Previous Updates
2006-2007
Continuing to fold student engagement into the learning process both in and out of class, Paradise Valley Community College will re-administer the Community College Survey of Student Engagement (CCSSE) in spring 2007 to measure the impact the college’s efforts to bolster student engagment have had over the past two years.
CCSSE Web |
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This is the twelfth in a series of briefings on the Community College Survey of Student Engagement (CCSSE). As previously reported, CCSSE, through the use of five benchmarks of effective educational practice, measures the level of student engagement in the learning process. The five benchmarks are: active and collaborative learning, student effort,academic challenge, student-faculty interaction, and support for learners. In this issue we would like to highlight the CCSSE web, introduce the plans for re-administering the CCSSE instrument, and consider options for incorporating student engagement into operational planning in the future. CCSSE WebPVCC's CCSSE Web has been reorganized to be more user friendly. Under Action Planning Process, report templates (web forms) have been standardized and previous action plans and reports are available for review. Please check with your Vice President on how your division will be using the Action Planning Process for 2006-2007. The Timeline has been updated for 2006-2007 and all the Previous Updates are posted, as well. Re-Administer CCSSE Instrument Spring 2007We are planning to re-administer the CCSSE instrument in spring 2007. A selection of classes (selected by CCSSE) will be given the survey and the results will be posted to the CCSSE web once they have been compiled. When CCSSE was administered in 2005, our scores for the five benchmarks fell below the mean. We hope to meet the mean or exceed it this time. Future PlanningSince student engagement is a priority for the college, it is assumed that future efforts will be folded into all department/division operational plans. CCSSE is useful in providing hard data to show, from a student's point of view, the effectiveness of these efforts. Stay tuned for more information about CCSSE and our efforts to increase student engagement. |
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Student Engagement Initiatives Continue at PVCC |
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Student Engagement Initiatives Continue at PVCCAs a result of what we learned about student engagement at PVCC from the 2005 administration of the Community College Survey of Student Engagement (CCSSE), a number of notable college wide initiatives are underway. Below is a quick update on several of the initiatives that arose out of the CCSSE findings. iGoal, a web based student goal setting and monitoring program is currently beginning its second semester as a pilot program. Over 800 accounts have been established. The Student Success Pilot Project was introduced in the fall as a comprehensive program bundling placement testing, new student orientation, academic advising, and a student success course. This program is designed for all new to college full time students (12 hours or more) and students new to college enrolling in 6 or more hours who have tested into a developmental course. During the fall semester close to 100 students have completed the iStartSmart program that includes testing, orientation, advising, and registration. A new and improved adjunct faculty evaluation tool was also developed based on what we learned about student engagement. The tool asks questions reflecting the quality practices described in the CCSSE instrument. PVCC’s Student Engagement Practices NoticedPVCC was featured in the 2006 CCSSE publication Act on Fact – Using Data to Improve Student Success. See page 11. 2006-2007 PVCC CCSSE AwardsBack by popular demand the PVCC CCSSE Best Practice Awards will given in May of 2007. The award criteria will be out soon. |
2005-2006
Based on our desire to learn more about student engagement in the learning process and with input from a group of faculty and division chairs, President Kickels announced in December 2004 that Paradise Valley Community College would administer the Community College Survey of Student Engagement (CCSSE) in Spring 2005.
