1 this ccsse drop-in overview presentation template can be customized using your college’s ccsse...

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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.

CCSSE 2015 Findings for

[College Name]

[Subtitle]

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Presentation Overview CCSSE Overview

Student Respondent Profile

CCSSE Benchmarks

Community College Students and Stories

Strategies to Promote Learning that Matters

CCSSE Overview

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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

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The Community College Survey of Student Engagement (CCSSE)

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

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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

Student Respondent Profile at [College Name]

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XXXX adjusted survey count

XX% overall “percent of target” rate

Survey Respondents

Source: 2015 CCSSE data

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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.

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Section InstructionsUse 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.

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Student Respondent Profile: Enrollment Status

Less than Full-Time Full-Time0%

10%

20%

30%

40%

50%

60%

70%

80%

10% 10%

28%

72%

College Name CCSSE 2015 Cohort


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Student Respondent Profile: Age

18-24 25+0%

10%

20%

30%

40%

50%

60%

70%

80%

10% 10%

67%

31%



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Student Respondent Profile:Sex

Male Female0%

10%

20%

30%

40%

50%

60%

10% 10%

43%

55%



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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%

55%

10%

10%

10%

10%

10%

10%


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Section InstructionsIn 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.

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Student Respondent Profile: First-Generation Status

10%10%

First-Generation

Not First-Generation


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Student Respondent Profile: Educational Attainment


10%

10%

10%

10%

10%

High school diploma or GED

Vocational/technical certificate

Associate degree

Bachelor's degree

Advanced Degree

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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 2 4 6 8 10 12

10

10

10

10

10

10

10

10

10

10

10

10

Primary Goal Secondary Goal

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Student Respondent Profile: Total Credit Hours Earned


10%

10%

10%10%

10%

10%

None

1-14 credits

15-29 credits

30-44 credits

45-60 credits

Over 60 credits

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Student Respondent Profile: External Commitments


None

1-5 hours

6-10 hours

11-20 hours

21-30 hours

More than 30 hours

0% 2% 4% 6% 8% 10% 12%

10%

10%

10%

10%

10%

10%

10%

10%

10%

10%

10%

10%

Working for Pay Caring for Dependents

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Student Respondent Profile: College-Sponsored Activities


10%

10%

10%10%

10%

10%

None

1-5 hours

6-10 hours

11-20 hours

21-30 hours

More than 30 hours

CCSSE Benchmarks

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Section InstructionsTo 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.

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CCSSE Benchmarks for Effective Educational PracticeThe five CCSSE benchmarks are

• Active and Collaborative Learning

• Student Effort

• Academic Challenge

• Student-Faculty Interaction

• Support for Learners

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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)


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Student EffortThis 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)


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Academic ChallengeThis 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) Source: 2015 CCSSE data

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Student-Faculty InteractionThis 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)


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Support for LearnersThis 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)


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Active

and

Colla

bora

tive

Lear

ning

Stude

nt E

ffort

Acade

mic

Challe

nge

Stude

nt-F

acul

ty In

tera

ctio

n

Suppo

rt fo

r Lear

ners

0102030405060

50 50 50 50 50

CCSSE Benchmarks for Effective Educational Practice


CCSSE Benchmark Scores for [College Name]

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Active

and C

ollabora

tive L

earnin

g

Student E

ffort

Academ

ic Challe

nge

Student-F

aculty

Inte

ract

ion

Support fo

r Learn

ers0

20

40

60

50 50 50 50 5050 50 50 50 50

College Name Comparison Group

CCSSE Benchmarks for Effective Educational Practice


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

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Benchmarking – and Reaching for ExcellenceThe most important comparison:

where we are now, compared with

where we want to be.

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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.

Community College Students and Stories

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Giving Voice to Students

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Student AspirationsStudents’ Goals

Indicate which of the following are your reasons/goals for attending this college.

A goal Not a goal

Complete a certificate program 10% 10%

Obtain an associate degree 10% 10%

Transfer to a four-year college or university 10% 10%

Obtain or update job-related skills 10% 10%

Self-improvement/personal enjoyment 10% 10%

Change careers 10% 10%

Note: Respondents may indicate more than one goal.


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Lack of finances

Academically unprepared

Caring for dependents

Working full-time

0% 2% 4% 6% 8% 10% 12%

10%

10%

10%

10%

Student PersistenceBarriers to Returning to College

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


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Section InstructionsThe 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.

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Part-timeness 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.


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Developmental EducationThis 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.


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At-Risk StudentsThis 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.


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Workforce IssuesThis 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.


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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.


Strategies to Promote Learning that Matters

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Strategies to Promote Learning that MattersThe 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

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Strengthen Classroom Engagement Raise expectations

Promote active, engaged learning

Emphasize deep learning

Build and encourage relationships

Ensure that students know where they stand

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

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Raise ExpectationsStudents 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


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Raise ExpectationsBut expectations may not be as high as they need to be:

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


Time Spent Preparing for Class

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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).


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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.

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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% 2% 4% 6% 8% 10% 12%

10%

10%

10%

Percentage of students responding never


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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).


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Emphasize 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.

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Emphasize 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 in-formation, 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% 2% 4% 6% 8% 10% 12%

10%

10%

10%

10%

Percentage of students responding quite a bit or very muchSource: 2015 CCSSE data

Memorization Deep Learning

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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).


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

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Build and Encourage Relationships 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


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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).


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Ensure that Students Know Where They StandFeedback on academic performance greatly affects student retention

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Ensure that Students Know Where They Stand


10%

10%10%

10%

Very Often Often

Sometimes Never

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

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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).Source: 2015 CCSSE data

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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

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Integrate Student Support into Learning Experiences

Student Use and Value of Student Services

Very Not at all

Academic advising/planning 10% 10%

Career counseling 10% 10%

Peer or other tutoring 10% 10%

Skill labs (writing, math, etc.) 10% 10%

Rarely/Never

Academic advising/planning 10%

Career counseling 10%

Peer or other tutoring 10%

Skill labs (writing, math, etc.) 10%

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


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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).Source: 2015 CCSSE data

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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

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Focus Institutional Policies on Creating the Conditions for Learning

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

10%

10%10%

10%Very Often Often

Sometimes Never


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).

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Expand Professional Development Focused on Engaging Students 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.

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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).


Closing Remarks and Questions

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Closing Remarks

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Questions?

1 this ccsse drop-in overview presentation template can be customized using your college’s ccsse...

Documents

ccsse data slide

ccsse overview slide

student respondents

ccsse cohort data

improvement ccsse

subtitle slide

student learning

colleges ccsse results