Pilot Test Results (Fall 2001)
May 6, 2003
Expanded Dean’s Council




Provides a new focus on educational practices that research shows are related to student success
Conducted out of the University of Texas at Austin
Supported by grants from The Pew
Charitable Trusts and the Lumina
Foundation for Education
 Patterned after NSSE (nessie) conducted out of Indiana University

Institution
Butler County CC
Cascadia CC
CC of Denver
Central Piedmont CC
Hocking College
Johnson County CC
Kingsborough CC
Kirkwood CC
Montgomery College
Richland CC
Schoolcraft College
Sinclair CC
Total
Pilot
Sample
825
625
1,125
825
825
1,125
1,125
1,125
825
1,125
1,125
1,125
11,800
Targeted
Sample
514
445
536
981
713
445
1,049
1,021
447
826
712
600
8,289
Actual Response
Rate
62.3%
71.2%
47.6%
118.9%
86.4%
39.6%
93.2%
90.8%
54.2%
73.4%
63.3%
53.3%
70.2%

 CPCC sent UT our class schedule electronically
 They selected sections including developmental courses and a variety of classes at each campus
 They provided us a list of selected sections and an alternate list (in case the original list needed subs)
 Planning and Research staff went to each selected classroom and distributed, monitored and collected the data over a three week period in Fall 2001
 Data were returned to UT for analysis
 UT returned the summarized data to the College in
2002

Gender:
Male
Female
Race:
White
Asian
Latino
Black
Nat. Amer.
Int’l
Other
Enrollment Status:
Full-time
Part-time
CPCC Respondents
Sample (all institutions)
41.2%
58.8%
57.0%
4.6%
4.9%
17.6%
3.8%
11.1%
4.7%
39.4%
60.6%
44.0%
56%
61.5%
5.2%
8.8%
9.3%
.4%
8.5%
6.7%
31.5%
68.5%
University
Students (NSSE)
44%
56%
70%
6%
6%
10%
1%
3% na
79%
21%

 Almost 80% have home computers with Internet connections
 20% have access at work and 70% have oncampus access
 Only 65% use the Internet at least weekly for class projects or assignments
 47% use it several times a week
 30% use it often or very often

 56% do not receive financial support from parents
 55% do not receive grants or scholarships
 75% have no student loans
 40% claim paying for college is a significant issue
 45% report that their colleges provide the financial support they need to afford their education

 Community college students are 3-4 times more likely to reflect the factors that research indicates put them atrisk. Those are:
 Being academically under-prepared
 Being a single parent
 Being financially independent
 Caring for children at home
 Working more than 30 hours a week
 Being a first-generation college student
 Being a part-time student
 Identifying the cost of attending college as a significant issue

 25% of CCSSE respondents fell in the low risk category (0-1 risk factors)
 66% were moderate risk students (2-4 risk factors)
 9% were high-risk (5 or more risk factors)



Are less likely to set transferring to a four-year institution as a primary goal
Are more likely to set completing their associate degree as a primary goal
 Are exerting more effort to succeed (they are overcoming significant challenge to attend college)


Are much less likely to come to class prepared
More likely to ask questions and participant in class discussions
 Are more likely to prepare two or more drafts of a paper or assignment before turning it in



Are more likely to report that they “work harder than they thought they could to meet an instructor’s expectations”
Are more likely to find exams challenging


Are more dedicated to studying
Are taking advantage of services offered by the college
 Are more likely to give high ratings to the importance of tutoring, financial aid, career counseling, etc.
 Are more likely to participate in study-skills classes, orientation and organized learning communities

 Community Colleges are doing a good job of motivating and serving these students
 Ensuring the success of these students remains one of the critical challenges for community colleges
 Assisting these students may be one of our most significant potential contributions to our community


Students were asked “how often” they participated in various activities in the classroom
 Scale: 1 = never, 2 = occasionally, 3 = often and 4 = very often
 Data for CPCC are compared to the CC sample and to the university sample (NSSE)

1.
2.
3.
4.
5.
CPCC CC NSSE
Asking questions in class/contributing to the discussion 2.94
2.05
Made a class presentation
Preparing two or more drafts of a paper before turning it in 2.47
Working on a paper that requires integrating ideas or information from various sources
Coming to class without completing reading or assignments
2.57
2.81
2.03
2.54
2.64
2.79
2.17
2.70
3.01
1.97 2.01 2.10
Comparisons: 981 CPCC students, 8,289 community college students and
33,000 first-year university students

CPCC CC NSSE
6. Working with other students on projects during class 2.55
2.59
2.42
7. Working with classmates outside of class to prepare assignments
8.
Teaching/tutoring other students
9. Participating in a community-based project as part of a regular course
10. Using list-serves, chat rooms or the
Internet to discuss or complete an assignment
1.88
1.92 2.35
1.48 1.42 1.63
1.35 1.33 1.37
2.14
2.07
2.58

