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CCSSE Spring 2005
Spring 2005
Community College Survey of Student Engagement – Part 2
Highlights and Observations
In spring 2005, Moraine Valley participated for the second time in the
Community College Survey of Student Engagement (CCSSE). This is the second of
two reports summarizing responses to CCSSE. The following are some highlights of
this second report.
- The range for “often asked questions in class” was broad – from a high of 72%
for “other” to a low of 44% for Asian respondents. Black respondents (68%) had
the second highest percent.
- Black respondents had the highest percent of respondents who often discussed
ideas from readings or classes with others outside of class (54%). Hispanic,
“other” and white were about the same (42-43%); but only 19% of Asian students
reported often talking with others outside of class
- Black, Hispanic and “other” students (48%-58%) were more likely to say that
they often had conversations with students of another race than white (40%) and
Asian (33%) respondents.
- Hispanic and “other” students had the highest percent of respondents who said
that the college encouraged contact among students with different economic,
social, and racial or ethnic backgrounds (64%-65%); white, black and Asian
respondents were less likely to agree (47%).
- Black, Hispanic and white respondents gave the question “would you recommend
this college to friends or family?” a higher rating than Asian and “other”
students.
- Students are considered “high risk” if they have certain characteristics:
stop-out or part-time attendance, being first-generation, full-time employment,
financial concerns, family responsibilities, and being academically
underprepared for college-level work.
- Black, Hispanic and “other” students had higher percentages for several
indicators than white and Asian students.
- The five CCSSE Benchmarks of Effective Practice are groups of conceptually
related survey items that address key areas of student engagement. The five
areas are: active and collaborative learning, student effort, academic
challenge, student-faculty interaction, and support for learners.
- When comparing Moraine Valley’s results to other CCSSE 2005 colleges, it
should be noted that the survey respondents are not a representative sample of
all community college students nationwide, but are a self-selected group who
chose to participate in this survey. That choice demonstrates their interest in
evaluating and improving their educational practices, and may distinguish them
from other colleges.
- Compared to other extra-large CCSSE colleges, Moraine Valley students scored
slightly lower than average in active and collaborative learning and student
effort.
- Compared to other extra-large CCSSE colleges, Moraine Valley students scored
slightly higher than average in academic challenge, student faculty interaction
and support for learners.
- Though Moraine Valley scored slightly lower than their peer group (extra-large
colleges) in two of the five benchmarks, and slightly higher than their peer
group in three of the five benchmarks, overall, none of these differences was
particularly large. That is, Moraine Valley scored close to average compared to
other CCSSE colleges.
I. Introduction and Background
In spring 2002 and again in spring 2005, Moraine Valley Community College
participated in a national survey that focuses on teaching, learning and
retention in community colleges. This survey, the Community College Survey of
Student Engagement (CCSSE) was developed by the Community College Leadership
Program at the University of Texas at Austin. It was designed to provide data
about faculty practices, college services and student behaviors that are likely
to keep students engaged in their educational programs. Last spring, 1,186
Moraine Valley students in 77 randomly selected classes completed the survey.
The first report (CCSSE – Spring 2005 Community College Survey of Student
Engagement – Part 1) summarized responses to individual questions and compared
2002 responses to 2005 responses. The first report also summarized survey
methodology and student demographics. This report focuses on group differences,
including between older and younger students, minority and white students,
full-time and part-time students; and on combinations of questions (the five
“Benchmarks of Effective Educational Practice”).
II. Comparison of Full-time and Part-time Students
Nationally, nearly two-thirds of community college students attend school
part-time. At Moraine Valley about six out of ten students are part-time
(58%-62%). Most students work, and many care for dependents. Many part-time
students come to campus for their classes, then leave immediately for work or
home responsibilities. Engaging students who spend limited time on campus can be
a difficult challenge.
Though some of the differences between part-time and full-time students
summarized below are not surprising, it is still worth noting that part-time
students have experiences that are very different than full-time students. For
example, part-time students have less interaction with faculty both within and
outside the classroom, engage in fewer collaborative practices, and have less
interaction with other students as the following examples illustrate.
