Community College Survey
of Student Engagement
Grays Harbor College
2014 Key Findings
Table of Contents
Key Findings: A Starting Point
Benchmarks of Effective Educational Practice
Aspects of Highest Student Engagement
Aspects of Lowest Student Engagement
2014 CCSSE Special-Focus Items
CCFSSE
2
3
4
5
6
8
1
Key Findings: A Starting Point
The Key Findings report provides an entry point for reviewing results from your administration of the 2014
Community College Survey of Student Engagement (CCSSE ). The report provides college-specific data in an
easy-to-share format including benchmark comparisons between the college, top-performing colleges, and the
CCSSE cohort. It also highlights aspects of highest and lowest student engagement at the college, as well as
results from five of the CCSSE special-focus items on promising educational practices. Select faculty survey
data are also highlighted.
Promising Practices for Student Success
In each annual administration, CCSSE has included special-focus items to allow participating colleges and
national researchers to delve more deeply into areas of student experience and institutional performance of great
interest to the field. The 2014 special-focus items are part of an ongoing national research project focused on
community college students’ participation in a defined collection of promising practices for which there is
emerging evidence of effectiveness in strengthening student learning, persistence, and attainment. This work
will link data from the CCSSE special-focus items; related items on the faculty survey (CCFSSE ), which
explore the extent of faculty members’ use of the identified promising practices in their teaching; and
institutional data collected from the Community College Institutional Survey (CCIS) that address questions
about how these promising practices are implemented across varied institutions.
This data collection will provide empirical confirmation of promising educational practices in community
colleges, quantification of the extent to which those practices are part of the current experience of our students,
and information about whether participation in these types of practices varies across subgroups of students.
Ongoing data analysis will provide new evidence of how student participation in these practices is related to
overall student engagement, academic progress, and college completion.
Benchmark Overview by Enrollment Status
Figure 1 below represents your institution’s CCSSE benchmark scores by students’ enrollment status.
Figure 1
Benchmark Scores
90
80
70
64.0
60
50
59.3
56.1
51.0
46.3
50.8
50.3
54.0
54.2
47.9
40
30
20
Active and Collaborative
Learning
Student Effort
Academic Challenge
Less than full-time students
Full-time students
2
Student-Faculty
Interaction
Support for
Learners
Benchmarks of Effective Educational Practice
The CCSSE benchmarks are groups of
conceptually related survey items that address key
areas of student engagement. The five benchmarks
denote areas that educational research has shown to
be important to students’ college experiences and
educational outcomes. Therefore, they provide
colleges with a useful starting point for looking at
institutional results and allow colleges to gauge
and monitor their performance in areas that are
central to their work. In addition, participating
colleges have the opportunity to make appropriate
and useful comparisons between their performance
and that of groups of other colleges.
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.
Performing as well as the national average or a
peer-group average may be a reasonable initial
aspiration, but it is important to recognize that
these averages are sometimes unacceptably low.
Aspiring to match and then exceed highperformance targets is the stronger strategy.
★ Academic Challenge
Community colleges can differ dramatically on
such factors as size, location, resources, enrollment
patterns, and student characteristics. It is important
to take these differences into account when
interpreting benchmark scores—especially when
making institutional comparisons. The Center for
Community College Student Engagement has
adopted the policy “Responsible Uses of CCSSE
and SENSE Data,” available at www.cccse.org.
★ Student-Faculty Interaction
CCSSE uses a three-year cohort of participating
colleges in all core survey analyses. The current
cohort is referred to as the 2014 CCSSE Cohort
(2012-2014) throughout all reports.
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.
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.
★ 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.
For further information about CCSSE benchmarks, please visit
www.cccse.org.
Benchmark Scores
Figure 2
90
80
70
60.3
60
50
54.3
49.4 50.0
58.6
50.0
52.8 50.0
57.4
59.1
52.1 50.0
62.4
60.2
50.0
40
30
20
Active and Collaborative
Learning
Grays Harbor College
Student Effort
Academic Challenge
2014 CCSSE Cohort
Student-Faculty
Interaction
Support for
Learners
2014 Top-Performing Colleges*
*Top-Performing colleges are those that scored in the top 10 percent of the cohort by benchmark.
