what do you do with all of this data? presented by: debbie hardy using the community college survey...
TRANSCRIPT
What do you do with all of this data?
Presented By: Debbie Hardy
Using the Community College Survey of Student Engagement (CCSSE) for
Institutional Improvement: One College’s Approach to Using the
Data for Decision Making
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Objectives Share tips for identifying data gaps Discuss how to establish institutional
priorities Discuss how high impact practices increases
student success Share tips for creating an action plan for
improvement Use the survey as a tool for institutional
improvement
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CCSSE
• CCSSE provides information on student engagement, a key indicator of learning
• Questions assess institutional practices and student behaviors correlated with student learning and student retention
• Used as a tool for improvement
• Self-reported by students
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CCSSE Benchmark Comparisons- related survey items that
address key areas of student engagement (three-year cohort includes 2012, 2013, 2014)
Frequencies-individual questions within survey
Core Survey Items- kept consistent in all surveys
Special Focus Items- examines areas of student experience and institutional performance that are of particular interest
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Communicating Results-Share the Data Have Conversations Table Top Discussions Data Carousel Share Fairs (Great Teachers Workshop)
Newsletters Work Teams Web Page
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Data Carousel Activity (example) Share two or three samples of data such as
charts/graphs at each table-(each table only has one set of data)
Directions: Spend a few minutes thinking individually about the data provided. Answer each question using a post-it (3-5 minutes)
WHAT…questions does the data raise for you? (pink post-it)
WHAT…surprised you about the data? (yellow post-it)
WHAT…can I do to improve the data in this area?(orange post-it)
Post your color coded response on the poster sheet on the wall next to the appropriate question.
Discuss as a group.
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Why this is important… Allows you to look at policies and procedures to determine
inconsistencies
Identifies what is and is not working
Allows you to understand strengths and weaknesses– Gaps in gender and ethnicity– Gaps in services provided
Allows you to improve areas of teaching and learning
Allows you to decide the professional development needed
Allows you to set goals or adjust goals to develop specific strategies for improvement
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Disaggregate data
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Use Tools CCSSE provides
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PCCUA 2014 Key Findings
Promising Practices for Student Success
Benchmark Overview by Enrollment
Benchmarks of Effective Educational Practice
Aspects of Highest Student Engagement
Aspects of Lowest Student Engagement
Special-Focus Items
CCFSSE- Faculty Survey
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Active
and
Col
labo
rativ
e Le
arni
ng
Stude
nt E
ffort
Acade
mic
Challe
nge
Stude
nt-F
acul
ty In
tera
ction
Suppo
rt fo
r Lea
rner
s0
20
40
60 55.2 55.7 55.858.5 66.1
50 50 50 50 5060.3 58.6 57.4 59.1 60.2
Benchmarks of Effective Educational Practice CCSSE 2014 Key Findings
PCCUA 2014 CCSSE Cohort 2014 Top-Performing Colleges
2014 CCSSE Key Findings*Top Performing colleges are those that scored in the top 10 percent of the cohort by benchmark.
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Reaching for Excellence Target improvement efforts by
disaggregating results to look at different groups – male & female, developmental & non-developmental etc.
