This week we are looking at some of the results of the Community College Survey of Student Engagement (CCSSE) and the Community College Faculty Survey of Student Engagement (CCFSSE). You can find the CCSSE report and the full results on the IR intranet page.
The first comparison has to do with how often students come to class unprepared.
The second question concerns how often students skip class
The point of surveying both the faculty and the students on similar questions is to give insight into how those two groups view similar issues. I am interested to know how people interpret the differences in responses.
My own first response is methodological and was initially pointed out to me by my colleague Bonnie January.
While the questions address similar issues, faculty and students are not being asked precisely the same question. Faculty are asked about students collectively, while students are asked about themselves individually. The questions being asked of faculty are a bit unclear. Does a “very often” mean that most students in most classes ask questions, skip, or come unprepared or that some student does those things most classes or something else altogether? It isn’t exactly clear, and some of these results may differ for that reason.
If we wanted them to be the same, we would have to ask faculty a series of questions: What percentage of students asks questions or contributes to class discussions very often? What percentage of students asks questions or contributes to class discussions often? What percentage of students asks questions or contributes to class discussion sometimes? And so on. The problem here is that a survey that is already longish would become four times as long.
My own view, however, is that there is more to these differences than question wording. How would you interpret these differences? Please share your thoughts by commenting on this post.