This briefing will explain the purpose of CCSSE. |
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Based on our desire to learn more about student engagement in the learning process and with input from a group of faculty and division chairs, President Kickels announced in December that Paradise Valley Community College will administer the Community College Survey of Student Engagement (CCSSE). In order to increase our understanding of how student engagement is measured, three CCSSE Briefings will be emailed to the college community over the next several weeks. This briefing will explain the purpose of CCSSE. Future issues will address what other colleges have learned from CCSSE and how PVCC will administer and use the results from CCSSE. What is CCSSE?CCSSE’s survey, The Community College Student Report, focuses on institutional practices and student behaviors that promote student engagement. CCSSE works with participating colleges to administer the survey, using research-based items to measure students’ levels of engagement in a variety of areas. The colleges then receive their survey results, along with guidance and analysis they can use to improve their programs and services for students. Research shows that the more actively engaged students are—with college faculty and staff, with other students, and with the subject matter they study—the more likely they are to learn and persist toward achieving their academic goals. Student engagement, therefore, is a valuable yardstick for assessing whether, and to what extent, an institution is employing educational practices likely to produce successful results—more students across all subgroups achieving their academic goals. All CCSSE work is grounded in research about what works in strengthening student learning and persistence. CCSSE also makes its results public at its Web site, http://www.ccsse.org/. |
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What have other colleges learned from CCSSE? |
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Based on our desire to learn more about student engagement in the learning process and with input from a group of faculty and division chairs, President Kickels announced in December that Paradise Valley Community College will administer the Community College Survey of Student Engagement (CCSSE). In order to increase our understanding of how student engagement is measured, three CCSSE Briefings will be emailed to the college community over the next several weeks. This is the second of those briefings: What have other colleges learned from CCSSE?STRATEGY 1Engage Early, Engage OftenCommunity colleges typically lose about half of their students prior to the beginning of the sophomore year, and data indicate that most students who leave college before achieving their goals do so early in their collegiate experience. Colleges can address this precipitous loss of students by designing engagement efforts that start from the moment of students’ first interactions with the college — and continue with powerful focus during their first few weeks and months as college students. Such efforts can focus on students who likely are less familiar with negotiating a college campus, such as first-generation college students, who represent one-third (33%) of CCSSE respondents. Intentional Engagement StrategiesSinclair Community College (OH) increased retention rates after better marketing their learning support and financial aid services. The Start Right program at Valencia Community College (FL) mandates developmental and prerequisite sequences, giving students a better chance at early success. In addition, application deadlines are enforced, and students are not added to classes after the class has met just once, so real work can begin on the first day. Tallahassee Community College(FL) creates a positive, helpful environment at the beginning of each term. Throughout the campus, students can stop at information tents for help finding classes or other resources. Office employees wear “Ask Me” buttons, and faculty and staff create welcome stations stocked with refreshments, maps, and other information in academic building lobbies. STRATEGY 2Stress Academic AdvisingHaving a plan — a clear goal and a step-by-step strategy for attaining it — plays a critical role in students’ choosing to return to school the next day, next month, and next year. There are indications from college data that the simple act of declaring a major (a form of articulating a plan) can be a key factor in student persistence. Thus, engagement efforts that encourage students to set and meet goals — such as academic and career advising — can have a significant impact on student retention and, ultimately, student success. Certainly the 17% of students who report that they are undecided about whether they will return to college after the current semester are likely candidates for such advising. Unfortunately, more than a third (36%) of CCSSE respondents report that they rarely or never use academic advising/planning services, even though 88% cite advising as important. Nearly half of students (49%) report that they rarely or never use career counseling services. Intentional Engagement StrategiesThe LifeMap program at Valencia Community College (FL) provides developmental advising that supports student planning (for education, career, and life) and aims to strengthen students’ self-confidence and decision-making skills. Developmental advising refers to the process of making students self-sufficient. Faculty and staff are students’ advising partners, providing significant information and support initially. The expectation, however, is that as students gain experience they will increasingly take the lead in defining and implementing their educational and career goals until, ultimately, they are completely directing their own learning process. LifeMap includes a variety of electronic tools, including MyCareerPlanner and MyEducationPlan. Sinclair Community College (OH) saw significant increases in new, at risk student persistence and success rates as a result of its Student Success Plan system, which stresses individual learning plans and includes counseling and intervention. STRATEGY 3Emphasize Effective Developmental EducationAlmost 50% of all first-time community college students are assessed as under-prepared for the academic demands of college-level courses, and the numbers are far higher in some settings.