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© 2011 Center for Community College Student Engagement
Tennessee Community Colleges
Statewide WorkshopOctober 30, 2014
© 2011 Center for Community College Student Engagement
Misha TurnerAssociate Director, College RelationsCenter for Community College Student Engagement
Mike BohligSenior Research AssociateCenter for Community College Student Engagement
Courtney AdkinsAssistant DirectorCenter for Community College Student Engagement
Center for Community College Student EngagementProgram in Higher Education LeadershipThe University of Texas at Austin
Introductions
© 2011 Center for Community College Student Engagement
Who is in the room today?
Have you ever seen CCSSE results?
Have you ever logged into the online reporting system?
Have you formed a workgroup, discussed CCSSE and other data, and used that data to inform decisions to change something at your college or on your campus?
© 2011 Center for Community College Student Engagement
Agenda
Student Voices
Student Engagement and Success
Data Narrative Exercise
Looking at Your Data Across Time and Review of the Online Reporting System
Diving Into Your 2014 CCSSE Data
Promising Practices to Strengthen Student Success
© 2011 Center for Community College Student Engagement
Student Voices Video
© 2011 Center for Community College Student Engagement
What did you hear?
About “front door” experiences?
About teaching and learning?
About support for students?
About what makes a difference for students?
© 2011 Center for Community College Student Engagement
Defining Student Engagement
© 2011 Center for Community College Student Engagement
What is Student Engagement?
…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
© 2011 Center for Community College Student Engagement
Center for Community College Student Engagement
CCSSE (& CCFSSE)SENSE
Established surveys:
Assess the quality of their work
Identify and grow successful educational practices
Identify areas in which to improve
Provide context: a data-derived picture of institution
Shift the focus to institutional locus of control
CCSSE and SENSE are tools designed to help colleges:
Qualitative work
© 2011 Center for Community College Student Engagement
What is the relationship between student engagement and student success?
How do we know this?
© 2011 Center for Community College Student Engagement
I have a goal!
Sources: CCSSE 2014
Tennessee Students
Certificate:
Associate Degree:
Transfer to 4-year:
47%
85%
79%
© 2011 Center for Community College Student Engagement
Reality Check
Horn, L., & Skomsvold, P. (2011). Community college student outcomes: 1994–2009 (NCES 2012-253). Retrieved from http://nces.ed.gov/pubs2012/2012253.pdf
ACT, Inc. (2010). What works in student retention? 4th national survey: Community colleges report. Retrieved from http://www.act.org/research/policymakers/pdf/droptables/CommunityColleges.pdf
• Fifty-four percent of students who enter community colleges earn a certificate, a degree, or are still enrolled six years later.
• Nearly half of all community college students entering in the fall term drop out before the second fall term begins.
© 2011 Center for Community College Student Engagement
15%but….
74%
ATD Data Notes (2008)
© 2011 Center for Community College Student Engagement
One thing we KNOW about community college student engagement…
It’s unlikely to happen by accident.
It has to happen
by design.
© 2011 Center for Community College Student Engagement
Student Success: What We Know Matters
© 2011 Center for Community College Student Engagement
What We Know Matters
In focus groups with students, what do they typically report as the most important factor in keeping them in school and persisting toward their goals?
Relationships
Connections matter
© 2011 Center for Community College Student Engagement
High Expectations Matter
How often have you worked harder than you thought you could to meet an
instructor’s standards or expectations? Item #4p
Never Sometimes Often/Very Often
8.0% 35.7% 56.3%
Source: 2014 CCSSE data
© 2011 Center for Community College Student Engagement
High Expectations Matter
Expectations may not be as high as they need to be…
How often have you come to class without completing readings or assignments? Item #4e
Never Sometimes Often/Very Often
35.8% 52.4% 11.8%
Source: 2014 CCSSE data
© 2011 Center for Community College Student Engagement
Very/Somewhat
Peer or other tutoring 73.7%
Skill labs (writing, math, etc.) 77.5%
Rarely/Never
Peer or other tutoring 48.1%
Skill labs (writing, math, etc.) 34.3%
How important are the following services?
How often do you use the following services?
