Post on 22-Jun-2020
transcript
SENSE 2013 Findings for
College of Southern Idaho
Presentation Overview
▪ SENSE Overview
▪ Student Respondent Profile
▪ SENSE Benchmarks
▪ Community College Students and Stories
▪ Strategies to Promote Learning that
Matters
2
SENSE Overview
What is Student Engagement?
…the amount of time and energy students
invest in meaningful educational practices
…the institutional practices and student
behaviors that are highly correlated with
student learning and retention
4
The Survey of Entering Student Engagement (SENSE)
SENSE helps community and technical colleges understand the experience of entering students and engage these students in the earliest weeks of their college experience.
5
▪ As a tool for improvement, SENSE helps us
• Understand students' critical early experiences
• Identify and learn from practices that engage entering
students
• Identify areas in which we can improve
▪ Basic principles
• Grounded in research about what works to retain and
support entering students
• Reports data publicly
• Is committed to using data for improvement
SENSE: A Tool for Community Colleges
6
Student Respondent Profile
at College of Southern Idaho
Excluded Respondents▪ The following respondents were excluded from
reporting:
• Respondent did not indicate enrollment status
• Respondent did not indicate whether he or she was an entering or returning student
• Respondent marked invalid response selections
• Respondent under the age of 18
• Respondent indicated previous survey submission
▪ Oversample respondents were also excluded.
8
Student Respondent Profile: Enrollment Status
9
22%
78%
26%
74%
0%
10%
20%
30%
40%
50%
60%
70%
80%
90%
Less than Full-Time Full-Time
College of Southern Idaho SENSE 2013 Cohort
Source: 2013 SENSE data
Student Respondent Profile: Age
10
87%
13%
82%
18%
0%
10%
20%
30%
40%
50%
60%
70%
80%
90%
100%
18-24 25+
College of Southern Idaho SENSE 2013 Cohort
Source: 2013 SENSE data
Student Respondent Profile:Sex
11
43%
55%
43%
54%
0%
10%
20%
30%
40%
50%
60%
Male Female
College of Southern Idaho SENSE 2013 Cohort
Source: 2013 SENSE data
Student Respondent Profile: Race & Ethnicity
12
Source: 2013 SENSE data
4% 2% 3%
16% 18%
52%
3% 1% 1% 2%
25%
59%
Other AmericanIndian orNative
American
Asian, AsianAmerican, or
PacificIslander
Black orAfrican
American,Non-Hispanic
Hispanic,Latino,
Spanish
White, Non-Hispanic
SENSE 2013 Cohort College of Southern Idaho
Student Respondent Profile: First-Generation Status
13
62%
38%
First-Generation
Not First-Generation
Source: 2013 SENSE data
Student Respondent Profile: Orientation
14
Source: 2013 SENSE data
4.8%
16.5%
1.9%
39.0%
38.6%
I took part in an onlineorientation prior to thebeginning of classes
I attended an on-campusorientation prior to thebeginning of classes
I enrolled in an orientationcourse as part of my courseschedule during my firstsemester/quarter at this college
I was not aware of a collegeorientation
I was unable to participate inorientation due to scheduling orother issues
Student Respondent Profile: Courses Dropped
15
Source: 2013 SENSE data
85.7%
11.0%
3.1% 0.3%
None
One
Two
Three
Student Respondent Profile:
Course Registration
16
Source: 2013 SENSE data
86.7%
9.5%
3.4% 0.3%More than oneweek beforeclasses began
During theweek beforeclasses began
During the firstweek ofclasses
After the firstweek ofclasses
Student Respondent Profile: Employment
17
Source: 2013 SENSE data
34
.10
%
7.3
0%
9.3
0%
12
.80
%
15
.80
%
20
.70
%
37
%
8.9
0%
7.1
0%
12
.70
%
15
.10
%
19
.20
%
37
.5%
8.8
%
6.8
% 12
.1%
15
.0% 19
.8%
None 1-5 hours 6-10 hours 11-20 hours 21-30 hours More than 30hours
CSI Large Colleges 2013 Cohort
Student Respondent Profile: Goals
18
Source: 2013 SENSE data
68
.50
%
86
.80
%
71
.10
%
77
.80
%
78
.90
%
58
.20
%75
.40
%
79
.60
%
58
.30
%
Transfer to a 4-yearcollege or university