* Colleges that design strategies to retain these students learn that effective remediation pays high dividends. First and most important, students who benefit from effective developmental education will then have the opportunity to be successful in college level studies. The reality is that without developmental education to level the playing field, they will not have that opportunity. In addition, most students who successfully complete the prescribed remedial course sequence become productively employed: 16% as professionals; 54% in mid-level, white-collar, or technical positions; and 20% as high-skill, blue-collar workers. Only 9% remain in unskilled or low-skill jobs.** There is other good news: According to results on a variety of CCSSE items, developmental students appear to be more engaged in their community college experience than their academically prepared peers. For example, developmental students are significantly more likely to:
Indicate higher educational outcomes in nearly all areas. For example, when asked if their college experience contributed to their ability to think critically and analytically, 70% of developmental students answer “very much” or “quite a bit” as compared with 59% of academically prepared students. They also report, unfortunately, that they are more likely to withdraw from college because they are academically unprepared or lack finances. Prince George’s Community College (MD) requires aspiring college students who lack sufficient reading, writing, and computational skills to complete the college’s developmental program. The later academic performance of those who successfully complete the developmental program is as strong as the performance of students who never needed remediation. Miami-Dade College (FL) has learning communities that combine mathematics and student life skills (SLS) courses. The math classes focus on math competencies while paying attention to study skills and habits. The SLS courses address time management, math anxiety reduction, test-taking strategies, learning styles, and self-confidence. This approach leads to math retention and pass rates that are consistently above the norm. *Roueche, J.E., and S.D. Roueche, High Stakes, High Performance: Making Remedial Education Work. Washington, DC: Community College Press, 1999; Grubb, W.N., From Black Box to Pandora’s Box: Evaluating Remedial/ Developmental Education. CCRC Brief 11. New York: Community College Research Center, Teachers College, Columbia University, 2001. **McCabe, R.H., No One to Waste: A Report to Public Decision Makers and Community College Leaders. Washington, DC: Community College Press, 2000. STRATEGY 4Redesign Educational ExperiencesMost community college students work, nearly all commute, and many spend time caring for dependents. With these competing priorities, most students spend little time on campus. In fact, CCSSE data indicate that overall the most successful engagement strategies currently occur in classrooms. This data notwithstanding, however, engagement does not have to be limited to in-classroom activities. Colleges can redesign educational experiences to promote engagement both in and out of the classroom. Every interaction with students presents the potential to engage them. Community colleges can make engagement inescapable by promoting engagement through each syllabus — each assignment, each course requirement, and each mode of assessment. They can require students to work on projects with other students outside of class, require a service learning project, require students to see faculty members in their offices at least once before mid-semester, make the end-of- course assessment a group project, and so on. Colleges are using these and other approaches to design intentionally engaging experiences for their students. More and more colleges, for example, are structuring coursework around learning communities — multidisciplinary, highly interactive, linked courses that usually are team-taught. Many learning communities combine classes from two or more disciplines (e.g., world history and world literature), and students earn credit for both classes. Learning communities tend to emphasize collaborative work and student-directed work. Most include activities outside the classroom, as well, and they sometimes involve counselors or advisors who bring support services directly into the learning experience. Intentional Engagement StrategiesNorthwest Vista College (TX) uses learning communities to engage students in multidisciplinary environments. In the Weekend College learning community, for example, two or three disciplines are combined in a team-taught, multidisciplinary atmosphere. For their final project, the students — either as a whole class of 40–45 or in smaller groups of four to five students — develop a play that incorporates what they have learned in all of the disciplines over the entire semester. Working together, the students write the script, direct, act, make costumes and props, design lighting and sound, and create handouts. Ideally, engagement happens both in and out of the classroom. To promote meaningful student-faculty interaction outside the classroom, faculty offices at Santa Fe Community College (FL) are in interdisciplinary units that combine private offices with comfortably furnished common areas that become sites for review sessions, informal advising, and intellectual discussions. Commuter students at Prince George’s Community College (MD) can become members of a community of scholars when they participate in one of five Collegian Centers. These discipline-based centers provide faculty mentoring and advising, offer peer support and a place to belong, and emphasize scholarly activities and opportunities. |