Source: 2014 CCSSE data
High Support Matters
© 2011 Center for Community College Student Engagement
TN students who…
Talked about career plans with an instructor or advisor (CCSSE Item 4m): 74.6%
Never: 25.4%
Discussed grades or assignments with an instructor (CCSSE Item 4l): 92.6%
Never: 7.5%
Inescapable Engagement Matters
Source: 2014 CCSSE data
© 2011 Center for Community College Student Engagement
Plan to take classes at this college again (CCSSE Item 20)
Source: 2014 CCSSE data
14%
6%
65%
15%
I will accomplish my goal(s) this termI have no current plans to returnWithin the next 12 monthsUncertain
High Support MattersTN students who…
© 2011 Center for Community College Student Engagement
How can we make engagement
inescapable?
© 2011 Center for Community College Student Engagement
Make it Mandatory
How do students feel about “MANDATORY” ?
a. Frightened
b. Appreciative
c. Disgruntled
d. Rebellious
e. Depressed
Students want our
guidance…
Even though they
complain about it.
Key Question: Does “mandatory” really mean mandatory?
© 2011 Center for Community College Student Engagement
© 2011 Center for Community College Student Engagement
Benchmarks and Benchmarking
© 2011 Center for Community College Student Engagement
Benchmarking for Excellence
The most important comparison: where you are now, compared with where you want to be.
© 2011 Center for Community College Student Engagement
Center Benchmarks of Effective Educational Practice
Groups of conceptually-related items
Standardized to a national mean of 50
Address key areas of student engagement
Provide a way for colleges to compare their own performance with other groups of colleges (across your consortium and other colleges like you) and across student groups
© 2011 Center for Community College Student Engagement
CCSSE Benchmarks
Active and Collaborative LearningStudent EffortAcademic ChallengeStudent Faculty InteractionSupport for Learners
© 2011 Center for Community College Student Engagement
2014 CCSSE Benchmark Scores for Tennessee Community Colleges
48.8
52.1
50.3
51.9
48.550
Source: 2014 CCSSE data
© 2011 Center for Community College Student Engagement
Disaggregating Benchmark DataTennessee:Enrollment Status (P/T vs. F/T)
P/T F/T
Active and Collaborative Learning 44.8 53.3
Student Effort 48.9 55.6
Academic Challenge 47.3 53.9
Student-Faculty Interaction 48.9 55.4
Support for Learners 46.1 51.2
56% of Tennessee community
college students are enrolled part time
Source: 2014 CCSSE data, 2012 IPEDS data
© 2011 Center for Community College Student Engagement
What about never?
Full-time students might have more opportunity to engage with other students and their instructors, but…how do we explain never?
Never worked with other students on projects during class (CCSSE Item 4f): 15%
Part-time: 18.5%
Never worked with classmates outside of class to prepare a class assignments (CCSSE Item 4g): 38.5%
Part-time: 45.4%
Source: 2014 CCSSE data
© 2011 Center for Community College Student Engagement
Disaggregating Benchmark DataTennessee: Developmental Status
Dev Non-Dev
Active and Collaborative Learning 50.0 47.2
Student Effort 56.9 45.9
Academic Challenge 51.7 48.3
Student-Faculty Interaction 54.0 49.2
Support for Learners 51.9 44.6
Source: 2014 CCSSE data
© 2011 Center for Community College Student Engagement
More engaged, but …
Approximately 62% of U.S. community college students take at least one developmental education* course within six years of their initial enrollment.
At some colleges, the percentage is even higher.
For too many students, traditional developmental education is a terminal roadblock to success.
A CCRC study of 250,000 community college students found that only 20% of students referred to developmental math and 37% of students referred to developmental reading go on to pass the relevant entry-level or "gatekeeper" college course. **
*Source: RTI International. (n.d.). The completion arch: Measuring community college student success (Participation in developmental courses: United States). Retrieved from College Board website: http://completionarch.collegeboard.org/placement/participation-in-developmental-courses/participation-in-developmental-courses-us
**Source: Bailey, T., Jeong, D. W., & Cho, S. W. (2009). Referral, enrollment, and completion in developmental education sequences in community colleges (CCRC Working Paper No. 15). Retrieved from Community College Research Center website: http://ccrc.tc.columbia.edu/media/k2/attachments/referral-enrollment-completion-developmental.pdf
© 2011 Center for Community College Student Engagement
OUTCOME
1 Completion of at Least One Developmental Education Course With a Grade of C or Better
ACCELERATED OR FAST-TRACK DEVELOPMENTAL EDUCATION
Source: CCSSE-linked student record data
OUTCOMES
CCSSE developmental students
who reported participating in were to successfully complete
accelerated or fast-track developmental education during their first academic term
2.40 timesmore likely
a developmental English courseN=1,219p<0.0001
than were students who did not report participating in accelerated or fast-track developmental education during their first academic term.