Obtain an Associatedegree
Complete a certificate
CSI Large Colleges 2013 Cohort
SENSE Benchmarks
SENSE Benchmarks of Effective Practice with Entering Students
The six SENSE benchmarks are:
• Early Connections
• High Expectations and Aspirations
• Clear Academic Plan and Pathway
• Effective Track to College Readiness
• Engaged Learning
• Academic and Social Support Network
20
46
.6
48
.8 53
.1
53
.2
43
.9 47
.7
46
.7
49
.7
47
.7
49
.6
49
.4 495
6.8
55
.1 58
.5
58
.2
59
.1
55
.3
EarlyConnections
HighExpectations
andAspirations
ClearAcademicPlan andPathway
EffectiveTrack toCollege
Readiness
EngagedLearning
Academicand Social
SupportNetwork
CSI Large Colleges Top Performing Colleges
SENSE Benchmarks for
Effective Educational Practice
21
Source: 2013 SENSE data
Early Connections
22
Source: 2013 SENSE data
21% 21.80%
38.90%
26.10%
A specific person was assigned to me so I could see him/her each time Ineeded information or assistance
CSI Large Colleges
Top Performing Colleges 2013 Cohort
Early Connections
23
Source: 2013 SENSE data
69.4
0%
45.8
0%
28.4
0%
47.3
0%
71.7
0%
49.6
0%
31.7
0% 44.3
0%
78.1
0%
58.8
0%
43.6
0%
51.8
0%
74.0
0%
52.7
0%
36.6
0%
47.4
0%
The very first time Icame to this college I
felt welcome
The college providedme with adequateinformation about
financial assistance
A college staffmember helped medetermine whether Iqualified for financial
assistance
At least one collegestaff member learned
my name
Agree or Strong Agree
CSI Large Colleges Top Performing Colleges 2013 Cohort
Percent of Student who
AGREED OR STRONGLYAGREED
with the following statements
CSI Large
Colleges
Top
Performing
Colleges
2013
Cohort
I have the motivation to do
what it takes to succeed in
college
91.8% 90.2% 92.7% 90.2%
I am prepared academically to
succeed in college 84.2% 85.6% 89.2% 76.0%
The instructors at this college
want me to succeed 87.8% 86.8% 89% 87.7%
24
High Expectations and Aspirations
Percent of Student who
responded Never or Once:CSI
Large
Colleges
Top
Performing
Colleges
2013
Cohort
Turned in an assignment
late 93.3% 92.3% 94.2% 92.2%
Did Not turn in an
assignment 92.6% 92.6% 94.9% 92.9%
Went to class without
completing readings or
assignments
86.8% 86.3% 90% 86%
Skipped class 87.2% 92% 92.5% 91.8%
25
High Expectations and Aspirations
Clear Academic Plan and Pathway
26
Source: 2013 SENSE data
68.6%
33.4%
59.3%
28.1%
76.5%
38.0%
63.5%
29.9%
I was able to meet with an academic advisor at timesconvenient for me
A college staff member talked with me about mycommitments outside of school (work, children, dependents,
etc.) to help me figure out how many courses to take
Agree or Strongly Agree
College of Southern Idaho Large Colleges
Top Performing Colleges 2013 Cohort
Clear Academic Plan and Pathway
27
Source: 2013 SENSE data
68.2%
43.4%
78.4%
59.0%
40.0%
68.9%74.2%
54.8%
85.0%
62.1%
42.3%
72.2%
An advisor helped me to select acourse of study, program, or
major
An advisor helped me to setacademic goals and to create a
plan for achieving them
An advisor helped me to identifythe courses I needed to take
during my first semester/quarter
Agree or Strongly Agree
College of Southern Idaho Large Colleges
Top Performing Colleges 2013 Cohort
Effective Track to College Readiness
28
Source: 2013 SENSE data
Percent of students who
agreed with the following
statements.
CSI Large
Colleges
Top
Performing
Colleges
2013
Cohort
Before I could register for classes I
was required to take a placement
test to assess my skills in reading,
writing, and/or math93.8% 82.9% 94.4% 84.9%
I took a placement test 96.2% 86.2% 95.4% 88.6%
This college required me to enroll
in classes indicated by my
placement test scores during my
first semester/quarter
78.4% 70% 87.1% 71.2%
Effective Track to College Readiness
29
Source: 2013 SENSE data
Percent of students who
agreed or Strongly Agreed
with the following statements.
