CCSSE Report
Fall 2011
PartIV:MCCResultsComparedtoNationalExtra‐largeCollegeCohort
MCC’s total benchmark scores are lower than those of XLCC for four of the five areas; however, the
benchmark comparison does not tell the whole story. Few individual items within these benchmarks are
flagged by CCSSE as statistically significant, so MCC may be performing more similarly to the XLCC on
an item by item basis than the overall benchmark scores indicate. CCSSE encourages colleges to take a
closer look at items with statistical significance, as this indicates “a difference to be worthy of further
investigation.” MCC falls below the XLCC on the following four items:



MCC students report writing fewer papers or reports than the XLCC mean.
MCC students indicate they use career counseling less frequently and are less satisfied with this
service than the XLCC mean.
MCC students report using computer labs less frequently than the XLCC mean.
In addition, MCC outperforms 60% of other colleges in the XLCC in the Active and Collaborative
Learning Benchmark, but the college scored in the bottom third of benchmark results compared to the
XLCC in the other four benchmark areas.
MCC Benchmark Scores Compared to National EX‐Large College Cohort
47.2
49.3
48.9
48.3
44.8
44.8
46.2
46.4
45.3
44.0
47.9
49.1
49.0
49.9
49.4
47.3
49.3
46.2
46.0
49.1
48.0
Benchmark
Mean = 50
50.1
50.0
50.3
52.0
42.0
40.0
Active and
Academic Challenge
Collaborative Learning
MCC 2008
Support for Learners
MCC 2011
XLCC 2008
Student‐Faculty
Interaction
Student Effort
XLCC 2011
MCC Office of Research and Planning - 31
CCSSE Report
Fall 2011
Active and Collaborative Learning
The active and collaborative learning benchmark consists of seven items about the frequency of students’
participation in academic activities. The mean scores for each item in this benchmark compare favorably
with the scores of the national comparison cohort.
Discussed ideas from your readings or classes
with others outside of class (students, family…
2.58
2.65
Participated in a community‐based project as a
part of a regular course
1.3
1.29
Tutored or taught other students (paid or
voluntary)
1.36
1.41
Worked with classmates outside of class to
prepare class assignments
1.88
1.8
Worked with other students on projects during
class
2.47
2.64
2.11
2.02
Made a class presentation
Asked questions in class or contributed to class
discussions
2.86
2.9
0
1
Extra‐Large College Cohort Mean
Item
Asked questions in class or contributed to
class discussions
Made a class presentation
Worked with other students on projects during
class
Worked with classmates outside of class to
prepare class assignments
Tutored or taught other students (paid or
voluntary)
Participated in a community-based project as a
part of a regular course
Discussed ideas from your readings or classes
with others outside of class (students, family
members, coworkers, etc.)
2
3
4
MCC Mean
MCC
Mean
2.90
National
Cohort Mean
Difference
2.86
+0.04
2.02
2.11
-0.09
2.64
2.47
+0.17
1.80
1.88
-0.08
1.41
1.36
+0.05
1.29
1.30
-0.01
2.65
2.58
+0.07
Scale
Very often (4), Often
(3), Sometimes (2),
Never (1)
MCC Office of Research and Planning - 32
CCSSE Report
Fall 2011
Student-Faculty Interaction
The student-faculty interaction benchmark consists of eight items about the frequency of contact and
communication between students and faculty. MCC’s scores closely mirror those of the national extralarge college cohort on all items in this benchmark.
Worked with instructors on activities other than
coursework
1.39
1.37
Received prompt feedback (written or oral) from
instructors on your performance
2.65
2.64
Discussed ideas from your readings or classes
with instructors outside of class
1.71
1.66
Talked about career plans with an instructor or
advisor
1.99
1.88
Discussed grades or assignments with an
instructor
2.52
2.48
2.74
2.65
Used email to communicate with an instructor
0
National Cohort Mean
Item
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
1
2
3
4
MCC Mean
MCC
Mean
2.65
National
Cohort Mean
2.74
2.48
2.52
-0.04
1.88
1.99
-0.11
1.66
1.71
-0.06
2.64
2.65
-0.01
1.37
1.39
-0.02
Difference
Scale
-0.09
Very often (4), Often
(3), Sometimes (2),
Never (1)
MCC Office of Research and Planning - 33
CCSSE Report
Fall 2011
Academic Challenge
The academic challenge benchmark consists of ten items “addressing the natures and amount of assigned
academic work, the complexity of cognitive tasks presented to students and the standards faculty
members use to evaluate student performance.” MCC scores are similar to those of the XLCC for all but
one question: MCC students indicated writing fewer papers or reports than the XLCC average.
Encouraging you to spend significant amounts of
time studying
2.99
2.90
Using information you have read or heard to
perform a new skill
2.79
2.78
Applying theories or concepts to practical
problems or in new situations
2.69
2.68
Making judgments about the value or soundness
of information, arguments, or methods
2.61
2.61
Synthesizing and organizing ideas, information, or
experiences in new ways
2.78
2.77
Analyzing the basic elements of an idea,
experience, or theory
2.92
2.95
Worked harder than you thought you could to meet an instructor’s standards or expectations
2.57
2.49
0
1
2
Number of written papers or reports of any
length
2.89
2.61
Number of assigned textbooks, manuals, books,
or book‐length packs of course readings
2.84
2.71
0
1
2
3
3
The extent to which your examinations during the
current school year have challenged you to do
your best work at this college.