© 2011 Center for Community College Student Engagement
OUTCOME
1
16%
84%
Completion of at Least One Developmental Education Course With a Grade of C or Better
ACCELERATED OR FAST-TRACK DEVELOPMENTAL EDUCATION
Source: CCSSE-linked student record data
PARTICIPATION
CCSSE developmental students (N=1,219)
Yes(n=195)
No(n=1,024)
© 2011 Center for Community College Student Engagement
Data Narrative Exercise
Step One: Open Envelope #1
Look at the information inside. Does this data point surprise you? What do you think is driving this data?
Step Two: Open Envelope #2
Look at the information inside. How is this data point related to the one in Envelope #1?
Step Three: Open Envelope #3
Look at the information inside. How is this data point related to the ones in Envelopes #1 and #2?
Step Four
What story do the data in these three envelopes tell?
© 2011 Center for Community College Student Engagement
Looking at Your CCSSE Data Across Time
© 2011 Center for Community College Student Engagement
What sort of data are we talking about?Benchmarks – scores on high level concepts to get you into the results
Means – place responses on a scale to allow comparison
Frequencies – give you details about the actual responses/behaviors
© 2011 Center for Community College Student Engagement
The Data – Where To Begin
At least three administrations since 2005 Benchmarks
• CCSSE website: Standardized benchmark scores are not appropriate for longitudinal analysis.
• Standardized scores re-standardized every year based on 3-year cohort
• Raw benchmark scores – available in download data file. • Scale: 0 - 1
© 2011 Center for Community College Student Engagement
Standardized vs. Raw Benchmark Scores
Standardized
Benchmark 2006 2014%
Change
Active and Collaborative Learning
50.741 48.764 -3.895
Student Effort 50.913 52.096 2.324
Academic Challenge 50.819 50.288 -1.045
Student-Faculty Interaction 51.646 51.892 0.476
Support for Learners 49.631 48.525 -2.228
Raw
2006 2014%
Change
0.3588 0.3664 2.113
0.4576 0.4831 5.5650.5539 0.5827 5.189
0.3724 0.4398 18.106
0.4011 0.4394 9.546
© 2011 Center for Community College Student Engagement
Tennessee State-Wide Raw Benchmark Scores 2006, 2009, 2011, and 2014
2006 2009 2011 2014
ACTCOLL 0.3588131 0.362355 0.3651788 0.3663956
STUEFF 0.4576204 0.4692714 0.4832194 0.4830853
ACCHALL 0.5539408 0.5669929 0.5799882 0.5826857
STUFAC 0.3724023 0.3983581 0.4164189 0.4398292
SUPPORT 0.4011079 0.4178661 0.4324272 0.4393995
0.33
0.38
0.43
0.48
0.53
0.58
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© 2011 Center for Community College Student Engagement
What’s Driving Benchmark Scores:
Student-Faculty Interaction Benchmark Items – Means
2006 2009 2011 2014 % Diff
4kUsed email to communicate with an instructor 2.44 2.72 2.89 2.98 22.228
4lDiscussed grades or assignments with an instructor 2.52 2.57 2.62 2.67 6.046
4mTalked about career plans with an instructor or advisor 1.98 2.03 2.06 2.15 8.565
4nDiscussed ideas from your readings or classes with instructors outside of class
1.71 1.74 1.76 1.82 6.450
4oReceived prompt feedback (written or oral) from instructors on your performance
2.67 2.72 2.75 2.81 5.273
4qWorked with instructors on activities other than coursework 1.38 1.38 1.40 1.48 7.298
© 2011 Center for Community College Student Engagement
What’s Driving Benchmark Scores:Student-Faculty Interaction Benchmark Items - Means
2006 2009 2011 2014
4k. EMAIL 2.4358168 2.7157811 2.8874838 2.9772545
4l. FACGRADE 2.5176751 2.5714679 2.624084 2.6698943
4m. FACPLANS 1.9804817 2.0256748 2.0573525 2.1501189
4n. FACIDEAS 1.7101274 1.7395515 1.7638023 1.8204276
4o. FACFEED 2.6709448 2.7236351 2.7461102 2.8117774
4q. FACOTH 1.3797627 1.3841151 1.4000202 1.4804625
1.3
1.8
2.3
2.8
Ite
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© 2011 Center for Community College Student Engagement
