ERIC ED529071: Engagement by Design. Summary of 2004 Findings

2004·0.27 MB·English

by  ERIC

Engagement By Design
Summary of 2004Findings
Community College Survey of Student Engagement
Engagement By Design: A Call To Action Reflections:
Reaching for Excellence
Each year,the Community College ★serving disproportionately high CCSSEencourages colleges, policy-
Survey ofStudent Engagement numbers oflow-income and first- makers, and other stakeholders to ask
continually whether current performance
(CCSSE)presents the results ofits generation college students;and
is good enough; whether the national
annual survey.These survey results help average is good enough; and what
community colleges assess their educa- ★addressing all ofthese challenges measures of success ultimately are most
while dealing with severe resource appropriate, relevant, and useful.
tional practices so they can improve
constraints.
student outcomes in one ofthe most For this reason, CCSSEoffers two ways
challenging and least understood sec- Overcoming these hurdles — providing to look at data. CCSSEbenchmarks —
groups of conceptually related survey
tors ofAmerican higher education. quality education and the necessary items that address key areas of student
support to help all students meet their engagement — denote areas that educa-
The challenges facing community
tional research has shown to be important
educational goals — is the driving force
colleges include: in quality educational practice. Described
ofcommunity colleges.It is their mis-
with a standardized mean of 50, bench-
★providing full access to education sion.It is their job.And it is achievable. marks provide overviews of performance
through open admissions; areas. They are useful for comparing per-
It is true that most community college formance across several areas within an
★serving a diverse mix ofstudents students will continue to work,com- institution and comparing institutional per-
formance to groups of similar institutions.
with dramatically varying goals, mute,and have other demands compet-
from earning a degree to receiving ing for their time.Many will continue Students’ responses to individual survey
items, presented in absolute terms, are the
on-the-job training; to feel that abandoning their education
place to see exactly what is happening.
is an easier path than continuing it.
★serving students who have signifi- Together, these two measures allow col-
cant time commitments — to their But these challenges do not make stu- leges to gauge their performance and
progress. Here, CCSSEoffers five ways
families,their jobs,and their com- dent engagement impossible.They
that colleges might reach for excellence
munities — in addition to their simply indicate that student engage-
in student engagement:
studies; ment is not likely to happen by acci-
1. Use benchmarks to compare them-
dent.Engagement,therefore,must be
★serving the students who were selves to the national average (the aver-
intentional.It must happen by design. age of participating colleges, which is 50).
least well served by their previous
public school education and 2. Use benchmarks to compare them-
selves to high-performing colleges. A
therefore are most likely to have
college might, for example, aspire to be
academic challenges; at or above the 80th percentile on some
or all benchmarks.
3. Measure their overall performance
against results for their least-engaged
Why Student Engagement? group. A college might aspire to make
sure all subgroups within its population
(e.g., full- and part-time students; devel-
Research shows that the more actively engaged students are —with college fac- opmental students; students across all
racial, ethnic, and income groups, etc.)
ulty and staff, with other students, and with the subject matter they study — the more
engage in their education at similarly
likely they are to learn and persist toward achieving their academic goals. Student high levels.
engagement, therefore, is a valuable yardstick for assessing whether, and to what
4. Gauge their work in areas their college
extent, an institution is employing educational practices likely to produce successful strongly values. They might focus, for
results — more students across all subgroups achieving their academic goals. example, on survey items related to serv-
ice to high-risk students or on survey
items related to academic rigor (e.g., are
CCSSE’s survey, which is grounded in research, focuses on institutional practices and they asking students to read enough and
student behaviors that promote student engagement. CCSSEworks with participating write enough?).
colleges to administer the survey to their students. The colleges then receive their sur-
5. Make the most important compari-
vey results, along with guidance and analysis they can use to improve their programs son: Where they are now, contrasted
and services for students. CCSSEalso makes its results public on its Web site, with where they want to be.
www.ccsse.org. CCSSEopposes using its data to rank
colleges.
