Best Practices
Factors Contributing to Student Success
All the research advocates six factors central to persistence and success. Being an active engaged learner is the single biggest indicator of student success, with the other five additional factors supporting this outcome. This document details the six indicators and gives specific supporting activities.
Suggested Strategies for Student Engagement
The following strategies were developed by the Health & Exercise Science Division to align with the research-based conference of the Community College Survey of Student Engagement. The strategies also align with the Adjunct Faculty Evaluation.
Kuh, G.D. & Kinzie, J. & Schuh, J.H. & Whitt, E. J. (2005). “Never let it rest: Lessons about student success from high performing colleges and universities.” Change. July/August, pp. 44-51.
This article presents the results of the Documenting Effective Educational Practices (DEEP) project, a two-year study of 20 four-year colleges and universities that had both higher-than-predicted graduation rates and higher-than-predicted scores on the National Survey of Student Engagement. Graduation is increasingly used in accountability and performance systems as an indicator of institutional effectiveness, and student engagement is important because research shows that it's linked to a host of desirable outcomes of college. One of the most important conditions characterizing the DEEP institutions is an intentional focus on institutional improvement. Faculty Learning Communities at Miami University provide a venue for faculty members to discuss ways to extend their pedagogical repertories. Each participant identifies a specific course that he or she wants to improve, discusses ways to make improvements, and implements changes during the academic year. Theme-based learning communities focus on such issues as cooperative learning and ethics across the curriculum, using team teaching and small-group strategies to enhance learning. Other groups experiment with problem-based learning and teaching portfolios, along with strategies for assessing student learning. http://ezproxy.pvc.maricopa.edu/login?url=http://search.epnet.com/login.aspx?direct=true&db=aph&an=17540373&scope=site
Kinzie, J. & Kuh, G.D. (2004). “Going deep: Learning from campuses that share responsibility for student success.” About Campus, 9(5), pp. 2-8.
Nearly two years of intensive research into the daily work of twenty institutions may finally put to rest any doubt that building cross-campus collaborations to facilitate student success is essential.http://ezproxy.pvc.maricopa.edu/login?url=http://search.epnet.com/login.aspx?direct=true&db=aph&an=15074960&scope=site
CCSSE Best Practices 2005
Each year, the Community College Survey of Student Engagement (CCSSE) presents the results of its annual survey. These results give community colleges objective and relevant data about students’ experiences at their colleges so they can better understand how effectively they are engaging their students and identify areas for improvement. This 2005 report reflects responses from 133,281 students from 257 colleges in 38 states.
www.ccsse.org/publications/CCSSE_highlights2005.pdf
CCSSE Best Practices 2004
Each year, the Community College Survey of Student Engagement (CCSSE) presents the results of its annual survey. These survey results help community colleges assess their educational practices so they can improve student outcomes in one of the most challenging and least understood sectors of American higher education.
www.ccsse.org/publications/CCSSE_highlights2004.pdf
CCSSE Best Practices 2003
www.ccsse.org/publications/report2003.pdf
CCSSE Retention
View the special MetLife Foundation editions of CCSSE Highlights. This periodic publication focuses on exemplary practices in student retention and persistence.