11.
12.
13.
14.
15.
CPCC CC NSSE
Used email to communicate with the instructor 2.07 1.91 2.77
Discussed grades or assignments with an instructor 2. 65 2.43 2.56
Talked about career plans with an instructor or advisor 2.06 1.98 2.11
Discussing ideas from readings/lecture with the instructor outside of class 1.85 1.72 1.74
Receiving prompt feedback from an instructor on your performance 2.69 2.58 2.61

CPCC CC NSSE
16.
Working hard to meet an instructor’s expectation 2.54 2.47 2.58
17.
Worked with instructors on activities other than coursework 1.42
1.42
1.51
18.
Discussed ideas from your readings or classes with others outside of class.
2.71
2.61
2.73
19.
Having serious conversation with students of a different race/ethnicity 2.61 2.39 2.65
20.
Having serious conversation with students of different religions, political opinions or personal values 2.53
2.41 2.90

Students have multiple demands on their time and spend limited time on campus.
Results indicate that most student-faculty interaction takes place in class. More than
80% of students do not participate in college sponsored extracurricular activities. Therefore, the most powerful engagement strategies likely will center around classroom and classwork.

 Part-time students are least engaged
 45% of part-time students (and 29% of full-time students) never worked with classmates outside of class to prepare assignments
 51% of part-time students (and 39% of full-time students never discussed ideas from readings or classes with an instructor outside of class.
 Research shows that these interactions lead to improved learning and higher retention rates

 These classroom activities may impact the progress of our transfer students
 Community college students rated their interaction with faculty both in and out of class higher than university students
 However, they ranked interaction with other students lower than university students

College Activities - Developmental vs. Non-Developmental
Non-dev.
CPCC Nat.
2.97 2.81
Developmental
CPCC Nat.
2.92 2.81
1. Asking questions in class/contributing to the discussion
2. Made a class presentation
3. Preparing two or more drafts of a paper before turning it in
4. Working on a paper that requires integrating ideas or information from various sources
5. Coming to class without completing reading or assignments
1.93 1.98
2.23 2.40
2.46 2.58
1.97 2.03
2.17 2.08
2.71 2.69
2.68 2.70
1.97 1.99

Non-dev. Developmental
CPCC Nat.
CPCC Nat.
2.49 2.54
2.61 2.64
6.
Working with other students on projects during class
7. Working with classmates outside of class to prepare assignments
8. Teaching/tutoring other students
9. Participating in a community-based project as part of a regular course
10. Using list-serves, chat rooms or the
Internet to discuss or complete an assignment
1.80 1.89
1.51 1.41
1.30 1.29
2.11 2.04
1.96 1.95
1.45 1.43
1.41 1.36
2.18 2.10

Non-dev. Developmental
CPCC Nat. CPCC Nat.
11. Used email to communicate with the instructor 2.04 1.88
2.10 1.94
12. Discussed grades of assignments with an instructor
13. Talked about career plans with an instructor or advisor
14. Discussing ideas from readings/lecture with the instructor outside of class
2.59 2.37
2.00 1.89
1.83 1.68
2.70 2.49
2.12 2.07
1.87 1.77
15. Receiving prompt feedback from an instructor on your performance 2.70 2.56
2.68 2.60

Non-dev. Developmental
CPCC Nat.
CPCC Nat.
2.40 2.37
2.68 2.60
16.
Working hard to meet an instructor’s expectation
17. Worked with instructors on activities other than coursework
18. Discussed ideas from your readings or classes with others outside of class.
19. Having serious conversation with students of a different race/ethnicity
20. Having serious conversation with students of different religions, political opinions or or personal values
1.36 1.39
2.68 2.55
2.57 2.34
2.52 2.38
1.47 1.44
2.74 2.66
2.66 2.44
2.53 2.45

 Students were asked about how often they participated in a list of mental activities in the classroom
 Activities such as: memorizing facts, analytical skills, critical thinking, and application of new skills or information

4
3
2
Mental Activities by Comparison
CPCC
CC Sample
NSSE
(n/a)
1 m em o ri zi n g an al yz in g sy n th es iz in g ju dg em en t ap pl ic ati o n in fo rm ati o n as si g n ed
te xts p er so n al
r ea d in g p ap er s

4
3
2
Mental Activities by Comparison
Developmental vs. Non-developmental
CPCC Dev
Nat. Dev.
CPCC non-dev.
Nat non-dev.
1 m em or iz in g an al yz in g sy nth es iz in g ju dg em en t ap pl ic ati on in fo rm ati on as si gn ed
te xts pe rs on al
r ea di ng pa pe rs

