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This CCFSSE Drop-In Overview Presentation Template can be customized using your college’s CCFSSE/CCSSE results.
Please review the “Notes” section accompanying each slide. The notes provide topical information and instructions to assist you in presenting your findings.
In addition, instructional slides precede specific sections of the presentation to provide more detailed information about how you can use these sections to tell your college’s story using CCFSSE/CCSSE results.
Please note that all college-specific data provided throughout the presentation need to be updated to reflect your college’s results.
CCFSSE 2015 Findings for
[college name]
[Subtitle]
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Presentation Overview CCFSSE Overview
Faculty Respondent Profiles
Strategies to Promote Learning that Matters
CCFSSE Overview
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The Community College Faculty Survey of Student Engagement (CCFSSE) Elicits information from faculty about their
teaching practices, the ways they spend their professional time both in and out of class, and their perceptions regarding students’ educational experiences
Aligned with the Community College Survey of Student Engagement (CCSSE) to allow colleges to view student and faculty data side-by-side
Faculty Respondent Profile at [college name]
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Survey Respondents
Census survey of all faculty members teaching courses that meet CCSSE sampling frame guidelines
XX% response rate
Source: 2015 CCFSSE data
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Section InstructionsOn the following slides, use CCFSSE and institutional data
to compare your college’s faculty respondents to all faculty
at your college on the following variables: employment
status (part- or full-time), total number of credit hours taught,
and academic rank.
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Faculty Respondent Profile: Employment Status
Source: 2015 CCFSSE data and institutional data
Part-time Full-time0%
2%
4%
6%
8%
10%
12%
10% 10%10% 10%
Respondents Population
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Faculty Respondent Profile: Total Number of Credit Hours Taught
0-15 hours 16-30 hours 30+ hours0%
2%
4%
6%
8%
10%
12%
10% 10% 10%10% 10% 10%
Part-Time Full-TimeSource: 2015 CCFSSE data
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Faculty Respondent Profile:Academic Rank
Instructor or Lecturer Assistant Professor Associate Professor Professor0%
2%
4%
6%
8%
10%
12%
10% 10% 10% 10%10% 10% 10% 10%
Part-Time Full-Time
Source: 2015 CCFSSE data
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Section InstructionsThis sections offers you an opportunity to compare student
and faculty demographics. On the following slides, use
CCFSSE and CCSSE data to compare your college’s faculty
respondents with student respondents on the following
variables: sex and race.
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Faculty vs. Student Respondent Profile:Sex
Male Female0%
2%
4%
6%
8%
10%
12%
10% 10%10% 10%
Faculty StudentsSource: 2015 CCFSSE and CCSSE data
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Faculty vs. Student Respondent Profile: Race
American Indian or other Native American
Asian, Asian American or Pacific Islander
Black or African American, Non-Hispanic
White, Non-Hispanic
Hispanic, Latino, Spanish
Other
0% 2% 4% 6% 8% 10% 12%
10%
10%
10%
10%
10%
10%
10%
10%
10%
10%
10%
10%
Faculty StudentSource: 2015 CCFSSE and CCSSE data
Strategies to Promote Learning that Matters
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Strategies to Promote Learning that MattersThe Center describes four key strategies to promote the strengthened classroom experiences:
Strengthen classroom engagement
Integrate student support into learning experiences
Expand professional development focused on engaging students
Focus institutional policies on creating the conditions for learning
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Strengthen Classroom Engagement Raise expectations
Promote active, engaged learning
Emphasize deep learning
Build and encourage relationships
Ensure that students know where they stand
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Raise Expectations Instructors should set
high standards and communicate them clearly, deliberately, and consistently.
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Raise ExpectationsStudents work hard to meet expectations…
10%
Students
Percentage of students responding that they have often or very often worked harder than they thought they could to meet an instructor’s standards or expectations
10%
Faculty
Percentage of faculty responding that they believe students often or very often worked harder than they thought they could to meet their standards or expectations
Student and faculty perceptions of how hard students work to meet instructor expectations
Source: 2015 CCSSE and CCFSSE data
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Raise Expectations…but expectations may not be as high as they need to be.
10%
Percentage of students saying their college encourages them to spend significant amounts of time studying quite a bit or very much
10%
Percentage of faculty members saying their college encourages students to spend significant amounts of time studying quite a bit or very much
FacultyStudents
Source: 2015 CCSSE and CCFSSE data
Student and faculty perceptions of the college’s role in encouraging studying
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Raising Expectations at [College Name]This is an opportunity to customize one or more slides for your college. Slide and discussion ideas include:
Provide your college’s data for survey items related to raising expectations, and discuss the results. Provide examples of what you plan to do with the information (for example, requiring more writing across all disciplines or agreeing that all instructors will require students to submit multiple drafts of papers).