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How will PVCC use CCSSE to improve student learning? |
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This is the third in a series of briefings on the Community College Survey of Student Engagement (CCSSE). As previously reported, CCSSE, through the use of five benchmarks of effective educational practice, measures the level of student engagement in the learning process. The five benchmarks are: active and collaborative learning, student effort, academic challenge, student-faculty interaction, and support for learners. In this issue you will learn how PVCC will use CCSSE to improve student learning. Throughout the month of April, CCSSE will be administered in eighty PVCC course sections. These sections were identified based on a sampling strategy determined by CCSSE. The results will be returned to the College in early fall. After analysis by the ad hoc team, the PVCC CCSSE findings will be shared with the College during Fall Learning Week. Most importantly, during fall semester, each department and college division will work to develop action plans to implement initiatives that will further student learning. Christine Johnson, President of the Community College of Denver reports that “…administration of CCSSE has been a springboard to internal change; strengthened student programs; enrollment growth; and internal gratification.” For more information please visit the CCSSE web site at www.ccsse.org |
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In this issue we would like to introduce you to the new Paradise Valley Community College CCSSE resource website. |
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This is the fourth in a series of briefings on the Community College Survey of Student Engagement (CCSSE). As previously reported, CCSSE, through the use of five benchmarks of effective educational practice, measures the level of student engagement in the learning process. The five benchmarks are: active and collaborative learning, student effort, academic challenge, student-faculty interaction, and support for learners. As you recall, the CCSSE survey was administered directly to PVCC students during Spring 2005 [N = 954], asked questions about institutional practices and student behaviors that are highly correlated with student learning and retention, using a sampling methodology that is consistent across all participating colleges. More than 92,000 community college students from 152 community and technical colleges in 30 states responded to the 2004 CCSSE survey. In this issue we would like to introduce you to the new Paradise Valley Community College CCSSE resource website. The Paradise Valley Community College CCSSE resource website gives an overview of the objectives of the CCSSE survey, goes into detail about the five benchmarks of effective educational practice including the frequency and percentage of responses specific to PVCC, provides some useful tools in the Toolbox for the action planning process, and gives answers to some frequently asked questions. All the data gathered from the PVCC administration of CCSSE can be downloaded, as well. CCSSE was administered in the context of our strategic focus to increase student success through engagement and to address the strategic issue of becoming a more learning centered college. The CCSSE findings will also assist the college in furthering our assessment and program review initiatives. For more information please visit the CCSSE web site at www.ccsse.org |
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In this issue we would like to announce four CCSSE Information Workshops have been scheduled to provide an overview of the survey data, PVCC’s action plan, and timeline. |
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This is the fifth in a series of briefings on the Community College Survey of Student Engagement (CCSSE). As previously reported, CCSSE, through the use of five benchmarks of effective educational practice, measures the level of student engagement in the learning process. The five benchmarks are: active and collaborative learning, student effort, academic challenge, student-faculty interaction, and support for learners. In this issue we would like to announce four CCSSE Information Workshops have been scheduled to provide an overview of the survey data, PVCC’s action plan, and timeline. CCSSE Information WorkshopsMark your calendars and plan to attend one of the following CCSSE Workshops:
CCSSE was administered in the context of our strategic focus to increase student success through engagement and to address the strategic issue of becoming a more learning centered college. The CCSSE findings will also assist the college in furthering our assessment and program review initiatives. For more information please visit PVCC’s resource website: http://www.paradisevalley.edu/ccsse or the CCSSE web site: http://www.ccsse.org |
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In this issue we would like to share a link to a great resource that illustrates best practices and supporting research for each of the CCSSE items. |
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This is the sixth in a series of briefings on the Community College Survey of Student Engagement (CCSSE). As previously reported, CCSSE, through the use of five benchmarks of effective educational practice, measures the level of student engagement in the learning process. The five benchmarks are: active and collaborative learning, student effort, academic challenge, student-faculty interaction, and support for learners. In this issue we would like to share a link to a great resource that illustrates best practices and supporting research for each of the CCSSE items. Once you get to the site just click on the CCSSE item. www.ccsse.org/aboutsurvey/biblio/page1.htm CCSSE was administered in the context of our strategic focus to increase student success through engagement and to address the strategic issue of becoming a more learning centered college. The CCSSE findings will also assist the college in furthering our assessment and program review initiatives. For more information please visit PVCC’s resource website or the CCSSE web site |