Notes: Benchmark scores are standardized to have a mean of 50 and a standard deviation of 25 across all respondents. For further
information about how benchmarks are computed, please visit www.cccse.org.
3
Aspects of Highest Student Engagement
Benchmark scores provide a manageable starting point for reviewing and understanding CCSSE data. One way to
dig more deeply into the benchmark scores is to analyze those items that contribute to the overall benchmark score.
This section features the five items across all benchmarks (excluding those for which means are not calculated) on
which the college scored highest and the five items on which the college scored lowest relative to the 2014 CCSSE
Cohort.
The items highlighted on pages 4 and 5 reflect the largest differences in mean scores between the institution and the
the 2014 CCSSE Cohort. While examining these data, keep in mind that the selected items may not be those that are
most closely aligned with the college’s goals; thus, it is important to review all institutional reports on the CCSSE
online reporting system at www.cccse.org.
Figure 3 displays the aggregated frequencies for the items on which the college performed most favorably relative to
the 2014 CCSSE Cohort. For instance, 45.1% of Grays Harbor College students, compared with 29.7% of other
students in the cohort, responded often or very often on item 4m. It is important to note that some colleges’ highest
scores might be lower than the cohort mean.
Aggregated Percentage
Figure 3
100
90
80
70
60
50
40
30
20
10
0
90.2%
74.1%
72.5%
54.0%
47.1%
45.1%
36.2%
29.7%
4m
Often or
Very often
53.5%
28.7%
9b
Quite a bit or
Very much
9d
Quite a bit or
Very much
9e
Quite a bit or
Very much
9f
Quite a bit or
Very much
Grays Harbor College
Table 1
2014 CCSSE Cohort
Benchmark
Item
Number
Item
Student-Faculty Interaction
4m
Talked about career plans with an instructor or advisor
Support For Learners
9b
Providing the support you need to help you succeed at this college
Support For Learners
9d
Helping you cope with your non-academic responsibilities (work, family, etc.)
Support For Learners
9e
Providing the support you need to thrive socially
Support For Learners
9f
Providing the financial support you need to afford your education
Notes:
For Item(s) 4 (except 4e), often and very often responses are combined.
For Item(s) 9, quite a bit and very much responses are combined.
4
Aspects of Lowest Student Engagement
Figure 4 displays the aggregated frequencies for the items on which the college performed least favorably relative to
the 2014 CCSSE Cohort. For instance, 12.3% of Grays Harbor College students, compared with 32.4% of other
students in the cohort, responded often or very often on item 4b. It is important to note that some colleges’ lowest
scores might be higher than the cohort mean.
Aggregated Percentage
Figure 4
100
90
80
70
60
50
40
30
20
10
0
61.8%
64.5%
64.3%
51.0%
59.8%
48.9%
32.4%
12.3%
4.1%
4b
Often or
Very often
4d
Often or
Very often
7.5%
4i
Often or
Very often
4k
Often or
Very often
6c
5 or more
Grays Harbor College
2014 CCSSE Cohort
Table 2
Benchmark
Item
Number
Item
Active and Collaborative Learning
4b
Made a class presentation
Student Effort
4d
Worked on a paper or project that required integrating ideas or information
from various sources
Active and Collaborative Learning
4i
Participated in a community-based project as a part of a regular course
Student-Faculty Interaction
4k
Used email to communicate with an instructor
Academic Challenge
6c
Number of written papers or reports of any length
Notes:
For Item(s) 4 (except 4e), often and very often responses are combined.
For Item(s) 6, 5 to 10, 11 to 20, and more than 20 responses are combined.
5
2014 CCSSE Special-Focus Items
The Center adds special-focus items to CCSSE each year to augment the core survey, helping participating colleges
and the field at large' to further explore fundamental areas of student engagement. The 2014 special-focus items
continue to elicit new information about students’ experiences associated with promising educational practices such
as early registration, orientation, freshman seminars, organized learning communities, and student success courses.
Frequency results from the first five promising practices items for your college and the CCSSE promising practices
respondents are displayed across pages 6 and 7.
Percentage
Figure 5: During the current term at this college, I completed registration before the first class sessions(s).
