Survey of Student Engagement at MCC
2022 Community College Survey of Student Engagement (CCSSE) Overview!
The Community College Survey of Student Engagement (CCSSE) is a nationwide survey that helps institutions focus on good educational practice and identify areas in which they can improve their programs and services for students.
The CCSSE is sent to degree-seeking students to complete and results are analyzed alongside peer institutions who have also completed the survey, to establish national norms on educational practice and performance.
The CCSSE survey focuses on five core benchmarks related to student engagement:
- Active and Collaborative Learning
- Student Effort
- Academic Challenge
- Student-Faculty Interaction
- Support for Learners
Respondent Characteristics
N = 1,276
Benchmark Scores Report
| Benchmark | MCC Score | Peer Colleges | Difference |
|---|---|---|---|
| Active and Collaborative Learning | 52.2 | 49.3 | 3.2 |
| Student Effort | 57.1 | 49.7 | 7.5 |
| Academic Challenge | 53.3 | 50.1 | 3.2 |
| Student-Faculty Interaction | 53.0 | 50.0 | 2.9 |
| Support for Learners | 53.1 | 49.8 | 3.3 |
* 2022 Cohort benchmark scores are weighted at standard score of 50. Standardized benchmark scores are useful for comparing one college to a comparison group of colleges (e.g., other colleges of a similar size). Standardized benchmark scores can also be used to determine how well subgroups within the college are doing relative to other subgroups.
Benchmark Scores Observation
MCC students experienced higher levels of integrating multiple sources and synthesizing information into their coursework than students at peer colleges.
MCC students are more likely to engage with peer tutoring or other tutoring services than students at peer colleges.
Part-time MCC students are more likely to prepare two or more drafts of a paper or assignment before turning it in compared to part-time students at peer colleges.
MCC students had similar experiences with students at peer colleges with reading unassigned books, preparing for class, and utilizing the computer lab.
Part-time MCC students were more likely to complete 5 or more written papers or reports during the academic year than part-time students at peer colleges.
MCC students had similar experiences as students at peer colleges around their experienced academic challenge. This includes perceived levels of “working hard”, analyzing and applying ideas and theories, frequency of classroom reading and writing, and perceived encouragement from the College to study outside the classroom.
Part-time MCC students had higher perceived levels of encouragement from the College to engage with students from different economic, social and racial or ethnic backgrounds compared to part-time students at peer colleges.
MCC students had similar experiences as students at peer colleges around perceived support they receive from the College. This includes support around academics, advising, career counseling, financial need and facilitating social connection with other students.
Focus on Equity: Disaggregated Benchmark Scores Report (MCC Only)
Latinx Students:
| Benchmark | Latinx Student Score | All MCC Students Score | Difference |
|---|---|---|---|
| Active and Collaborative Learning | 58.8 | 52.5 | 6 |
| Student Effort | 63.4 | 57.1 | 6.3 |
| Academic Challenge | 58.3 | 53.3 | 5 |
| Student-Faculty Interaction | 58.5 | 53 | 5.5 |
| Support for Learners | 58.5 | 53.1 | 5.4 |
Black or African American Students:
| Benchmark | Black or African American Students Score | All MCC Students Score | Difference |
|---|---|---|---|
| Active and Collaborative Learning | 64.2 | 52.5 | 11.7 |
| Student Effort | 70.6 | 57.1 | 13.5 |
| Academic Challenge | 57.5 | 53.3 | 4.2 |
| Student-Faculty Interaction | 58.3 | 53 | 5.3 |
| Support for Learners | 64.2 | 53.1 | 11.1 |
Asian Students:
| Benchmark | Asian Students Score | All MCC Students Score | Difference |
|---|---|---|---|
| Active and Collaborative Learning | 58 | 52.5 | 5.5 |
| Student Effort | 58.3 | 57.1 | 1.2 |
| Academic Challenge | 49.6 | 53.3 | -3.7 |
| Student-Faculty Interaction | 48.8 | 53 | -4.2 |
| Support for Learners | 58 | 53.1 | 4.9 |
Non-traditional Age Students:
| Benchmark | Asian Students Score | All MCC Students Score | Difference |
|---|---|---|---|
| Active and Collaborative Learning | 52.3 | 52.7 | -0.4 |
| Student Effort | 59.2 | 55.4 | 3.8 |
| Academic Challenge | 55.8 | 51.1 | 4.7 |
| Student-Faculty Interaction | 52.5 | 53.4 | -0.9 |
| Support for Learners | 52.9 | 53/3 | -0.4 |
First Generation Students:
| Benchmark | First-Gen Students Score | Non First-Gen Students Score | Difference |
|---|---|---|---|
| Active and Collaborative Learning | 53.0 | 51.9 | 1.1 |
| Student Effort | 63.7 | 49.2 | 14.5 |
| Academic Challenge | 52.6 | 52.9 | 0.7 |
| Student-Faculty Interaction | 54.2 | 51.4 | 2.8 |
| Support for Learners | 56.3 | 50.1 | 6.2 |
Focus on Equity: Disaggregated Benchmark Score Observations
Latinx, Black or African American, and Asian students recorded higher benchmark scores than their MCC peers. This encompasses experiences such as asking questions in class, making class presentations, working on projects or tutoring with classmates, and participating in community-based projects.
First-Generation and Non-Traditionally Aged students had similar experiences as their MCC peers around how they engage in active and collaborative learning.
Latinx, Black or African American, First-Generation and Non-Traditionally Aged students recorded higher benchmark scores than their MCC Peers. This includes experiences such as preparing multiple drafts of an assignment before turning it in, time spent preparing for class, engaging with tutoring, and synthesizing multiple sources of information for a project.
Asian students had similar experiences as their MCC peers around how they perceive student effort.
Latinx, Black or African American, and Non-Traditionally Aged students recorded higher benchmark scores than their MCC Peers. This includes number of written papers or reports completed, perceived levels of “working hard,” analyzing and applying ideas and theories, frequency of classroom reading and writing, and perceived encouragement from the College to study outside the classroom.
First-Generation students had similar experiences as their MCC peers around how they perceive academic challenge.
Asian students recorded lower benchmark scores for Academic Challenge than their MCC peers.
Latinx and Black or African American students recorded higher benchmark scores than their MCC peers. This encompasses experiences such as discussing grades and career ambitions with instructors, utilizing office hours, and receiving prompt feedback from instructors regarding coursework performance.
First-generation and Non-traditionally-aged students had similar experiences as their MCC peers around how they interact with faculty.
Asian students recorded lower benchmark scores for Student-Faculty Interaction than their MCC peers.
Latinx, Black or African American, Asian, and First-Generation students recorded higher benchmark scores compared to their MCC peers. This encompasses their perceptions of the College encouraging socialization among students from diverse backgrounds, the financial support provided by the College, and frequency of utilizing academic and career counseling services.
Non-traditionally-aged students had similar experiences as their MCC peers around how they perceive support for learners.