St. Petersburg College
CCSSE 2011 Findings
Board of Trustees Meeting
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
SPC Board of Trustees Meeting
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The Community College Survey of
Student Engagement (CCSSE)
CCSSE is
designed
to capture
student
engageme
nt as a
measure of
institutional
quality.
SPC Board of Trustees Meeting
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Student Respondent Profile
• Administered in Spring 2011 (planned for
Spring 2012)
Out of 1,168 SPC survey respondents…
Part-Time Enrollment
Female
18-24 Years Old
Minority
SPC
31%
59%
63%
37%
CCSSE 2011 Cohort
58%
57%
58%
44%
SPC Board of Trustees Meeting
Source: 2011 CCSSE data
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Student Respondent Profile
Out of 1,168 SPC survey respondents…
SPC
First Generation
Working
Work: More than 30 Hours
Caring for Dependents
Caring for Dependents: More than 30 Hours
Participating in College Sponsored Activities
Participating in College Sponsored Activities: 1-5 Hours
17%
76%
38%
57%
22%
15%
11%
SPC Board of Trustees Meeting
Source: 2011 CCSSE data
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CCSSE Benchmarks
Active and Collaborative Learning
Student Effort
Academic Challenge
Student-Faculty Interaction
Support for Learners
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.
SPC Board of Trustees Meeting
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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.
SPC Board of Trustees Meeting
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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.
SPC Board of Trustees Meeting
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CCSSE Benchmarks for
Effective Educational Practice
CCSSE Benchmark Scores for St. Petersburg College
Compared to Colleges of Similar Size
55.0
54.0
53.0
52.0
51.0
50.0
49.0
48.0
47.0
46.0
45.0
54.4
51.9
52.0
51.4
49.3
49.3
51.2
49.9
48.3
Active and
Collaborative
Learning
Student Effort
St. Petersburg College
Academic
Challenge
Student-Faculty
Interaction
49.1
Support for
Learners
Colleges of similar size
SPC Board of Trustees Meeting
Source: 2011 CCSSE data
Notes: Benchmark scores are standardized to have a mean of 50 and standard deviation of 25 across all respondents.
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CCSSE Benchmarks for
Effective Educational Practice
Historical CCSSE Benchmark Score Trends
for St. Petersburg College
56.0
54.4
54.0
52.0
53.3
53.0
51.9
51.6
50.0
51.4
52.0
51.2
49.8
50.0
Academic
Challenge
Student-Faculty
Interaction
48.7
51.2
50.1
49.4
47.7
48.0
46.0
44.0
Active and
Collaborative
Learning
Student Effort
2011
2007
Support for
Learners
2004
SPC Board of Trustees Meeting
Source: 2011 CCSSE data
Notes: Benchmark scores are standardized to have a mean of 50 and standard deviation of 25 across all respondents.
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Aspects of Highest Student Engagement
CCSSE Benchmark Scores for St. Petersburg College
Compared to 2011 CCSSE Cohort
100.0
90.0
74.3
80.0
70.0
62.2
68.2
58.4
60.0
69.9
64.9
57.5
59.7
50.0
40.0
36.1
30.0
29.3
20.0
10.0
0.0
4b 'Often' or 'Very often'
4d 'Often' or 'Very often'
4k 'Often' or 'Very often'
St. Petersburg College
Benchmark
Active and Collaborative Learning
Student Effort
Student-Faculty Interaction
Academic Challenge
Academic Challenge
Item No.
4b
4d
4k
5e
6c
5e 'Quite a bit' or 'Very much'
6c 5 or more
CCSSE Cohort
Item
Made a class presentation
Worked on a paper or project that required integrating ideas or information from various sources
Used email to communicate with an instructor
Applying theories or concepts to practical problems or in new situations
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.
Source: 2011 CCSSE data
SPC Board of Trustees Meeting
Notes: Benchmark scores are standardized to have a mean of 50 and standard deviation of 25 across all respondents.
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Aspects of Highest Student Engagement
A History of CCSSE Benchmark Scores for St. Petersburg College
Benchmark
Item No.
Active and Collaborative Learning
Student Effort
Student-Faculty Interaction
Academic Challenge
Academic Challenge
4b
4d
4k
5e
6c
Item
Made a class presentation
Worked on a paper or project that required integrating ideas or information from various sources
Used email to communicate with an instructor
Applying theories or concepts to practical problems or in new situations
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.
