This CCSSE Drop-In Overview Presentation Template can
be customized using your college’s CCSSE results.
Please review the “Notes” section accompanying each slide.
The notes provide topical information and additional
instructions to assist you in presenting your findings.
In addition, instructional slides precede specific sections of
the presentation to provide more detailed information about
how you can use these sections to tell your college’s story
using CCSSE results.
Please note that the 2015 CCSSE Cohort data provided
throughout the presentation are accurate. All of the data
listed for [College Name], however, will need to be updated
to reflect your college’s results.
1
CCSSE 2015 Findings for
[College Name]
[Subtitle]
Presentation Overview
 CCSSE Overview
 Student Respondent Profile
 CCSSE Benchmarks
 Community College Students and Stories
 Strategies to Promote Learning that
Matters
3
CCSSE Overview
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
5
The Community College Survey of
Student Engagement (CCSSE)
CCSSE is designed
to capture student
engagement as a
measure of
institutional quality.
6
CCSSE: A Tool for Community Colleges
 As a tool for improvement, CCSSE helps us
• Assess quality in community college education
• Identify and learn from good educational practice
• Identify areas in which we can improve
 Basic principles
• Provides reliable data on issues that matter
• Reports data publicly
• Is committed to using data for improvement
7
Student Respondent
Profile at [College Name]
Survey Respondents
 XXXX adjusted survey count
 XX% overall “percent of target” rate
Source: 2015 CCSSE data
9
Excluded Respondents
 The following respondents were excluded
from reporting:
• Respondents not indicating enrollment status
• Respondents marking invalid data selections
• Respondents under the age of 18
• Respondents indicating previous survey
submission
 Oversample respondents also excluded.
10
Section Instructions
Use the following slides to compare your respondents to the
2015 CCSSE Cohort on the following variables: enrollment
status (less than full-time or full-time), age, sex, and race.
11
Student Respondent Profile:
Enrollment Status
80%
72%
70%
60%
50%
40%
28%
30%
20%
10%
10%
10%
0%
Less than Full-Time
College Name
Full-Time
CCSSE 2015 Cohort
Source: 2015 CCSSE data
12
Student Respondent Profile:
Age
80%
67%
70%
60%
50%
40%
31%
30%
20%
10%
10%
10%
0%
18-24
College Name
25+
CCSSE 2015 Cohort
Source: 2015 CCSSE data
13
Student Respondent Profile:
Sex
60%
55%
50%
43%
40%
30%
20%
10%
10%
10%
0%
Male
College Name
Female
CCSSE 2015 Cohort
Source: 2015 CCSSE data
14
Student Respondent Profile:
Racial Identification
10%
White, Non-Hispanic
10%
14%
Hispanic, Latino, or Spanish
10%
11%
Black or African American, Non- Hispanic
Asian, Asian American, or Pacific
Islander
5%
American Indian or other Native
American
2%
Other
4%
0%
College Name
55%
10%
10%
10%
10%
20%
30%
40%
50%
60%
CCSSE 2015 Cohort
Source: 2015 CCSSE data
15
Section Instructions
In the following section, continue to describe
your Student Respondent Profile by using your
college’s Frequency Reports. These reports will
allow you to describe your student respondents
by first-generation status, educational
attainment, goals, and total credit hours earned.
You can also describe student respondents by
reviewing their external commitments and
involvement in college-sponsored activities.
16
Student Respondent Profile:
First-Generation Status
First-Generation
Not First-Generation
10%
10%
Source: 2015 CCSSE data
17
Student Respondent Profile:
Educational Attainment
High school diploma or GED
10%
10%
Vocational/technical certificate
Associate degree
10%
10%
Bachelor's degree
10%
Advanced Degree
Source: 2015 CCSSE data
18
Student Respondent Profile:
Goals
Complete a certificate program
10
10
Obtain an associate degree
10
10
Transfer to a 4-year college or university
10
10
Obtain or update job-related skills
10
10
Self-improvement/personal enjoyment
10
10
Change careers
10
10
0
Primary Goal
2
4
6
8
10
12
Secondary Goal
Source: 2015 CCSSE data
19
Student Respondent Profile:
Total Credit Hours Earned
None
10%
10%
1-14 credits
15-29 credits
10%
10%
30-44 credits
45-60 credits
10%
10%
Over 60 credits
Source: 2015 CCSSE data
20
Student Respondent Profile:
External Commitments
More than 30 hours
10%
10%
21-30 hours
10%
10%
11-20 hours
10%
10%
6-10 hours
10%
10%
1-5 hours
10%
10%
None
10%
10%
0%
2%
4%
Working for Pay
6%
8%
10%
12%
Caring for Dependents
Source: 2015 CCSSE data
21
Student Respondent Profile:
College-Sponsored Activities
None
10%
10%
1-5 hours
6-10 hours
10%
10%
11-20 hours
21-30 hours
10%
10%
More than 30 hours
Source: 2015 CCSSE data
22
CCSSE Benchmarks
Section Instructions
To assist colleges in their efforts to reach for excellence, the
Center reports national benchmarks of effective educational
practice in community colleges. Research shows that the more
actively engaged students are—with college faculty and staff, with
other students, and with the subject matter—the more likely they
are to learn and to achieve their academic goals. CCSSE
benchmarks focus on institutional practices and student behaviors
that promote student engagement—and that are positively related
to student learning and persistence.
