Student Success –From the Starting Gate to the Finish Line
Portland Community Colleges, November, 2011
Community College Survey of Student Engagement
Note: This presentation has been modified from the original content, presented by Arleen Arnsparger, Project Manager for the Initiative on Student Success Center for Community College Student Engagement.
PCC added content is in green.
90%…of new students responding to the Survey of Entering Student Engagement say they believe they have the motivation to do what it takes to succeed in college.
-based on national SENSE results
Center for Community College Student Engagement
Why do students come to PCC?
• 41% - Work toward bachelor’s degree
• 13% - Explore new career
• Almost 11% - Gain new job skills
• 8% - Personal enrichment
• 8% - Earn certificate or technical degree
Center for Community College Student Engagement
-based on PCC CCSSE respondents
85%…of new students responding to the SENSE survey say they’re academically prepared for college.
Center for Community College Student Engagement
based on national SENSE results
Center for Community College Student Engagement
Math: 80%Reading: 28%Writing: 28%
What percentage of recent high school grads test into PCC developmental courses?
PCC Office of Institutional Effectiveness
Entering students are highly motivated, are committed to achieving their academic goals, and sincerely believe they will.
Center for Community College Student Engagement
Yet during the first 3 weeks of college…
• 43% came to class unprepared at least once.
• More than one-quarter of students skipped class at least once.
• One-quarter did not turn in an assignment at least once.
Center for Community College Student Engagement
based on national SENSE results
Center for Community College Student Engagement
… of community college students leave before the start of their second year.
Nationally,
50%
Center for Community College Student Engagement
…of PCC Fall 2010 credit degree-seeking students retained to Spring 2011.
Significantly better retention for those receiving financial aid – FT - 90% vs. 77% HT 84% vs. 66%
73%
PCC Office of Institutional Effectiveness
Center for Community College Student Engagement
… of PCC students retained from fall 2009 to fall 2010
(Full-time: 52.5%)
46%
PCC Office of Institutional Effectiveness
Center for Community College Student Engagement
Helping students succeed through the equivalent of the first semester (12–15 credit hours) can dramatically improve subsequent success rates.
Helping students complete their first developmental course can dramatically improve subsequent success rates.
Center for Community College Student Engagement
From your perspective…what are your college’s strengths? What does your college do well?
Discussion Question:
How do you know? What DATA support your perspective?
Center for Community College Student Engagement
Quantitative
CCSSE
CCFSSE
SENSE
Qualitative
Initiative on Student Success / Starting Right
Center for Community College Student Engagement
CCSSE: Listening to Students
10 years
808 colleges
Almost 2 million students
49 states, DC, Alberta, Bermuda, British Columbia, Marshall Islands, Northern Marianas, Nova Scotia, Ontario, Quebec
SENSE & Starting Right: Listening to Entering Students4 years
274 colleges
Represents 2.1 million students
41 states, District of Columbia, Marshall Islands, Mariana Islands, Nova Scotia
Focus Groups
Measuring Student Engagement
…the amount of time and energy students invest in meaningful educational practices
What we’re learning about student engagement:
It’s unlikely to happen by accident. It has to happen
by design…
from the moment they arrive…
Students don’t know what they don’t know…
but we think they should…and we behave as though they do!
Center for Community College Student Engagement
Test Your PCC Student IQ!
% women?
% credit students attending part-time?
% students of color?
% of students under 25 years of age?
% receiving financial aid?
Test Your PCC Student IQ!
% women? 53%
% credit students attending part-time? 59%
% students of color? 30%
% of students under 25 years of age? 44%
% receiving financial aid? 30%
PCC Office of Institutional Effectiveness
Which students are more likely to drop out?Women or men?
Part-time or full-time?
White students or students of color?
Students under or over 25 years of age?
Students receiving financial aid or those not receiving aid?