Compare your student and faculty results related to raising expectations and look for areas of divergence.
Give examples of initiatives that your college has developed (or plans to develop) to strengthen efforts to raise expectations on your campus(es).
Source: 2015 CCFSSE and CCSSE data
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Promote Active, Engaged LearningStudents learn and retain more information—and persist and succeed at higher levels—when they are actively involved in learning rather than passively receiving information.
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Promote Active, Engaged LearningEngaged Learning: Student and Faculty Perceptions
Students: In your experiences at this college during the current school year, about how often have you done each of the following activities?
Faculty: How often do students in your selected course section do the following activities?
Worked with other students on projects during class
Worked with classmates outside of class to prepare class assignments
0% 2% 4% 6% 8% 10% 12%
10%
10%
10%
10%
Student Faculty
Percentage of students and faculty members responding neverSource: 2015 CCSSE and CCFSSE data
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Promoting Active, Engaged Learning at [College Name]This is an opportunity to customize one or more slides for your college. Slide and discussion ideas include:
Provide your college’s data for survey items related to promoting active, engaged learning, and discuss the results. Provide examples of what you plan to do with the information (for example, requiring students to participate in study groups or requiring more group work outside of class).
Compare your student and faculty results related to promoting active, engaged learning and look for areas of divergence.
Give examples of initiatives that your college has developed (or plans to develop) to strengthen efforts to promote active, engaged learning on your campus(es).
Source: 2015 CCFSSE and CCSSE data
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Emphasize Deep LearningDeep learning: Refers to broadly applicable thinking,
reasoning, and judgment skills—learning associated with higher-order cognitive tasks
Is typically contrasted with rote memorization.
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Emphasize Deep LearningMemorization verses Deep Learning
During the current school year, how much does coursework emphasize the following mental activities?
Making judgments about the value or soundness of information, arguments, or methods
Synthesizing and organizing ideas, information, and experiences in new ways
Analyzing the basic elements of an idea, experience, or theory
Memorizing facts, ideas, or methods from your courses and readings so you can repeat them in pretty much the same form
0% 2% 4% 6% 8% 10% 12%
10%
10%
10%
10%
10%
10%
10%
10%
Percentage of students and faculty responding quite a bit or very much
Source: 2015 CCSSE and CCFSSE data
Student Faculty
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Emphasizing Deep Learning at [College Name]This is an opportunity to customize one or more slides for your college. Slide and discussion ideas include:
Provide your college’s data for survey items related to emphasizing deep learning, and discuss the results. Provide examples of what you plan to do with the information (for example, requiring more internships, field experiences, or clinical assignments).
Compare your student and faculty results related to emphasizing deep learning and look for areas of divergence.
Give examples of initiatives that your college has developed (or plans to develop) to strengthen efforts to emphasize deep learning on your campus(es).
Source: 2015 CCFSSE and CCSSE data
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Build and Encourage RelationshipsPersonal connections are a critical factor in student success
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Build and Encourage Relationships
Student-Faculty Interaction
Outside of the Classroom
Percentage of students who never discuss ideas from readings or classes with instructors outside of class
10%
Percentage of faculty who believe students never discuss ideas from readings or classes with them outside of class
Source: 2015 CCSSE and CCFSSE data
10%
Students Faculty
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Building and Encouraging Relationships at [College Name]This is an opportunity to customize one or more slides for your college. Slide and discussion ideas include: Provide your college’s data for survey items related to building
and encouraging relationships, and discuss the results. Provide examples of what you plan to do with the information (for example, assigning a specific person, such as an advisor or staff member, to each entering student, so each student has a single contact for questions).
Compare your student and faculty results related to building and encouraging relationships and look for areas of divergence.
Give examples of initiatives that your college has developed (or plans to develop) to strengthen efforts to build and encourage relationships on your campus(es).Source: 2015 CCFSSE and CCSSE data
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Ensure that Students Know Where They StandFeedback on academic performance greatly affects student retention
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Ensure that Students Know Where They Stand
Student and Faculty
Perceptions of Feedback
10%
Percentage of students reporting that they often or very often received prompt written or oral feedback from instructors on their performance.