In the following section, describe educational practices at your
college and enter your benchmark data.
24
CCSSE Benchmarks for
Effective Educational Practice
The five CCSSE benchmarks are
• Active and Collaborative Learning
• Student Effort
• Academic Challenge
• Student-Faculty Interaction
• Support for Learners
25
Active and Collaborative Learning
This is an opportunity to customize one or more of your slides
using the following Active and Collaborative Learning benchmark
items:
 During the current school year, how often have you:
•
•
•
•
•
•
•
Asked questions in class or contributed to class discussions (#4a)
Made a class presentation (#4b)
Worked with other students on projects during class (#4f)
Worked with classmates outside of class to prepare class assignments (#4g)
Tutored or taught other students (paid or voluntary) (#4h)
Participated in a community-based project as a part of a regular course (#4i)
Discussed ideas from your readings or classes with others outside of class (students,
family members, co-workers, etc.) (#4r)
Source: 2015 CCSSE data
26
Student Effort
This is an opportunity to customize one or more of your slides
using the following Student Effort benchmark items:
 During the current school year, how often have you:
• Prepared two or more drafts of a paper or assignment before turning it in (#4c)
• Worked on a paper or project that required integrating ideas or information from various
sources (#4d)
• Come to class without completing readings or assignments (#4e)
• Used peer or other tutoring services (#13d)
• Used skill labs (#13e)
• Used a computer lab (#13h)
 During the current school year:
• How many books did you read on your own (not assigned) for personal enjoyment or
academic enrichment (#6b)
• How many hours did you spend in a typical week preparing for class (studying, reading,
writing, rehearsing, or other activities related to your program) (#10a)
Source: 2015 CCSSE data
27
Academic Challenge
This is an opportunity to customize one or more of your slides
using the following Academic Challenge benchmark items:

During the current school year, how often have you:
• Worked harder than you thought you could to meet an instructor’s standards or expectations (#4p)

How much does your coursework at this college emphasize:
•
•
•
•
•

Analyzing the basic elements of an idea, experience, or theory (#5b)
Synthesizing and organizing ideas, information, or experiences in new ways (#5c)
Making judgments about the value or soundness of information, arguments, or methods (#5d)
Applying theories or concepts to practical problems or in new situations (#5e)
Using information you have read or heard to perform a new skill (#5f)
During the current school year:
• How many assigned textbooks, manuals, books, or book-length packs of course readings did you read
(#6a)
• How many papers or reports of any length did you write (#6c)
• To what extent have your examinations challenged you to do your best work (#7)

How much does this college emphasize:
• Encouraging you to spend significant amounts of time studying (#9a)
Source: 2015 CCSSE data
28
Student-Faculty Interaction
This is an opportunity to customize one or more of your slides
using the following Student-Faculty Interaction benchmark items:
 During the current school year, how often have you:
•
•
•
•
•
•
Used e-mail to communicate with an instructor (#4k)
Discussed grades or assignments with an instructor (#4l)
Talked about career plans with an instructor or advisor (#4m)
Discussed ideas from your readings or classes with instructors outside of class (#4n)
Received prompt feedback (written or oral) from instructors on your performance (#4o)
Worked with instructors on activities other than coursework (#4q)
Source: 2015 CCSSE data
29
Support for Learners
This is an opportunity to customize one or more of your slides
using the following Support for Learners benchmark items:
 How much does this college emphasize:
• Providing the support you need to help you succeed at this college (#9b)
• Encouraging contact among students from different economic, social, and racial or ethnic
backgrounds (#9c)
• Helping you cope with your nonacademic responsibilities (work, family, etc.) (#9d)
• Providing the support you need to thrive socially (#9e)
• Providing the financial support you need to afford your education (#9f)
 During the current school year, how often have you:
• Used academic advising/planning services (#13a)
• Used career counseling services (#13b)
Source: 2015 CCSSE data
30
CCSSE Benchmarks for
Effective Educational Practice
CCSSE Benchmark Scores for [College Name]
60
50
40
30
50
50
50
50
50
Active and
Collaborative
Learning
Student Effort
Academic
Challenge
Student-Faculty
Interaction
Support for
Learners
20
10
0
Source: 2015 CCSSE data
31
CCSSE Benchmarks for
Effective Educational Practice
CCSSE Benchmark Scores for [College Name]
compared to [Comparison Group]
60
50
40
30
50
50
50
50
50
50
50
50
50
50
20
10
0
Active and
Collaborative
Learning
Student Effort
College Name
Academic
Challenge
Student-Faculty
Interaction
Support for
Learners
Comparison Group
Source: 2015 CCSSE data
32
Benchmarking – and Reaching for
Excellence
The most important
comparison:
where we are now,
compared with
where we want to be.
