If you’re not already active on Facebook, let me give you a good reason to sign up. York Technical College’s Facebook page is really taking off, with nearly 350 fans—100 in the last month alone—most of them students. The page, which is hosted by Kimberly Starnes from our Marketing department, provides a great opportunity for students as well as the rest of the college community to interact with the college and each other in fun, not-so-formal ways and pick up some valuable information along the way. It’s all about staying connected and finding ways to build school spirit, which we’ve discussed many times as being an extremely important factor in student retention and student success.
A growing number of students—and I hope you will join them—are participating in Facebook fun like “Snag Some Swag” (solving puzzles or discovering secret passwords for some nice York Tech gear), searching the campus for hidden pink flamingoes, or hula hooping for fun and prizes. (At least one staff member participated in a recent “Random Hula” event, and we have witnesses to prove it!) So please encourage students to become fans of the college, then begin commenting on our posts and pictures, or swing by a Facebook event to see what it’s all about, and I invite you to do the same.
While we’re on the subject of social media, I would also like to encourage everyone to follow York Tech on Twitter to be the first to hear about college news and events. And anyone into “geocaching” will be interested in knowing that we now have our own geocache here on campus. For those of you not familiar with geocaching, let’s just say it’s a kind of treasure hunting using a GPS or smart phone application. Yes, we know, our inner nerd is showing.
Tuesday, August 24, 2010
Wednesday, August 18, 2010
What we value, we measure
If you believe the maxim ‘what we value, we measure’, then you can believe that York Technical College values the principles and behaviors that constitute engaged learning in a supportive academic environment. For every year since 2004, the College has participated in the Community College Survey of Student Engagement (CCSSE), and this fall will be the second year the College has participated in the Survey of Entering Student Engagement (SENSE). Both of these surveys are designed to measure key areas of student engagement which research has identified as directly related to student retention and other success outcomes. The surveys ask students about their college experiences – how they spend their time, what they have gained from their classes, how they feel about their relationships with faculty, counselors, and peers, and how the college supports their learning, etc.
Although the surveys measure similar areas, the SENSE items focus on entering students’ experiences during the first three weeks of their first semster, whereas the CCSSE items measure all students’ experiences during their time at the College. The SENSE focuses only on the early experiences of new students because research suggests that helping students succeed through their first semester can dramatically improve subsequent success.
The CCSSE data are reported through five benchmarks: Active and Collaborative Learning, Student Effort, Academic Challenge, Student-Faculty Interaction, and Support for Learners. The SENSE data are organized around six benchmarks: Early Connections, High Expectations/Aspirations, Clear Academic Plan, Effective Track to Readiness, Engaged Learning, and Academic/Student Support. You can learn more about both the CCSSE and the SENSE by visiting their websites: http://www.ccsse.org/ and www.ccsse.org/sense.
The key findings of the 2010 CCSSE report for York Tech summarizes the College’s benchmark scores and discusses some survey items where our results are significantly different than the average results for other participating colleges. You may also want to look at the College’s trend data of the survey items comprising the benchmarks for the seven years that we participated in the CCSSE.
As noted in the Beginning-of-the-Year Meeting, you will hear more about the SENSE and our first year of results through Benchmark Fridays during the academic year. These will be similar to the CCSSE Benchmark Fridays the College conducted last year. I hope you will take the time to review this information and participate in the professional development opportunities to further explore these ideas.
Although the surveys measure similar areas, the SENSE items focus on entering students’ experiences during the first three weeks of their first semster, whereas the CCSSE items measure all students’ experiences during their time at the College. The SENSE focuses only on the early experiences of new students because research suggests that helping students succeed through their first semester can dramatically improve subsequent success.
The CCSSE data are reported through five benchmarks: Active and Collaborative Learning, Student Effort, Academic Challenge, Student-Faculty Interaction, and Support for Learners. The SENSE data are organized around six benchmarks: Early Connections, High Expectations/Aspirations, Clear Academic Plan, Effective Track to Readiness, Engaged Learning, and Academic/Student Support. You can learn more about both the CCSSE and the SENSE by visiting their websites: http://www.ccsse.org/ and www.ccsse.org/sense.
The key findings of the 2010 CCSSE report for York Tech summarizes the College’s benchmark scores and discusses some survey items where our results are significantly different than the average results for other participating colleges. You may also want to look at the College’s trend data of the survey items comprising the benchmarks for the seven years that we participated in the CCSSE.
As noted in the Beginning-of-the-Year Meeting, you will hear more about the SENSE and our first year of results through Benchmark Fridays during the academic year. These will be similar to the CCSSE Benchmark Fridays the College conducted last year. I hope you will take the time to review this information and participate in the professional development opportunities to further explore these ideas.
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