4
4
5
4.92
4.86
0
1
Extra‐Large College Cohort Mean
2
3
4
5
6
7
MCC Mean
MCC Office of Research and Planning - 34
CCSSE Report
Fall 2011
Academic Challenge Cont.
Item
Worked harder than you thought you could
to meet an instructor’s standards or
expectations
Analyzing the basic elements of an idea,
experience, or theory
Synthesizing and organizing ideas,
information, or experiences in 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
Number of assigned textbooks, manuals,
books, or book-length packs of course
readings
Number of written papers or reports of any
length
Mark the response that best represents the
extent to which your examinations during the
current school year have challenged you to
do your best work at this college.
Encouraging you to spend significant
amounts of time studying
*Significant Difference (effect size
MCC
Mean
2.49
National
Cohort Mean
2.57
2.95
2.92
+0.03
2.77
2.78
-0.01
2.61
2.61
0.00
2.68
2.69
-0.01
2.78
2.79
-0.01
2.71
2.84
-0.13
Difference
-0.08
Scale
Very often (4), Often (3),
Sometimes (2), Never (1)
Very much (4), Quite a bit
(3), Some (2), Very little (1)
None (1), 1-4 (2), 5-10 (3),
11-20 (4), More than 20 (5)
2.61
2.89*
-0.28*
4.86
4.92
-0.06
2.90
2.99
-0.09
Extremely challenging (7) –
Extremely easy (1)
Very much (4), Quite a bit
(3), Some (2), Very little (1)
0.2)
MCC Office of Research and Planning - 35
CCSSE Report
Fall 2011
Support for Learners
The support for learners benchmark consists of seven items designed to measure students’ perceptions of
how much the college emphasizes “services targeted to assists them with academic and career planning,
academic skill development and other issues that may affect both learning and retention.” MCC students
indicated using career counseling less than students in the national comparison cohort.
Item
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
Frequency: Academic advising/planning
Frequency: Career counseling
*Significant Difference (effect size
MCC
Mean
2.91
National
Cohort Mean
2.96
2.55
2.57
Difference
Scale
-0.05
-0.02
1.87
1.93
-0.06
2.10
2.40
2.15
2.46
-0.05
-0.06
1.67
1.32
1.74
1.46*
-0.07
-0.14
Very much (4), Quite a
bit (3), Some (2), Very
little (1)
Don’t know (0),
Rarely/Never (1),
Sometimes (2), Often (3)
0.2)
Providing the financial support you need to afford
your education
2.46
2.4
2.15
2.1
Providing the support you need to thrive socially
Helping you cope with your non‐academic
responsibilities (work, family, etc.)
1.93
1.87
Encouraging contact among students from
different economic, social, and racial or ethnic
backgrounds
2.57
2.55
Providing the support you need to help you
succeed at this college
2.96
2.91
0
1
2
3
4
1.46
1.32
Frequency: Career counseling
1.74
1.67
Frequency: Academic advising/planning
0
Extra‐Large College Cohort Mean
1
2
3
MCC Mean
MCC Office of Research and Planning - 36
CCSSE Report
Fall 2011
Student Effort
The student effort benchmark consists of eight items measuring student behavior. MCC students use
computer labs less often than students in the XLCC.
Item
Prepared two or more drafts of a paper or
assignment before turning it in
Worked on a paper or project that required
integrating ideas or information from various
sources
Came to class without completing readings or
assignments
Number of books read on your own (not
assigned) for personal enjoyment or academic
enrichment
Preparing for class (studying, reading, writing,
rehearsing, doing homework, or other activities
related to your program)
Frequency: Peer or other tutoring
Frequency: Skill labs (writing, math, etc.)
Frequency: Computer lab
*Significant Difference (effect size
MCC
Mean
2.32
National
Cohort Mean
2.52
2.68
2.79
-0.11
1.91
1.85
+0.06
2.11
2.12
-0.01
None (1), 1-4 (2), 5-10
(3), 11-20 (4), More than
20 (5)
1.92
1.94
-0.02
1.52
1.67
1.84
1.49
1.71
2.04*
+0.03
-0.04
-0.20
None (0), 1-5 (1), 6-10
(3), 11-20 (4), 21-30 (4),
More than 30 (5)
Don’t know (0),
Rarely/Never (1),
Sometimes (2), Often (3)
Difference
Scale
-0.20
Very often (4), Often (3),
Sometimes (2), Never (1)
0.2)
Came to class without completing readings or
assignments
1.85
1.91
Worked on a paper or project that required
integrating ideas from various sources
2.79
2.68
Prepared two or more drafts of a paper or
assignment before turning it in
2.52
2.32
0
1
2
3
4
3
4
1.94
1.92
Preparing for class
Number of books read on your own for personal
enjoyment or academic enrichment
2.12
2.11
0
1
2
Frequency: Computer lab
Frequency: Skill labs (writing, math, etc.)
Frequency: Peer or other tutoring
0
1
Extra‐Large College Cohort Mean
1.84
2.04
1.71
1.67
1.49
1.52
2
3
MCC Mean
MCC Office of Research and Planning - 37