st. petersburg college ccsse 2011 findings board of trustees meeting

St. Petersburg College

CCSSE 2011 Findings

Board of Trustees Meeting

SPC Board of Trustees Meeting

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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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Student Respondent Profile

SPC CCSSE 2011 Cohort

Part-Time Enrollment 31% 58%

Female 59% 57%

18-24 Years Old 63% 58%

Minority 37% 44%

Source: 2011 CCSSE data

• Administered in Spring 2011 (planned for Spring 2012)

Out of 1,168 SPC survey respondents…


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Student Respondent Profile

SPC

First Generation 17%

Working 76%

Work: More than 30 Hours 38%

Caring for Dependents 57%

Caring for Dependents: More than 30 Hours 22%

Participating in College Sponsored Activities 15%

Participating in College Sponsored Activities: 1-5 Hours 11%


Out of 1,168 SPC survey respondents…

CCSSE Benchmarks

Active and Collaborative LearningStudent EffortAcademic ChallengeStudent-Faculty InteractionSupport for Learners

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CCSSE Benchmarks Active and Collaborative Learning. Students learn

more when they are actively involved in their education and have opportunities to think about and apply what they are learning in different settings. Through collaborating with others to solve problems or master challenging content, students develop valuable skills that prepare them to deal with real-life situations and problems.

Student Effort. Students’ own behaviors contribute significantly to their learning and the likelihood that they will successfully attain their educational goals.


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CCSSE Benchmarks Academic Challenge. Challenging intellectual and

creative work is central to student learning and collegiate quality. These survey items address the nature and amount of assigned academic work, the complexity of cognitive tasks presented to students, and the rigor of examinations used to evaluate student performance.

Student-Faculty Interaction. In general, the more contact students have with their teachers, the more likely they are to learn effectively and to persist toward achievement of their educational goals. Through such interactions, faculty members become role models, mentors, and guides for continuous, lifelong learning.


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CCSSE Benchmarks Support for Learners. Students perform

better and are more satisfied at colleges that provide important support services, cultivate positive relationships among groups on campus, and demonstrate commitment to their success.



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45.047.049.051.053.055.0

51.9 51.4

54.452.0 51.2

49.3 49.3 49.948.3 49.1

St. Petersburg College Colleges of similar size

CCSSE Benchmarks for Effective Educational Practice


CCSSE Benchmark Scores for St. Petersburg CollegeCompared to Colleges of Similar Size

Notes: Benchmark scores are standardized to have a mean of 50 and standard deviation of 25 across all respondents.


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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

44.0

48.0

52.0

56.051.9 51.4

54.452.0 51.2

47.7 48.7 49.8 50.0 49.451.6 51.2

53.0 53.3

50.1

2011 2007 2004

CCSSE Benchmarks for Effective Educational Practice


Historical CCSSE Benchmark Score Trends for St. Petersburg College


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4b 'Often' or 'Very often' 4d 'Often' or 'Very often' 4k 'Often' or 'Very often' 5e 'Quite a bit' or 'Very much' 6c 5 or more0.0

10.0

20.0

30.0

40.0

50.0

60.0

70.0

80.0

90.0

100.0

36.1

74.368.2 64.9

69.9

29.3

62.2 58.4 57.5 59.7

St. Petersburg College CCSSE Cohort

Aspects of Highest Student Engagement


CCSSE Benchmark Scores for St. Petersburg CollegeCompared to 2011 CCSSE Cohort


Benchmark Item No. ItemActive and Collaborative Learning 4b Made a class presentationStudent Effort 4d Worked on a paper or project that required integrating ideas or information from various sourcesStudent-Faculty Interaction 4k Used email to communicate with an instructorAcademic Challenge 5e Applying theories or concepts to practical problems or in new situationsAcademic Challenge 6c Number of written papers or reports of any length

Notes: For Item(s) 4, ‘Often’ and ‘Very Often’ responses are combined; For Item(s) 5, ‘Quite a bit’ and ‘Very much’ responses are combined; For Item(s) 6, ‘5 to 10,’ ‘11 to 20,’ and ‘More than 20’ responses are combined.


Aspects of Highest Student Engagement


A History of CCSSE Benchmark Scores for St. Petersburg College


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Benchmark Item No. ItemActive and Collaborative Learning 4b Made a class presentationStudent Effort 4d Worked on a paper or project that required integrating ideas or information from various sourcesStudent-Faculty Interaction 4k Used email to communicate with an instructorAcademic Challenge 5e Applying theories or concepts to practical problems or in new situationsAcademic Challenge 6c Number of written papers or reports of any length

Notes: For Item(s) 4, ‘Often’ and ‘Very Often’ responses are combined; For Item(s) 5, ‘Quite a bit’ and ‘Very much’ responses are combined; For Item(s) 6, ‘5 to 10,’ ‘11 to 20,’ and ‘More than 20’ responses are combined.

