Incorporating CCSSE and SENSE Into the Accreditation Process

1. Incorporating CCSSE and SENSE Into the Accreditation Process 2012 CCCSE Workshop at NISOD A First Look: Promising Practices for Community College Student Success

2. Introductions

3. Presenters AminaBenchouia College Relations Specialist 512-232-3736 benchouia@cccse.org Angela Oriano Associate Director, College Relations 512-475-6142 oriano@cccse.org Center for Community College Student Engagement Community College Leadership Program The University of Texas at Austin Thank you for joining us!

4. The Center’s Mission • provide important information about effective educational practice in community colleges CCSSE, CCFSSE, SENSE, CCIS • assist institutions and policymakers in using information to promote improvements in student learning, persistence, and attainment Tools, publications, keynotes, workshops, convocations, professional development, etc. Also through… High-Impact Practices Initiative Initiative on Men of Color Initiative on Student Success Student Success BY THE NUMBERS } Institutes Research Focus groups

5. Student Engagement …the amount of time and energy students invest in meaningful educational practices …the institutional practices and student behaviors that are highly correlated with student learning and retention

6. CCSSE/SENSE and Accreditation

7. Group Exercise (10 minutes) 1. Split into groups of 3 or 4 2. Diagram a model for Institutional Effectiveness • Include the following components: • Mission • Strategic Plan • Data • Accreditation

8. Framework for Institutional Effectiveness Institutional Goals Institutional Results alignment • Shaped by college’s mission • Informed by strategic planning • Measured by CCSSE, SENSE, and other assessments • Benchmarked against national norms feedback Building a culture of evidence!

9. The Rationale for Using CCSSE/SENSE Datain Accreditation • Student engagement results are a direct indicator of what students put into their education, and because the surveys measure participation in various types of effective educational practices, they provide an indirect measure of student gains • CCSSE and SENSE results indicate areas for improvement and are “actionable”—thus, appropriate for inclusion in quality improvement plans

10. Benchmarks of Effective Educational Practice for CCSSE and SENSE • Groups of conceptually-related items • Standardized to a national mean of 50 • Address key areas of student engagement • Provide a way for colleges to compare their own performance with other groups of colleges • Allow colleges to perform internal comparisons across different student groups

11. Benchmarking for Excellence The most important comparison: where you are now, compared with where you want to be. Other comparisons and ways to identify effective practices: Within your own college Across your consortium Looking at other colleges most like you

12. Accreditation Guides

13. The CCSSE and SENSE Accreditation Guides • Tailored to each of the six accrediting regions • One approach to mapping CCSSE and SENSE items to accreditation criteria/standards • Recommended for using in conjunction with other types of data • Go to www.cccse.org • Select project (CCSSE or SENSE) • Enter the Tools section, then Accreditation Guides tab • Click on state or region to download PDF Accessing the guides:

14. Each guide is comprised of three components: • Narrative • Accreditation Map • Accreditation Item Key

15. WASC-ACCJC Accreditation Standards Standard I: Institutional Mission and Effectiveness Standard II: Student Learning Programs and Services Standard III: Resources Standard IV: Leadership and Governance ü Which do CCSSE & SENSE support?

16. CCSSE Accreditation Guide for WASC-ACCJC WASC-ACCJC Standard IIB3d IIStudent Learning Programs and Services BStudent Support Services 3 The institution researches and identifies the learning support needs of its student population and provides appropriate services and programs to address those needs. d The institution designs and maintains appropriate programs, practices, and services that support and enhance student understanding and appreciation of diversity. 4s. Had serious conversations with students of a different race or ethnicity other than your own 4t. Had serious conversations with students who differ from you in terms of their religious beliefs, political opinions, or personal values 9c. Amount of emphasis by college: Encouraging contact among students from different economic, social, and racial or ethnic backgrounds

17. SACS-COC Principles of Accreditation Section I: The Principle of Integrity Section II: Core Requirements Section III: Comprehensive Standards Section IV: Federal Requirements ü ü Which do CCSSE & SENSE support?