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In this issue we would like to highlight twelve ideas to help you create your individual or division CCSSE Action Plan. |
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This is the seventh in a series of briefings on the Community College Survey of Student Engagement (CCSSE). As previously reported, CCSSE, through the use of five benchmarks of effective educational practice, measures the level of student engagement in the learning process. The five benchmarks are: active and collaborative learning, student effort, academic challenge, student-faculty interaction, and support for learners. In this issue we would like to highlight twelve ideas to help you create your individual or division CCSSE Action Plan. A Dozen Easy to Implement CCSSE Plans for Faculty1 - Scheduling Appointments with StudentsPalo Alto College (TX) is a writing-intensive campus where papers are required in most classes. To promote success with the college’s rigorous curriculum, many professors schedule appointments with each student to allow one-on-one interaction. Students who have missed several classes also are referred to appropriate student services through an Early Alert program. Palo Alto College also has a “mastery of learning” program in reading, English for Speakers of Other Languages, and math, in which students navigate courses at their own pace. Results show improved course completion and progression using this approach. 2 - Required Internship ExperiencesStudents at F.H. LaGuardia Community College (NY) apply their learning through required internship experiences, tutoring, mentoring new students, and participation in the college’s leadership and diversity program. For faculty, professional development focuses on developing pedagogies that foster inquiry, synthesis, and problem-solving. The college’s Writing in the Disciplines program assists faculty in incorporating writing-to-learn approaches in all majors. 3 - In-Class Review SessionsThe effects of in-class review questions were compared with and without student response cards on learning and participation in a community college classroom using an alternating treatments design. In addition, students completed consumer satisfaction questionnaires at three points throughout the course. A higher percentage of students earned an A on their end of class quiz during classes with response cards than during those without. The use of response cards also resulted in greater student participation compared to classes in which response cards were not used. The consumer satisfaction questionnaire indicated favorable student evaluation of the response card method of instruction. We discuss these results in the context of extending the research on active student responding in college classrooms. Kellum, K. K., Carr, J. E., & Dozier, C. L. (2001). Response-card instruction and student learning in a college classroom. Teaching of Psychology, 28(2). 101-104. 4 - Enhanced LectureFor teachers who are committed to the idea of lecturing but for some reason—perhaps student dissatisfaction, or because they recognize what research has amply proven, that students cannot and do not stay attentive for 50 consecutive minutes--want to incorporate some active learning principles in their teaching. The following active learning devices can enhance lecture: the pause procedure; short writes; think-pair-share; formative quizzes (an interesting way of looking at ungraded but quiz-like exercises); lecture summaries; and other classroom assessment techniques such as those recommended by Angelo and Cross’s crucial 1993 volume. Moseley, M. [review] (1996). Bonwell, C. C. & Sutherland, T. E. (Editors) Using active learning in college classes: A range of options for faculty. New Directions for Teaching and Learning #67 San Francisco: Jossey-Bass. 5 - Cooperative Learning GroupsThe effects of student participation in cooperative learning groups are well known. Researchers commonly report student gains in problem solving skills, more favorable attitudes toward education, increased willingness to try new and difficult tasks, an enhanced sense of belonging, greater appreciation for persons of other ethnic backgrounds, reduction of misbehavior, and better relationships with classmates. Students also grow from listening to the viewpoints of others, encouraging teammates, showing empathy, negotiating conflict, and making an effort to help peers understand lessons (p. 315-316). Strom, P.S., & Strom, R.D. (2002). Overcoming limitations of cooperative learning among community college students. Community College Journal of Research and Practice, 26(4), 315-331. 6 - Problem-Based LearningReview of experimental evidence concerning the effectiveness of problem-based learning suggests that the approach may not improve content-free problem solving; may initially reduce learning levels but fosters long-term retention; may enhance transfer of concepts and integration of concepts into clinical problems; enhances intrinsic interest of subject matter; and enhances self-directed learning. Norman, G. R. & Schmidt, H. G. (1992). The psychological basis of problem-based learning: A review of the evidence. Academic Medicine, 67(9). 557-565. 