

14%

2% 1% 0%None

1-5 hours

6-10 hours

11-20 hours

21-30 hours

More than 30 hours

CCSSE Benchmarks

20

CCSSE Benchmarks for Effective Educational PracticeThe five CCSSE benchmarks are

• Active and Collaborative Learning

• Student Effort

• Academic Challenge

• Student-Faculty Interaction

• Support for Learners

21

CCSSE Benchmarks for Effective Educational Practice

Active a

nd Colla

borat

ive Le

arning

Stude

nt Eff

ort

Academ

ic Cha

llenge

Stude

nt-Fa

culty

Intera

ction

Supp

ort fo

r Lea

rners

44

48

52

56

49.8 51.7 48.153.3 54.4


CCSSE Benchmark Scores for SCTC

22

CCSSE Benchmarks for Effective Educational Practice

44485256

49.8 51.7 48.153.3 54.4

49.9 50.3 49.9 50.3 50.1

SCTC 2014 CohortSource: 2014 CCSSE data

CCSSE Benchmark Scores for [College Name]compared to [Comparison Group]

23Student Aspirations

Students’ GoalsIndicate which of the following are your reasons/goals for attending this college.

A goal Not a goal

Complete a certificate program 64.6% 35.4%

Obtain an associate degree 80.9% 19.1%Transfer to a four-year college or university 58.4% 41.7%

Obtain or update job-related skills 84.1% 15.9%

Self-improvement/personal enjoyment 82.7% 17.3%

Change careers 57.5% 42.5%Note: Respondents may indicate more than one goal.


24Student Persistence

Barriers to Returning to CollegeHow likely is it that the following issues would cause you to withdraw from class or from this college?


Lack of finances

Academically unprepared

Caring for dependents

Working full-time

0% 10% 20% 30% 40% 50% 60%

53%

17%

25%

37%

Strategies to Promote Learning that Matters

26

Strategies to Promote Learning that Matters

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

27

Strengthen Classroom Engagement

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

28Raise Expectations

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


Students work hard to meet instructors’ expectations: 58.7% of students often or very often work

harder than they thought they could to meet an instructor’s standards or expectations



But expectations may not be as high as they need to be:

44%56%

Percentage of students who report spending five or fewer hours per week

preparing for classSource: 2014 CCSSE data

Time Spent Preparing for Class

31

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

32

Promote Active, Engaged LearningIn your experiences at this college during the current school year, about how often have you done each of the using activities?

Made a class presentation

Worked with other students on projects during class

Worked with classmates outside of class to prepare

class assignments

0% 5% 10% 15% 20% 25% 30% 35% 40% 45% 50%

24%

29%

46%

Percentage of students responding neverSource: 2014 CCSSE data

33Emphasize Deep

LearningDeep learning: Refers to broadly applicable thinking, reasoning,

and judgment skills — learning associated with higher-order cognitive tasks

Is typically contrasted with rote memorization.

34Emphasize Deep

LearningMemorization 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?

Making judgments about the value or soundness of information, arguments, or methods

Synthesizing and organizing ideas, information, and experiences in new ways

Analyzing the basic elements of an idea, experience, or theory

Memorizing facts, ideas, or methods from your courses and readings so you can repeat them in pretty much the same form

0% 10% 20% 30% 40% 50% 60% 70% 80%

49%

60%

67%

70%

Percentage of students responding quite a bit or very muchSource: 2014 CCSSE data

Memorization Deep Learning

35

Build and Encourage RelationshipsPersonal connections are a critical factor in student success

36

Build and Encourage Relationships

57% of students respond that the college emphasizes interaction among students quite a bit or very much….

BUT, 70% never work with an instructor on activities other than coursework


37

Ensure that Students Know Where They Stand

Feedback on academic performance greatly affects student retention

38

Ensure that Students Know Where They Stand

Student Perceptions of FeedbackDuring the current school year, how often have you received prompt feedback (written or oral) from instructors on your performance?


27%

37%

31%

5%

Very Often Often

Sometimes Never

39

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

40

Integrate Student Support into Learning Experiences

Student Use and Value of Student Services

Very Not at all

Academic advising/planning

70.8% 8.3%

Career counseling 57.3% 17.7%Peer or other tutoring 47% 25.4%Skill labs (writing, math, etc.)

50.5% 22.2%

Rarely/NeverAcademic advising/planning 34%Career counseling 50.7%Peer or other tutoring 41.8%Skill labs (writing, math, etc.) 34.5%

How important are the services? How often do you use the services?


41

Focus Institutional Policies on Creating the Conditions for LearningInstitutional 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

42

Focus Institutional Policies on Creating the Conditions for Learning

Class AttendanceDuring the current school year, how often have you skipped class?

1% 1%

27%

71%

Very Often Often

Sometimes Never


ccsse 2014 findings southern crescent technical college

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