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Now You See Them, Now You Don’t! The Role of Part-Time Students and Faculty in Student Engagement March 3, 2010. TAIR, Waco, TX

CCSSE: Listening to Students Goal To provide member colleges with results that can be used to inform decision making and target institutional improvements. 2009 CCSSE Cohort • 400, 000 Students • 663 colleges • 48 states, British Columbia, Nova Scotia, Ontario, Marshall Islands

Community College Faculty Survey of Student Engagement (CCFSSE) § Faculty teaching practices, the ways they spend their professional time both in and out of class, and their perceptions regarding students’ educational experiences § Is aligned with CCSSE to allow colleges to contrast student and faculty perceptions

Who’s in this research? Texas CCSSE & CCFSSE Classes in 2009 • 32 Colleges • 690 Classes • 8, 000 Students • 600 Faculty members

Part-time Isn’t Just about Students Class Time: Part-time faculty have more parttime students in their classes. Texas CCSSE & CCFSSE Classes in 2009 Part-time Students Full-time Students Part-time Faculty Full-time Faculty Morning 50% 65% 42% 64% Afternoon 19% 25% 22% 25% Evening 31% 10% 31% 11%

Part-time Isn’t Just about Students Benchmarks: Part-time students from the classes taught by part-time faculty have the lowest benchmarks. Texas CCSSE & CCFSSE Classes in 2009 Active and Collaborative Learning Student Effort Academic Challenge Part-time 43. 6 46. 5 45. 9 45. 1 49. 2 Full-time 45. 8 46. 8 47. 4 45. 7 50. 5 Part-time 53. 3 54. 4 52. 1 52. 9 Full-time 55. 0 53. 9 54. 7 53. 6 56. 3 Faculty Part-time Students Full-time Students Student. Support for Faculty Interaction Learners

Expectations: Students and Faculty Student Stem: During the current school year, how much has your coursework at this college emphasized the following activities? Faculty Stem: During the current school year, how much does the coursework in your selected course section emphasize the following mental activities?

5 b. Analyzing the basic elements of an idea, experience, or theory 5 c. Synthesizing and organizing ideas, information, or experiences in new ways 5 d. Making judgments about the value or soundness of information, arguments, or methods 5 e. Applying theories or concepts to practical problems or in new situations 5 f. Having students use information they have read or heard to perform a new skill 9 a. Encouraging students to spend significant amounts of time studying (slightly different stem) Response scale: 1= Very Little, 3 = Quite a Bit, Community College Survey of Student Engagement 2 = Some, 4= Very Much

Expectations: Students vs Faculty ` Students Faculty N Mean T-test Prob. 8012 2. 806 608 2. 967 <. 001 Effect Size Sig. . 25 Yes He digs down into the details and he’s a rigorous teacher… I thank him for being a rigorous teacher because that helps when I go on. — Male student “I hate it at the moment, but my favorite teachers are always the ass-kickers … I like to be challenged. ” — Male student Community College Survey of Student Engagement

Instructor Expectation and Student Engagement Benchmark Independent Var Active & Collaborative Learning St Enrol Status Student Effort Academic Challenge Student-Faculty Interaction Support for Learners Fac Emp Status Model DF 4, 7989 Fac Expectation St Enrol Status Fac Expectation 4, 7989 4, 7988 St Enrol Status Fac Emp Status Fac Expectation Community College Survey of Student Engagement 4, 7972 Estimate F value Prob > F -9. 19 191. 54 <. 001 -1. 78 8. 8 <. 01 2. 49 27. 55 <. 001 -7. 13 126. 48 <. 001 1. 68 13. 07 <. 001 -7. 22 142. 12 <. 001 2. 42 28. 23 <. 001 -7. 78 124. 33 <. 001 1. 58 11. 75 <. 001 -5. 80 48. 93 <. 001 -3. 37 11. 43 <. 001 1. 24 6. 98 <. 01

Instructor Expectations & Student Behaviors Dependent Var Independent Var Prepare 2+ drafts of a paper or assignment Come to class unprepared Received prompt feedback Skipped Class Model DF St Enrol Status Fac Emp Status 4, 7936 Fac Expectation St Enrol Status Fac Expectation 4, 7918 St Enrol Status St * Fac Status 4, 7914 Fac Expectation St Enrol Status Fac Expectation Community College Survey of Student Engagement 4, 7962 Estimate F value Prob > F -. 23 90. 78 <. 001 . 09 5. 2 <. 05 . 08 17. 13 <. 001 . 09 22. 6 <. 001 . 02 2. 76 <. 1 . 10 3. 28 <. 08 . 11 5. 43 <. 02 . 05 10. 22 <. 01 . 10 47. 7 <. 001 . 0 2. 81 <. 1

Discussion • PT students more likely to be taught by PT faculty. • Students appear to perceive that faculty have lower expectations than faculty report • FT students tend to have higher engagement scores, but mixed results with regard to specific behaviors. • Faculty expectations related to student engagement and behaviors. Community College Survey of Student Engagement

Not critical of PT faculty Institutional environments and procedures that may contribute to the differences between PT and FT faculty. • PT faculty not required to have office hours • PT faculty do not have offices • PT faculty not required to participate in professional development that FT faculty attend Ask yourself: At my campus is there a group of courses continuously with low passing/completion? Who teaches these courses? Community College Survey of Student Engagement

Contact Information Mike Bohlig, Ph. D. Senior Research Associate 512 -232 -6456 bohlig@ccsse. org Beiyi Cai Research Associate cai@ccsse. org www. ccsse. org Community College Survey of Student Engagement