Creating a Richer Framework: Using CCSSE, FSSE, and Graduate Survey Data for Institutional Improvement at Santa Fe CC

1. Creating a Richer Framework:Using CCSSE, FSSE, and Graduate Survey Data for Institutional Improvement at Santa Fe CC Jaime Castro Coordinator for Research and Databases Anne Kress Assoc VP for Information Management & Education Technologies

2. Survey Set Community College Survey of Student Engagement Noel-Levitz Student Satisfaction Inventory Faculty Survey of Student Engagement Santa Fe CC Graduate Survey

3. Ultimate Goal Create consistent data set that allows for comparison of expectations and perceptions of current students, graduates, and faculty Provide clearer, more complete reports that support planning, action, and assessment

4. CCSSE 862 participants in Spring 2003 Successes: working with peers, connecting with campus diversity, communicating with instructors, using the Internet, understanding importance of student services Challenges: connecting academics to work, coming to class unprepared, participating in class, obtaining transfer assistance

5. FSSE 93 respondents in Spring 2003 Web-only survey Voluntary, non-targeted participation Parallels NSSE

6. Why Compare CCSSE & FSSE? Accounts for perceptions from both sides Allows for greater faculty buy-in Illuminates disjunctures Provides context for further research and formative strategies for improvement

7. Desired Result Greater alignment between student and faculty responses Improved communication Clearer and more purposeful curriculum Higher expectations Increased faculty and student engagement

8. Mapping FSSE to CCSSE Look only at comparable items Example CCSSE: In your experiences at this college during the current school year, about how often have you done each of the following . . . FSSE: About what percent of students in your selected course section at least occasionally do the following . . . AND How often do students in your selected course section engage in the following . . .

9. Mapping FSSE to CCSSE Compare response clusters across two surveys (top/bottom) Look for large gaps in responses across two surveys (+/- 20 points) Look for internal inconsistencies in responses for each group

10. Gaps: Communication Students report higher levels of participation in class, contact with instructors via email, and discussions with instructors outside of class than do faculty. Students report prompt feedback on assignments and performance less frequently than do faculty.

11. Questions Raised How do the two groups define �communication�? Do the varied methods of providing feedback to students compromise the quality of the messages? Do faculty consider other college deadlines in constructing syllabi?

12. Gaps: Curriculum Students report significantly less emphasis on higher order cognitive skills in their classes than do faculty. Students report a greater emphasis on quantitative skills than do faculty. Students report a greater emphasis on self-directed learning than do faculty.

13. Questions Raised Does the continuing reliance on lecture impact the engagement of students? Does the �university model� influence teaching and learning in the community college? Have we fully accounted for secondary skills in all courses?

14. Gaps: Classwork Students believe that the writing process is more important than do faculty. Students believe that their classes are less difficult than do faculty.

15. Questions Raised Are critical skills (e.g., written and oral communications) being distributed and emphasized across the curriculum? Should we raise expectations and standards for students?

16. Gaps: Institutional Support Students report less college academic, social, and non-academic (financial) support than do faculty. Students report less support for college diversity efforts than do faculty.

17. Questions Raised How is information about support services communicated to students? To faculty? How is diversity incorporated into the curriculum and the co-curriculum?

18. Internal Inconsistencies Students: student services, studying, social support Faculty: lectures, expectations, standards

19. Graduate Perceptions Survey Classroom (size, environment) Courses (content, difficulty) Instructors (quality, availability) Academic Resources (library, labs) Student Services (records, financial aid) Student Activities (student govt., clubs)

20. Graduate Perceptions Survey Two-page paper survey Completed in person along with graduation application Completed in our Registrar�s Office or in each individual area

21. Graduate Perceptions Survey 1,600 AA Degrees 500 AS/AAS Degrees 200 Certificates

22. Sample Survey Page

23. Uses of Perception Survey Monitor performance of areas and departments Identify areas requiring improvement Provide internal benchmarks

24. Objectives of New Survey Form Maintain short length of survey Provide feedback on as many areas of the College as possible Provide consistency with other survey instruments Identify individual characteristics of student

25. Consistency with other SurveysTopics Addressed Exclude topics relevant to currently enrolled students (activities during current school year, recent coursework) Include and emphasize topics relevant after completion (advising, career planning, overall satisfaction) Include �demographic� elements (race, gender, GPA)

26. Consistency with other SurveysScales Considered Frequency of Use (Often, Sometimes, Rarely/Never, Don�t Know/N.A.) Level of Satisfaction (Very, Somewhat, Not at all, N.A.) Importance (Very, Somewhat, Not at all)

27. New Survey Form

28. Reporting Results Consolidate data at the College and individual area level Collect and group written comments Prepare and disseminating cross-tabulations, graphs, and reports Conduct individual meetings to review results

29. Implementation of new Survey Consolidate and compare data between existing and graduating students Identify cohorts to compare responses while in college and at time of exit Monitor trends and identify areas for improvement

30. Incorporate other SurveysUnder new Framework �Follow-up� survey of AA graduates �Follow-up� survey of AS/AAS graduates and certificate completers Survey of employers

31. Contacts Jaime Castro jaime.castro@sfcc.edu 352-395-5835 Anne Kress anne.kress@sfcc.edu 352-395-5350