33
Reaching for Excellence at [College
Name]
This is an opportunity to customize one or more slides for your college.
Slide and discussion ideas include:
 Show how your college is reaching for excellence by discussing how
your college is using CCSSE data to better understand and improve
its practices.
 Compare yourself to the national average (the 50 mark).
 Measure overall performance against performance by your leastengaged student groups.
 Gauge your work in the areas your college strongly values (e.g., the
areas identified in your strategic plan).
 Contrast where you are with where you want to be.
34
Community College
Students and Stories
Giving Voice to Students
36
Student Aspirations
Students’ Goals
Indicate which of the following are your reasons/goals for attending this college.
A goal
Not a goal
Complete a certificate program
10%
10%
Obtain an associate degree
10%
10%
Transfer to a four-year college or university
10%
10%
Obtain or update job-related skills
10%
10%
Self-improvement/personal enjoyment
10%
10%
Change careers
10%
10%
Note: Respondents may indicate more than one goal.
Source: 2015 CCSSE data
37
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
10%
Caring for dependents
10%
Academically unprepared
10%
Lack of finances
10%
Source: 2015 CCSSE data
0%
2%
4%
6%
8%
10%
12%
38
Section Instructions
The following slides provide examples of storylines that you may find helpful when
communicating your results. Information is useful when put into context. However, it is more
valuable when it is tied to issues people care about. Your audience may find more interest in the
college’s survey results if you develop storylines that relate to issues that are relevant to the
college and its service area.
The storylines are hypothetical situations, but they provide ideas for stories that can be told using
CCSSE results. (Refer to your college’s institutional reports for data about your college.)
It is important to remember two things as you develop your storylines:
1. Don’t forget your audiences. There are storylines that colleges want to tell and storylines
audiences want to hear. Sometimes these are the same; sometimes they are different. Focus
on ways to highlight key issues that your audiences will find compelling.
2. This isn’t about spin. The Center’s aim is to be straightforward about data, both when the
results make us shine and when they cause us to question—and improve—our current
practices. These storylines are intended to inform, engage, and highlight important issues.
39
Part-timeness
This is an opportunity to customize one or more of your slides to
tell your college’s story. Slide and discussion ideas include:
 Consider the experience of less than full-time and full-time
students as shown by your college’s data.
 Discuss what your institution is doing to engage less than fulltime students.
Source: 2015 CCSSE data
40
Developmental Education
This is an opportunity to customize one or more of your slides to
tell your college’s story. Slide and discussion ideas include:
 Give relevant survey results, such as the percentage of
students who have taken or plan to take developmental
courses in math, reading, or writing, or have taken a study
skills course.
 Compare institutional results with the CCSSE Cohort.
 Give relevant institutional data.
Source: 2015 CCSSE data
41
At-Risk Students
This is an opportunity to customize one or more of your slides to
tell your college’s story. Slide and discussion ideas include:
 Provide data from survey items related to the risk factors.
 Provide data from survey items related to the support and
student services provided by your college.
 Quote one or two students discussing these services.
Source: 2015 CCSSE data
42
Workforce Issues
This is an opportunity to customize one or more of your slides to
tell your college’s story. Slide and discussion ideas include:
 Give relevant regional statistics.
 Use CCSSE data to show the importance students place on
learning job skills.
 Quote an employer and/or student.
Source: 2015 CCSSE data
43
Financial Vulnerability
This is an opportunity to customize one or more of your slides to
tell your college’s story. Slide and discussion ideas include:
 Provide data from survey items that relate to financial support.
