Faculty and Student Engagement
CCSSE [Community College Survey of Student Engagement]
The Community College Survey of Student Engagement (CCSSE) is designed to capture measures of student engagement, i.e., the amount of time and energy that community college students invest in meaningful educational practices. Education research has consistently found student engagement to be related to positive educational outcomes. CCSSE provides colleges with tabulations of their own students’ responses as well as cohort and benchmark comparison data. CCSSE, first used at LCCC in 2004, is administered biennially and is used to inform decision making and promote improvements in student learning and persistence.
CCFSSE [Community College Faculty Survey of Student Engagement]
The Community College Faculty Survey of Student Engagement (CCFSSE) serves as a companion to CCSSE, enabling community colleges to view faculty expectations and perceptions of student engagement alongside student responses. The survey elicits information from faculty about their teaching practices, the ways they spend their professional time, both in and out of class, and their perceptions regarding students’ educational experiences. The survey, first administered at the College in 2006, is conducted biennially.
A matrix of AQIP activities is constructed for every 3-year AQIP Action Project cycle. The Assessment project is divided into Performance Targets consisting of several phases of Action Plans. Each action plan is delegated to various teams of faculty and administrators, involving the entire institution in assessment activities. Performance Target 5 specifically focuses on student engagement: “Develop and implement student engagement activities to improve learning and retention.”
Financial resources for conferences
Faculty members are encouraged to attend national conferences and workshops on assessment and engagement issues with special funding through the office of the Provost, CAO. This is in addition to divisional funding for travel.
All faculty members are encouraged to attend regular in-house workshops on writing student learning outcomes, assessment techniques, assessment documentation, general education, etc.
Faculty Reference Guide
The Faculty Reference guide contains a section dedicated to assessment, including standardized assessment forms and materials: description of assessment tools, assessment instructions, sample CAR forms, and General Education measurable objectives.
Assessment Forms and Documents Web page
Prominently linked on the faculty web page, the Assessment Web Page provides a one-stop resource for faculty on all aspects of assessment. Besides all of the institution’s assessment forms, it includes power point tutorials, model assessment rubrics, links to assessment research and relevant NCA documents, and internal assessment reports.
The Faculty Reference Guide contains a Program Review and Evaluation Manual that standardizes the review of any group of courses at LCCC with core learning outcomes. The manual is informed by the Higher Learning Commission’s emphasis in several areas of program review: assessment of teaching and learning, public statement of expectations for student learning, and improvement of students’ academic achievement. The result is a clear institutional directive for faculty engagement in student success.
LCCC provides a wide variety of institution-based scholarships, awards and financial incentives for students. All are listed, with brief descriptions, on the Scholarship Home Page, which is accessible through a link on the LCCC Students page. They include, for example, the Trustee Scholarship, the Diversity Incentive Award, the Incentive Award for Non-Traditional Students, and the Society of Manufacturing Engineers Scholarship.
The Postsecondary Enrollment Options program (PSEO) was established by the Ohio Legislature in 1989 to permit high school students from public or private high schools (chartered or non-chartered) in grades nine through twelve to earn college credit while in high school through the successful completion of college courses. The goal of the program is to increase the percentage of college graduates in Ohio through early exposure to the benefits of higher education.
The Early College High School creates an opportunity for students beginning ninth grade to participate in a combined high school and college experience with the goal of earning a high school diploma and college associate degree at the same time.
Mission Statement: The Partnership of Lorain County Community College, Elyria and Lorain City Schools believes that Early College High School will genuinely engage first-generation college-bound students to complete a rigorous curriculum, supported by technology, that is clearly aligned to student interest and state standards. Flexible coursework will be provided in a challenging and supportive environment with an applied learning focus that provides students a structure that enables them to earn their high school diploma and to overlap those efforts with those needed to earn an associate degree, leading to a bachelor’s degree and employment.
Modes of course delivery
Several modes of distance learning reinforce the College’s commitment to learning any time, any place.” The resulting convenience of course scheduling enables nontraditional students in particular to remain engaged in their pursuit of higher education. LCCC offers more that 100 Internet courses and an Associate of Arts degree entirely through the Internet. Blended courses (internet and on-campus for some portion) and interactive courses (live broadcast on cable TV; interaction via telephone) present additional flexibility. Registration in all modes is available on-line.
LCCC’s web portal permits both student and faculty log-in for access to a full range of institutional information and services. For example, logging in to the WebReg system provides access to class schedules and academic records. The Students page is regularly updated with announcements and program information for the student community.
Student Life is vital component of student engagement. This area includes the LCCC Student Senate, student clubs, and student travel in order to foster leadership qualities.
Mission Statement: Student Life is committed to
providing a positive environment where individuals can share common goals, ideas, principles and values
fostering a sense of community
creating an understanding and appreciation of the college community
developing social skills, provide leadership opportunities and creative learning experiences
promoting community interaction and life long service
Mission Statement: Student Life is committed to providing a positive environment where individuals can share common goals, ideas, principles and values; fostering a sense of community; creating an understanding and appreciation of the college community; developing social skills and providing leadership opportunities and creative learning experiences; and promoting community interaction and life long service.
Student Life provides students at our commuter college with a sense of community by offering them numerous opportunities to be involved in sports
, and performing arts
. Students who feel connected to the college community tend to be much more successful than those who do not.
Selected courses include student trips to developing countries. Learning in difficult, rural conditions and being immersed in another culture is life-changing experience for many students. The Surgical Technology course, for example, provides this course description:
This elective allied health & nursing and surgical technology course is designed for any student interested in the culture and health care of citizens of rural developing nations. The course focuses on cultural aspects of surgical and medical care, comparing health care in the United States with care of the poor of developing countries who have little or no medical access. Students enrolled in any Division of Allied Health & Nursing program are invited to participate. This class includes a college classroom portion (internet) and a two-week clinical experience in a developing country (i.e., Dominican Republic) with a Medical and Surgical Missionary Team. Prerequisite: Divisional Approval.