100 92.2%
89.2%
90
80
70
60
50
40
30
20
10
0
5.2%
Yes; I was registered
for ALL of my courses
before the first
class session(s)
6.4%
1.0%
Mostly; I was registered
for MOST of my courses
before the first
class session(s)
2.4%
1.5%
2.0%
Partly; I was registered No; I was NOT registered
for SOME of my courses
for ANY of my courses
before the first
before the first
class session(s)
class session(s)
Grays Harbor College (N=450)
2012-2014 Promising Practices Respondents (N=396,011)
Percentage
Figure 6: The ONE response that best describes my experience with orientation when I first came to this college is:
100
90
80
70
60
50
40
30
20
10
0
50.4%
42.5%
15.7%
7.8% 12.3%
I took part
in an online
orientation
prior to the
beginning
of classes
I attended
an on-campus
orientation
prior to the
beginning
of classes
8.3%
I enrolled in an
orientation course
as part of my
course schedule
during my
first term at
this college
12.4%
19.1%
I was not
aware of a
college orientation
Grays Harbor College (N=449)
2012-2014 Promising Practices Respondents (N=394,378)
6
13.7% 17.8%
I was unable
to participate in
orientation due
to scheduling
or other issues
Percentage
Figure 7: During my first term at this college, I participated in a structured experience for new students (sometimes called a
"freshman seminar" or "first-year experience").
100
90
80
70
60 56.9%
50
40
30
23.4%
20
10
0
Yes, in my
first term
at this college
69.4%
37.4%
2.8%
2.9%
Yes, in my
first AND in
at least one
other term
at this college
2.9%
4.3%
Yes, but NOT
in my first
term at this college
No, I did not
Grays Harbor College (N=441)
2012-2014 Promising Practices Respondents (N=385,060)
Percentage
Figure 8: During my first term at this college, I enrolled in an organized "learning community" (two or more courses that a group of
students take together).
100
90
80
70
60
50
40
30
20
10
0
85.4% 85.6%
7.5%
7.7%
Yes, in my
first term
at this college
4.9%
3.6%
Yes, in my
first AND in
at least one
other term
at this college
2.3%
3.0%
Yes, but NOT
in my first
term at this college
No, I did not
Grays Harbor College (N=422)
2012-2014 Promising Practices Respondents (N=382,186)
Percentage
Figure 9: During my first term at this college, I enrolled in a student success course (such as a student development, extended
orientation, student life skills, or college success course).
100
90
80
70
60
50
40
30.3%
30
17.8%
20
10
0
Yes, in my
first term
at this college
73.7%
64.4%
2.7%
3.2%
Yes, in my
first AND in
at least one
other term
at this college
2.6%
5.4%
Yes, but NOT
in my first
term at this college
No, I did not
Grays Harbor College (N=428)
2012-2014 Promising Practices Respondents (N=382,112)
7
CCFSSE
The Community College Faculty Survey of Student Engagement (CCFSSE) results displayed below reveal the proportion of
full- and part-time faculty members that are involved in teaching or facilitating organized 'learning communities' (two or more
courses that a group of students take together), structured experiences for new students (sometimes called a 'freshman
seminar' or 'first-year experience'), and student success courses (such as a student development, extended orientation, study
skills, student life skills, or college success courses). Additionally, these results can be viewed alongside the corresponding
CCSSE special-focus item results featured on page 7 to reveal a more complete picture of how students and faculty are
participating in the same promising practices. For colleges that did not administer CCFSSE, cohort respondent data are
provided.
Figure 10: During the current academic year at this college, have you been involved in teaching or facilitating a(n)
50
Percentage
40
30
20
17.8%
16.0%
12.4%
11.0%
10.1%
8.7%
10
0
Full-time
faculty
Part-time
faculty
Full-time
faculty
Organized
learning
community
Part-time
faculty
Full-time
faculty
Structured
experience
for new
students
Part-time
faculty
Student
success
course
Table 3
Organized
learning
community
Part-time
faculty (N)
Full-time
faculty (N)
Part-time
faculty (N)
Full-time
faculty (N)
Part-time
faculty (N)
Did teach or facilitate
2,722
1,357
3,019
1,722
2,097
1,589
Did not teach or facilitate
14,252
14,316
13,955
13,951
14,877
14,084
16,974
15,673
16,974
15,673
16,974
15,673
Total
*Updated
Student
success
course
Full-time
faculty (N)
Response
8
Structured
experience
for new
students