 Give details about providing or improving financial advising
services, etc.
Source: 2015 CCSSE data
44
Strategies to Promote
Learning that Matters
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
46
Strengthen Classroom Engagement
 Raise expectations
 Promote active, engaged learning
 Emphasize deep learning
 Build and encourage relationships
 Ensure that students know where they
stand
47
Raise Expectations
Instructors should set
high standards and
communicate them
clearly, deliberately,
and consistently.
48
Raise Expectations
Students work hard to meet instructors’
expectations:
 XX% of students often or very often work
harder than they thought they could to meet
an instructor’s standards or expectations
Source: 2015 CCSSE data
49
Raise Expectations
But expectations may not be as high as they
need to be:
Time Spent Preparing for Class
Percentage of students who report spending five or
fewer hours per week preparing for class
Source: 2015 CCSSE data
50
Raising Expectations at [College Name]
This is an opportunity to customize one or more slides for
your college. Slide and discussion ideas include:
 Provide your college’s data for survey items related to raising
expectations, and discuss the results. Provide examples of what you plan
to do with the information (for example, requiring more writing across all
disciplines or agreeing that all instructors will require students to submit
multiple drafts of papers).
 Compare your college’s performance on raising expectations with the
performance of a group of similar colleges or to the full CCSSE
population.
 Give examples of initiatives that your college has developed (or plans to
develop) to strengthen efforts to raise expectations on your campus(es).
Source: 2015 CCSSE data
51
Promote Active, Engaged Learning
Students learn and retain
more information — and
persist and succeed at
higher levels — when they
are actively involved in
learning rather than
passively receiving
information.
52
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?
Worked with classmates outside of
class to prepare class assignments
10%
Worked with other students on projects
during class
10%
Made a class presentation
10%
0%
2%
4%
6%
8%
10%
12%
Percentage of students responding never
Source: 2015 CCSSE data
53
Promoting Active, Engaged Learning at
[College Name]
This is an opportunity to customize one or more slides for your
college. Slide and discussion ideas include:
 Provide your college’s data for survey items related to
promoting active, engaged learning, and discuss the results.
Provide examples of what you plan to do with the information
(for example, requiring students to participate in study groups
or requiring more group work outside of class).
 Compare your college’s performance on promoting active,
engaged learning with the performance of a group of similar
colleges or to the full CCSSE population.
 Give examples of initiatives that your college has developed (or
plans to develop) to strengthen efforts to promote active,
engaged learning on your campus(es).
Source: 2015 CCSSE data
54
Emphasize Deep Learning
Deep learning:
 Refers to broadly applicable thinking,
reasoning, and judgment skills — learning
associated with higher-order cognitive
tasks
 Is typically contrasted with rote
memorization.
55
Emphasize Deep Learning
Memorization vs. Deep Learning
During the current school year, how much of your coursework at this college
emphasized (does the coursework in your selected course section emphasize)
the using mental activities?
Memorization
Deep Learning
Memorizing facts, ideas, or methods from your
courses and readings so you can repeat them in
pretty much the same form
10%
Analyzing the basic elements of an idea, experience,
or theory
10%
Synthesizing and organizing ideas, information, and
experiences in new ways
10%
Making judgments about the value or soundness of
information, arguments, or methods
10%
0%
2%
4%
6%
8%
10%
12%
Percentage of students responding quite a bit or very much
Source: 2015 CCSSE data
56
Emphasizing Deep Learning at [College
Name]
This is an opportunity to customize one or more slides for your
college. Slide and discussion ideas include:
 Provide your college’s data for survey items related to
emphasizing deep learning, and discuss the results. Provide
examples of what you plan to do with the information (for
example, requiring more internships, field experiences, or
clinical assignments).
 Compare your college’s performance on emphasizing deep
learning with the performance of a group of similar colleges or
to the full CCSSE population.
 Give examples of initiatives that your college has developed (or
plans to develop) to strengthen efforts to emphasize deep
learning on your campus(es).
Source: 2015 CCSSE data
57
Build and Encourage Relationships
Personal connections
are a critical factor in
student success
58
Build and Encourage Relationships
 XX% of students respond that the college
emphasizes interaction among students
quite a bit or very much….
 BUT, XX% never work with an instructor on
activities other than coursework
Source: 2015 CCSSE data
59
Building and Encouraging Relationships
at [College Name]
This is an opportunity to customize one or more slides for your college.