★ For more information about CCSSE, survey results, benchmarks, student engagement, and retention, visit www.ccsse.org. ★
Engagement By Design: Summary of 2004 Findings
Practicing Engagement By Design
Community college students have These facts and CCSSEdata indicate Given community college students’
strong aspirations for academic and that students may too often leave com- multiple obligations and the conse-
career success.Asked to name their pri- munity colleges before they achieve quent constraints on their time,this
mary goals,more than a quarter (27%) their goals.Just as important,CCSSE engagement is not likely to occur
ofCCSSE2004 respondents said com- data indicate that many students are spontaneously.
pleting a certificate program,59% not certain about their future educa-
Community colleges,therefore,must
named obtaining an associate degree, tional plans.When asked about their
find ways to promote student success by
and 53% said transferring to a four- educational plans for subsequent
making engagement inescapable.The
year college or university.More than a terms,only 11% ofCCSSErespondents
good news is that community colleges
third (39%) cited obtaining or updat- said they had accomplished their goals.
do not have to do this work alone.
ing job-related skills as a primary goal, It is encouraging that 67% planned to
Taken as a whole,CCSSEresults,other
while 29% named changing careers. return to their community colleges
community college research,and expert
within 12 months,but 17% ofrespon-
Unfortunately,available data show a judgment suggest a number ofstrate-
dents — nearly one-fifth ofthe stu-
significant,persistent,unacceptable gies that can strengthen student engage-
dents — said their educational plans
gap between student aspirations and ment and improve student outcomes.
were uncertain.
student outcomes as measured by
In addition,community colleges can
graduation and transfer rates.
The Role of Intentional,
learn from one another.Following are
Inescapable Engagement
★More students aspire to earn some promising engagement strategies,
degrees than actually do.Only along with examples ofstudent engage-
These figures identify significant per-
one-quarter ofthe students who ment,provided by colleges ofall sizes,
centages ofcommunity college stu-
entered a public two-year institu- from all regions ofthe country.
dents who are primary candidates for
tion in 1995–96 with the goal of
more effective engagement strategies.
earning a degree or certificate had
attained a credential at that insti-
tution by 2001,six years later.*
★More students aspire to transfer
than actually do. 53% ofstudents
cite transferring to a four-year col-
Students’ Plans after the Current Semester
lege as a primary goal (an addi-
tional 21% name it as a secondary When do you plan to take classes at this college again?
goal),but national data indicate
that only about 25% ofstudents I will accomplish my goal(s)
during this term and will
actually do transfer.** not be returning 11% 17% Uncertain
5% I have no current
plan to return
Within the next 12 months 67%
Source:CCSSE2004 data.
*American Council on Education,“Student Success:Understanding Graduation and Persistence Rates,”ACE Issue Brief.Washington,DC:ACE Center for Policy
Analysis,2003.
**National Center for Education Statistics,Community College Transfer Rates to 4-Year Institutions Using Alternative Definitions ofTransfer.Washington,DC:
U.S.Department ofEducation,2001.
CCSSERespondents by Credit Hours Earned at the College
STRATEGY 1 35 33.69%
s
Engage Early,Engage Often ent 30
d
u
Community colleges typically lose about Est 25
S
S
halfoftheir students prior to the begin- CC 20 20.48%
ning ofthe sophomore year,and data of
e 15 13.52%
indicate that most students who leave g 12.96%
a
college before achieving their goals do so cent 10 10.74% 8.61%
early in their collegiate experience. er
P
5
Colleges can address this precipitous 0 credits 1–14 15–29 30–44 45–60 more than
credits credits credits credits 60 credits
loss ofstudents by designing engage-
ment efforts that start from the Total credit hours earned at the college
moment ofstudents’first interactions
A typical semester for a full-time student is 12–15 credit hours.Sixty credits is the typical point at
with the college — and continue with which students obtain an associate degree.If all students who started college completed an associate
degree or the first half of a baccalaureate degree,the line between one and 60 credits would be flat.
powerful focus during their first few
weeks and months as college students. Source:CCSSE2004 data.
Intentional Engagement Strategies sequences,giving students a better the beginning ofeach term.Throughout
Sinclair Community College(OH) chance at early success.In addition, the campus,students can stop at infor-
increased retention rates after better application deadlines are enforced,and mation tents for help finding classes or
marketing their learning support and students are not added to classes after other resources.Office employees wear
financial aid services. the class has met just once so real work “Ask Me”buttons,and faculty and staff
can begin on the first day. create welcome stations stocked with
The Start Right program at Valencia
refreshments,maps,and other informa-
Community College(FL) mandates Tallahassee Community College(FL)
tion in academic building lobbies.
developmental and prerequisite creates a positive,helpful environment at
STRATEGY 2
Students’ Use of Academic Students’ Use of Career
Stress Academic Advising Advising/Planning Services Counseling Services
Having a plan — a clear goal and a
don’t know
step-by-step strategy for attaining it — rarely/never 36% don’t know 21% or n/a
10% or n/a
plays a critical role in students’choosing rarely/never 49%
12% often 6% often
to return to school the next day,next sometimes 42%
24% sometimes
month,and next year.There are indica-
tions from college data that the simple
Source:CCSSE2004 data.