7 - Student Self-AssessmentA study focusing on student self-assessment and self-grading of examinations that test higher-order cognitive skills supposed that by evaluating their own performance, students could not only enhance academic strengths and reduce weaknesses but also learn material in greater depth and further develop critical thinking skills. Findings suggest a potential for student self-assessment. Zoller, U., Tsaparlis, G., Fatsow, M., & Lubezky, A. (1997). Student self-assessment of higher-order cognitive skills in college science teaching. Journal of College Science Teaching, 27(2). 99-101. 8 - Reading InterestIn order to get some idea of how 18- to 25-year-olds felt about some of their reading moments in school, a reading interest survey was given to 189 college students at the University of Wisconsin, Lacrosse. Females reacted more positively to questions about the impact of teachers, home life, and methods on their feelings for reading. Oral reading was disliked by these students when they were in elementary school, and assigned readings were disliked most in high school. The factor listed most often as influencing the development of a real love of reading was caring teachers who were models of reading to their classes, and whose love for reading was apparent. Recommendations based on the survey include:
Nelson, R. L (1989). College students’ views of reading. U.S., Wisconsin. 15 p. 9 - Faculty AttitudeCollege students at a large Western university (N=729) were surveyed about 19 potential faculty attitude and behavior items and the items relative impact on student’s thoughts about leaving the university. Three issues have a significant impact on predicting student thoughts about leaving the university: faculty members being supportive of student needs, returning telephone calls and e-mails in a timely fashion, and being approachable. The magnitude of the impact of these items on student retention also varies as a function of gender and year in school. Faculty members need to be aware of the impact their attitudes and behaviors have in students’ decisions to leave the university. Lundquist, C., Spalding, R.J., & Landrum, R.E. (2003). College student’s thoughts about leaving the university: the impact of faculty attitudes and behaviors. College Student Retention Research, Theory & Practice, 4(2), 123-133. 10 - Gender and Online CoursesThere has been considerable scholarly interest in issues related to gender and the online classroom. Some evidence suggests that male and female college students experience the online environment differently. The study reported here was designed to gather information regarding this matter. The Connecticut Distance Learning Consortium (CTDLC) included two open-ended questions on their CT’s standard course evaluation form for the fall 2000 semester. These questions invited students to comment on their experiences as learners in the online classroom in as much length and detail as they wished. This report is based on an analysis of the 195 responses to these two questions. Significant differences were found between the way male and female students identified the strengths and weaknesses of the online environment on a range of questions regarding flexibility, face-to-face interaction, shy and quiet students, self-discipline, and self-motivation. The data provide compelling evidence that online courses are of great value to nontraditional students, particularly female adult learners with children or family responsibilities. Because this is a primary demographic profile for community colleges, these data should be of special interest to community faculty and administrators. Sullivan, P. (2001). Gender differences and the online classroom: male and female college students evaluate their experiences. Community College Journal of Research and Practice, 25(10), 805-818. 11 - Learning CommunitiesThe authors of this study investigated if participation in Learning Community (LC) programs had an impact on the academic success and satisfaction of freshmen who attend a primarily commuter metropolitan university. The LC model used in this study clustered three courses together without thematic linkage or integration. A variety of methodologies were used to assess program impact, including matching learning community students to a control group on the basis of demographic information, academic information, major, and course-taking patterns. Some of the significant differences between the LC and non-LC students were that students who enrolled in LCs had higher grade point averages, earned more hours, were more satisfied with their college experiences, and were less likely to be placed on academic probation. This research demonstrates that LC programs which simply cluster courses can make significant differences in the lives of students who attend commuter campuses. Baker, S., & Pomerantz, N. (2001). Impact of learning communities on retention at a metropolitan university. College Student Retention Research, Theory & Practice, 2(2), 115-140 12 - Democratic OutcomesThis study focuses on how students’ precollege experiences predisposed them to three democratic outcomes: (a) ability to see the world from someone else’s perspective; (b) beliefs that conflict enhances democracy; and (c) views about the importance of engaging in social action activities. We analyzed data from three flagship universities as part of a nationally funded research project and found first-year females are more likely than males to report values and beliefs consistent with democratic outcomes. Participation in race/ethnic discussions, students clubs, and volunteer work, as well as studying with students of different groups and discussing controversial issues are significant predictors in each model. Results also indicate that students might be unprepared to negotiate conflict in a diverse democracy, suggesting that college engagement will play a key role in fostering the development of democratic citizenship. This study also provides new measures of democratic outcomes to assess the impact of diversity and service learning initiatives. Hurtado, S., Engberg, M.E., Ponjuan, L., & Landreman, L. (2002). Students’ precollege preparation for participation in a diverse democracy. Research in Higher Education, 43(2), 163-186. |