10%
Percentage of faculty members who say their students often or very often received prompt written or oral feedback from instructors on their performance.
Students Faculty
Source: 2015 CCSSE and CCFSSE data
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Ensuring that Students Know Where They Stand at [College Name]This is an opportunity to customize one or more slides for your college. Slide and discussion ideas include:
Provide your college’s data for survey items related to ensuring that students know where they stand, and discuss the results. Provide examples of what you plan to do with the information (for example, bringing faculty members together to share strategies for giving feedback).
Compare your student and faculty results related to ensuring that students know where they stand and look for areas of divergence.
Give examples of initiatives that your college has developed (or plans to develop) to strengthen efforts to ensure that students know where they stand on your campus(es).Source: 2015 CCFSSE and CCSSE data
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Integrate Student Support into Learning ExperiencesStudents are most likely to succeed when expectations are high and they receive the support they need to rise to those expectations
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Integrate Student Support into Learning Experiences
Faculty Use of Student Services in ClassesHow much do you incorporate the use of the following services in your selected course section?
Rarely/Never
Academic advising/planning 10%
Career counseling 10%
Peer or other tutoring 10%
Skill labs (writing, math, etc.) 10%
Source: 2015 CCFSSE data
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Integrating Student Support into Learning Experiences at [College Name]This is an opportunity to customize one or more slides for your college. Slide and discussion ideas include:
Provide your college’s data for survey items related to integrating student support into learning experiences, and discuss the results. Provide examples of what you plan to do with the information (for example, introducing more paired courses that combine entry-level or developmental courses with student success courses).
Compare your student and faculty results related to integrating student support into learning experiences and look for areas of divergence.
Give examples of initiatives that your college has developed (or plans to develop) to integrate student support into learning experiences on your campus(es).
Source: 2015 CCFSSE and CCSSE data
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Expand Professional Development Focused on Engaging Students
How Faculty Members Use Class TimePercentage of faculty reporting that they never engage in these activities:
Teacher-led discussion 10%
Teacher-student shared responsibility
10%
Small group activities 10%
Student presentations 10%
In-class writing 10%
Experiential work 10%
Hands-on practice 10%
Source: 2015 CCFSSE data
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Expand Professional Development Focused on Engaging Students
Faculty Use of Professional Time, by Part-Time and Full-Time Status
0-4 Hours 5-12 Hours 13-20 Hours 21+ Hours
Part-time Faculty
Full-time Faculty
Part-time Faculty
Full-time Faculty
Part-time Faculty
Full-time Faculty
Part-time Faculty
Full-time Faculty
Teaching 10% 10% 10% 10% 10% 10% 10% 10%
Advising Students 10% 10% 10% 10% 10% 10% 10% 10%Supervising internships or other field experiences 10% 10% 10% 10% 10% 10% 10% 10%
Other interactions with students outside the classroom
10% 10% 10% 10% 10% 10% 10% 10%
Source: 2015 CCFSSE data
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Expanding Professional Development Focused on Engaging Students at [College Name]This is an opportunity to customize one or more slides for your college. Slide and discussion ideas include:
Provide institutional data related to expanding professional development focused on engaging students, and discuss the results and examples of what you plan to do with the information (for example, providing professional development focused on active and collaborative learning for full-time and part-time faculty).
Give examples of initiatives that your college has developed (or plans to develop) to expand such professional development on your campus(es).
Source: 2015 CCFSSE and CCSSE data
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Focus Institutional Policies on Creating the Conditions for LearningInstitutional policies focused on student success are most effective when colleges mandate student participation in activities that are shown to increase persistence and improve student outcomes
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Focus Institutional Policies on Creating the Conditions for Learning
Student and Faculty
Perceptions about Class Attendance
10%
Percentage of students reporting that they often or very often skip class.
10%
Percentage of faculty members who say their students often or very often skip class.
Students Faculty
Source: 2015 CCSSE and CCFSSE data
Focusing Institutional Policy on Creating the Conditions for Learning at [College Name]This is an opportunity to customize one or more slides for your college. Slide and discussion ideas include:
Provide your college’s data for survey items related to focusing institutional policy on creating the conditions for learning, and discuss the results. Provide examples of what you plan to do with the information (for example, reassessing drop/add rules or requiring orientation).
Give examples of initiatives that your college has developed (or plans to develop) to focus institutional policy in this way on your campus(es).
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Source: 2015 CCFSSE and CCSSE data
Closing Remarks and Questions
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Closing Remarks
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Questions?