What’s Driving Benchmark Scores:
Student-Faculty Interaction Benchmark Items - Frequencies
Percentage reported NEVER doing
2006 2009 2011 2014 % Diff
4kUsed email to communicate with an instructor 19.97 10.33 5.96 4.03 -79.820
4lDiscussed grades or assignments with an instructor 26.01 27.3 22.87 23.82 -8.420
4mTalked about career plans with an instructor or advisor 25.97 27.49 24.3 22.25 -14.324
4nDiscussed ideas from your readings or classes with instructors outside of class
24.79 26.34 24.56 24.31 -1.936
4oReceived prompt feedback (written or oral) from instructors on your performance
26.24 27.88 23.3 22.59 -13.910
4qWorked with instructors on activities other than coursework 24.36 26.63 24.9 24.12 -0.985
© 2011 Center for Community College Student Engagement
What’s Driving Benchmark Scores:
Percentage Never Doing Activities on the
Student-Faculty Interaction Benchmark
2006 2009 2011 2014
4k. EMAIL 19.97 10.33 5.96 4.03
4l. FACGRADE 26.01 27.3 22.87 23.82
4m. FACPLANS 25.97 27.49 24.3 22.25
4n. FACIDEAS 24.79 26.34 24.56 24.31
4o. FACFEED 26.24 27.88 23.3 22.59
4q. FACOTH 24.36 26.63 24.9 24.12
3
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© 2011 Center for Community College Student Engagement
Item Differences by Subgroup Selected Student-Faculty Interaction Items
2006 2009 2011 2014
4k. EMAIL FT 53.1 64.53 70.64 72.64
4k. EMAIL PT 35.74 48.63 56.62 63.51
Series3 NaN NaN NaN NaN
4m. FACPLANS FT 27.86 31.5 31.3 34.3
4m. FACPLANS PT 19.22 19.85 20.26 25.78
20
30
40
50
60
70
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© 2011 Center for Community College Student Engagement
A quick look at the CCSSE online reporting system.
Standard Reports
Custom Reports
Online tutorials for Online Reporting System:http://www.ccsse.org/tools/tutorials.cfm
© 2011 Center for Community College Student Engagement
Q & A
© 2011 Center for Community College Student Engagement
LUNCH
© 2011 Center for Community College Student Engagement
Diving Into Your Data
© 2011 Center for Community College Student Engagement
Report Out
© 2011 Center for Community College Student Engagement
Targeting Areas for IMPROVEMENT
Student Success Data Team analyzed trends from three sets of CCSSE data
Focused on two areas needing improvement:
Student Effort & Academic Challenge
Selected specific items which faculty could address
Planned faculty presentation at in-service
Butler Community College (KS)
© 2011 Center for Community College Student Engagement
STUDENT EFFORT ITEMS
In the current school year, about how often have you done each of the following?
Prepared two or more drafts of a paper or assignment before turning it in. Butler Mean 2.5
Worked on a paper or project that required integrating ideas or information from various sources. Butler Mean 2.78
Came to class without completing readings or assignments. Butler Mean 1.91
Butler Community College (KS)
© 2011 Center for Community College Student Engagement
ACADEMIC CHALLENGE ITEMS
During the current school year, how much has your coursework at this college emphasized the following mental activities?
Analyzing the basic elements of an idea, experience or theory (Butler Mean 2.8)
Synthesizing and organizing ideas, information, or experiences in new ways (Butler Mean 2.69)
Making judgments about the value or soundness of information, arguments, or methods (Butler Mean 2.54)
Applying theories or concepts to practical problems or in new situations (Butler Mean 2.61)
Using information you have read or heard to perform a new skill (Butler Mean 2.64)
Butler Community College (KS)
© 2011 Center for Community College Student Engagement
TWO ACTION QUESTIONS
In the coming semester what will you do to:
Encourage students to spend more time in preparing for class?