18. SACS Principles of Accreditation • Section 3: Comprehensive Standards Which do CCSSE & SENSE support? 3.1 Institutional Mission 3.2 Governance and Administration 3.3 Institutional Effectiveness 3.4 All Educational Programs 3.5 Undergraduate Programs 3.6 Graduate and Post-Baccalaureate Professional Programs 3.7 Faculty 3.8 Library and Other Learning Resources 3.9 Student Affairs and Services 3.10 Financial Resources 3.11 Physical Resources 3.12 Substantive Change Procedures and Policy 3.13 Compliance with Other Commission Policies 3.14 Representation of Accreditation Status ü ü ü

19. SENSE Accreditation Guide for SACS-COC SACS-COC Standard 3.4.9 3.4All Educational Programs 3.4.9 The institution provides appropriate academic support services. 18f. An advisor helped me to set academic goals and to create a plan for achieving them 18h. A college staff member talked with me about my commitments outside of school (work, children, dependents, etc.) to help me figure out how many courses to take Note: Many times, criteria/standards map to an entire benchmark. In this case, it would be Clear Academic Plan and Pathway (items 18d-18h)

20. MSCHE Standard 13 • Related Educational Activities • The institution’s programs or activities that are characterized by particular content, focus, location, mode of delivery, or sponsorship meet appropriate standards. Basic Skills • Under prepared students may benefit from basic skills or developmental courses provided by an institution as part of its educational offerings. When offered, such pre-college level courses, taken prior to or concurrent with enrollment in degree credit courses, can prepare the student for success in achieving his or her educational goals. Fundamental Elements of Basic Skills • An accredited institution is expected to possess or demonstrate the following attributes or activities: • Provision or referral to relevant courses and support services for admitted underprepared students Item 13d (CCSSE) and 20d/e (SENSE): Frequency of use/awareness of tutoring services, skill labs, etc. CCFSSE: How often do you refer students to the following services? How often do you incorporate the use of these services into your coursework?

21. Accreditation Guides in Action

22. Small college in West Virginia • Serving rural area • Formerly a part of a four-year institution • Initially accredited by HLC in 2004 • Administered CCSSE in 2005, 2008, and 2011 • Comprehensive visit for continued accreditation in 2009

23. HLC PEAQ Criteria for Accreditation Criterion 1: Mission and Integrity The organization operates with integrity to ensure the fulfillment of its mission through structures and processes that involve the board, administration, faculty, staff, and students. Criterion 2: Preparing for the Future The organization’s allocation of resources and its processes for evaluation and planning demonstrate its capacity to fulfill its mission, improve the quality of its education, and respond to future challenges and opportunities. Criterion 3: Student Learning and Effective Teaching The organization provides evidence of student learning and teaching effectiveness that demonstrates it is fulfilling its educational mission. Criterion 4: Acquisition, Discovery, and Application of KnowledgeThe organization promotes a life of learning for its faculty, administration, staff, and students by fostering and supporting inquiry, creativity, practice, and social responsibility in ways consistent with its mission. Criterion 5: Engagement and Service As called for by its mission, the organization identifies its constituencies and serves them in ways both value. ü ü Which do CCSSE & SENSE support?

24. Building a Culture of Evidence: An Approach • Conduct survey. Review engagement results to discover educational strengths and shortcomings. How do results comport with other institutional data and interests? • Link related data points. Rely on indirect and direct evidence to tell a more comprehensive story. • Document the relationship between results, planning, and decision-making. • Describe improvements initiated. • Determine timeline and approach to assess impact of change on desired outcomes. Plan next survey administration to assess impact.

25. Building a Culture of Evidence: Conduct survey. Review engagement results to discover educational strengths and shortcomings. Bridgemont CTC’s 2005 CCSSE results indicated high level of student engagement in areas of • Active and Collaborative Learning • Student-Faculty Interaction

26. Building a Culture of Evidence: Conduct survey. Review engagement results to discover educational strengths and shortcomings. 2005 CCSSE results also identified areas for continuous improvement: • Support for Learners Understanding and using CCSSE Results: Item-level scores drive benchmark scores—review item-level data to assess changes over time

27. Building a Culture of Evidence: Conduct survey. Review engagement results to discover educational strengths and shortcomings. Support for Learners Several items in the benchmark driving the score:

28. Building a Culture of Evidence: Conduct survey. Review engagement results to discover educational strengths and shortcomings. Support for Learners Several items in the benchmark driving the score:

29. Building a Culture of Evidence: Describe improvements initiated. Action initiated by Bridgemont CTC: • Hired Director for Student Services • Director to serve as ombudsman • Focused on addressing issues related to financial assistance, registration, mentoring, and other student services • Affirmed the value of activities to promote student engagement Evidence for Core Component 3c: Organization provides environment that supports learners.