Multiple administrations- look at impact of interventions over time and measure institutional effectiveness
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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
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6074.1
60.9 61.5 6572.9
61.5 64.7 64.9 69.276
42 42.6 43.6 48.1 52.457.5 54 55.7 56
63.7
Benchmarks by Gender and EthnicityCCSSE 2014
Black Male Black Female White Male White Female
Disaggregated Data
CCSSE 2014 Data
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Active and Collaborative Learning
Student Effort
Academic Challenge
Student Faculty Interaction
Support for Learners
0 10 20 30 40 50 60
49.4
37.7
39
49.2
48.5
42
42.6
43.6
48.1
52.4
Gender and Ethnicity Benchmark Data Comparison for CCSSE 2012 and 2014
White Males
2014 White Males 2012 White Males
Disaggregated Data- Gender and Ethnicity
Active and Collaborative Learning
Student Effort
Academic Challenge
Student Faculty Interaction
Support for Learners
0 10 20 30 40 50 60 70 80
55.7
51.9
56.4
54.7
58.3
72.9
65
61.5
60.9
74.1
Gender and Ethnicity BenchmarkData Comparison for CCSSE 2012 and 2014
Black Males
2014 Black Males 2012 Black Males
CCSSE 2014 Data
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Benchmark Comparison 2012 and 2014
Active
and
Col
labo
rativ
e Le
arni
ng
Stude
nt E
ffort
Acade
mic
Challe
nge
Stude
nt-F
acul
ty In
tera
ction
Suppo
rt fo
r Lea
rner
s0
20
40
60 55.2 55.7 55.858.5 66.1
56.8 52.7 50.356 60.4
Benchmarks of Effective Educational Practice Comparison CCSSE 2012 and 2014
2014 2012
CCSSE 2012 and 2014 Data
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CCFSSE Community College Faculty Survey of Student
Engagement
Companion Survey to CCSSE– Information from faculty about their teaching practices– The way they spend their professional time, both in and
out of class – Perceptions regarding students’ education experiences
Full-time and Part-time Faculty
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CCSSE and CCFSSE-Student Effort
Frequency: Prepared two or more drafts of a paper or assignment before turning it in
Frequency: Worked on a paper or project that required integrating ideas or information from various sources
Frequency: Come to class without completing readings or assignments
Students' hours spend per week: Preparing for class (studying, reading, wrting, rehearsing, doing homework or other activities related to your program)
Frequency of use: Peer or other tutoring
Frequency of use: Skill labs (writing, math, etc.)
Frequency of use: Computer lab
0.0% 20.0% 40.0% 60.0% 80.0% 100.0%
5.0%
40.0%
63.0%
40.0%
89.5%
70.0%
90.0%
53.0%
58.9%
8.0%
50.6%
20.4%
55.5%
70.0%
2014 CCFSSE and CCSSE Benchmark-Student Effort Faculty and Student Responses
CCSSE-Student CCFSSE -Faculty
2014 CCSSE and CCFSSE DataResponded Very Often or Often; Quite a bit or Very Much
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CCSSE and CCFSSE- Active and Collaborative Learning
Frequency: Students asked questions in class or contributed to class discussions
Frequency: Students made a class presentation
Frequency: Students worked with other students on projects during class
Frequency: Students worked with other classmates outside of class to prepare class assignments
Frequency: Students tutored or taught other students (paid or voluntary)
Frequency: Students participated in a community-based project as part of a regular course
Frequency: Students discussed ideas from your readings or classes with others outside of class (students, family members, co-workers, etc.)
0.0% 10.0%20.0%30.0%40.0%50.0%60.0%70.0%80.0%
60.0%
70.0%
40.0%
25.0%
10.0%
10.0%
15.0%
77.5%
34.6%
50.9%
33.4%
13.0%
16.7%
47.0%
2014 CCFSSE and CCSSE Benchmark - Active and Collaborative LearningFaculty and Student Responses
CCSSE-Student CCFSSE -Faculty
2014 CCSSE and CCFSSE DataResponded Very Often or Often; Quite a bit or Very Much
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Using CCSSE for Institutional Improvement
Identify key areas (Strategic Plan/Initiatives)
Identify survey items that address these priorities
Start with benchmarks
Look at individual survey items
Disaggregate the data and identify the least engaged student groups
Involve the college community
Design strategies and set targets
Share the data and plans to address them
Track progress by measuring outcomes
Scale up efforts that are working and modify those that are not
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Practical Uses of CCSSE for Improvements-PCCUA
Student Success Pass
Mandatory Student Orientation
Professional Development- Student Engagement (Great Teachers Workshop)
Professional Development-Cooperative Learning
African American Male Mentoring Group-META (Men Enrolling Toward Advancement)
Strategic Planning
Conversations/Shared Data
Common Readers-Discussed poverty, gender and ethnicity
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Tools for Faculty Collaborative Learning Techniques
– Elizabeth Barkley, K. Patricia Cross, Claire Howell Major
Student Engagement Techniques– Elizabeth F. Barkley
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CCSSE/CCFSSE and SENSE Newsletters
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Using Data for Improvement: ESSI Institute Training
Center for Community College Student Engagement hosted an Entering Student Success Institute (ESSI)
Institute was 2 ½ days
Participants reviewed institutional survey data from SENSE Survey
Team approach
Identified priorities and strategies to improve student success and retention
Developed action plan to initiate strategies
SENSE 2008 data-team of administrators
SENSE 2009 data-team of faculty
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Entering Student Success Institute (ESSI) ESSI 2009
– Administrative team established Action Plan with three priorities
• New student orientation• Intrusive advising• Align PCCUA policies, practices and initiatives to promote the
student success agenda throughout the college
ESSI 2010– Faculty team established Action Plan with three priorities
• Communication: Interactive Data Sharing-Faculty Engagement• Reinforce Early Alert• Classroom Student Engagement-Faculty Professional
Development
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2012 CCSSE Institute-PCCUA
Modeled the ESSI Institute and created a PCCUA Institute
The workshop was facilitated by Arleen Arnsparger, Project Manager for the Initiative on Student Success at the Center for Community College Student Engagement in Austin, Texas.