In the coming semester what will you do to:
Encourage students to engage more often in mental activities that promote higher learning?
Butler Community College (KS)
© 2011 Center for Community College Student Engagement
Examples of ACTIONS IMPLEMENTED
Accounting: Increase faculty emphasis on time management in supervision of students’ major project
Marketing: Make the group marketing projects into service learning projects benefiting local organizations
Animal Science: Implement more proactive faculty intervention with at-risk online students
Digital Illustration: Implement more detailed formative assessment of student work during creation of projects
Art Appreciation: Implement common essential reading assignments attached to formative assessments
Biology: Require student to meet with instructor during office hours at least once during first six weeks of class
© 2011 Center for Community College Student Engagement
NEXT STEPS in Fall 2014
Analyzing data from Spring 2014 implementations
Continuing, modifying, or expanding implementations
Butler Community College (KS)
To learn more, contact Karla Fisher, VP of Academic Affairs, at [email protected]
© 2011 Center for Community College Student Engagement
Promising Practices for Student Success
© 2011 Center for Community College Student Engagement
CCCSE Special Study on Promising Practices
What is it? Online Institutional Survey (CCIS) Special-focus items on CCSSE Items added to CCFSSE Special-focus module on SENSE
Lots of data
© 2011 Center for Community College Student Engagement
Late RegistrationDuring the current term at this college, I completed registration before the first class session(s). (CCSSE Promising Practices, Item #1)
Source: 2014 CCSSE data
Yes, all courses
Mostly Partly No, not any
93%
5% 2% 1%
89%
6% 2% 2%
TN 2012-2014 PP Respondents
Percentages may not total 100% due to rounding
© 2011 Center for Community College Student Engagement
OrientationThe ONE response that best describes my experience with orientation when I first came to this college is... (CCSSE Promising Practices, Item #2)
Source: 2014 CCSSE data
16%
40%
6%
19% 19%
12%
43%
8%
19% 18%
TN 2012-2014 PP Respondents
Percentages may not total 100% due to rounding
© 2011 Center for Community College Student Engagement
First-Year ExperienceDuring my first term at this college, I participated in a structured experience for new students... (CCSSE Promising Practices, Item #3)
Source: 2014 CCSSE data
Yes, first term Yes, first term AND at least one
other term
Yes, but NOT during first term
No
19%
2% 3%
76%
24%
3% 4%
69%
TN 2012-2014 PP Respondents
Percentages may not total 100% due to rounding
© 2011 Center for Community College Student Engagement
Learning CommunityDuring my first semester at this college, I enrolled in an organized learning community... (CCSSE Promising Practices, Item #4)
Yes, first term Yes, first term AND at least one
other term
Yes, but not first term
No
6% 3% 2%
89%
8% 4% 3%
86%
TN 2012-2014 PP Respondents
Source: 2014 CCSSE data Percentages may not total 100% due to rounding
© 2011 Center for Community College Student Engagement
Student Success Course
Source: 2014 CCSSE data
Yes, first term Yes, first term AND at least one
other term
Yes, but not first term
No
15%
2% 4%
79%
18%
3% 5%
74%
TN 2012-2014 PP Respondents
During my first semester/quarter at this college, I enrolled in a student success course (such as a student development, extended orientation, study skills, student life skills, or college success course). (CCSSE Promising Practices, Item #5)
Percentages may not total 100% due to rounding
© 2011 Center for Community College Student Engagement
Do these practices make a difference?