Slide and discussion ideas include:
 Provide your college’s data for survey items related to building and
encouraging relationships, and discuss the results. Provide examples
of what you plan to do with the information (for example, assigning a
specific person, such as an advisor or staff member, to each entering
student, so each student has a single contact for questions).
 Compare your college’s performance on building and encouraging
relationships with the performance of a group of similar colleges or to
the full CCSSE population.
 Give examples of initiatives that your college has developed (or plans
to develop) to strengthen efforts to build and encourage relationships
on your campus(es).
Source: 2015 CCSSE data
60
Ensure that Students
Know Where They Stand
Feedback on
academic
performance greatly
affects student
retention
61
Ensure that Students
Know Where They Stand
Student Perceptions of Feedback
During the current school year, how often have you received prompt feedback
(written or oral) from instructors on your performance?
10%
10%
Very Often
Often
Sometimes
Never
10%
10%
Source: 2015 CCSSE data
62
Ensuring that Students Know Where They
Stand at [College Name]
This is an opportunity to customize one or more slides for your
college. Slide and discussion ideas include:
 Provide your college’s data for survey items related to ensuring
that students know where they stand, and discuss the results.
Provide examples of what you plan to do with the information
(for example, bringing faculty members together to share
strategies for giving feedback).
 Compare your college’s performance on ensuring that students
know where they stand with the performance of a group of
similar colleges or to the full CCSSE population.
 Give examples of initiatives that your college has developed (or
plans to develop) to strengthen efforts to ensure that students
know where they stand on your campus(es).
Source: 2015 CCSSE data
63
Integrate Student Support into Learning
Experiences
Students are most likely
to succeed when
expectations are high
and they receive the
support they need to
rise to those
expectations
64
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
10%
10%
Academic advising/planning
10%
Career counseling
10%
10%
Career counseling
10%
Peer or other tutoring
10%
10%
Peer or other tutoring
10%
Skill labs (writing, math, etc.)
10%
10%
Skill labs (writing, math, etc.)
10%
Source: 2015 CCSSE data
65
Integrating Student Support into Learning
Experiences at [College Name]
This is an opportunity to customize one or more slides for your college.
Slide and discussion ideas include:
 Provide your college’s data for survey items related to integrating
student support into learning experiences, and discuss the results.
Provide examples of what you plan to do with the information (for
example, introducing more paired courses that combine entry-level or
developmental courses with student success courses).
 Compare your college’s performance on integrating student support
into learning experiences with the performance of a group of similar
colleges or to the full CCSSE population.
 Give examples of initiatives that your college has developed (or plans
to develop) to integrate student support into learning experiences on
your campus(es).
Source: 2015 CCSSE data
66
Focus Institutional Policies on Creating
the Conditions for Learning
Institutional policies focused
on student success are most
effective when colleges
mandate student participation
in activities that are shown to
increase persistence and
improve student outcomes
67
Focus Institutional Policies on Creating
the Conditions for Learning
Class Attendance
During the current school year, how often have you skipped class?
10%
10%
Very Often
Often
Sometimes
Never
10%
10%
Source: 2015 CCSSE data
68
Focusing Institutional Policy on Creating the
Conditions for Learning at [College Name]
This is an opportunity to customize one or more slides for your college.
Slide and discussion ideas include:
 Provide your college’s data for survey items related to focusing
institutional policy on creating the conditions for learning, and discuss
the results. Provide examples of what you plan to do with the
information (for example, reassessing drop/add rules or requiring
orientation).
 Compare your college’s performance on focusing institutional policy
on creating the conditions for learning with the performance of a
group of similar colleges or to the full CCSSE Cohort.
 Give examples of initiatives that your college has developed (or plans
to develop) to focus institutional policy in this way on your
campus(es).
Source: 2015 CCSSE data
69
Expand Professional Development
Focused on Engaging Students
 Instructors – both part-time and full-time –
must be given the opportunities to learn
about effective teaching strategies.
 CCSSE can help launch dialogue on
effective strategies to promote learning,
persistence, and college completion for
larger numbers of students.
70
Expanding Professional Development Focused on
Engaging Students at [College Name]
This is an opportunity to customize one or more slides for your
college. Slide and discussion ideas include:
 Provide institutional data related to expanding professional
development focused on engaging students, and discuss the
results and examples of what you plan to do with the
information (for example, providing professional development
focused on active and collaborative learning for full-time and
part-time faculty).
 Give examples of initiatives that your college has developed (or
plans to develop) to expand such professional development on
your campus(es).
Source: 2015 CCSSE data
71
Closing Remarks and
Questions
Closing Remarks
73
Questions?
74