act ofdeclaring a major (a form of
articulating a plan) can be a key factor
Unfortunately,more than a third (36%) confidence and decision-making skills.
in student persistence.
ofCCSSErespondents report that they Developmental advising helps make stu-
rarely or never use academic advising/ dents self-sufficient.Faculty and staffare
Thus,engagement efforts that encour-
planning services,and nearly half students’advising partners,providing sig-
age students to set and meet goals —
(49%) report that they rarely or never nificant information and support.The
such as academic and career advising —
use career counseling services. expectation,however,is that as students
can have a significant impact on stu-
gain experience they will increasingly
dent retention and,ultimately,student
Intentional Engagement Strategies
take the lead in defining and implement-
success.Certainly the 17% ofstudents
The LifeMap program at Valencia
ing their educational and career goals
who report that they are undecided
Community College(FL) provides
until,ultimately,they are directing their
about whether they will return to col-
developmental advising that supports
own learning process.LifeMap includes a
lege after the current semester are likely
student planning (for education,career,
variety ofelectronic tools,including
candidates for such advising.
and life) and aims to strengthen self-
MyCareerPlanner and MyEducationPlan.
★ For more information about CCSSE, survey results, benchmarks, student engagement, and retention, visit www.ccsse.org. ★
Community College Survey of Student Engagement
STRATEGY 3 In addition,most students who success- The Need for Developmental Courses Is High
fully complete the prescribed remedial Which of the following have you done,are you
Emphasize Effective
course sequence become productively doing,or do you plan to do while attending this
Developmental Education
employed:16% as professionals;54% in college?
Almost 50% ofall first-time community mid-level,white-collar,or technical
Take a developmental reading course 27%
college students are assessed as under- positions;and 20% as high-skill,blue-
prepared for the academic demands of collar workers.Only 9% remain in Take a developmental writing course 31%
college-level courses,and the numbers unskilled or low-skill jobs.** Take a developmental math course 47%
are far higher in some settings.* Colleges Take developmental study skills 31%
Intentional Engagement Strategies
that design strategies to retain these stu-
Prince George’s Community College
dents learn that effective remediation Source:CCSSE2004 data.
(MD) requires aspiring college students
pays high dividends.
who lack sufficient reading,writing,
First and most important,students who and computational skills to complete *Roueche,J.E.,and S.D.Roueche,High Stakes,High Performance:
benefit from effective developmental the college’s developmental program. Making Remedial Education Work.Washington,DC:Community
College Press,1999;Grubb,W.N.,From Black Box to Pandora’s
education will then have the opportunity The later academic performance of Box: Evaluating Remedial/ Developmental Education.CCRC Brief
to be successful in college-level studies. those who successfully complete the 11.New York:Community College Research Center,Teachers
College,Columbia University,2001.
The reality is that without developmen- developmental program is as strong as
tal education to level the playing field, the performance ofstudents who never **McCabe,R.H.,No One to Waste: A Report to Public Decision
Makers and Community College Leaders.Washington,DC:
they will not have that opportunity. needed remediation. Community College Press,2000.
STRATEGY 4 Intentional Engagement Strategies
Collaborative Learning among
Northwest Vista College(TX)
Redesign Educational Students
uses learning communities to engage
Experiences
students in multidisciplinary environ- Students who often or very often worked on
projects with other students during class
Because oftheir competing priorities, ments.In the Weekend College learning
44%
most community college students community,for example,two or three
spend little time on campus.In fact, disciplines are combined in a team-
Students who often or very often worked with
CCSSEdata indicate that overall the taught,multidisciplinary atmosphere.
classmates outside of class to prepare class
most successful engagement strategies For their final project,the students — assignments
currently occur in classrooms. either as a class or in smaller groups of 21%
four to five students — develop a play
These data notwithstanding,however, 0 10 20 30 40 50
that incorporates what they have
engagement does not have to be limited
learned in all ofthe disciplines over
to in-classroom activities.Colleges can
the semester.Working together,the
redesign educational experiences to pro- Interactions with Faculty Members
students write the script,direct,act,
mote engagement both in and out ofthe
make costumes and props,design light- Students who often or very often asked questions
classroom.Every interaction with stu- in class or participated in class discussions
ing and sound,and create handouts.
