I.  Active and Collaborative Learning

Students learn more when they are actively involved in their education and have opportunities to think about and apply what they are learning in different settings.  Through collaboration with others to solve problems or master challenging content, students develop valuable skills that prepare them to deal with the kinds of situations and problems they will encounter in the workplace, community, and their personal lives.  The seven survey items that contribute to this benchmark are these:

During the current school year, how often have you

·        Asked questions or contributed to class discussion

·        Made a class presentation

·        Worked with others on school projects

·        Worked with classmates outside of class to prepare class assignments

·        Tutored or taught other students (paid or voluntary)

·        Participated in community-based project as a part of a regular course

·        Discussed ideas from your readings or classes with others outside of class

II.  Student Effort

Students’ own behaviors contribute significantly to their learning and the likelihood that they will successfully attain their educational goals.  “Time on task” is a key variable, and there are a variety of settings and means through which students may apply themselves to the learning process.  Associated with this benchmark are eight survey items indicating student behavior in these terms:

During the current school year, how often have you

·        Prepared two or more drafts of a paper or assignment before turning it in

·        Worked on a paper or project that required various research sources

·        Come to class without completing readings or assignments

·        Used peer or other tutoring

·        Used skill labs

·        Used a computer lab

During the current school year

·        How many books did you read on your own for personal enjoyment or academic enrichment?

·        How many hours did you spend in a typical week preparing for class (studying, reading, writing, rehearsing, or other activities related to your program)?

III.  Academic Challenge

Challenging intellectual and creative work is central to student learning and collegiate quality.  Ten items from The Community College Student Report correspond to components of academic challenge including the nature and amount of assigned academic work, the complexity of cognitive tasks presented to students, and the standards faculty members use to evaluate student performance.  Specifically, Academic Challenge includes the following items:

During the current school year, how often have you

·        Worked harder than you thought you could to meet an instructor’s standards or expectations

How much does your coursework at this college emphasize

·        Analyzing the basic elements of an idea, experience, or theory

·        Synthesizing and organizing ideas, information, or experiences in many new ways

·        Making judgments about the value or soundness of information, arguments, or methods

·        Applying theories or concepts to practical problems or in new situations

·        Using information you have read or heard to perform a new skill

During the current school year

·        How many assigned textbooks, manuals, books, or book-length packs of course readings did you read

·        How many papers or reports of any length did you write

·        To what extent have your examinations challenged you to do your best work

How much does this college emphasize

·        Encouraging you to spend significant amounts of time studying

IV.  Student-Faculty Interaction

The more contact students have with their teachers, the more likely they are to learn effectively and to persist toward achievement of their educational goals.  Personal interaction with faculty members strengthens students’ connections to the college and helps them focus on their academic progress.  Working with an instructor on a project or serving with faculty members on a college committee lets students see first-hand how experts identify and solve practical problems.  Through such interactions, faculty members become role models, mentors, and guides for continuous, lifelong learning.  The six items used in this benchmark are about students’ experience in these areas:

During the school year, how often have you

·        Used email to communicate with an instructor

·        Discussed grades or assignments with an instructor

·        Talked about career plans with an instructor or advisor

·        Discussed ideas from your readings or classes with instructors outside of class

·        Received prompt feedback (written or oral) from instructors on your performance

·        Worked with instructors on activities other than coursework

V.  Support for Learners

Students perform better and are more satisfied at colleges that are committed to their success and cultivate positive working and social relationships among different groups on campus.  Community college students also benefit from services targeted to assist them with academic and career planning, academic skill and development, and other issues that may affect both learning and retention.  The seven survey items contributing to this benchmark include:

How much does this college emphasize

·        Providing the support you need to help you succeed at this college

·        Encouraging contact among students from different economic, social, and racial or ethnic backgrounds

·        Helping you cope with your non-academic responsibilities (work, family, etc.)

·        Providing the support you need to thrive socially

·        Providing the financial support you need to afford your education

During the current school year, how often have you

·        Used academic advising/planning services

·        Used career counseling services