Source: 2011 CCSSE data
SPC Board of Trustees Meeting
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Aspects of Lowest Student Engagement
CCSSE Benchmark Scores for St. Petersburg College
Compared to 2011 CCSSE Cohort
100.0
90.0
80.0
70.0
62.6
53.2
60.0
50.0
43.7
47.7
40.0
30.0
22.3
26.4
20.0
8.7 9.3
10.0
0.0
23.3 26.3
4f 'Often' or 'Very often'
4m 'Often' or 'Very often'
4q 'Often' or 'Very often'
St. Petersburg College
Benchmark
Active and Collaborative Learning
Student Effort
Student-Faculty Interaction
Academic Challenge
Academic Challenge
Item No.
4f
4m
4q
9d
13h1
9d 'Quite a bit' or 'Very much'
13h1 'Sometimes' or 'Often'
CCSSE Cohort
Item
Worked with other students on projects during class
Talked about career plans with an instructor or advisor
Worked with instructors on activities other than coursework
Helping you cope with your non-academic responsibilities (work, family, etc.)
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.
Source: 2011 CCSSE data
SPC Board of Trustees Meeting
Notes: Benchmark scores are standardized to have a mean of 50 and standard deviation of 25 across all respondents.
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Aspects of Lowest Student Engagement
A History of CCSSE Benchmark Scores for St. Petersburg College
Benchmark
Item No.
Active and Collaborative Learning
Student Effort
Student-Faculty Interaction
Academic Challenge
Academic Challenge
4f
4m
4q
9d
13h1
Item
Worked with other students on projects during class
Talked about career plans with an instructor or advisor
Worked with instructors on activities other than coursework
Helping you cope with your non-academic responsibilities (work, family, etc.)
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.
Source: 2011 CCSSE data
SPC Board of Trustees Meeting
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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 Effort
During 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 Challenge
During 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)
SPC Board of Trustees Meeting
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 Learners
How 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)
SPC Board of Trustees Meeting
Source: 2011 CCSSE data
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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.
SPC Board of Trustees Meeting
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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.
SPC Board of Trustees Meeting
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Community College
Student: Aspirations and
Persistence
Student Aspirations
Students’ 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.
SPC Board of Trustees Meeting
Source: 2011 CCSSE data
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Student Persistence
Barriers to Returning to College
How likely is it that the following issues would cause you to withdraw from class
or from this college?
Working full-time
34%
Caring for dependents
24%
Academically unprepared
17%
Lack of finances
48%
0%
10%
20%
30%
40%
50%
60%
SPC Board of Trustees Meeting
Source: 2011 CCSSE data
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Strategies to Promote
Learning that Matters
The 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
Strengthen Classroom Engagement
1. 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
SPC Board of Trustees Meeting
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Strengthen Classroom Engagement
2. Promote Active, Engaged Learning
In your experiences at this college during the current school year, about
how often have you done each of the using activities?
Percentage of students responding never
Worked with classmates outside of
class to prepare class assignments
35%
Worked with other students on
projects during class
16%
Made a class presentation
25%
0%
10%
20%
30%
40%
SPC Board of Trustees Meeting
Source: 2011 CCSSE data
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Strengthen Classroom Engagement
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?
5%
21%
Very Often
Often
34%
Sometimes
Never
40%
SPC Board of Trustees Meeting
Source: 2011 CCSSE data
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Integrate Student Support into Learning
Experiences
Student Use and Value of Student Services
How often do you use the services?
How important are the services?
Very
Not at all
Rarely/Never
Academic advising/planning
74%
8%
Academic advising/planning
31%
Career counseling
57%
16%
Career counseling
54%
Peer or other tutoring
52%
22%
Peer or other tutoring
44%
Skill labs (writing, math, etc.)
49%
22%
Skill labs (writing, math, etc.)
36%
SPC Board of Trustees Meeting
Source: 2011 CCSSE data
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Focus Institutional Policies on Creating
the Conditions for Learning
Class Attendance
During the current school year, how often have you skipped class?
2% 3%
Very Often
Often
49%
Sometimes
46%
Never
SPC Board of Trustees Meeting
Source: 2011 CCSSE data
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Expand Professional Development
Focused on Engaging Students
 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
SPC Board of Trustees Meeting
Source: 2011 CCFSSE data
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Questions…