Part-time Moraine Valley respondents were significantly less likely to often or
very often:
- Make a class presentation (24% vs. 36% of full-time students)
- Work with other students on projects during class (44% vs. 54% of full-time
students)
- Use email to contact an instructor (31% vs. 48% of full-time students)
- Discuss grades or assignments with an instructor (41% vs. 50% of full-time
students)
- Work with an instructor on activities other than coursework (6% vs. 11% of
full-time students)
- Discuss ideas from readings or classes with instructors outside of class (10%
vs. 17% of full-time students)
- Work with classmates outside of class to prepare class assignments (9% vs. 19%
of full-time students)
- Have serious conversations with students of a different race or ethnicity
other than their own (36% vs. 44% of full-time students)
- Have serious conversations with students who differ from them in terms of
their religious beliefs, political opinions, or personal values (30% vs. 45% of
full-time students)
Equal percentages of full-time and part-time students would recommend Moraine
Valley to a friend or family member (96%), and equal percentages would evaluate
their entire educational experiences as excellent or good (87%). Yet part-time
students are significantly less likely to report that their Moraine Valley
experience either “quite a bit” or “very much” helped them to:
- Acquire a broad general education (66% vs. 78% of full-time students)
- Write clearly and effectively (53% vs. 67% of full-time students)
- Speak clearly and effectively (47% vs. 60% of full-time students)
- Think critically and analytically (62% vs. 70% of full-time students)
- Solve numerical problems (51% vs. 59% of full-time students)
- Understand people of other racial and ethnic backgrounds (40% vs. 48% of
full-time students)
On the positive side, part-time students are less likely to come to college
underprepared, less likely to worry about being academically unprepared, and are
less likely to skip class or come to class unprepared than full-time students.
However, part-time students also write less and use the Internet less frequently
as the following examples illustrate.
Part-time Moraine Valley respondents were significantly less likely to:
- Have taken any developmental/remedial course (reading, communications or
mathematics)
- Skip class often or very often (4% vs. 10% of full-time students)
- Come to class without being prepared often or very often (11% vs. 19% of
full-time students)
- Prepare two or more drafts of a paper or assignment before turning it in often
or very often (41% vs. 59% of full-time students)
- Work on a paper or project that required integrating ideas or information from
various sources often or very often (56% vs. 72% of full-time students)
- Use the Internet to work on an assignment often or very often (53% vs. 70% of
full-time students)
III. Comparison of Older and Younger Students
There were major differences between older (25 and older) Moraine Valley
respondents and their younger (24 or under) peers. Some of these differences are
fairly well known. Older students tend to be part-time and are much more likely
to attend evening classes. Older students work longer hours and provide more
care for dependents, and so are less likely to interact with other students.
Older students are more interested in job-related skills and less likely to plan
to transfer.
In general, older respondents rated their experiences at the college higher than
younger respondents. The percent of older respondents who would recommend the
college to a friend or family member (98%) was slightly higher than younger
students (96%). Older students evaluated their entire educational experience at
Moraine Valley significantly higher and also reported more favorable
relationships with other students, Moraine Valley instructors and administrative
personnel.
In many respects, older students are more focused, more engaged and have better
study habits than their younger counterparts -- as the following examples
illustrate. Older students are significantly more likely to:
- Ask questions in class or contribute to class discussions often or very often
(73% vs. 61% of younger students)
- Come to class prepared (92% vs. 81% of younger students say they seldom or
never come to class unprepared)
- Attend class (99% vs. 90% of younger students say they seldom or never skipped
class)
- Spend more time preparing for class (32% vs. 19% of younger students spend at
least 11 hours a week preparing for class – this in spite of being more likely
to be part-time)
- Report higher grades (82% vs. 67% of younger students report a GPA of B+ to A)
- Say their exams are challenging (on a 7 point scale, exams were rated 5.3 vs.
4.7 for younger students)
Perhaps because many older students have broader experiences, including having
attended other colleges, they are less likely to say that Moraine Valley
contributed to acquiring a broad general education, writing clearly and
effectively, solving numerical problems, and understanding people of other
racial and ethnic backgrounds. Older students are more likely, however, to say
that Moraine Valley contributed to acquiring job or work-related skills.
