Community College Survey Of Student Engagement Research Articles

Engagement and Withdrawal for Community College Student Veterans

ABSTRACT This study used responses from 17,354 student veterans on the Community College Survey of Student Engagement (CCSSE) to investigate the relationship between student engagement and likelihood of withdrawal. Student veterans who utilized campus services more often, and those who perceived campus services as important, reported a higher likelihood of withdrawing from classes. We also examined differences between non-veterans and student veterans in utilization of essential campus services. The two groups differed across campus service utilization, with the use of library services (lower for student veterans) and computer labs (lower for student veterans) representing the largest differences (d = .14, and .13 respectively). Along with findings, we present recommendations for future examination, policy, and campus practices.

Student Engagement and Retention of Adult Learners at Community Colleges

This study aimed to examine the relationship between student engagement and student retention of adult learners at community colleges. The relationship between student retention and the five Community College Survey of Student Engagement (CCSSE) student engagement benchmarks (active and collaborative learning, student effort, academic challenge, student-faculty interaction, and support for learners) was examined using binary logistic regression. This study used secondary data from the CCSSE, including 26,326 adult students (25 and older) from the 2019 CCSSE cohort who were credential-seeking at the community college (participants from 588 colleges in 46 states). This study confirmed a positive relationship between student engagement of adult learners at community colleges and student retention. Individually, each of the CCSSE benchmarks increased the likelihood of student retention. As a combined model, academic challenge and support for learners were the only significant benchmarks. This research confirmed that student engagement strategies benefit adult learners at community colleges.

A Socio-Ecological Outcome Investigation of the Student Engagement, Achievement, and Satisfaction of Latino Men in Community College Developmental Mathematics

ABSTRACT To understand how to best support Latino male community college students, we used the Socio-Ecological Outcomes (SEO) model to examine factors associated with their achievement and college satisfaction. Specifically, we leveraged data from the Community College Survey of Student Engagement (CCSSE) and situated our study in developmental mathematics, given its potentially gatekeeping effects in postsecondary education. In a subsample of Latino men in community college developmental mathematics courses (N = 1,140), we conducted two regression models with GPA and satisfaction as outcomes and various predictors from the SEO model such as background, environmental, academic, and campus factors. Results indicated that academic preparedness, being of older age, college support from friends and family, and use of academic-related resources were positive predictors for both outcomes. Sense of belonging was positively associated with college satisfaction. Conclusions and implications for how CCSSE variables can be used in conjunction with the SEO model are discussed.

Understanding Traditional and Nontraditional Students’ Job Skill Preparation from a Career Capital Perspective

ABSTRACT Using data from the 2014 Community College Survey of Student Engagement (CCSSE), we examined traditional and nontraditional students’ perceived preparation for job skills in terms of the three ways of knowing from a career capital perspective. Results showed that traditional and nontraditional students shared commonalities as well as differences in terms of three ways of knowing. Multinomial regression showed that different sets of predicators were significant in predicting students’ perceived preparation for job skills, depending on the outcome being considered. However, variables that are directly aligned to the work or job preparation – updating job skills as a goal, work-based learning, and using job placement assistance, each representing one way of knowing – had the largest odds ratios in explaining the perceived preparation for job skills. Discussions of findings and implications are provided.

Reconceptualizing Student Engagement

International students in the United States have been increasingly attracted to community colleges as a starting point to higher education. Recently, their enrollment has been dropping. Research highlights the importance of student engagement to international students. However, few studies investigate their engagement experiences in community colleges. This study investigated the validity of the Community College Survey of Student Engagement (CCSSE) benchmarks as proxies for international student engagement in community colleges. The original CCSSE benchmarks were a poor fit for international students. Resulting constructs and underlying items differed significantly from the original benchmarks and demonstrated poor reliability. Findings highlight the inapplicability of CCSSE benchmarks in representing international student engagement. Recommendations include adding culturally relevant variables to the CCSSE structure more applicable to international student populations, and accompanying the survey with qualitative input for in-depth knowledge of international student experiences.