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In this issue we would like to highlight best practices from Valencia Community College, another CCSSE institution. |
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This is the eighth in a series of briefings on the Community College Survey of Student Engagement (CCSSE). As previously reported, CCSSE, through the use of five benchmarks of effective educational practice, measures the level of student engagement in the learning process. The five benchmarks are: active and collaborative learning, student effort, academic challenge, student-faculty interaction, and support for learners. In this issue we would like to highlight best practices from Valencia Community College, another CCSSE institution. More detailed information can be found at the CCSSE Resource website. Best Practices in Student Retention - Valencia Community CollegeValencia Community College is a multi-campus, urban college serving the greater Orlando, Florida, area. The college is one of the largest in the country, enrolling more than 29,600 (fall 2004 headcount enrollment) widely diverse credit students. Dissatisfied with students’ completion rates during the 1980’s, Valencia has worked steadily to increase student success by creating a fully “learning-centered” college. As Emily Hooker, Valencia’s Learning Evidence Associate, describes it, “For everything we do, we ask two questions, ‘How will this impact student learning? How will we know?’” This approach applies to every decision made, from academics to “how we make up hurricane days,” Hooker adds. Facing the Challenge: Model Practices for Student Success“At Valencia, we identified things we were passionate about, but could not do without additional financial support,” says Hooker. Taking advantage of the opportunities available through three successive Title III grants, the college designed and built upon specific student retention initiatives. Valencia’s most successful initiatives are rooted in conceptual models that are based in the literature, theory and best practices recognized to support student success. Those initiatives demonstrating measurable success have grown over a fifteen year period into sustained, integrated systems that shape the Valencia student experience. Professional Development ProgramsValencia credits its success in serving under-prepared students to its attention to developing and maintaining a well-prepared, effective faculty and student services staff. Since 1987, the college has provided a sustained program of professional development opportunities that have focused on under-prepared students, diverse students, learning theory, learning communities, learning technologies, and developmental advising. Valencia’s Teaching and Learning Academy offers professional development for all tenure-track faculty. A similar program is offered for adjunct faculty. Most faculty development is designed to model active and collaborative learning. As an added step, Valencia has developed competencies for faculty. Comparing student success rates prior to initiating widespread professional development to subsequent data, Valencia has consistently seen significant improvements in student completion, grades, and retention. Developmental AdvisementValencia’s “LifeMap” developmental advising system is designed to help students increase their social and academic integration, develop career and educational plans, and acquire study and life skills. “LifeMap” provides a five-stage student progression model that encompasses a student’s plan of action for using Valencia resources to achieve career and educational goals, a guide to help students determine where they are going and identify easy step-by-step directions for getting there, and a planning process through which students define and achieve their educational goals. Rather than asking new students “What courses do you want to take?” Valencia helps students answer the following questions: “Who am I? Where am I going? How am I going to get there?” The “My LifeMap” on-line tools help students create career, education and job search plans, as well as build portfolios. The LifeMap system integrates the developmental advising model into the curriculum, into Valencia’s business practices and procedures, and into publications and all communication to the college community. “Start Right” StrategiesBuilding on Valencia’s “start right” strategic goal, the college has made changes in procedures, processes, and student/staff interactions during the enrollment process, including: setting the application deadline two weeks prior to the start of a term; requiring degree-seeking students to enroll in college preparatory [developmental] courses in an established sequence from their first enrolled term until all college prep courses are completed; revising add/drop procedures so that students cannot add a class once it has met; and implementing an automated prerequisite checking system that blocks students from enrolling in classes for which they do not have the correct prerequisites. Student Success CourseValencia’s three-credit Student Success course, initiated through a 1987 grant, helps more than 4,200 students annually develop career goals and educational plans, identify learning styles, build academic skills, and connect with college resources. The course is designed and delivered by faculty and student services teams. It has resulted in significant improvement in retention. The percentage of Valencia first time in college students who return for the next major session has increased from 58% in 1988 to 79% in 2004. Evidence of EffectivenessAs a result of its retention initiatives, Valencia is seeing a steady improvement in student retention and an increase in the number of credit hours taken by students.