Possibly because they are primarily part-time, older students are less likely
to:
- Talk about career plans with an instructor often or very often (19% vs. 26% of
younger students)
- Make a class presentation often or very often (27% vs. 34% of younger
students)
- Work on a paper that required integrating ideas or information from various
sources often or very often (57% vs. 70% of younger students)
While older students are less likely to need remediation in reading, writing or
math, they may need more help/encouragement to use technology/Internet. Older
students are significantly less likely to:
- Use email to communicate with an instructor often or very often (33% vs. 46%
of younger students)
- Use the Internet to work on an assignment often or very often (57% vs. 67% of
younger students)
- Say that the college emphasizes using computers in academic work very much
(65% vs. 77% of younger students)
IV. Differences Between Minority and White Students
If all minority respondents to CCSSE are combined into one group for analysis,
some differences between minority and white respondents “even out” and
disappear. Therefore, even though some numbers were small, minority groups were
disaggregated for this report. The largest number of respondents were white
(N=868), followed by Hispanic (N=114), “other” (N=85), black or African-American
(N=59), and Asian (N=36). The 32 students who did not provide their race were
deleted from this analysis. The category of “other” race was listed as a choice
on the survey; also included in the 85 “other” respondents were the 11 students
who chose American Indian. All the differences noted below are statistically
significant; however, it should be kept in mind that some groups had small
numbers.
In most cases, both white and minority students reported similar levels of
“engagement” experiences (in and out of class activities such as making class
presentations, working on papers, working with other students in and out of
class, discussions with instructors, using the Internet or email, and preparing
class assignments). There were, however, a few differences.
- The range of respondents who often asked questions in class was broad, from a
high of “other” (72%) and black (68%), to 64 percent for white respondents, and
59 percent for Hispanic, to a low of 44 percent for Asian respondents.
- A higher percent of black respondents often discussed ideas from their
readings or classes with others outside of class (54%), compared to Hispanic,
“other” or white students (42%-43%); Asian respondents had the lowest percent
(19%).
- Black (58%), Hispanic (51%) and “other” (48%) respondents were more likely to
report often having serious conversations with students of a different race,
than white respondents (40%), and Asian students were the least likely (33%).
The CCSSE survey includes some campus climate questions. There were some
differences in the amount of contact students had with others from different
backgrounds and some differences in students’ evaluation of Moraine Valley.
- Hispanic and “other” respondents (64-65%) were much more likely to say that
Moraine Valley encouraged contact among students with different economic,
social, and racial or ethnic backgrounds, than white, black, or Asian
respondents (47%).
- All minority groups gave the college higher marks (mean rating 2.5 to 2.8) for
contributing to their understanding of people of other racial and ethnic
backgrounds than white students did (mean rating 2.3).
- Overall, 96 percent of respondents said they would recommend this college to a
friend or family member. The highest “recommend” percentages were received from
black, Hispanic and white students (97-98%); percentages were lower for “other”
students (88%) and Asian students (86%).
- There were no significant group differences in the overall rating respondents
gave to their entire educational experience at Moraine Valley; 87 percent gave
the college a rating of excellent or good.
Students are considered “high risk” for dropping out of college if they show
certain characteristics, including not entering college directly after high
school, part-time or stop-out attendance, being a first generation college
student, working more than 30 hours a week, financial concerns, family
responsibilities, and being academically underprepared for college-level work.
Almost all community college students have several of these risk factors, and
black, Hispanic and “other” students showed a higher percent than white and
Asian students for several indicators.
- The need for remedial mathematics is a strong barrier to college success.
Hispanic (55%), “other” (53%), and black (52%) respondents were more likely to
say they had taken or planned to take remedial math, than Asian (43%) and white
(42%) students.
- The highest percent of “first generation” college students was seen in
Hispanic (83%), “other” (72%), and black (72%) respondents compared to white
respondents (66%); Asian students reported the lowest percent (44%).
- GPA also differed by race. Asian respondents reported the highest GPA,
followed by white and “other” respondents; Hispanic and black respondents
reported the lowest GPA.
- Caring for dependents as a cause for withdrawal from college was more likely
for Asian (42%) and “other” (40%) respondents, followed by black respondents
(34%). White (25%) and Hispanic (24%) respondents were less likely to cite this
as a reason for withdrawal.
- Financial problems were most likely to be reported by black respondents: 54
percent of black respondents said that lack of finances would likely cause
withdrawal. Lower percentages were reported by “other” respondents (42%),
followed by Asian, Hispanic and white respondents (35-36%). But black
respondents were also much more likely to say that the college provided the
financial support they need to afford their education (61%), than “other” (47%),
Hispanic (40%), white (39%), and Asian (33%) respondents.
- Black, Hispanic and white respondents worked the most hours: 61-63 percent
worked 21 hours a week or more. Lower percentages of Asian and “other”
respondents (44-45%) reported working that many hours.
V. The Five Benchmarks of Effective Educational Practice
In addition to providing responses to individual survey items, the CCSSE
developers combined certain individual questions into five “Benchmarks of
Effective Educational Practice.” These five benchmarks are areas that
educational research has shown to be important in high quality educational
practice, and they provide a slightly different perspective than looking only at
responses to individual questions. The five areas are: active and collaborative
learning, student effort, academic challenge, student-faculty interaction, and
support for learners.