A team of faculty and staff worked together to review the data provided from the CCSSE and CCFSSE surveys conducted during the spring 2012 semester.
During the one and a half days, the team worked with the data, discussed strategies that could improve the student experience, and formulated an action plan for initiating appropriate strategies.
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CCSSE Action Plan (Prioritized)1) Redesign college strategic plan (review every three to four years)
2) Continue faculty development
3) Deepen understanding of collaborative learning
4) Set consistent ( applied the same way) and uniform (the same) norms for college practices
5) Provide more opportunities and sharing for adjunct faculty
6) Ensure that data provided for discussion and application is "real" and "useable" for faculty and staff
7) Make college data accessible to all
8) Use more focus groups and other one to one approaches to gather information
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CCSSE and Strategic Planning Redesigned the college strategic plan in 2012-13
Based on outcomes from the CCSSE Institute
Developed a dynamic plan driven by desire to see student success at the forefront of the work we do
Frequently revisit the plan for review and modification (Review September/April)
This plan is driven by three simple practices:– Connect to our students– Engage our students– Engage in the lives of our students
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Center for Community College Student Engagement Survey Tools
Survey of Entering Student Engagement (SENSE)
• Administered during the 4th and 5th weeks of the fall term
• Focuses on students’ experiences from the time they decide to attend through the end of the first three weeks of the term
Community College Survey of Student Engagement (CCSSE)
• Administered in the spring semester
• Gathers information from students about their overall experiences at the college
Community College Faculty Survey of Student Engagement (CCFSSE)
• Administered in conjunction with CCSSE to all faculty teaching credit courses
• Gathers information on instructors’ perceptions of student experiences and about teaching practices and use of professional time
Community College Institutional Survey (CCIS)
• Collects information on identifying and promoting high-impact educational practices in community colleges
• Gathers information about whether and how colleges implement a variety of promising practices
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Four Surveys, Four Perspectives All are tools that assess student behaviors and
institutional practices that promote student engagement in meaningful education experiences.
Special Focus Items: examine areas that allows for deeper exploration into issues that are key to improved student engagement and success.
Special focus items for the 2011, 2012 and 2013 surveys address promising practices for promoting student success and completion.
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High Impact Practices Institute Cohort Data Review
• Institutional Data-Course completion, course persistence, term to term, and earning no credit
• Disaggregated by enrollment, gender, race/ethnicity and age group• CCSSE, CCFSSE, CCIS, SENSE
Integrating Survey Results
Short-Term Action Plan
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Integrating Survey Results- 13 Educational Practices Placement Test, Preparation, & Proper
Placement
Orientation
Academic Goal Setting and Planning
Timely Registration
Accelerated/Fast Track Developmental Education
First-Year Experience
Student Success Course
Class Attendance
Learning Community
Academic Alert and Intervention System
Experiential Learning Beyond the Classroom
Tutoring
Supplemental Instruction
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Develop Short-Term Action Plan Key Findings-first impressions from the data
Identify potential priorities that fits the student success/college completion agenda
Design Principles-what do you want to act on
Build Promising Practices
Coherent Pathways and Action Planning
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High Impact Practices- Action Plan Priority/Strategy
– Early Intervention with Strong Support• Tutoring• Expand Student Success Coaching• Individual Career Plan (ICP)• Early Assessment and Faculty Interventions
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Student Success Strategies
CCSSE data incorporated in all other college initiatives ATD, HLC Quality Improvement Project, High Impact Practices, WFSN, etc.
