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Engagement in the Classroom

CCSSE is part of the college’s ATD strategy. Engagement in the Classroom. Mary Kate Quinlan Director of Learning Outcomes and ATD. Spring 2010 Workshop. Introduction. About CCSSE Student and faculty responses to classroom specific items Active and Collaborative Learning

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Engagement in the Classroom

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  1. CCSSE is part of the college’s ATD strategy Engagement in the Classroom Mary Kate Quinlan Director of Learning Outcomes and ATD Spring 2010 Workshop

  2. Introduction • About CCSSE • Student and faculty responses to classroom specific items • Active and Collaborative Learning • Student-Faculty Interaction • Student Effort • Sharing information about student engagement with students

  3. About CCSSE • The Community College Survey of Student Engagement (CCSSE) • Focus - institutional practices and student behaviors that promote student engagement • Benchmarks - 38 of the most important survey items are grouped into five conceptually related categories of high-quality educational practices • 2nd administration – able to measure improvement

  4. 2007 CCSSE Benchmarks Benchmark scores are standardized with a mean of 50.0

  5. 2009 CCSSE Benchmarks Benchmark scores are standardized with a mean of 50.0

  6. Actual Changes – Raw Scores

  7. Active and Collaborative Learning This benchmark is related to higher grades, long-term persistence and degree completion

  8. Item 4a. Asked Questions/Contributed to Discussion Non-traditional students are most likely to ask questions and contribute to class discussion (78%). Traditional students are least likely (53%). 77% of faculty reported that students often or very often participated in class.

  9. Technique to Ensure Participation This technique is a good way to encourage reluctant or shy students to participate. This technique offers anonymity and generates a lot of ideas. Tossed Salad • Pose a question to the class • Pass out small slips of paper and ask students to record one idea on each slip • Collect the responses in an inexpensive bowl or box and “toss the salad” • Pass the bowl around and ask students to take out one slip for each one they put in • Go around the room sharing ideas

  10. Item 4b. Classroom Presentations Full-time students(32%) and students with 30 or more credits (36%) are more likely to make a classroom presentation. 22% of faculty reported that their students often or very often made a presentation.

  11. Item 4f. Group Work in the Classroom Developmental students are more likely to participate in group work activities (44%). 45% of faculty reported that students often or very often participated in group activities. 25% of faculty spend no time on small group activities.

  12. Group Work Technique This is a good technique for small groups. Memory Matrix (CAT 5) • The memory matrix is a simple table used to organize information and illustrate relationships. • It assesses recall of information and the ability to organize that information. • This technique works well in introductory courses. • It can be used after lectures, reading assignments, or presentations.

  13. Item 4g. Group Work Outside the Classroom Students with 30 or more credits are more likely to work with classmates outside of class (23%). Part-time students had the largest improvement between 2007 and 2009 (9% to 17%).

  14. Student-Faculty Interaction This benchmark is related to the number of terms enrolled and credit hours completed.

  15. Activity - Which Students are More Likely to Email Their Instructors? Most Likely • Part-time • Full-time • 0-29 Credits • 30 or more CR • Traditional • Non-traditional • Developmental • Not developmental • 1st generation • Not 1st generation • Non-traditional (56%) • 30 or more CR (55%) • Full-time (51%) • Developmental (48%) • 1st generation (48%)

  16. 4k. Used Email to Communicate with Instructor Students with 30 or more credits and non-traditional students had the biggest increases between 2007 and 2009, 11% and 13% respectively. 64% of faculty said students often or very often use email to communicate with them.

  17. 4o. Received Prompt Feedback Non-traditional students are most likely to say they received prompt feedback (71%), but they had a 15% decrease between 2007 and 2009. 93% of faculty reported that students often or very often received prompt feedback.

  18. Activity - Student-Faculty Interaction • Defined as… the extent to which students and faculty communicate about academic performance, career plans, and course content and assignments. Activity – Tossed Salad • What can faculty members do to encourage student-faculty interaction?

  19. Student Effort and Related Items Student Effort is related to the number of terms enrolled, credit hours completed and GPA.

  20. Item 10a. Preparing for Class Only 37 of the 590 full-time students who took the CCSSE survey spent the recommended amount of time studying. Nationally, 67% of full-time students spend less than 11 hours a week studying

  21. Item 6a. Reading (textbooks) Full-time students who were not required to take a developmental course are the least likely to read. 42% read 0 to 4 textbooks last year.

  22. Item 7. Exams In 2009, 11% of students said their exams posed a challenge “below average” (less than 4) compared to 8% of students in 2007.

  23. Item 10b. Working for Pay CCAC’s F/T students are notably above the mean compared to XL community colleges and ATD institutions.

  24. Student Effort – Wrap Up • 51% of full-time students said they often or very often worked harder than they thought they could to meet an instructor’s standards or expectations. (Item 4p) • But we know that students don’t study as much as they should, • And they don’t read all of their text books. • Yet they had to work hard to meet expectations?

  25. Sharing Information with Students

  26. Can You Help? • CCSSE encourages colleges to make engagement inescapable, which means engaging students in the classroom. • Volunteer to show short video clips in your classroom during the month of March. • The clips will be short “news segments” on student effort (about a minute in length) • Each clip will be paired with a classroom assessment technique to reinforce developing appropriate skills, behaviors and habits.

  27. Plans for Sharing Data • March – video clips will be available on our CCSSE website • How many hours a week do students spend preparing for class? • How often do students participate in study groups? • How many textbooks do students read in a year? • How many hours do students work in an average week? • April – Conduct student focus groups

  28. Activity – Affinity Diagram • Individually, record one idea on each post-it note • As a group, sort the ideas into related groupings • Create a summary for each grouping • Decide what to do with the information to improve student engagement on your campus or in your discipline What can faculty do to improve student engagement this semester?

  29. Thank You Contact: Mary Kate Quinlan 412-237-3196 mquinlan@ccac.edu www.ccac.edu [keyword: CCSSE] Student Engagement Toolkit

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