Which students are more likely to drop out?Women or men? Men
Part-time or full-time? Part-time
White students or students of color? Students of color
Students under or over 25 years of age? Under 25
Students receiving financial aid or those not receiving aid? No aid
PCC Office of Institutional Effectiveness
Center for Community College Student Engagement
CCSSE Benchmarks for Effective Educational Practice
• Active and Collaborative Learning
• Student Effort
• Academic Challenge
• Student-Faculty Interaction
• Support for Learners
2011 Portland System Benchmark Scores
Active
and
Col
labo
rativ
e Le
arni
ng
Stude
nt E
ffort
Acade
mic
Challe
nge
Stude
nt-F
acul
ty In
tera
ctio
n
Suppo
rt fo
r Lea
rner
s
51.5 52.451.3 51.3
48.3
50
Sources: 2011 CCSSE data
50 = Normed national average
PCC CCSSE Benchmarks
PCC Other X-Large
Active & Collaborative Learning 51.5 49.3
Student Effort 52.4 49.3
Academic Challenge 51.3 49.9
Student-Faculty Interaction 51.3 48.3
Support for Learners 48.3 49.1
2011 Portland System Benchmark Score Range
Portland Community
Colleges
Lowest College
Benchmark
Highest College
Benchmark
Active and Collaborative Learning
51.5 48.3 53.8
Student Effort 52.4 48.8 58.9
Academic Challenge 51.3 48.6 53.5
Student-Faculty Interaction
51.3 48.7 52.9
Support for Learners 48.3 46.7 53.1
Sources: 2011 CCSSE data
PCC CCSSE Benchmarks
FT PT
Active & Collaborative Learning 56.8 47.1
Student Effort 57.8 48.0
Academic Challenge 55.8 47.4
Student-Faculty Interaction 55.8 47.5
Support for Learners 50.4 46.5
1. Look at your Key Findings report.
2. Review the benchmark data. Where are your strengths? Which areas will you target for improvement?
3. Pick one benchmark for this discussion.
4. Review the frequency responses within that benchmark. (All students, PT, FT)
After lunch…Data Review Exercise
Community College Survey of Student Engagement
Example Community College
(Example only– the following are not PCC results)
Community College Survey of Student Engagement
Portland Community College – Cascade
Part-Time Full-Time All Students (weighted data *)
Your College
Other Medium Colleges
2009 CCSSE Cohort Your College
Other Medium Colleges
2009 CCSSE Cohort Your College
Other Medium Colleges
2009 CCSSE Cohort
Count Col % Count Col % Count Col % Count Col % Count Col % Count Col % Count Col % Count Col % Count Col % 9f. Providing the
financial support you need to afford your education
Very little 86 33.6 9104 30.4 34348 30.7 99 24.4 15301 20.4 57922 20.7 200 30.4 27286 26.1 102610 26.3
Some
83 32.4 8191 27.4 30863 27.6 126 31.0 19588 26.1 73370 26.2 210 31.9 28118 26.9 105745 27.1
Quite a bit 55 21.5 6789 22.7 25035 22.4 90 22.2 20115 26.8 74974 26.8 143 21.7 25753 24.6 95344 24.4
Very much 32 12.5 5843 19.5 21697 19.4 91 22.4 20030 26.7 73384 26.2 105 16.0 23546 22.5 86779 22.2
Total 256 100.0 29927 100.0 111943 100.0 406 100.0 75034 100.0 279650 100.0 658 100.0 104702 100.0 390477 100.0
Data to consider More PCC students reported that they:
• Spent more time preparing for class
• Used email to communicate with an instructor
• Wrote more papers or reports
• Worked with other students on projects in class
Center for Community College Student Engagement
Data to consider
Fewer PCC students reported that they skipped class!
Center for Community College Student Engagement
And yet there’s still room for improvement
But… Data to consider
Fewer PCC students reported that they:
• Worked with instructors on activities other than coursework
• Used writing and math labs
• Met with a career counselor
Center for Community College Student Engagement
But… Data to consider
Fewer PCC students reported that the College helps them cope with their non-academic responsibilities, such as work and family, or provides the financial support they need to afford their education.
Center for Community College Student Engagement
The Front Door -- OrientationMore PCC students report that they
participated in online registration…37% (11% at other CCSSE colleges)
(From 33% - 45% across the campuses)
Fewer PCC students report that they participated in on-campus orientation… 16% (40% at other CCSSE colleges)
(From 14% to 19% across the campuses)
Center for Community College Student Engagement
What do PCC students say is the most important college service?
Academic Advising & Planning94%
(91% to 95%)
Center for Community College Student Engagement
Yet…
43% …of students say they never saw
an advisor
(or really aren’t sure…)(36% to 45%)
Students don’t do optional!!
Center for Community College Student Engagement
Center for Community College Student Engagement
PCC students’ most important servicesVery or Somewhat Important % Using Services
Academic Advising 94% 57%
Financial Aid 85% 48%
Career Counseling 81% 25%
Younger students are less likely to…
• Use academic advising/planning • Seek career counseling• Seek financial aid advising
Younger students are less likely to…
• Use academic advising/planningThey ask their friends
54% vs. 42% for older students
What entering students are telling us:During their first 3 weeks…
• 71% - advisor helped them pick classes.
• 60% - advisor helped them select a major or program.
• Fewer than 40% - advisor helped them set academic goals and create a plan for achieving those goals.
out
based on national SENSE results
Student Success courses make a difference!
On the CCSSE survey, PCC students report:
77% say they did not take a student success course.
Center for Community College Student Engagement
Student Success courses make a difference!
Students say: This course…
Helped me to be a better student: 63%
Helped me to feel more connected to the college: 51%
Should be mandatory for new students: 74%
Center for Community College Student Engagement
based on national survey results
Let’s Talk About…
The “M” Word
M = Mandatory
Center for Community College Student Engagement
1. Are these practices mandatory? For whom?
2. What does your college data show about the impact of these practices on student persistence and first term academic success?