Next Steps: Continue to align all initiatives and focus on strategies (2014-15)– Tutoring– Expand Student Success Coach Role– Career Planning– Expand Financial Coaching – Individual Career Plans (ICP)– Early Interventions for Student Success– Professional Development
Focus on practices that help students create a pathway to success
INITIATIVES ALIGNMENT Phillips Community College of the University of Arkansas
Achieving the Dream (ATD)
2007-Continuing
Achieving the Dream is a national initiative to help more community college students succeed and focuses on student groups that traditionally have faced significant barriers to success, including students of color and low-income students.
Funded by the Winthrop Rockefeller Foundation.
Priority—Success in remedial education.
Supplemental instruction Early Alert Student Success I and II
Higher Learning Commission
(HLC) Quality
Improvement Project (QIP)
2001-2015
The Higher Learning Commission has invited PCCUA to participate in a new kind of accreditation process called an Open Pathway. It is composed of two components: the Assurance Process and a Quality Improvement Plan. PCCUA accreditation rests with this work, but no funds are available to do the work.
No funding attached—part of the accreditation process.
Priority—Moving students from highest level of remediation in English and math through “gateway courses” in order to increase the likelihood of graduation.
Career Pathways Center for Working Families
2005-Present--CP
2008 Added CWF
The expanding of existing employment/education, income and work support opportunities offered through the Career Pathways Center for Working Families. The Center is available on all three campuses and expands existing employment education opportunities available. The CP-CWF has increased the number of students served. A mandatory Financial Education Program for students enrolled in Basic Writing II and Freshman English I classes
Funded through the Arkansas Career Pathways and the Annie E. Casey Foundation.
Priority—Success for the student population which includes TANF eligible adults and those who fall at or below 250% of the federal poverty level. Casey funding allowed Career Pathways to expand its reach and offer services to more students.
Title III Science,
Technology, Engineering,
and Mathematics
(STEM)
2013-2018
To improve success and increase enrollments in key STEM courses, Title III is a multi-faceted project that targets individual fields in each project year. Key elements are: 1) STEM direction summits; 2) Instructional technology; 3) Lab instrumentation; 4) Course revision; 5) Academic support; 6) Advising services; 7) Pilots of new capabilities; 8) STEM summer academies; 9) Academic year student research projects; 10) Learning inquiries; 11) Facilities renovation
Funded through Title III.
Priority—Strengthen STEM Programs Year 1 – math Year 2 – life and physical sciences Year 3 – chemistry Year 4 – computer technology Year 5 – summative evaluation
Student Support Services
Continuing
Serves low-income, first-generation college students, and individuals with disabilities evidencing academic need.
Designed to increase retention, graduation, and transfer (to 4-year institutions) rates of eligible students.
Services include instruction in study skills, tutoring, transfer assistance, campus visits, advice and assistance in course selection, career exploration, and financial literacy.
Funded through DOE, TRIO.
Priority— Student success for low-income, first-generation college students, and individuals with disabilities.
GEAR-UP Gaining Early Awareness and Readiness for
Undergraduate Programs
2011-2018
Partnership among PCCUA and eight school districts (Helena-West Helena, Barton-Lexa, Marvell-Elaine, Lee County, Stuttgart, DeWitt, Dumas, and Lakeside (Lake Village), as well as other community partners.
Services include: after school programs; mentoring; college/career planning; summer programs; college campus experiences; professional development for school staff; resources to support the delivery of a rigorous and academic curriculum; and parent programming. Services are provided both on PCCUA’s campuses and at the school sites.
Funded by the U.S. Department of Education.
Priority—Provides services to students in underserved, low-income communities to ensure they develop the academic and personal skills needed for postsecondary success.