Mental Activities by Comparison
1-30 hours vs. 31+ hours
4
3
2
CPCC 1-30
Nat. 1-30
CPCC 31+
Nat. 31+
1 m em or izi ng an al yzi ng sy nth es izi ng ju dg em en t ap pl ic ati on in fo rm ati on si gn ed
te xts as pe rs on al
r ea di ng pa pe rs


Students were asked:
 Does the college provide the support you need to help you succeed at this college, encourages contact among students from different economic, social, and racial or ethnic backgrounds, helps you cope with your non-academic responsibilities
(work, family, etc.), encourages you to spend significant amounts of time studying and providing the financial support needed.
 Scale: 1=very little, 2=some, 3=quite a lot,
4=very much

CPCC
CC Sample
NSSE
4
3
2
(n/a)
1 spend time studying provide support encourage student contact non-academic responsibilities support to thrive socially financial support for tuition

 Community College students are older
 They work
 Have families
 Take care of dependents

Don’t have a lot of time to spend on campus

Don’t spend as much time “hanging out” before and after class

 Students were asked about how many hours in a typical 7-day week do you spend doing the following:
 0
 1
 2
 3
 4
 5
 6
 7 none
5 or fewer
6-10 hours
11-15 hours
16-20 hours
21-25 hours
26-30 hours more than 30 hours

How many hours per week do you do the following:
Preparing for class
Working on campus
Working off campus
Participating in college sponsored activities
CPCC CC Sample
1.88
.15
3.13
1.92
.25
2.82
.23
.26
NSSE
4.08
1.61
2.35
2.32

How many hours per week do you do the following:
CPCC CC Sample NSSE
Relaxing/socializing 1.97
Providing care for dependents 1.41
Commuting to and from classes 1.36
Participating in community/ campus organizations .82
2.18
1.36
1.28
.61
4.12
1.58
na na



How would you characterize the quality of relationships?
1=unfriendly, unsupportive, sense of alienation
 7=friendly, supportive, sense of belonging
Quality of Relationships
With other students
With Instructors
CPCC CC Sample NSSE
5.41
5.67
With administrative personnel and offices 4.89
5.39
5.51
4.89
5.69
5.39
4.90

 To what extent has your experience at this college contributed to your knowledge, skills and personal development in the following areas?
 Scale: 1 very little
2 some
3 quite a bit
4 very much

Educational and Personal Growth
CPCC CC NSSE
Acquiring a broad general education 2.91
2.87
3.09
Acquiring job/work-related knowledge/skill 2.62
2.51
Writing clearly/effectively 2.61
2.64
2.52
2.85
Speaking clearly/effectively
Thinking critically/analytically
2.54
2.54
2.87
2.84
Solving numerical problems 2.58
2.51
Using computing and information technology 2.58
2.51
2.59
3.09
2.73
Working effectively with others 2.67
2.69
2.82

Educational and Personal Growth
CPCC CC NSSE
Voting in local, state or college elections 1.66
Learning effectively on your own 2.78
1.62
2.73
1.94
2.97
Understanding yourself 2.56
2.53
2.87
Understanding people of other racial/ ethnic backgrounds 2.45
2.36
Developing a personal code of
2.58 values/ethics 2.18
2.20
2.64
Contributing to the welfare of your community 1.85
1.79
2.15
Developing clearer career goals 2.68
2.63
Gaining information about career na opportunities 2.58
2.54
na

77 Moving/relocating
Lack of finances
Change in career plans
Educational goals change
Working full-time
Caring for dependents
40
37
40
44
Academically unprepared
31
Mismatch w/ coll. obj.
31
61
0 20
All community college students
40 60 80 100

 Critical to retention and student success
 Occurs in student services (counseling, advising, financial aid, etc.)
 Occurs in the classroom (class participation, bonding with students and faculty)
 Occurs through process – policies that encourage students to stay and don’t make it easy for them to leave

 CPCC as a whole, did better on the assessment than most of the community colleges who participated
 This opened the opportunity for a Met
Life grant for us
 Looking at the differences between our classroom activities and those of the university may help us better understand transfer issues

 Campus Climate
 Students who report that their school encourages contact with peers from different backgrounds also see their school as supporting:
• Their academic success
• Their coping with other responsibilities
• Their social needs

 Supportive Faculty Members
 Students who report that their faculty members are accessible and supportive perceive that their school:
• Provides the support they need for their academic success
• Helps them cope with non-academic responsibilities
• Provides social support

 Good Academic Advising
 Students who report getting high quality academic advising:
• Are more likely than their peers to interact with faculty members
• Perceive their institution’s environment is academically and socially supportive
• Are more satisfied with their overall college experience