Lessons LearnedValencia credits its progress in improving student retention and success to the following:
The college primarily uses action research to test the assumptions of conceptual models, collect evidence of student success and learning, and make changes for improvement. Valencia relies on a variety of approaches, including focus groups, transcript analysis, and CCSSE to better understand the students’ experience at the college. Next steps for Valencia include improving assessment and closing the achievement gap between different segments of the student population. For More InformationFor more information about Valencia Community College, visit the college’s web site at http://www.valencia.cc.fl.us. For specific information on student retention efforts at Valencia, contact Emily Hooker, Learning Evidence Associate, at ehooker@valenciacc.edu. |
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In this issue we would like to share some statistics on the different perceptions of faculty and students regarding their interactions and work habits. |
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This is the ninth in a series of briefings on the Community College Survey of Student Engagement (CCSSE). As previously reported, CCSSE, through the use of five benchmarks of effective educational practice, measures the level of student engagement in the learning process. The five benchmarks are: active and collaborative learning, student effort, academic challenge, student-faculty interaction, and support for learners. In this issue we would like to share some statistics on the different perceptions of faculty and students regarding their interactions and work habits. Two Perspectives on Student Engagement in Community CollegesAn annual survey of student engagement at community colleges reveals that faculty members and students have different perceptions of their interactions and work habits.
SOURCE: Community College Survey of Student Engagement “Continuing Education looked at the CCSSE results via the website (www.pvc.maricopa.edu/ccsse) in terms of identifying strategies of engagement and support for PVCC's community of non-credit lifelong learners. I found the website very easy to navigate and loaded with information. The website is a useful tool for anyone interested in CCSSE, the PVCC student survey, and institutional and national benchmarks.” |
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Announcing the Creation of the Student Engagement-CCSSE Awards |
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This is the tenth in a series of briefings on the Community College Survey of Student Engagement (CCSSE). As previously reported, CCSSE, through the use of five benchmarks of effective educational practice, measures the level of student engagement in the learning process. The five benchmarks are: active and collaborative learning, student effort, academic challenge, student-faculty interaction, and support for learners. In this issue we would like to share some statistics on the different perceptions of faculty and students regarding their interactions and work habits. Announcing the Creation of the Student Engagement-CCSSE AwardsAs an additional incentive for the entire PVCC community to actively encourage student engagement, the CCSSE Awards have been created. If you submitted an action plan last fall, you can win a $250 stipend to purchase resources for teaching and learning. If you had not previously submitted an action plan, you can win an award of a $100 stipend for any new ides you come up with this semester. All plans need to be implemented and evaluated before April 14, 2006. You can submit new ideas using the Action Plan template found at: http://www.pvc.maricopa.edu/ccsse/action.html. CriteriaAdapt information from the CCSSE findings and put a plan in to practice spring 2006 (prior to the April 14 deadline).
Award Categories
As before you may submit an individual plan or work collaboratively across the campus. If you have any questions about the awards, please contact the CCSSE Ad Hoc Team Members: Paula Vaughn, Shirley Green, Patti Marsh, Shelle Witten, Paul Marsh, or Paul Dale. |
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Criteria for the Student Engagement Awards |
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This is the eleventh in a series of briefings on the Community College Survey of Student Engagement (CCSSE). As previously reported, CCSSE, through the use of five benchmarks of effective educational practice, measures the level of student engagement in the learning process. The five benchmarks are: active and collaborative learning, student effort, academic challenge, student-faculty interaction, and support for learners. Criteria for the Student Engagement AwardsAs an additional incentive for the entire PVCC community to actively encourage student engagement, the Student Engagement Awards were created. Stipends to purchase resources for teaching and learning will be awarded as follows:
For your Action Plan Report, use the following outline (one page or less): Reporting OutlineSummary of proposed plan:
Submit your Action Plan Reports to Tina Emmons, or if you prefer, an online form can be found at http://www.pvc.maricopa.edu/ccsse/action3.html The following criteria and categories have been established to determine the winners of the Student Engagement Awards. Award Criteria
Award Categories
If you have any questions about the awards, please contact the CCSSE Ad Hoc Team Members: Paula Vaughn, Shirley Green, Patti Marsh, Shelle Witten, Paul Marsh, or Paul Dale. *For plans that are not tied to the academic calendar (classes ending May 12), the Action Plan Report due by April 25, 2006 should show up-to-date information and ideas for final evaluation if data are still being collected. |
