3. CCSSE (Community College Survey of
Student Engagement)
CCSSE defines engagement as:
“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”
The survey instrument is designed to “capture
student engagement as a measure of institutional
quality”
Bi-annual distribution, 2013 sample size of 814
Source: Community College Survey of Student
Engagement
4. CCSSE Structure
Effectiveness of educational practices is measured
using five benchmarks, each consisting of a group of
related questions:
Active and Collaborative Learning
Student Effort
Academic Challenge
Student-Faculty Interaction
Support for Learners
5. CCSSE Data Reporting
Benchmark scores are reported using a mean of the
participant cohort*, with the average at 50
Decile scores are reported by dividing participating
institutions into 10 groups, and allows Butler to
compare itself to the highest-performing schools
Each institution is given a report of responses to
individual questions, along with responses from
similarly sized colleges and the cohort
*The 2013 cohort includes all schools participating in the 2011, 2012 and 2013
administrations
6. Active and Collaborative Learning
During the current school year, how often have you:
Asked questions in class or contributed to class
discussions
Made a class presentation
Worked with other students on projects during class
Worked with classmates outside of class to prepare class
assignments
Tutored or taught other students (paid or voluntary)
Participated in a community-based project as part of a
regular course
Discussed ideas from your readings or classes with
others outside of class (students, family members, co-
workers, etc.)
7. Active and Collaborative Learning
50.1
55.5
51.4
48.4
46.4
40
42
44
46
48
50
52
54
56
58
2005 2006 2009 2011 2013
Butler Community College Benchmark Scores : 2005-2013
8. Academic Challenge
During the current school year, how often have you:
Worked harder than you thought you could to meet an instructor’s
standards or expectations
How much does your coursework at this college emphasize:
Analyzing the basic elements of an idea, experience or theory
Synthesizing and organizing ideas, information or experiences in new
ways
Making judgments about the value or soundness of
information, arguments or methods
Applying theories or concepts to practical problems in new situations
Using information you have read or heard to perform a new skill
During the current school year:
How many assigned textbooks, manuals, books or book-length packets of
course readings did you read
How many papers or reports of any length did you write
To what extent have your examinations challenged you to do your best
work
How much does this college emphasize:
Encouraging you to spend significant amounts of time studying
12. Who are Millennial students?
Defined as those born from the late 1970s – early
1980s to 2000
Roughly 87% of our student population (34 and
under)
“Technology reliant, image-driven, multitasking, open
to change, confident, team oriented, information rich,
impatient, adaptable.”
Source: American Millennials: The Enigma Generation. Barkley 2013
13. What do Millennials expect as consumers?
Active participants and co-creators vs. passive
consumers
Crowdsourcing
Millennials seek opinions and approval and expect it
to be asked of them
Brand Value =
Functional, Emotional and Participative Benefits
Price
Source: Barkley
2013
14. Active Participation and CCSSE
During the current school year, how often have you:
Asked questions in class or contributed to class
discussions
Made a class presentation
Worked with other students on projects during class
Worked with classmates outside of class to prepare
class assignments
Participated in a community-based project as part of
a regular course
15. Active Participation Trend Data
Percentage of students who responded “very often” or “often” to the
corresponding questions
0.0%
10.0%
20.0%
30.0%
40.0%
50.0%
60.0%
70.0%
80.0%
2005 2006 2009 2011 2013
Asked questions in class or contributed to
class discussions
Made a class presentation
Worked with other students on projects
during class
Worked with classmates outside of class
to prepare class assignments
Participated in a community-based project
as part of a regular course
16. Millennials are “information rich”
“Smartphones are like tutors that work 24/7” – Sprint
Knowledge transfer is no longer an exclusive product
of higher education or vocational training
Knowledge and information must then be used to
educate students in higher-level skills – thus
satisfying the expectations of millennials to
analyze, evaluate and co-create the consumer
(student) experience
18. Bloom’s Taxonomy and CCSSE
During the current school year, how much has your
coursework at this college emphasized the following mental
activities?
Memorizing facts, ideas or methods from your courses
and readings so you can repeat them in pretty much the
same form (Remembering)
Using information you have read or heard to apply a new
skill (Applying)
Analyzing the basic elements of an idea, experience or
theory (Analyzing)
Making judgments about the value or soundness of
information, arguments or methods (Evaluating)
Synthesizing and organizing ideas, information or
experiences in new ways (Creating)
19. Butler’s Use of Bloom’s Taxonomy in the
Classroom
Creating
54.4%
Evaluating
52.1%
Analyzing
63.7%
Applying 59.1%
Understanding
Remembering 62.9%
Percentage of students who responded “very often” or “often” to the corresponding questions
20. Levels of Thinking Trend Data
40%
45%
50%
55%
60%
65%
70%
2005 2006 2009 2011 2013
Remembering
Applying
Analyzing
Evaluating
Creating
Percentage of students who responded “very often” or “often” to the corresponding questions
21. Conclusions
Millennials are not passive consumers, but expect to
be active participants and creators
Millennials have knowledge, and it is no longer a
product but a tool to engage and teach higher
thinking skills
While Butler is showing improvement in some
measurements, we continue to fall behind “average”
– we’re not improving quickly enough
Directional improvements suggest that there are faculty
who are incorporating improved engagement practices
Butler faculty continually request to learn from and share best
practices with peers
What should CCSSE data look like in 2015?