The Effect of Learning Community Participation on Community College Students’ Perceptions of Learning Gains and Engagement

ABSTRACT This study investigated the relationship learning community participation has with community college students’ perceived learning gains and engagement in educationally purposeful activities. Study data were sourced from the Community College Survey of Student Engagement (CCSSE) with a total of 694 institutions and over 107,000 participants. To control for differences between community colleges, fixed-effects regressions were conducted. Findings indicate that learning community participation was significantly related with increased perceived learning gains and four of the CSSSE engagement benchmarks: active/collaborative learning, academic challenge, student-faculty interaction, and support for learners. Implications for community college policymakers and administrators are discussed.

Exploring Sense of Belonging, Socioacademic Integrative Moments, and Learning Communities Related to ELs’ Persistence Based on Reenrollment Decisions in Community Colleges

Objective: The objective of this study was to create a model of English learners’ (ELs) persistence based on theory and empirical research. Findings from this research informs community college educators in helping ELs persist and guide future research regarding this important student population. Method: We examined ELs’ persistence using structural equation modeling (SEM) based on data from the Community College Survey of Student Engagement (CCSSE) among a U.S. national sample of 6,872 ELs. SEM was informed through the means of measurement models for latent variables. Reliability and validity were assessed through Cronbach’s alpha, principal component analysis, and fit indices. Results: Our results show that (a) sense of belonging had significant and positive direct effects on ELs’ persistence based on reenrollment decisions, (b) socioacademic integrative moments had significant and positive direct effects on ELs’ sense of belonging, and (c) learning communities had significant and positive direct effects on ELs’ socioacademic integrative moments and sense of belonging. Contributions: Community colleges offer broad access to postsecondary education for ELs, or students in the process of learning English as a second or other language. As a whole, our study contributes to a better understanding of how ELs may persist in their academic studies. We further discuss the implications of our findings in light of policy, practice, and future research.

(Re)Measuring Community College Student Engagement: Testing a Seven-Factor CCSSE Model

Objective: Despite the popularity of the Community College Survey of Student Engagement (CCSSE), this instrument has been criticized regarding its development, theoretical basis, validity, and connection to practice. In light of these concerns, this article reframes the survey by employing Chickering and Gamson’s seven principles, one of the survey’s original theoretical frameworks. A robust discussion of the new measure and its implications for research and practice is presented. Method: Chickering and Gamson’s theory was used to motivate, create, and evaluate a seven-factor model using items from the CCSSE. Drawing on responses from two community colleges ( N = 1,076), a confirmatory factor analysis (CFA) was used to test this model. Results: Findings provide support for a seven-factor model with high model fit and moderate-to-strong factor reliability. Contributions: This study offers a valid alternative approach to considering CCSSE data that may influence future work in the area of community college student engagement. We also consider how institutional research practitioners and other stakeholders can leverage study insights to promote student success across community college contexts.

Incivility Behavior and Engagement among Technical and Health Institute Nursing Students at the Classroom

Background: Incivility behaviors are the main source of dissatisfaction and frustration to keen learner students. Therefore, it is important to strength the interactions between the students and their nursing lecturers to increase civil culture on the university. Aim: The study aims to determine the relationship between incivility behavior among nursing students and their engagement at class room. Methods: Descriptive correlational comparative design used. The study involved 590 nursing students who enrolled in second year at both nursing technical institute which follow Mansoura University and Health Institute which follow Ministry of Health at Mansoura city. Three tools used for data collection: First: The Incivility in Nursing Education - Revised (INE-R) tool to assess student’s perception about incivility. Second: Ways of Coping (Revised) Questionnaire. Third: The Community College Survey of Student Engagement (CCSSE) tool to assess engagement in the classroom. Results: University technical institute students expose to incivility behavior more than heath technical institute students (40.11±11.13, 36.52 ±7.09) respectively. Copying strategies used by nursing students at health technical institute and university technical institute were moderate (60.4%, 48.7%) respectively. The student nurses low incivility at health technical institute than at university technical institute (93.2%, 79.4%) respectively. There were highly significant differences (P?0.01). The student nurses moderate engagement at both university technical institute and health technical institute (43.9%, 40.7%) respectively. There were highly significant differences (P?0.01). Conclusion: Majority of student nurses at technical institute and health institute were low incivility. Also About half of student nurses at university and health were high engagement. There is negative strong correlation between incivility and engagement in both setting. Recommendation: Optimal strategies to prevent and manage the incivility among nursing student and encourage their engagement at classroom.