Series of Center Reports on High-Impact Practices
© 2011 Center for Community College Student Engagement
2014 Tennessee CCSSE Benchmark Scores by timely registration
49.1
52.651.1
52.5
48.7
45.4
49.9
44.5
49.9
45.9
Registered for all classes on time Did not register for all classes on time
Source: 2014 CCSSE data
© 2011 Center for Community College Student Engagement
2014 Tennessee CCSSE Benchmark Scores by Orientation
50.2
54.7
52.354.1
51.6
46.6
48.647.7
49.3
43.3
Participated in orientation Did not participate in orientation
Source: 2014 CCSSE data
© 2011 Center for Community College Student Engagement
2014 Tennessee CCSSE Benchmark Scores by First-Year Experience
54.0
58.0
55.2
57.655.6
47.5
50.949.5
50.9
46.5
Participated in FYE Did not participate in FYE
Source: 2014 CCSSE data
© 2011 Center for Community College Student Engagement
2014 Tennessee CCSSE Benchmark Scores by Learning Community
59.1 59.8
55.1
62.160.0
47.9
51.650.2
51.3
47.3
Participated in LC Did not participate in LC
Source: 2014 CCSSE data
© 2011 Center for Community College Student Engagement
2014 Tennessee CCSSE Benchmark Scores by Student Success Course
54.8
59.0
54.8
58.757.7
47.6
50.949.8
50.9
46.6
Student Success Course No Student Success Course
Source: 2014 CCSSE data
© 2011 Center for Community College Student Engagement
Relatively small numbers of students are experiencing high
impact practices, but for those who do, we consistently see higher
levels of engagement.
© 2011 Center for Community College Student Engagement
So now what?
Let’s look a bit deeper. Are we implementing high-impact practices
for students who need them the most?
© 2011 Center for Community College Student Engagement
Subgroup Analysis
25% of TN Developmental Students reported experiencing a student success course during their first
term.
8% of TN non-dev students reported experiencing a student success course during their first term.
© 2011 Center for Community College Student Engagement
2014 Tennessee CCSSE Benchmark Scores For Student Success Course Participation – By Dev Status
55.9
60.9
55.1
60.1 59.4
47.9
56.1
51.252.5
49.451.1 51.1
53.554.5
51
47.145.6
48.249.2
44.1
Dev: SSC Dev: No SSC Non-Dev: SCC Non-Dev: No SCC
Source: 2014 CCSSE data
© 2011 Center for Community College Student Engagement
Does a student success course differentially affect developmental education students vs
non-developmental education students?
© 2011 Center for Community College Student Engagement
Subgroup Analysis
9% of TN First Generation students reported experiencing an organized
learning community
7% of TN Not-First Generation students reported experiencing an
organized learning community.
© 2011 Center for Community College Student Engagement
2014 Tennessee CCSSE Benchmark Scores For Learning Community Participation – By Generation Status
58.1
63.3
58.0
61.7
65.2
47.8
53.851.8 51.2
49.2
60.7
57.656.4
63.3
55.7
47.849.6 49.6
51.1
45.5
1st Gen: LC 1st Gen: No LC Not 1st Gen: LC Not 1st Gen: No LC
Source: 2014 CCSSE data
© 2011 Center for Community College Student Engagement
Does participating in an organized learning community differentially
affect first gen vs not first gen students?
© 2011 Center for Community College Student Engagement
What other points of data do you need to explore to make this more informative?
• Success rates between the student types• Success rates between the student types based on
having the course or not• Other demographic information for the student
groups• Whether student in the student success course
groups were receiving other services• Etc…..
© 2011 Center for Community College Student Engagement
Effective educational practice…
Quality of design matters. Scale matters. Intensity matters.
© 2011 Center for Community College Student Engagement
Promising Practices Discussion Questions-Part One
Which of these practices are mandatory at your college? For whom?
What practices started small and have been brought to scale?
What are the challenges that get in the way of implementing promising practices? Bringing them to scale?
© 2011 Center for Community College Student Engagement
Spend a few minutes reviewing your Promising Practices data
On the Standard Reports page: http://www.ccsse.org/members/reports/2014/reports.cfm
CCSSE Special-Focus Items - Promising Practices
© 2011 Center for Community College Student Engagement
On the Custom Report Requests page, choose CCSSE Special-Focus Items as your instrument
For Option One, choose to make comparisons within your college
For Option Two, choose a breakout group
Repeat with a different breakout group of interest
Find your reports on the Completed Report Requests page
Diving Deeper
© 2011 Center for Community College Student Engagement
What do your data tell you about the practices? Who is participating in them? By developmental status, enrollment status, other targeted group?
Based on your review of the promising practices data, what might your first steps around promising practices be?
Promising Practices Discussion Questions-Part Two
© 2011 Center for Community College Student Engagement
Q and AThanks for joining us!