Overview
Students
Research studies have shown that a major factor in student success is the degree to which the student becomes engaged
in college life and activities. The Community College Survey of Student Engagement, CCSSE, is an instrument that measures this engagement from both the student and faculty perspectives. During the spring 2002 term, Brookhaven College was one of 48 two-year institutions participating in a national field test of the CCSSE, complementing the one that has been used by universities for many years. The CCSSE is comprised of ten major sections in addition to questions regarding student demographics and general satisfaction with the institution. The ten major survey sections are:
- Frequency of specific class activities
- Frequency of specific mental activities
- Frequency of reading and writing activities
- The nature of examinations
- Current or projected course-taking behavior
- Student perception of the institution’s emphasis
- Student daily activities, both on and off campus
- College relationships
- Knowledge, skills, and personal development
- Student services including frequency of use, importance, and satisfaction
At Brookhaven College, 70 credit classes were randomly selected, totaling 1,125 students. Of these students, 894, 79.5%, returned completed surveys. When students were asked, “How would you evaluate your entire educational experience at Brookhaven College?” 86.4% indicated either good or excellent. When asked “Would you recommend this college to a friend or family member?” 94% responded “yes.” This data is consistent with results from the Fall 2002 Noel Levitz survey results.
Brookhaven College was rated significantly above the national norm for (Successes):
- Understanding people of other racial and ethnic backgrounds. (2.55 on a 4 point scale)
- Importance: Transfer credit assistance (2.39 on a 4-point scale)
Brookhaven College was rated significantly below the national norm for (Challenges):
- Acquiring job or work-related knowledge and skills (2.33 on a 4-point scale)
Major Findings
CCSSE’S 2002 Preliminary Benchmarks
The five preliminary benchmarks encompass 46 key items from the CCSSE survey that reflect many of the most important aspects of the student experience. These institutional practices and student behaviors are some of the more powerful contributors to effective educational practices for teaching, learning, student retention, and student success.
Active and Collaborative Learning
Students learn more when they are actively involved in their education and have opportunities to think about and apply what they are learning in different settings. Through collaboration with others to solve problems or master challenging content, students develop valuable skills that prepare them to deal with the kinds of situations and problems they will encounter in the workplace, community, and their personal lives. The nine survey items that contribute to this benchmark are about:
- Asking questions in class or contributing to class discussions
- Making class presentations
- Working with classmates outside of class to prepare class assignments
- Working with other students on projects during class
- Tutoring or teaching other students
- Participating in community-based projects as part of regular courses
- Engaging in serious conversations with students of a different race or ethnicity or with differing religious beliefs, political opinions, or personal values
- Experiencing friendly and supportive relationships with other students
Freshmen and Sophomores
| |
Brookhaven College |
Other Large Colleges |
2002 Colleges |
| 0-29 Credits |
38.0 |
38.3 |
39.0 |
| 30+ Credits |
44.7 |
43.8 |
44.5 |
Faculty
| |
Brookhaven College |
Other Large Colleges |
2002 Colleges |
| Part-Time |
36.3 |
36.5 |
36.8 |
| Full-Time |
42.2 |
42.2 |
42.7 |
Student Effort
Students’ own behaviors contribute significantly to their learning and the likelihood that they will successfully attain their educational goals. “Time on task” is a key variable, and there are a variety of settings and means through which students may apply themselves to the learning process. Associated with this benchmark are six survey items indicating how frequently students:
- Prepared two or more drafts of a paper or assignment before turning it in
- Worked on a paper or project that required integrating ideas or information from various sources
- Used an electronic medium (list-serv, chat group, Internet, etc.) to discuss or complete an assignment
- Worked harder than they thought they could to meet an instructor’s standards or expectations
- Discussed ideas from readings or classes with others outside of class
- Spent time preparing for class (studying, reading, writing, rehearsing, solving problems, or other activities related to their academic programs)
Freshmen and Sophomores
| |
Brookhaven College |
Other Large Colleges |
2002 Colleges |
| 0-29 Credits |
47.9 |
47.1 |
47.3 |
| 30+ Credits |
51.8 |
51.2 |
51.5 |
Faculty
| |
Brookhaven College |
Other Large Colleges |
2002 Colleges |
| Part-Time |
45.6 |
44.7 |
45.0 |
| Full-Time |
51.4 |
50.5 |
50.4 |
Academic Challenge
Challenging intellectual and creative work is central to student learning and collegiate quality. Nine items from The Community College Student Report correspond to integral components of academic challenge that represent the nature and amount of assigned academic work, the complexity of cognitive tasks presented to students, and the standards faculty members use to evaluate student performance. Specifically, these items are related to:
- Reading and writing
- Using higher-order thinking skills
- Exams that are challenging for students
- An institutional environment that emphasizes studying and academic work
Freshmen and Sophomores
| |
Brookhaven College |
Other Large Colleges |
2002 Colleges |
| 0-29 Credits |
56.0 |
55.7 |
55.2 |
| 30+ Credits |
58.4 |
59.4 |
59.6 |
Faculty
| |
Brookhaven College |
Other Large Colleges |
2002 Colleges |
| Part-Time |
53.9 |
54.5 |
54.0 |
| Full-Time |
58.4 |
50.5 |
57.6 |
Student-Faculty Interaction
In general, the more contact students have with their teachers, the more likely they are to learn effectively and to persist toward achievement of their educational goals. Personal interaction with faculty members strengthens students’ connections to the college and helps them focus on their academic progress. Working with an instructor on a project or serving with faculty members on a college committee lets students see first-hand how experts identify and solve practical problems. Through such interactions, faculty members become role models, mentors, and guides for continuous, lifelong learning. The seven items used in this benchmark are about students’ experience in these areas:
- Discussing grades or assignments with an instructor
- Using e-mail to communicate with an instructor
- Talking about career plans with a faculty member or advisor
- Discussing ideas from readings or classes with faculty members outside of class
- Working with faculty members on activities other than coursework
- Getting prompt feedback from instructors on academic performance
- Perceiving faculty members as available, helpful and sympathetic
Freshmen and Sophomores
| |
Brookhaven College |
Other Large Colleges |
2002 Colleges |
| 0-29 Credits |
37.2 |
38.2 |
38.8 |
| 30+ Credits |
40.8 |
43.2 |
44.1 |
Faculty
| |
Brookhaven College |
Other Large Colleges |
2002 Colleges |
| Part-Time |
35.4 |
37.0 |
37.3 |
| Full-Time |
40.2 |
41.5 |
42.0 |
Support for Learners
Students perform better and are more satisfied at colleges that are committed to their success and cultivate positive working and social relationships among different groups on campus. Community college students also benefit from services targeted to assist them with academic and career planning, academic skill development, and other issues that may affect both learning and retention. The fifteen survey items contributing to this benchmark describe a college that:
- Helps student succeed in achieving their educational goalsF Helps students cope with non-academic responsibilities (work, family, etc.)
- Provides needed financial support for college costs
- Helps students thrive socially
- Provides an array of important and effective student and academic support services
Freshmen and Sophomores
| |
Brookhaven College |
Other Large Colleges |
2002 Colleges |
| 0-29 Credits |
37.4 |
38.1 |
38.9 |
| 30+ Credits |
40.7 |
40.4 |
41.7 |
Faculty
| |
Brookhaven College |
Other Large Colleges |
2002 Colleges |
| Part-Time |
35.6 |
35.6 |
35.8 |
| Full-Time |
40.4 |
40.7 |
41.7 |
2002 CCSSE Benchmark Deciles
All Students
Brookaven College
The following tables present the range of institutional scores by decile for the five benchmarks of effective educational practice for all participating students. Deciles are percentile scores that divide the frequency of benchmark scores into ten equal groups. Deciles are listed for the entire 2002 participating group of colleges and for each appropriate breakdown according to college size and college urbanicity. A percentile represents the point at or below which a specified percentage of the college benchmark scores fall. For example, the 60th percentile represents the point at or below which 60 percent of the college benchmark scores fall for the respective comparison group. To help gauge Brookhaven College’s performance relative to the comparison groups, the shaded areas on the national, size, or urbanicity tables indicate the deciles that are less than or equal to your benchmark score. The yellow shading indicates benchmarks that are challenges (opportunities for improvement) for Brookhaven College.
| Large Colleges |
0% |
10% |
20% |
30% |
40% |
50% |
60% |
70% |
80% |
90% |
100% |
| Active and Collaborative Learning |
36.7 |
37.5 |
38.5 |
39.1 |
39.4 |
39.7 |
40.0 |
41.1 |
42.3 |
44.1 |
44.2 |
| • Student Effort |
45.7 |
46.0 |
46.5 |
47.4 |
47.7 |
48.9 |
49.0 |
49.5 |
50.3 |
51.0 |
51.8 |
| • Academic Challenge |
55.3 |
55.4 |
56.0 |
56.1 |
56.4 |
56.6 |
56.8 |
57.6 |
58.2 |
58.8 |
60.1 |
| Student-Faculty Interaction |
37.1 |
37.3 |
37.8 |
38.1 |
39.0 |
40.5 |
41.2 |
41.7 |
41.8 |
42.0 |
42.5 |
| • Support for Learners |
35.3 |
36.3 |
37.2 |
37.6 |
38.3 |
38.6 |
39.2 |
40.4 |
40.5 |
42.0 |
42.6 |
| Urban Colleges |
0% |
10% |
20% |
30% |
40% |
50% |
60% |
70% |
80% |
90% |
100% |
| Active and Collaborative Learning |
36.3 |
37.5 |
38.6 |
39.1 |
39.4 |
39.6 |
39.7 |
40.9 |
41.1 |
44.1 |
44.2 |
| • Student Effort |
45.4 |
46.1 |
46.4 |
46.6 |
47.5 |
47.9 |
48.9 |
49.2 |
49.5 |
50.5 |
51.0 |
| • Academic Challenge |
54.5 |
55.4 |
56.3 |
56.3 |
56.6 |
56.8 |
56.9 |
57.6 |
57.7 |
58.7 |
60.1 |
| Student-Faculty Interaction |
37.3 |
37.8 |
38.1 |
38.3 |
39.7 |
40.5 |
40.9 |
41.7 |
41.8 |
42.5 |
43.0 |
| Support for Learners |
36.6 |
37.0 |
38.3 |
38.6 |
39.5 |
39.5 |
39.6 |
40.5 |
40.5 |
42.0 |
42.6 |
