Data-Driven Engagement of Millennial Students Academic Dean’s Retreat, Fall 2013
Jun 17, 2015
Data-Driven Engagement of Millennial Students
Academic Dean’s Retreat, Fall 2013
CCSSE Data
Spring 2013 Administration
CCSSE (Community College Survey of Student Engagement) CCSSE defines engagement as:
“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”
The survey instrument is designed to “capture student engagement as a measure of institutional quality”
Bi-annual distribution, 2013 sample size of 814 Source: Community College Survey of
Student Engagement
CCSSE Structure Effectiveness of educational practices is
measured using five benchmarks, each consisting of a group of related questions: Active and Collaborative Learning Student Effort Academic Challenge Student-Faculty Interaction Support for Learners
CCSSE Data Reporting Benchmark scores are reported using a mean
of the participant cohort*, with the average at 50
Decile scores are reported by dividing participating institutions into 10 groups, and allows Butler to compare itself to the highest-performing schools
Each institution is given a report of responses to individual questions, along with responses from similarly sized colleges and the cohort
*The 2013 cohort includes all schools participating in the 2011, 2012 and 2013 administrations
Active and Collaborative LearningDuring the current school year, how often have you:
Asked questions in class or contributed to class discussions
Made a class presentation Worked with other students on projects during class Worked with classmates outside of class to prepare class
assignments Tutored or taught other students (paid or voluntary) Participated in a community-based project as part of a
regular course Discussed ideas from your readings or classes with
others outside of class (students, family members, co-workers, etc.)
Active and Collaborative Learning
2005 2006 2009 2011 201340
42
44
46
48
50
52
54
56
58
50.1
55.5
51.4
48.4
46.4
Butler Community College Benchmark Scores : 2005-2013
Academic Challenge During the current school year, how often have you:
Worked harder than you thought you could to meet an instructor’s standards or expectations
How much does your coursework at this college emphasize: Analyzing the basic elements of an idea, experience or theory Synthesizing and organizing ideas, information or experiences in new ways Making judgments about the value or soundness of information, arguments
or methods Applying theories or concepts to practical problems in new situations Using information you have read or heard to perform a new skill
During the current school year: How many assigned textbooks, manuals, books or book-length packets of
course readings did you read How many papers or reports of any length did you write To what extent have your examinations challenged you to do your best
work How much does this college emphasize:
Encouraging you to spend significant amounts of time studying
Academic Challenge
2005 2006 2009 2011 201340
42
44
46
48
50
52
54
56
58
49.3 49.5
47.446.7
47.6
Butler Community College Benchmark Scores: 2005-2013
BCC Decile Reports, 2013
0% 10%
20%
30%
40%
50%
60%
70%
80%
90%
100%
Active and Collaborative Learning
39.9
45.6
47.0
47.8
48.7
49.7
50.5
51.9
53.2
55.9
85.5
Academic Challenge
38.9
45.7
47.1
48.3
49.1
50.0
50.7
51.6
52.5
54.1
69.4
Engaging Millennial Students
Who are Millennial students? Defined as those born from the late 1970s –
early 1980s to 2000
Roughly 87% of our student population (34 and under)
“Technology reliant, image-driven, multitasking, open to change, confident, team oriented, information rich, impatient, adaptable.”
Source: American Millennials: The Enigma Generation. Barkley 2013
What do Millennials expect as consumers? Active participants and co-creators vs. passive
consumers Crowdsourcing
Millennials seek opinions and approval and expect it to be asked of them
Brand Value =Functional, Emotional and Participative Benefits
Price
Source: Barkley 2013
Active Participation and CCSSEDuring the current school year, how often have you:
Asked questions in class or contributed to class discussions
Made a class presentation Worked with other students on projects during
class Worked with classmates outside of class to
prepare class assignments Participated in a community-based project as
part of a regular course
Active Participation Trend Data
Percentage of students who responded “very often” or “often” to the corresponding questions
2005 2006 2009 2011 20130.0%
10.0%
20.0%
30.0%
40.0%
50.0%
60.0%
70.0%
80.0%
Asked questions in class or contributed to class discussionsMade a class presentationWorked with other students on projects during classWorked with classmates outside of class to prepare class assignmentsParticipated in a community-based project as part of a regular course
Millennials are “information rich”
“Smartphones are like tutors that work 24/7” – Sprint
Knowledge transfer is no longer an exclusive product of higher education or vocational training
Knowledge and information must then be used to educate students in higher-level skills – thus satisfying the expectations of millennials to analyze, evaluate and co-create the consumer (student) experience
Bloom’s Revised Taxonomy
Creating
Evaluating
Analyzing
Applying
Understanding
Remembering
Bloom’s Taxonomy and CCSSEDuring the current school year, how much has your coursework at this college emphasized the following mental activities? Memorizing facts, ideas or methods from your courses
and readings so you can repeat them in pretty much the same form (Remembering)
Using information you have read or heard to apply a new skill (Applying)
Analyzing the basic elements of an idea, experience or theory (Analyzing)
Making judgments about the value or soundness of information, arguments or methods (Evaluating)
Synthesizing and organizing ideas, information or experiences in new ways (Creating)
Butler’s Use of Bloom’s Taxonomy in the Classroom
Creating
54.4%Evaluating 52.1%
Analyzing 63.7%
Applying 59.1%
Understanding
Remembering 62.9%
Percentage of students who responded “very often” or “often” to the corresponding questions
Levels of Thinking Trend Data
2005 2006 2009 2011 201340%
45%
50%
55%
60%
65%
70%
RememberingApplyingAnalyzingEvaluatingCreating
Percentage of students who responded “very often” or “often” to the corresponding questions
Conclusions Millennials are not passive consumers, but
expect to be active participants and creators Millennials have knowledge, and it is no longer
a product but a tool to engage and teach higher thinking skills
While Butler is showing improvement in some measurements, we continue to fall behind “average” – we’re not improving quickly enough Directional improvements suggest that there are
faculty who are incorporating improved engagement practices Butler faculty continually request to learn from and
share best practices with peers
What should CCSSE data look like in 2015?