PROOF Benchmark Overview

Description

Community College Survey of Student Engagement (CCSSE)2005 Institutional Report: Benchmarks of Effective Educational PracticeCCSSE’s 2005 BenchmarksThe fi ve benchmarks encompass 38 engagement items from the CCSSE survey that refl ect many of the most important aspects of the student The Community College Survey experience. These institutional practices and student behaviors are some of the more powerful of Student Engagement (CCSSE)contributors to effective teaching, learning, student retention, and student success. The benchmarks are briefl y described below.2005 Institutional Report: Active and Collaborative LearningStudents learn more when they are actively Benchmarks of Effective involved in their education and have opportunities to think about and apply what they are learning in Educational Practicedifferent settings. Through collaboration with others to solve problems or master challenging content, students develop valuable skills that prepare them The Community College Survey of Student to deal with the kinds of situations and problems Engagement (CCSSE) has introduced to they will encounter in the workplace, community, participating colleges and the public a set of fi ve and their personal lives. The seven survey items benchmarks of effective educational practice in that contribute to this benchmark are these:community colleges. These benchmarks allow member institutions, with missions focused on teaching, learning, and student success, to ...

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• Publié par: Thewyer
• Nombre de lectures: 13
• Langue: English

Extrait

nity College Survey of Student Engagement (CCSSE) 005 Institutional Report:Benchmarks of Effective Educational Practice

CCSSE’s2005 Benchmarks The five benchmarks encompass 38 en it frth thatreflect man the most important aspects of the student The Community College Survey These institutional practices and behaviors are some of the more powerful of Student Engagement (CCSSE) to effective teachinlearnin student retention, and student success. The benchmarks  . 2005 Institutional Report: Active and Collaborative Learning learn more when theare activel Benchmarks of Effective involved in their education and have opportunities Educational Practice to think about and applwhat theare learninin different settinThrou collaborationwith others to solve problems or master challencontent, develop valuable skills that prepare them The CommunitColle Surveof Student to deal with the kinds of situations and problems  hintr t the willencounter in the workplace, communit , colle andthe public a set of five their personal lives. The seven surveitems benchmarks of effective educational practice in th colle Thesebenchmarks allow institutions, with missions focused on teachin learnin andstudent success, to Durin ,how often have monitor their performance in areas that are trul centralto their work. In addition, participatin • questionsin class or contributed to have the opportunitto make appropriate useful comparisons between their performance • • Workedwith other students on pro durin • Wwith t colle differsi cantl— even prepare class assi dramaticall —from one another on variables • Tutoredor tauother studentsor includin size,location, resources, enrollment voluntar and student characteristics.It is important • Participatedin a communitpro t tth fint wh interpretin benchmarkscores — especiallwhen • Discussedideas fromreadin institutional comparisons. Furthermore, the with Colle Surveof Student En famil members,co-workers, adopted an official policon “Responsible Uses Data.” Please review the polic, which is

Student Effort coursework at this collemuch does  ownbehaviors contribute sicantl to their learninand the likelihood that thewill the basic elements of an idea, attain their educational“Time on task” is a kevariable, and there are a variet and orideas, of settinand means throuwhich students information, or experiences in new wa appl themselvesto the learninprocess. about the value or Associated with this benchmark are eisurve of information, aror items indicatin Durin thecurrent school, how often have theories or concepts to practical information haveread or heard • Preparedtwo or more drafts of a paper or to perform a new skill • Worked on a paper or prothat required Durin inte  v man assitextbooks, manuals, • toclass without completinreadin or books, or book-len • man papersor reports of anlen did • • To what extent haveexaminations Durin • manbooks didread onown for personal enor academic to spend sicant amounts • manhours didspend in a t week preparin readin writin rehearsinor other activities Student-Faculty Interaction related to The more contact students have with their teachers, the more likelthe areto learn effectiveland to Academic Challenge toward achievement of their educational intellectual and creative work is central Personal interaction with facultmembers to student learninand collequalit .Ten items students’ connections to the colle frCommunity College Student Report and helps them focus on their academic pro to components of academic challen Workin withan instructor on a proor servin includin thenature and amount of assi with facultmembers on a collecommittee lets work, the complexitof cotasks see first-hand how experts identifand to students, and the standards facult practical problems. Throusuch interactions, use to evaluate student performance. facult membersbecome role models, mentors, call ,Academic Challenincludes the and forcontinuous, lifelonlearnin Thesix followin it inthi

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Talked about career plans with an instructor interaction, and support for learners. These are five that have been shown throuresearch to Discussed ideas fromreadin or be important in hieducational practice. Throu examininempirical results of factor Received prompt feedbackor oral models and with the help of its Technical from instructors on Panel, tosurve W with in it th In order to create the benchmark scores, the items with firr that all items are on the same scaleto 1Then Support for Learners the scores are standardized so that respondents’ perform better and are more satisfied have a mean of 50, weib full-and part- that are committed to their success and time attendance status, and a standard deviation positive workinand social relationships 25. Benchmark scores are then computed b different oncampus. Communit students also benefit from services tar to assist them with academic and career plannin Rescalin scoresincreases the value of the scores skill development, and other issues that in the followin ma affectboth learninand retention. The seven items contributinto this benchmark include 1 allof the benchmarks are on the same scale, the followin comparisons across benchmarks;

Providin thesupport needto help 2 thescores provide information about how an individual institution is doinrelative to other Encoura contactamon students from in different economic, social, and racial or scores on the same scale makes cope withnon-academic across benchmarks more meanin responsibilities ,etc. than comparisons usinraw scores. The limitation Providin thesupport needto thrive usin rawscores is illustrated bthe fact that there are some aspects of student en Providin thefinancial supportneed to that will nearlalwa takeplace with ford frequenc than others. For example, students ma t enin activities such as homework Durin thecurrent school, how often have more frequentlthan theen intalkin with instructors about career plans, so raw scores will be hifor homework than for talkinwith Used academic advisinplannin services instructors. Without knowinwhat a tscore Used career counselin is for each of these enareas, colle facult andstaff have little basis for determinin where their institutional strenand weaknesses Understanding and Using ma Benchmarks that all benchmarks are on the same makes it immediatelobvious that a particular What are benchmark scores? s scores are either above or below those Benchmark scores provide a useful wato look for other participatinschools. Knowinthat the an institution’s data bcreatin of mean is at 50 across all students in the sample related items that address keareas the score’s usefulness for benchmarkin of student enAs described above, these areas are active and collaborative learnin th infwh effort, academic challen student-facult institution’sperformance is better or worse than averah mw