The Influence of Classroom Engagement on Community College Student Learning: A Quantitative Analysis of Effective Faculty Practices

Objective: This study asked how faculty behaviors and course decisions best predict learning gains for students. Next, it investigated how the identified engaging practices vary based on faculty employment status, course experience, course level taught, and teaching area. Method: The sample was taken from students and faculty at one community college with a Hispanic-serving designation in California. Student participants took the 2012 Community College Survey of Student Engagement (CCSSE) and faculty took the 2012 Community College Faculty Survey of Student Engagement (CCFSSE). Ordinary least squares (OLS) regression was used to identify significant faculty-related CCSSE variables that predicted academic learning, career learning, or personal development gains. Results: The models explained one third or more of the variance in each learning domain. Among the 16 significant predictors, seven were identified as having the strongest effects and served as dependent variables to determine whether there were significant differences in use of these practices among faculty groups. Faculty teaching full-time, faculty with more course experience, and faculty in career technical education (CTE) programs applied faculty-related engagement practices more than their counterparts. In addition, faculty teaching only college-level courses perceived better quality relationships with their students than faculty who taught only developmental courses. Conclusion: Grounded in the study findings are recommendations for community colleges to invest in programs that increase faculty availability to students and schedule courses so faculty gain experience teaching the same courses over time and implement faculty development programs specific to teaching strategies.

International Students in Community Colleges: On-Campus Services Used and Its Affect on Sense of Belonging

ABSTRACTWhile the enrollment trends of international students studying in universities and four-year colleges have been well documented over the recent years, there is evidence that international students are also enrolling at higher rates in community colleges. Although the issues and student service needs and trends of international students studying at four-year universities and colleges have received much attention in the literature over the years, there appears to be a dearth of literature that focuses on international students studying in community colleges. Thus, in response to this gap in the training literature, this study examined the prevalence of on-campus services used and their contribution to the development of sense of belonging for international students studying in US community colleges. Utilizing the Community College Survey of Student Engagement (CCSSE) as our data collection instrument, results of this study suggest that services used by international students in US community colleges are varied. Furthermore, results of multiple regression analyses indicate that academic advising services most contributed to international students’ sense of belonging on US community college campuses. Based on the findings of this study, recommendations on working with international students are provided for community college faculty and student affairs personnel including special recommendations and counseling considerations for college counselors who work with international students.

Determinants of Intent to Transfer among Black Male Community College Students: A Multinomial, Multilevel Investigation of Student Engagement

Background/Context Transfer is a core function of community colleges; this is a critical point given that these institutions serve as the primary pathway into postsecondary education for Black men. However, too few Black men identify transfer as a primary goal and/or eventually transfer to a 4-year college or university. Purpose Using Nora and Rendón's (1990) research on transfer predisposition as a theoretical guide, this study investigated determinants of Black male community college students’ predisposition to transfer from a community college to a 4-year university. This research sought to determine whether student-level and institutional-level measures of engagement were predictive of transfer intent. This research also examined whether engagement predictors at the student level had randomly varying slopes across colleges. Population This study employed a quantitative analysis of secondary data from the Community College Survey of Student Engagement (CCSSE). A total of 11,384 Black men nested within 259 community colleges were included in the analytic sample. Research Design Data were analyzed using multilevel, multinomial logistic regression. Students’ predisposition to transfer was modeled in three categories, transfer as a primary goal, secondary goal, or not a goal. The first analysis examined predictors of students’ intent to transfer using student-level variables while the second analysis added institutional-level variables. In the third analysis, the researchers’ constructed random slopes and intercepts models to investigate whether the student-level engagement slopes on the outcome differed across the nested structure. Findings/Results Students with transfer as a primary goal (as opposed to not being a goal) were more likely to be younger, have earned more credits, non-first-generation, full-time enroll-ees, and to have taken developmental education courses. They were also more likely to spend more hours per week studying and involved in extracurricular activities. These students were also more engaged in active and collaborative learning and used student services on campus. Conclusions/Recommendations This research has shown that that the factors influencing Black men's predisposition toward transfer largely mirror that of their White and Hispanic peers. Findings from this study demonstrated that social integration was a positive predictor of students’ intent to transfer; the finding diverges from prior research on Black men in the community college, which have shown social integration to serve as a negative predictor of success outcomes.