The following tables and charts show Moraine Valley’s benchmark scores,
benchmark scores for respondents at all extra-large colleges, all 2005 CCSSE
respondents, and includes scores for full-time and part-time students. The
benchmark scores were computed by averaging the scores on the survey items that
make up that benchmark. Benchmark scores are standardized so that the mean (the
average) for all students is always 50 and the standard deviation is always 25.
We can use these benchmarks to see whether Moraine Valley is performing above or
below the mean on each benchmark. Note that the benchmark scores for extra-large
colleges (range 48.4 to 49.3) are all less than the mean for all colleges (50).
There is an inverse relationship between the size of the college and benchmark
scores, that is, smaller colleges tend to have higher scores than larger
colleges. While we can certainly strive to be higher than the mean for all CCSSE
colleges, the more appropriate comparison for Moraine Valley is a comparison to
the “extra-large college” group.
Comparing Moraine Valley’s benchmark scores to extra-large colleges, the college
scored higher on three items and lower on two. The two benchmark items where the
college scored lower (active and collaborative learning, and student effort)
were scales that relate somewhat more to students’ efforts. The three benchmark
items where the college scored higher were the scales that relate somewhat more
to the college’s efforts. However, all of these differences were fairly small.
Benchmark 1: Active and Collaborative Learning
Students learn more when they are actively involved in their education and have
opportunities to apply what they are learning. Practice in collaboration with
others will help students deal with the kinds of situations they will face
during and after college.
There are seven survey items that contribute to this benchmark (see Benchmark 1
chart). The highest rated items in this scale were: asked questions in class or
contributed to class discussions, and worked with other students on a project
during class. The lowest rated items were tutored or taught other students, and
participated in a community-based project as part of a regular course.
Moraine Valley respondents scored a 47.3 for Benchmark 1. This was somewhat
lower than the mean for respondents from extra-large colleges (48.4) and the
standardized benchmark score for all respondents (50.0). Both full-time and
part-time Moraine Valley respondents scored lower than their comparison groups.
Colleges that were top performers within their size category (on the 2005 CCSSE
survey) reported using the following strategies:
- Requiring transfer program students to participate in a learning community
- Forming learning communities for first-, second- and third-year faculty
- Emphasizing training for both full-time and adjunct faculty in active and
collaborative learning
- Professional development in how to design learning communities
- Encouraging faculty to actively engage students in group discussions
- Encouraging faculty to include collaborative learning projects in their
classes
- Hands-on projects and group work as a primary method of instruction, along
with instructor led discussion
- Moving students into the community to participate in service learning.
Benchmark 2: Student Effort
Student’s own behaviors and their efforts in applying themselves to the
learning process contribute to their learning and the likelihood that they will
succeed in obtaining their educational goals.
There are eight survey items associated with
this benchmark (see Benchmark 2 chart and tables). Highly rated items were:
worked on a paper or project that required integrating ideas or information from
various sources, prepared two or more drafts of a paper or assignment before
turning it in, and frequency of use of computer labs. (Note that these items
have three different scales.)
Moraine Valley respondents scored a 47.8 for
Benchmark 2. This was somewhat lower than respondents from extra-large colleges
(49.1) and the standardized benchmark score for all respondents (50.0).
Part-time Moraine Valley respondents (45.7) scored the same as extra-large
colleges, but lower than all part-time CCSSE respondents (46.5). Full-time
Moraine Valley respondents scored lower than both (51.1, compared to 54.7 and
55.8).
Colleges that were top performers within their
size category reported using the following strategies:
- Developing a student technology services
organization that delivers quality computer and technology services to
students, faculty and staff, while providing its student employees with
technical as well as professional skills
- Developing a system for students to
provide technology support to outside companies
- Tutoring services in math, English,
reading and English as a second language
Benchmark 3: Academic Challenge
Challenging intellectual and creative work is crucial for student learning
and college quality. Ten survey items address the nature and amount of assigned
academic work, the complexity of assigned tasks, and the standards faculty
members use to evaluate student performance (see Benchmark 3 chart). Of the
seven items rated on a 1 to 4 scale, the highest rated items were: the college
encourages you to spend significant amounts of time studying, and analyzing the
basic elements of an idea, experience, or theory. The lowest rated item was
worked harder than you thought you could to meet an instructor’s standards or
expectations.
