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college’s eorts during this timeframe were successful. Phillips plans to administer CCSSE again in spring 2010 to assess whether the increased use of social networking tools improves student engagement.

Virtual interest groups (VIGs) at LaGuardia Community College (NY) are asynchro- nous online advising seminars that are organized by students’ majors. VIGs oer career and transfer advising in an online academic community that includes students, faculty, mentors, advisors, and professionals in the eld. Each VIG presents online assignments that are fullled by posting responses to a discussion board. e resulting conversation is rich and diverse. e discussions also prompt action: When VIG assignments directed students to take advantage of the college’s transfer services, the college saw a 140% increase in use of the Transfer Oce.

Lone Star College System (TX) has created a learning community that links an online student success course with traditional, hybrid, and online content courses. e student success course presents topics relating to career, college, and lifelong success in an inter- active online experience that incorporates journaling, quizzes, and an online student portfolio. e curriculum is personalized for each student based on personality type and learning style. Class time in the linked courses is spent on interactive activities that complement the online curriculum. All student work is posted in the student portfolio so that faculty can easily monitor student progress.

  • e Industrial Maintenance Technician program at Wisconsin Indianhead Technical

College (WI) oers practical, hands-on experience in welding, hydraulics, electricity, and mechanical maintenance. In 2008, WITC incorporated Amatrol Virtual Integrated Technology Concepts into the program curriculum. ese virtual trainers, which look and act just like real trainers in a lab, reect the college’s hands-on approach to learning. Students can hook up hoses and components as if they were working on real equipment.

  • e virtual trainers also allow students to learn at their own speed, at times convenient

to their schedules.

Connections in the Classroom

CCSSE and other data consistently show that students are more engaged in the class- room than anywhere else. For example, 22% of students say they oen or very oen worked with classmates outside of class to prepare assignments, but more than twice as many (47%) oen or very oen worked with other students on projects during class. Almost two-thirds of students (64%) report that they asked questions in class or contributed to class discussions oen or very oen, but only 16% say they discussed ideas from their classes with instructors outside of class oen or very oen.

Year aer year, CCSSE and CCFSSE data show that students and faculty have dierent perceptions of classroom engagement. For example:

92% of faculty report that they oen or very oen give their students prompt feedback (written or oral) on their performance, as compared with 56% of students who report receiving this feedback oen or very oen.

For more information about CCSSE and the 2009 surve , visit www.ccsse.org.

Student and Faculty Perceptions of Engagement in the Classroom

For students: In your experiences at this college during the current school yea , how often have you done each of the following?

For facult : How often have students in your selected course section done the following?

Students Faculty

Used e-mail to communicate with an instructor (for faculty, with you)

51% 64%

Discussed grades or assignments with an instructor (with you)

46% 70%

Talked about career plans with an instructor or advisor (with you)

25% 39%

Discussed ideas from readings or classes with an instructor (with you) outside of class

16% 29%

Received prompt feedback (written or oral) from instructors (from you) on performance 56%


  • 0

    20 40 60 80 100

Percentage of all students and full-time faculty responding often or very often

Source: 2009 CCSSE and CCFSSE Cohort data.

2009 Findings 11

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