Noncognitive Variables and Student Learning in Extended Opportunity Programs and Services (EOPS)

ABSTRACTThe purpose of this mixed methods study was to investigate the relationship between participation in Extended Opportunity Programs and Services (EOPS) at California Valley College (CVC) (one of the 113 California Community Colleges in California) and several measures of student learning. An embedded survey design was developed using William Sedlacek’s noncognitive questionnaire (NCQ), items from the Community College Survey of Student Engagement (CCSSE), items based on Marcia Baxter Magolda’s epistemological reflection model of cognitive complexity, and items based on student learning outcomes for learning in EOPS. The survey had a 43.7% response rate. Students’ demographic characteristics, progress data, and grades were also collected. The survey concluded with four open-ended questions examining students’ perceptions about their learning. GPA (grade point average) as an outcome measure, and several NCQ scales were positively correlated with the Learning in EOPS Scale. Qualitative and mixed methods analyses extended statistical findings, highlighting the importance of positive outlook, positive self-concept, realistic self-appraisal, and support for learning. Finally, the study found that students’ academic and social involvement played a noteworthy role in students’ development, especially as related to cognitive complexity and learning in EOPS.

Educational Expectations and Progress of Community College Students: Does Socialization Matter?

BackgroundWhile literature is abundant on factors associated with community college student outcomes, limited attention has been paid to what shapes educational expectations after students enroll, and how these expectations are linked to educational progress. To address this gap, Weidman's (1989) undergraduate socialization theory is particularly relevant, as this theory not only applies to traditional-age college students, but also to adults of varying ages who constantly adapt themselves to changing circumstances, which is characteristic of community college students.PurposeInformed by Weidman's theory, this study examines the following questions: First, what sources of socialization play a role in shaping students’ educational expectations after they enroll at a community college? Second, in what ways are educational expectations and sources of socialization related to students’ educational progress?Research DesignThe research involves an analytical sample of 979 students enrolled at a public two-year college in a Midwestern state in spring 2012. The study relies on survey data, collected using the Community College Survey of Student Engagement (CCSSE), along with students’ enrollment records. Factor analyses were first applied to extract a theoretically sound factor structure aligned with the study's conceptual underpinning, followed by a structural equation modeling analysis to answer the two research questions.FindingsThe undergraduate socialization model shows validity based on the study's sample. Results indicate that socialization processes underlying transfer expectations versus completion expectations are distinct from each other. While socialization that concentrates on the interpersonal, social domain tends to foster student expectations to complete a community college credential, these socialization sources do not matter much for promoting transfer expectations, which are largely subject to influences of socialization processes with a distinct academic focus. In addition, both completion and transfer expectations positively influenced educational progress. When educational expectations were accounted for, only a limited number of socialization sources exerted a direct influence on educational progress, as part of the socialization effect was conveyed indirectly through educational and, particularly, completion expectations.ConclusionsThis study reveals the value of understanding community college students’ educational expectations and progress through the lens of socialization. Findings from this research illuminate the critical need to differentiate among varieties of educational expectations and understand the different socialization processes shaping these expectations. In addition, community college leaders should focus on cultivating positive educational expectations and beliefs, as well as assisting students in finding the paths aligned with their expectations.

