Community College Survey of Student Engagement Benchmarks of Effective Educational Practice -Full-time and Part-time Student Comparisons-

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1 Office of Institutional Research Community College Survey of Student Engagement Benchmarks of Effective Educational Practice -Full-time and Part-time Student Comparisons- IR Report # 168 Amanda E. Hastings Jane Grosset September 2007

2 Introduction to CCSSE Based on a recommendation from the Achieving the Dream Data Team, CCP participated in the Community College Survey of Student Engagement (CCSSE) during the Spring 2007 term. CCSSE utilizes a set of five benchmarks of effective educational practice in community colleges. These benchmarks allow member institutions, with missions focused on teaching, learning, and student success, to gauge and monitor their performance in areas that are central to their work. Descriptions of the five benchmarks appear below. IR Report # 167 presented CCSSE benchmark score based on responses from spring 2007 students and compared levels of student engagement at CCP with levels of student engagement at other participating community colleges. In this report, levels of fulltime and part-time student engagement are examined for similarities and differences. Benchmarks of Effective Educational Practice 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 the kinds of situations and problems they will encounter in the workplace, the community, and their personal lives. Student Effort Student s own behaviors contribute significantly to their learning and the likelihood that they will successfully attain their educational goals. Academic Challenge Challenging intellectual and creative work is central to student learning and collegiate quality. Ten survey items address the nature and amount of assigned academic work, the complexity of cognitive tasks presented to students, and the standards faculty members use 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 persist toward achievement of their educational goals. Through such interactions, faculty members become role models, mentors, and guides for continuous, lifelong learning. Support for Learners Students perform better and are more satisfied at colleges that are committed to their success and cultivate positive working and social relationships among different groups on campus. Source: Community College Survey of Student Engagement. [http://www.ccsse.org]

3 Full-Time and Part-Time Student Comparisons These tables contain average scores for the five benchmarks of student engagement. Scores were computed by averaging the scores on individual survey items that comprise each benchmark. Benchmark scores are standardized so that the mean for all students is 50 and the standard deviation is 25. Higher benchmark scores indicate greater levels of effectiveness. Score Differences reflect the difference between the comparison group score and CCP s score on the benchmark. Overall, part-time students at CCP are less engaged than full-time students across all five benchmarks. However, CCP part-time students are more engaged than their peers at other community colleges. This is especially true for the Academic Challenge and Student Effort benchmarks. Except for Student- Faculty Interaction, differences in engagement between CCP full-time students and full-time students elsewhere are smaller. Note: Extra Large Colleges were defined as having a student population of 15,000 or more. A list of these community college appears at the end of this report. There were 525 colleges in the 2007 CCSSE cohort.

4 Active and Collaborative Learning Benchmark Seven items contributed to the Active and Collaborative Learning benchmark. Asking questions in class and contributing to class discussions is the dimension of this benchmark that was rated most highly by both full-time and part-time students. While mean scores tended to be a bit higher for full-time students at CCP, the order of magnitude of mean values across dimensions of this benchmark was the same for full-time and part-time CCP students. CCP full-time students did not differ significantly from full-time students elsewhere but part-time CCP students were significantly more likely than their peers to work with classmates outside of class and ask questions in class. Part-Time Students Response Scale for Survey Items Question 4: 1=Never 2= Sometimes 3= Often 4= Very Often

5 Student Effort Benchmark Eight items contributed to the Student Effort benchmark and while mean scores tended to be a bit higher for full-time students at CCP, the order of magnitude of mean values across dimensions of this benchmark was very similar for full-time and part-time CCP students. Integrating ideas from various sources into a paper or project and preparing multiple drafts prior to turning in a paper were areas of greatest student effort. CCP full-time students were significantly less likely than full-time students elsewhere to be unprepared for class. CCP part-time students were significantly more likely than their peers to prepare multiple drafts of a paper; read books; and integrate information from multiple sources in a paper. Part-Time Students Response Scale for Survey Items Question 4: 1=Never 2= Sometimes 3= Often 4= Very Often Question 6: 1= 1-4 2= = = 20+ Question 10: 1= 1-4 2= = = = 30+ Question 13: 0=Don t Know 1= Never / Rarely 2= Sometimes 3= Often