3. What are you doing to bring orientation, academic planning and student success courses to scale?
Discussion Questions – Orientation, Academic
Planning & Student Success Courses
The Heart of Student Success…
Teaching & Learning
On the CCSSE survey, PCC students report that they are NOT planning to enroll in
Developmental Math – 53%
Developmental Reading – 73%
Developmental Writing – 61%
“Developmental” is defined here by the student interpretation of what courses are developmental level. This may or may not correspond with college definitions.
What percentage of PCC students say they worked harder than they thought they could to meet an instructor’s standards or expectations?
50%
12% say NEVER
Sources: 2011 CCSSE data
Younger community college students are more likely to…
• Turn in an assignment late• Not turn in an assignment• Come to class unprepared• Skip class
Center for Community College Student Engagement
What % of PCC students responding to the CCSSE survey said they received prompt feedback from instructors about their performance?
Faculty say…
Students say…
Center for Community College Student Engagement
What % of PCC students responding to the CCSSE survey said they received prompt feedback from instructors about their performance?
Faculty say…95%
Students say…61%
Center for Community College Student Engagement
PCC students’ most important servicesVery or Somewhat Important % Using Services
Computer Lab 88% 61%
Tutoring 79% 32%
Math & English Labs 77% 33%
Younger community college students are less likely to….
• Go to a tutor or skill labs• Discuss an assignment or grade with an
instructor• Ask an instructor for help• Say they are getting prompt feedback from
instructors about their progress – they’re looking for GRADES!
The Valencia story – Achieving the Dream, 2004• Enrollment – around 70,000; 5 campuses • Looked at highest enrollment courses; lowest
success courses (below 58% with A,B,C)• 31% of fall enrollees in 10 high enrollment courses• Most high enrollment courses also lowest success
courses• All low success courses had a math component
(dev ed and college level)• Faculty and staff targeted 6 courses – high
enrollment, low success, student success course• Put innovations in place
Courses behaving badly…high-risk courses, rather
than high risk students
Valencia resultsFall to Spring retention• 79.2% (04) - 86.2% (09)
Fall to Fall retention• 58% (04) – 67% (09)
Persistence: The Lives They’ve Touched
FTIC Degree-seeking students
What Matters Most for Student Success?
Center for Community College Student Engagement
Students persist when they:• Are active & engaged learners
• Establish meaningful relationships with faculty, staff and peers
• Have high expectations & aspirations
• Navigate successfully through the front door -- college systems, processes and procedures
• Have more structure, fewer options, clearer pathways
Some Observations about Entering Students
• Students experience culture shock and academic shock.
• Students don’t know what they don’t know…but we expect them to!
• You have to ask to be told…but what if you don’t know what to ask?
Center for Community College Student Engagement
Observations about Entering Students
• Orientation is necessary…and students want to meet faculty and other students before classes start.
• Students feel disconnected. “They didn’t notice me when I got here; they didn’t notice me when I left.”
Center for Community College Student Engagement
What does this mean for us?
• Create an “on-ramp” to college life.
• Streamline registration – help students understand the “what” and the “why.”
• Make everything more personal – show them we care!
• Engage them in their learning.
• If we know what students need – make it mandatory!
Center for Community College Student Engagement
Center for Community College Student Engagement
If I Ran the Zoo…
One improvement that you believe would have a significant impact on improving student success…
for the college or my department
in my role
High Performing Colleges
…make student engagement
inescapable!
Center for Community College Student Engagement
Center for Community College Student Engagement
Tools to Help You www.cccsse.org
Examples from Member Colleges
Student Focus Group Toolkit (can be adapted for faculty and staff focus groups)
Video clips
Accreditation toolkit
Classroom Observation Form
Course Evaluation Form
Center for Community College Student Engagement
For more information:
Arleen Arnsparger
Project Manager Initiative on Student Success Center for Community College Student Engagement (CCCSE)
www.cccse.org
1. Look at your Key Findings report.
2. Review the benchmark data. Where are your strengths? Which areas will you target for improvement?
3. Pick one benchmark for this discussion.
4. Review the frequency responses within that benchmark. (All students, PT, FT)
After lunch…Dig Into Your Data
Data Review Exercise
Areas of focus
Review Benchmarks
Review item-level data
• What are the data showing?• Are there particular items driving the
benchmark scores in a certain direction?
1. What questions do the data raise for you? Any surprises?
2. Based on the data, what are the college’s strengths? Where could the college improve?
3. What are you doing now that addresses these findings? Do you have data to show impact?
4. What additional information do you need before designing strategies to improve student success?
5. How will you gather the information?
6. What are your next steps? Who needs to be involved in those next steps?
Group Discussion
Promising Practices:
• End late registration; add late start classes.
• Orientation
• Placement testing with preparation, enrollment in the first term
• First-year experience or freshman seminar
• Learning community
• Required group learning experiences outside the classroom
Promising Practices:
• Hands-on learning experiences outside the class (service learning, internships, etc.)
• Fast-track developmental courses
• Student success course
• Class attendance (…as in it’s important to show up.)
• Academic plan & advising
• Early alert & intervention
• Tutoring & supplemental instruction
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