Intercultural competence and student engagement of U.S. community college Students: a mixed method study

In a culturally diverse society, United States community colleges are ideally positioned to develop intercultural competence in students. This mixed method study focused on the relationship between student engagement, as measured by the Community College Survey of Student Engagement (CCSSE) (2005), and intercultural competence, as assessed by the Intercultural Development Inventory (IDI) (Bennett & Hammer, 1998). Student scores from the IDI were correlated with five benchmark measures of the CCSSE. Four of the five CCSSE benchmarks were significantly correlated with IDI scores. Then, students scoring in the highest and lowest quartiles on the IDI participated in focus groups to explore their perceptions of intercultural competence. Analysis revealed implications for community college leaders that include the value of using instruments like the CSSE and IDI to assess students’ intercultural competence. Practical implications also included the importance of collaborative classroom activities and exposure to racially and ethnically diverse faculty and students, as well as college-sponsored community service, cultural events, and study-abroad opportunities

Student Engagement: A CCSSE Follow-Up Study to Improve Student Engagement in a Community College

This qualitative case study at a two-year community college investigated the reasons behind a persistent gap in the college students’ engagement level in several key areas such as active and collaborative learning and student-faculty interaction as demonstrated in the longitudinal Community College Survey of Student Engagement (CCSSE) and the Community College Faculty Survey of Student Engagement (CCFSSE) results. Using the maximal variation purposeful sampling method, 63 students participated in the study. Results suggested that students’ own perception and behaviors, faculty’s expectations and characteristics, the course characteristics, and institutional level support all played an important role in engaging students. There was a disparity between students’ high perception of the importance of engagement and low level of effort and a disparity between faculty’s perception of student engagement and students’ own perception of engagement. Community college students welcomed high expectations and high standards from their faculty and also desired more challenging courses despite all the obstacles in their lives. Discussions and recommendations for strategies to close the gap in the two disparities and, thus, improve student engagement level are provided.

Student Engagement and Institutional Graduation Rates: Identifying High-Impact Educational Practices for Community Colleges

Philanthropists, researchers, policymakers, and practitioners are increasingly focused on a college completion crisis in the United States. Collectively and independently, they have called for increasing the number of adults with postsecondary certificates and degrees as a national imperative. Using the 2007 administration of the Community College Survey of Student Engagement (CCSSE), this article explores the statistical relationships between student engagement, as measured by the CCSSE, and institutional graduation rates reported to the Integrated Postsecondary Education Data System (IPEDS). Both bivariate correlations and hierarchical multiple regression analyses yielded results that reinforce the salience of student engagement as an important predictor of college completion. Specifically, the CCSSE student engagement benchmarks of active and collaborative learning and support for learners are positive predictors of institutional graduation rates. The article concludes with suggestions around instructional practices and institutional policies to consider for community college leaders committed to the completion agenda.

Supporting Black Male Community College Success: Determinants of Faculty–Student Engagement

The purpose of this study was to examine determinants of Black male students’ engagement with faculty in the community college. Data from this study were derived from the 2011 three-year cohort of the Community College Survey of Student Engagement (CCSSE). Using data from 11,384 Black male respondents within 260 community colleges, this study investigated faculty–student engagement using hierarchical, multilevel modeling. Among other findings, this study illustrated the importance of reading remediation, participation in learning communities, study skills courses, and college orientation in positively contributing to faculty–student interactions. Implications for college practice are discussed.

Theoretical Foundations and a Research Agenda to Validate Measures of Intercultural Effort

The concept of "student effort" is foundational to such commonly used assessments of institutional effectiveness as the National Survey of Student Engagement (NSSE) and the Community College Survey of Student Engagement (CCSSE). However, the current measure of student effort omits intercultural effort, which is particularly salient to the academic success of students from underrepresented racial-ethnic groups. The engagement construct thus suffers from construct underrepresentation, and the validity of interpretations based on data from surveys of student engagement is questionable. We illustrate potential starting points for developing student effort measures that include intercultural effort as well as institutional efforts to reduce racial bias.

If You Build It, They Will Assess It (or, An Open Letter to George Kuh, with Love and Respect)

In the scholarship of evaluating student assessment, no group does it as well as the Indiana University scholars engaged in the National Survey of Student Engagement (NSSE) and Community College Survey of Student Engagement (CCSSE). More than 1,400 institutions employ the NSSE as a tool for better understanding their students'involvement, integration, and engagement. However, this special issue of The Review of Higher Education raises genuine concerns in the design and psychometrics of the SSE instruments. The authors carefully set out the structural flaws they have identified and offer thoughtful suggestions to improve the project. The preface urges NSSE respondents to these respectful critiques to show the same sensibility that the featured authors have shown to NSSE, beginning by acknowledging the critical literature.