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4f 'Often' or 'Very often' 4m 'Often' or 'Very often' 4q 'Often' or 'Very often' 9d 'Quite a bit' or 'Very much' 13h1 'Sometimes' or 'Often'0.0

10.0

20.0

30.0

40.0

50.0

60.0

70.0

80.0

90.0

100.0

43.7

22.3

8.7

23.3

53.247.7

26.4

9.3

26.3

62.6

St. Petersburg College CCSSE Cohort

Aspects of Lowest Student Engagement


CCSSE Benchmark Scores for St. Petersburg CollegeCompared to 2011 CCSSE Cohort


Benchmark Item No. ItemActive and Collaborative Learning 4f Worked with other students on projects during classStudent Effort 4m Talked about career plans with an instructor or advisorStudent-Faculty Interaction 4q Worked with instructors on activities other than courseworkAcademic Challenge 9d Helping you cope with your non-academic responsibilities (work, family, etc.)Academic Challenge 13h1 Frequency: Computer lab

Notes: For Item(s) 4, ‘Often’ and ‘Very Often’ responses are combined; For Item(s) 9, ‘Quite a bit’ and ‘Very much’ responses are combined; For Item(s) 13,’Sometimes’ ‘and ‘Often’ are combined.


Aspects of Lowest Student Engagement


A History of CCSSE Benchmark Scores for St. Petersburg College


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Benchmark Item No. ItemActive and Collaborative Learning 4f Worked with other students on projects during classStudent Effort 4m Talked about career plans with an instructor or advisorStudent-Faculty Interaction 4q Worked with instructors on activities other than courseworkAcademic Challenge 9d Helping you cope with your non-academic responsibilities (work, family, etc.)Academic Challenge 13h1 Frequency: Computer lab

Notes: For Item(s) 4, ‘Often’ and ‘Very Often’ responses are combined; For Item(s) 9, ‘Quite a bit’ and ‘Very much’ responses are combined; For Item(s) 13,’Sometimes’ ‘and ‘Often’ are combined.


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SPC Internal Comparisons Active and Collaborative Learning

During the current school year, how often have you:• Asked questions in class or contributed to class discussions (65.2% very often or

often) • Participated in a community-based project as a part of a regular course (7.2% very

often or often)

Student EffortDuring the current school year, how often have you:• Worked on a paper or project that required integrating ideas or information from

various sources (74.3% very often or often) • Used peer or other tutoring services (29.2% often or sometimes)

Academic ChallengeDuring the current school year, how often have you:• Worked harder than you thought you could to meet an instructor’s standards or

expectations (56.6% very often or often) • Worked with classmates outside of class to prepare class assignments (22.2% very

often or often) Source: 2011 CCSSE data


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SPC Internal Comparisons Student-Faculty Interaction

During the current school year, how often have you: • Used e-mail to communicate with an instructor (68.3% very often or

often) • Worked with instructors on activities other than coursework (8.7% very

often or often)

Support for LearnersHow much does this college emphasize: • Providing the support you need to help you succeed at this college

(75.3% very much or quite a bit) • Helping you cope with your nonacademic responsibilities (work, family,

etc.) (23.3% very much or quite a bit)



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CCSSE Special Focus Items

• 90.3% of students were registered for ALL courses before the first class session(s).

• 54.1% took part in either an online or on campus orientation prior to the beginning of classes, but 25.8% were not aware of a college orientation.


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SPC Special Focus Items• 79.5% of students strongly agree or agree that this year, they have tried to better understand someone else’s views by imagining how an issue looks from his or her perspective.

• 50.7% of students very often or often learned something that changed his or her viewpoint about an issue or concept.

• 59.1% of students this year have very often or often considered ideas different from his/her own.

• 23.7% of students this year have used the academic support services, e.g., tutoring and academic assistance.

Community College Student: Aspirations and Persistence


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Student AspirationsStudents’ Goals

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

A goal (Primary or Secondary) Not a goal

Complete a certificate program 40% 60%

Obtain an associate degree 93% 7%

Transfer to a four-year college or university 77% 23%

Obtain or update job-related skills 67% 33%

Self-improvement/personal enjoyment 73% 27%

Change careers 47% 53%

Note: Respondents may indicate more than one goal.



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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?


Lack of finances

Academically unprepared

Caring for dependents

Working full-time

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

48%

17%

24%

34%

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 Engagement1. Raise Expectations

Students work hard to meet instructors’ expectations: 56.6% of students “Often” or “Very Often” work

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

38% of students report spending five or fewer hours per week preparing for class


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Strengthen Classroom Engagement2. 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%

25%

16%

35%


Percentage of students responding never


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Strengthen Classroom Engagement


21%

40%

34%

5%

Very Often Often

Sometimes Never

3. Ensure that Students Know Where They Stand During the current school year, how often have you received prompt feedback (written or oral) from instructors on your performance?


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Integrate Student Support into Learning Experiences

Student Use and Value of Student Services

Very Not at all

Academic advising/planning 74% 8%

Career counseling 57% 16%

Peer or other tutoring 52% 22%

Skill labs (writing, math, etc.) 49% 22%

Rarely/Never

Academic advising/planning 31%

Career counseling 54%

Peer or other tutoring 44%

Skill labs (writing, math, etc.) 36%

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



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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?

2% 3%

46%

49%

Very Often Often

Sometimes Never



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Expand Professional Development Focused on Engaging Students

Source: 2011 CCFSSE data

Center of Excellence for Teaching and Learning (CETL) – Offering on-going professional development sessions for fulltime and part-time faculty

Expanded SPD funding for faculty $1500/faculty member over a two-year period

All College Professional Development Day

Questions…

st. petersburg college ccsse 2011 findings board of trustees meeting

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