6 Academic Challenge Benchmark Full-time and part-time students at CCP had similar experiences related to the 10 dimensions of the Academic Challenge benchmark. Both groups of students found examinations to be very challenging. While fulltime students at CCP were very similar to their peers elsewhere along all dimensions of this benchmark, parttime students at CCP were significantly different from part-time students elsewhere along seven dimensions of this benchmark of engagement. Part-Time Students Response Scale for Survey Interns Question 4: 1=Never 2= Sometimes 3= Often 4= Very Often Question 5: 1=Never 2= Sometimes 3= Often 4= Very Often Question 6: 1= 1-4 2= = = 20+ Question 7: 1= Extremely Easy to 7= Extremely Challenging Question 9: 1=Never 2= Sometimes 3= Often 4= Very Often

7 Student Faculty Interaction Benchmark Six survey items were used to determine the Student-Faculty Interaction benchmark score and full-time students reported greater levels of engagement across all six items related to interaction with faculty. Discussing grades or assignments, using to communicate with instructors, and discussing career plans with instructors, were more likely interactions for full-time students than for part-time students at CCP. Both full-time and part-time students at CCP reported greater levels of student-faculty interaction than students at other community colleges. Part-Time Students Response Scale for Survey Items Question 4: 1=Never 2= Sometimes 3= Often 4= Very Often

8 Support for Learners Benchmark Full-time and part-time students at CCP reported very similar levels of engagement across the seven dimensions that comprise the Support for Learners benchmark. Neither CCP s full-time or part-time students differed significantly from their peers at other community colleges along any of the dimensions of engagement represented by this benchmark. Part-Time Students Response Scale for Survey Items Question 9: 1=Very Little 2= Some 3= Quite a bit 4= Very much Question 13: 0=Don t Know 1= Never / Rarely 2= Sometimes 3= Often

9 2007 Comparison Groups - Extra-Large Colleges* American River College Sacramento CA 2007 Austin Community College Austin TX 2007 Borough of Manhattan Community College New York NY 2007 Broward Community College Fort Lauderdale FL 2007 City College of San Francisco San Francisco CA 2007 College of DuPage Glen Ellyn IL 2006 Community College of Allegheny County Pittsburgh PA 2007 Community College of Philadelphia Philadelphia PA 2007 Community College of Rhode Island Warwick RI 2005 Community College of Southern Nevada Las Vegas NV 2006 Cuyahoga Community College Cleveland OH 2006 De Anza College Cupertino CA 2007 El Paso Community College El Paso TX 2007 Florida Community College at Jacksonville Jacksonville FL 2007 Georgia Perimeter College Decatur GA 2005 Glendale Community College Glendale CA 2007 Harper College Palatine IL 2006 Hillsborough Community College Tampa FL 2007 Houston Community College System Houston TX 2007 Johnson County Community College Overland Park KS 2007 Kirkwood Community College Cedar Rapids IA 2007 Macomb Community College Warren MI 2007 Metropolitan Community College - Kansas City Kansas City MO 2007 Miami Dade College Miami FL 2007 Modesto Junior College Modesto CA 2006 Montgomery College Rockville MD 2006 Moraine Valley Community College Palos Hills IL 2005 Mt. San Antonio College Walnut CA 2007 Northern Virginia Community College Annandale VA 2005 Oakland Community College Bloomfield Hills MI 2005 Palm Beach Community College Lake Worth FL 2007 Palomar College San Marcos CA 2007 Pasadena City College Pasadena CA 2007 Salt Lake Community College Salt Lake City UT 2006 San Antonio College San Antonio TX 2007 San Diego Mesa College San Diego CA 2007 Santa Ana College Santa Ana CA 2007 Santa Fe Community College (FL) Gainesville FL 2007 Sinclair Community College Dayton OH 2007 South Texas College McAllen TX 2007 Southwestern Illinois College Belleville IL 2005 St. Petersburg College St. Petersburg FL 2007 The Community College of Baltimore County Baltimore MD 2006 Tidewater Community College Norfolk VA 2005 Triton College River Grove IL 2006 Valencia Community College Orlando FL 2007 *Extra Large Colleges were defined as having a student population of 15,000 or more. Note: Year represents the most recent CCSSE Institution City State participation

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