30. Building a Culture of Evidence: Determine timeline and approach to assess impact of change on desired outcomes. Plan next survey administration to assess impact. Bridgemont CTC administered CCSSE in 2008. Item-level results showed the college maintained higher levels of student engagement in • Active and Collaborative Learning • Student-Faculty Interaction

31. Building a Culture of Evidence: Determine timeline and approach to assess impact of change on desired outcomes. Plan next survey administration to assess impact. • Dramatically increased performance in • Support for Learners

32. Building a Culture of Evidence: Determine timeline and approach to assess impact of change on desired outcomes. Plan next survey administration to assess impact. • Dramatically increased performance in • Support for Learners

33. Building a Culture of Evidence: Determine timeline and approach to assess impact of change on desired outcomes. Plan next survey administration to assess impact. Item-level scores drive benchmark scores: Support for Learners

34. CCSSE as Evidence • Used CCSSE data to identify areas of focus (Support for Learners) • Implemented change (hired Director of Student Services) • Used next set of CCSSE data to examine impact of implemented change (dramatically increased levels of engagement in focus area) • Use of data in Self-Study process (Core Component 3c Evidence)

35. Evaluator Comments “The CTC is justifiably proud of the 2005 and 2008 results from the CCSSE (Community College Survey of Student Engagement). The institution analyzes CCSSE results and makes changes based upon this analysis. The survey revealed that student and faculty interaction is a major strength of the institution, with CTC ranking among the highest community colleges in the nation on interaction with instructors outside of class, in both class-related discussions as well as activities other than coursework. Several measurements from 2008 showed significant improvement over the 2005 survey.”

36. Update on Bridgemont CTC

37. Update on Bridgemont CTC • Hired a full-time professional tutor to continue improved performance in Support for Learners • Applied for several federal grants to increase scores in Student Effort, using CCSSE data to demonstrate the need for additional resources

38. Medium-sized college in Texas • Serving rural area • Began biennial CCSSE administration cycle in 2005 • Included 2005, 2007, and 2009 CCSSE data in QEP • Reaffirmed by SACS-COC in 2010

39. SACS-COC Principles of Accreditation Section I: The Principle of Integrity Section II: Core Requirements Section III: Comprehensive Standards Section IV: Federal Requirements ü ü Which do CCSSE & SENSE support?

40. SACS Principles of Accreditation • Section 3: Comprehensive Standards Which do CCSSE & SENSE support? 3.1 Institutional Mission 3.2 Governance and Administration 3.3 Institutional Effectiveness 3.4 All Educational Programs 3.5 Undergraduate Programs 3.6 Graduate and Post-Baccalaureate Professional Programs 3.7 Faculty 3.8 Library and Other Learning Resources 3.9 Student Affairs and Services 3.10 Financial Resources 3.11 Physical Resources 3.12 Substantive Change Procedures and Policy 3.13 Compliance with Other Commission Policies 3.14 Representation of Accreditation Status ü ü ü

41. CCSSE Data in QEP • Clustered items in two groups • Modeled on CCSSEbenchmark reports • Informed by SACS Accreditation Guide • Addressed specific accreditation issues

42. Student Attainment Report Items 5b-5f Items 12a-12f Evidence for Comprehensive Standards 3.3 and 3.5

43. Student Attainment Report 3.3.1 The institution identifies expected outcomes, assesses the extent to which it achieves these outcomes, and provides evidence of improvement based on analysis of the results in each of the following areas: • 3.3.1.1 educational programs, to include student learning outcomes • 3.3.1.2 administrative support services • 3.3.1.3 academic and student support services • 3.3.1.4 research within its mission, if appropriate • 3.3.1.5 community/public service within its mission, if appropriate 3.5.1 The institution identifies college-level general education competencies and the extent to which graduates have attained them

44. Student Support Services Report Item 13(1) Item 4 Evidence for Comprehensive Standard 3.3 and Core Requirement 2.10 Item 13(2) Item 11

45. Student Support Services Report 2.10 The institution provides student support programs, services, and activities consistent with its mission that are intended to promote student learning and enhance the development of its students. The institution identifies expected outcomes, assesses the extent to which it achieves these outcomes, and provides evidence of improvement based on analysis of the results in each of the following areas: • 3.3.1.1 educational programs, to include student learning outcomes • 3.3.1.2 administrative support services • 3.3.1.3 academic and student support services • 3.3.1.4 research within its mission, if appropriate • 3.3.1.5 community/public service within its mission, if appropriate 3.3.1

46. QUESTIONS? Please provide feedback on this session in the workshop evaluation. Thank you! AminaBenchouia College Relations Specialist 512-232-3736 benchouia@cccse.org Angela Oriano Associate Director, College Relations 512-475-6142 oriano@cccse.org