Carl Perkins 2010-Present
Previous CPG
Student success in career and technical education concentrator programs. The general intent of Congress in authorizing Perkins IV is to make the United States more competitive in the current world economy and to prepare workers to take advantage of emerging opportunities. To that end there are four over overarching goals: 1) challenging academic standards; 2) broadening services that integrate academic and technical instruction; 3) increasing linkages between secondary and postsecondary institutions; 4) providing additional resources in the classroom.
Funded through Carl Perkins.
Priority—Student success in vocational education programs and general education which support these programs.
PACE Path to
Accelerated Completion and
Employment
2011-2014
The PACE Grant’s primary goal is to improve retention and achievement rates and reduce time-to-completion for students using strategies which 1) transform developmental education; 2) streamline certificate and degree pathways; and 3) enhance student advisement and job placement. PCCUA is a sub grantee. NWACC received the grant for Arkansas
Funded through the Department of Labor.
Priority—Improving student success and employability.
FIG Faculty Inquiry
Group
2012-2014
Faculty inquiry is a form of professional development in which teachers identify and investigate questions about the students’ learning. The inquiry process is ongoing, informed by evidence of student learning, and undertaken in a collaborative setting. Findings from the process come back to the classroom in the form of new curricula, new assessments, and new pedagogies.
Priority—Student success through collaborative inquiry providing an opportunity for faculty to acknowledge common challenges and search together for solutions.
INDICATORS AND TOOLS Success Indicators
Course completion Course success Term to term persistence Year to year persistence Degree completion Acceleration of movement in degree program
Tools Surveys and inventories (SENSE, CCSSE, CFSSE and
others) Rubrics (writing) Interviews/focus groups Focused discussions Logic models Conceptual models Outcomes Evaluations Anecdotal notes and stories
Outcomes
Quantitative Data Qualitative Data
Mission: PCCUA is a multi-campus, two-year college serving the communities of Eastern Arkansas. The College is committed to helping every student succeed. We provide high-quality, accessible educational opportunities and skills development to promote life-long learning, and we engage in the lives of our students and our community.
Core Values (Summarized) Student Success The Power of Education Diversity
Core Competencies (STACC) Social and Civic Responsibility Technology Utilization Analytical and Critical Thinking Communication Cultural Awareness
Common Readers: Bridges Out of Poverty, Understanding and Engaging the Under-resourced Student, Them, The Heart Is a Lonely Hunter, The Warmth of Other Suns
Student
Supplemental instruction labs (ATD) Early alert (ATD) Student Success I & II (ATD-CWF-CP) Focused advising (ATD, HLC-QIP,CWF-CP, SSS, PACE,
Title III) Financial literacy (CWF) Accelerated courses in math and English (HLC-QIP, PACE,
ATD, Title III) Combined reading and writing for lowest remediation (HLC-
QIP) Writing embedded instruction in five selected non-English
courses (HLC-QIP, PACE) Mandatory orientation (HLC-QIP, ATD) Student success learning labs for gateway courses (HLC-QIP,
ATD) Employability skills training (CWF-CP) African-American male mentoring (2013 HLC-QIP, ATD,
CWF-CP) Faculty Professional Development, Supplemental Instruction, Cooperative Learning Strategies, Technology Utilization, Tutoring, Virtual Support Strategies, Increasing Research Capacity, Use of Rubrics, Cooperative Learning, Curriculum Revisions
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Data Sources Driving Strategies CCSSE, CCFSSE and SENSE Data ATD Data Institutional Data Student Success Data Student Success Course Survey Data Orientation Qualitative Survey Data STAR Center Usage Data Other
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How can you use CCSSE at your college?
Review data Select key data points Communicate results Conversations-engage Honest data discussions Make informed decisions based on data Implement strategies to improve student
success
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Questions…
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Debbie Hardy
Director of Student Success and Institutional Effectiveness
Phillips Community College of the University of ArkansasHelena, AR 72342
870-338-6474, ext.1242
PCCUA Web Sources:
www.pccua.edu/student_engagement
http://www.pccua.edu/Achieving%20the%20dream /