Moraine Valley respondents scored a 51.3 for
Benchmark 3. This was higher than respondents from extra-large college (49.3)
and the standardized benchmark score for all respondents (50.0). Part-time
Moraine Valley respondents (50.0) scored higher than the comparison groups (46.2
for extra-large colleges and 46.1 for all CCSSE respondents), but full-time
Moraine Valley respondents scored slightly lower (53.5, compared to 54.7 and
55.7).
Top college performers for their size in this
category reported using the following strategies:
- Electronic portfolio initiative (a tool
for collecting students’ academic work and their reflections on learning
which is shared on the Internet)
- Training in concept mapping (a technique
for nursing students in which students create a visual map of connections in
order to understand the relationships among ideas and create a plan of care)
- Revision of course syllabi to include
explicit student learning outcomes linked to the college’s general education
goals
- Interdisciplinary peer advisory panels
that consult with departments to help develop assignments that demonstrate
learning across the general education core (e.g., oral presentations in math
class)
Benchmark 4: Student-Faculty Interaction
Personal interaction with faculty members strengthens students’ connections
to the college and helps them focus on their academic progress. Working with an
instructor on a project or serving with faculty members on a college committee
lets students observe how experts identify and solve practical problems. Through
such exchanges, faculty members become role models and guides for lifelong
learning.
Six survey items make up this scale (see
Benchmark 4 chart). The highest rated items in this scale were: received prompt
feedback from instructors on your performance, and discussed grades or
assignments with an instructor. The lowest rated items were discussing ideas
from your readings or classes with instructors outside of class, and working
with instructors on activities other than coursework.
Moraine Valley respondents scored a 49.5 for
Benchmark 4. This was higher than respondents from extra-large college (48.4),
but lower than the standardized benchmark score for all respondents (50.0).
Full-time Moraine Valley respondents (55.0) scored higher than extra-large
college respondents (53.4), but lower than all full-time CCSSE respondents
(56.4). Part-time Moraine Valley respondents (45.8) scored just slightly higher
than extra-large colleges (45.5) but lower than all part-time CCSSE respondents
(46.8).
Top college performers in this category
reported using the following strategies:
- A “First Year Experience” program to
increase student completion of science, technology, engineering, and
mathematics courses. The program has an explicit strategy of forming
student-faculty partnerships
- An expectation that each technical program
would form a student organization
- Increased use of e-mail from faculty to
students, both before the class begins and weekly e-mail to provide
supplemental course information and obtain feedback
- College created e-mail groups for class
correspondence
- Electronic bulletin boards and shared
class folders to facilitate advisor-student interaction
- Increased use of “smart classrooms”
Benchmark 5: Support for Learners
Students achieve more and are more satisfied at colleges that are committed
to their success. Along with promoting positive social relationships among
different groups on campus, community college students also benefit from
services targeted to assist them with academic and career planning, academic
skill development, and other issues that may affect both learning and retention.
This benchmark includes seven survey items (see
Benchmark 5 chart). Of those items rated from 1 to 4, the highest rated was
providing the support you need to help you succeed at this college. The lowest
rated was helping you cope with your non-academic responsibilities.
Moraine Valley respondents scored a 49.4 for
benchmark 5. This was higher than respondents from extra large college (48.6),
but lower than the standardized benchmark score for all respondents (50.0).
Full-time Moraine Valley respondents (52.8) scored just slightly higher than
extra-large college respondents (52.2), but lower than all CCSSE respondents
(54.2). Part-time Moraine Valley respondents (47.1) scored higher than
extra-large colleges (46.4) but lower than all part-time CCSSE respondents
(48.2).
Top colleges in this category reported using
the following strategies:
- An “Advisors in Residence” program, which
places full-time academic advisors across the college to help students with
their academic planning. The advisors encourage students and guide them to
support services
- New students develop an “Individual
Learning Plan” based on risk criteria. Counselors assist students with
career selection, a plan to pay for educational expenses, and strategies to
improve learning and study skills. Students also receive intervention
service through early alerts
- Integration of Education Advocates (EAs)
into the college’s advising model. The EAs act as liaisons between students
and faculty; provide academic, career, and personal guidance; and direct
students to campus resources
- Student mentors contact students to
schedule advising appointments, remind them of deadlines and tell them about
campus activities
- Full-time math faculty provide adjunct
faculty training twice a year.
Source of college strategy information:
CCSSE's 2005 National Report, Engaging Students, Challenging the Odds.
BR May 2005
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