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- 1. Leadership for Student Success: WHAT MATTERS MOST Basic Skills Initiative Leadership Institute, 2010
- 2. Eastfield College WHAT ARE YOU LEADING FOR?
- 3. Eastfield College WHAT WE’RE LEARNING ABOUT WHAT MATTERS MOST
- 14. Eastfield College ENGAGED LEARNING
- 15. ENGAGED LEARNING
- 17. Eastfield College HIGH EXPECTATIONS AND ASPIRATIONS
- 19. Percentage of students who, at least once during their first three weeks of college: High Expectations and Aspirations
- 21. Eastfield College MOST IMPORTANT SERVICE?
- 22. A Plan and a Pathway
- 23. A PLAN AND A PATHWAY An advisor helped identify the courses I needed to take during my first semester/quarter (69% Agree or Strongly Agree)
- 24. A PLAN AND A PATHWAY An advisor helped me to set academic goals and to create a plan for achieving them (31% Agree or Strongly Agree)
- 25. A Plan and A Pathway
- 26. A PLAN AND A PATHWAY A college staff member talked with me about my commitments outside of school to help me figure out the number of courses to take (22% Agree or Strongly Agree – 58% Disagree or Strongly Disagree)
- 31. Student Progress and Success in the Community Colleges
- 33. The Courage to See… BSILI 2010
- 34. Eastfield College FACULTY SURVEY FINDINGS
- 40. Eastfield College Kay McClenney, Ph. D. Director, Center for Community College Student Engagement [email_address]
Notas del editor
- Nearly a third (32%) of entering students report that they turned in at least one assignment late, 25% say they failed to turn in one or more assignments, 47% report that they came to class unprepared, 29% say that they skipped class, and 10% report skipping class multiple times — all during the first three weeks of their first academic term. If these negative behaviors are not addressed, they too often become habits.
- And, among developmental students the number is higher with more than 47% of entering students reporting that no one counseled them about their outside commitments.
- The Community College Faculty Survey of Student Engagement (CCFSSE) , which is aligned with CCSSE , elicits information from faculty about their teaching practices, the ways they spend time both in and out of class, and their perceptions regarding students’ educational experiences. CCFSSE now is in its second year, and this year, all CCFSSE analyses use a two-year cohort of participating colleges. This year’s cohort — called the 2006 CCFSSE Cohort — includes all colleges that participated in CCFSSE in 2005 and 2006 (each college’s most recent year of participation). Next year, CCFSSE results will be reported in terms of a three-year cohort and will include faculty survey data from 2005 through 2007.
- Like CCSSE results, CCFSSE responses can help a college recognize its strengths, identify issues of concern, and zero in on areas of focus for faculty development. Many colleges compare faculty perceptions with student responses. While this exercise can lead to productive conversations, it is important to note that these comparisons are not always equivalent. Students report their experiences throughout the current academic year, while faculty members are asked to describe their practices in a specific, randomly selected course and also to indicate their perceptions of student experiences in the college more generally. Nonetheless, the student and faculty responses provide a useful starting point for discussion, particularly where faculty and students have differing perceptions. Overall, faculty members perceive higher levels of student engagement than students report. This difference is not unexpected. In part, it shows the difference between personal data (what each person personally observes and experiences) and systematically collected data, which show what typically is happening to students on campus. For example, an instructor may work closely with the students who participate in a particular campus student organization. That faculty member personally experiences a high level of student-faculty interaction, but he or she is interacting with only a small percentage of the college’s students.
- Like CCSSE results, CCFSSE responses can help a college recognize its strengths, identify issues of concern, and zero in on areas of focus for faculty development. Many colleges compare faculty perceptions with student responses. While this exercise can lead to productive conversations, it is important to note that these comparisons are not always equivalent. Students report their experiences throughout the current academic year, while faculty members are asked to describe their practices in a specific, randomly selected course and also to indicate their perceptions of student experiences in the college more generally. Nonetheless, the student and faculty responses provide a useful starting point for discussion, particularly where faculty and students have differing perceptions. Overall, faculty members perceive higher levels of student engagement than students report. This difference is not unexpected. In part, it shows the difference between personal data (what each person personally observes and experiences) and systematically collected data, which show what typically is happening to students on campus. For example, an instructor may work closely with the students who participate in a particular campus student organization. That faculty member personally experiences a high level of student-faculty interaction, but he or she is interacting with only a small percentage of the college’s students.