dents presents the potential to engage 63%
them.Community colleges can make Ideally,engagement happens both in and
engagement inescapable by promoting outside ofthe classroom.To promote Students who often or very often used e-mail to
engagement through each syllabus — meaningful student-faculty interaction communicate with an instructor
each assignment,each course require- outside the classroom,faculty offices at 35%
ment,and each mode ofassessment. Santa Fe Community College(FL) are
They can require students to work on in interdisciplinary units that combine Students who often or very often discussed ideas
from readings or classes with instructors outside
projects with other students outside of private offices with comfortably fur- of class
class,require a service learning project, nished common areas that become sites 15%
require students to see faculty members for review sessions,informal advising,
in their offices at least once before mid- and intellectual discussions. 0 10 20 30 40 50 60 70 80
semester,make the end-of-course assess-
Source:CCSSE2004 data.
ment a group project,and so on.
Engagement By Design: Summary of 2004 Findings
Reflections:
Why Colleges Should Build a Culture of Evidence
The strategies outlined in this report and students to examine and use this Intentional Engagement Strategies
are data-driven.They are predicated data.It means regularly assessing per- Faculty members at Lorain County
on the willingness ofcollege adminis- formance in terms ofstudent outcomes. Community College(OH) review pro-
trators,faculty,and staffto build and grams and plan for improvements
A key element ofthis work is disaggre-
work within a culture ofevidence. using the Course Assessment Record
gating data.Each college should break
Database (CARD),which focuses deci-
Better educational outcomes do not just down data by race and ethnicity,income,
sions on data.Through CARD,faculty
happen.They are the result ofusing gender,and age to develop a genuine
assess course outcomes using a variety
data wisely and ofmarshalling the will understanding ofhow different student
ofcriteria,including student learning
to be honest about current student per- groups are faring in the institution.
outcomes,general educational out-
formance in order to identify means for
On a national basis,disaggregating data comes,learning processes and activi-
improving.They are the result ofsetting
in this manner highlights an alarming ties,performance criteria,assessment
goals and implementing strategies to
difference between both college partici- techniques and analysis,and recom-
achieve them.
pation and attainment levels oflow- mendations for continuous improve-
Ultimately,every actiona college takes income students and students ofcolor, ment.Individual faculty members’
— in classrooms,out ofclassrooms,in as compared to their more affluent and assessments oftheir own courses are
the ways it reaches out to and commu- white peers.For example,38% ofwhite aggregated into a program assessment.
nicates with students,in the way its students who begin at a community col- Faculty who teach the program then
campus is configured and used — lege earn a degree or certificate within use that data to identify both success-
should be designed to improve student six years;only 26% ofAfrican American ful strategies and specific actions that
learning.And every project,program, students and 29% ofHispanic students should be taken to further improve
and practice should be evaluated on do so.* Similar attainment gaps separate results.For example,as a result of
these terms as well. academically prepared students and CARD,the humanities program faculty
those who begin their college experience decided to use a common essay test to
This means being relentless and coura-
in developmental courses. establish a baseline for measuring cog-
geous about putting data in front of
nitive outcomes.
faculty and staff— and using data to Colleges and their students would be
focus effort and promote positive well served by becoming familiar with
change.This is difficult work.It also, their own college data at this level of
however,may be the best way to chart a specificity.Then,as a standard ofquality
course to excellence. suitable to the challenge ofthe new
century,a college’s overall performance
How To Build a Culture of
should be considered no better than the
Evidence
outcomes ofits lowest-achieving student
Building a culture ofevidence means group.
providing systematic,timely,useful,and
user-friendly information about student
* Price,D.V.,“Defining the Gaps:Access and
persistence,learning,and attainment.It
Success at America’s Community Colleges,”
means encouraging governing board
Keeping America’s Promise.Denver,CO:
members,administrators,faculty,staff, Education Commission ofthe States,2004. Community College Leadership Program,
The University of Texas at Austin
1 University Station D5600
Austin,TX 78712-0378
Partially supported by grants from Co-sponsored by
Telephone:[phone]
The Houston Endowment, Inc. The Carnegie Foundation for the Fax:[phone]
Lumina Foundation for Education Advancement of Teaching E-mail:[email protected]
MetLife Foundation The Pew Forum on Undergraduate Web site:www.ccsse.org
Learning
Editorial and design by KSA-Plus Communications, Inc.
★ For more information about CCSSE, survey results, benchmarks, student engagement, and retention, visit www.ccsse.org. ★