CSI Large
Colleges
Top
Performing
Colleges
2013
Cohort
I learned to improve my study skills
(listening, note taking, highlighting
readings, working with others, etc.) 67.2% 73.4% 77.4% 74.2%
I learned to understand my
academic strengths and
weaknesses
65.9% 71.2% 73.6% 71.6%
I learned skills and strategies to
improve my test-taking ability 49.8% 55.5% 59.2% 58.8%
Engaged Learning
30
Source: 2013 SENSE data
Percent of students answering “Never” to the following questions:
CSILarge
Colleges
Top Performing
Colleges
2013 Cohort
Prepare at least two drafts of a paper or assignment before turning it in
28.1% 28.3% 28.7% 28.2%
Participate in supplemental instruction (extra class sessions with an instructor, tutor, or experienced student)
74.9% 68.2% 64.2% 68.3%
Participate in a student-initiated (not required) study group outside of class
85.7% 82.2% 77% 82.2%
Engaged Learning
31
Source: 2013 SENSE data
Percent of students answering “Never” to the following questions:
CSILarge
Colleges
Top Performing
Colleges
2013 Cohort
Discuss an assignment or grade with an instructor
35.7% 33.3% 27.5% 33.0%
Ask for help from an instructor regarding questions or problems related to a class
27.2% 23.4% 16.1% 23.5%
Receive prompt written or oral feedback from instructors on your performance
29.9% 24.9% 18.1% 24.9%
Discuss ideas from readings or classes with instructors outside of class
73.8% 65.3% 57.8% 65.7%
Academic and Social Support Network
32
Source: 2013 SENSE data
55.2
0%
90.2
%
92.5
%
89.7
%
67.6
%
87.8
%
90.3
%
87.1
%
76.4
% 89.5
%
87.4
%
90.7
%
68.8
%
88.3
%
90.1
%
87.7
%
All instructors clearlyexplained academicand student supportservices available
All instructors clearlyexplained coursegrading policies
All instructors clearlyexplained course
syllabi
I knew how to get intouch with my
instructors outside ofclass
CSI Large Colleges Top Performing Colleges 2013 Cohort
Agree or Strong Agree
Academic and Social Support Network
33
Source: 2013 SENSE data
77.3%
85.9% 85.1%82.3%
86.0% 85.3%88.0%92.8% 90.7%
82.0%86.9% 85.7%
At least one other student whom I didn’t previously know
learned my name
At least one instructor learnedmy name
I learned the name of at leastone other student in most of
my classes
CSI Large Colleges Top Performing Colleges 2013 Cohort
Agree or Strong Agree
Benchmarking – and Reaching for Excellence
The most important
comparison:
where we are now, compared with
where we want to be.
34
Community College
Students and Stories
Student Persistence: Future PlansWhen do you plan to take classes at this college again?
36
Source: 2013 SENSE data
3.7% 1.4%
69.4%
25.5%
I will accomplish mygoal(s) during thissemester/quarter and willnot be returning
I have no current plans toreturn
Within the next 12 months
Uncertain
Developmental Education
37
Source: 2013 SENSE data
17.1%
27.2%
44.2%
38.0%
25.5% 26.5%
46.0%
29.5%
25.5%27.4%
47.3%
29.3%
DevelopmentalReading
DevelopmentalWriting
Developmental Math Didn't place into anyDevelopmental
courses
Placement into Developmental Courses
CSI Large Colleges 2013 Cohort
Developmental Education
38
Source: 2013 SENSE data
18.4%
30.4%
49.4%
5.8%
29.6%32.3%
48.9%
27.8%29.1%
32.9%
49.3%
30.3%
DevelopmentalReading
DevelopmentalWriting
Developmental Math Student Success
Enrollment in the first semester
CSI Large Colleges 2013 Cohort
Strategies to Promote
Learning that Matters
Strategies to Promote Learning that Matters
The Center describes key strategies to promote
strengthened classroom experiences:
▪ Strengthen classroom engagement
▪ Integrate student support into learning
experiences
▪ Focus institutional policies on creating the
conditions for learning
40
Strengthen Classroom Engagement
▪ Raise expectations
▪ Promote active, engaged learning
▪ Build and encourage relationships
▪ Ensure that students know where they
stand
41
Raise Expectations
Instructors should set
high standards and
communicate them
clearly, deliberately,
and consistently.
42
Raise Expectations
Students report that they are motivated to
succeed:
▪ 91.8% of students “Agree” or “Strongly
Agree” that they have the motivation to do
what it takes to succeed in college
43
Source: 2013 SENSE data
Raise ExpectationsBut expectations may not be as high as they need to be:
44
Source: 2013 SENSE data
61%
39%
Time Spent Studying
Five orfewerhours
Morethan 5hours
Promote Active, Engaged Learning
Students learn and retain
more information — and
persist and succeed at
higher levels — when they
are actively involved in
learning rather than
passively receiving
information.
45
Promote Active, Engaged LearningStudent Perceptions of Engaged Learning
During the first three weeks of your first semester/quarter at this college, about
how often have you done each of the following activities?
46
Source: 2013 SENSE data
13.6%
24.7%
67.6%
7.7%
21.5%
66.5%
5.5% 12.5%
56.5%
7.8%
21.4%
65.6%
Asked questions in class orcontributed to class
discussions
Worked with other students onprojects during class
Worked with class matesoutside of class on classprojects or assignments
Percentage of students responding NEVER
CSI Large Colleges Top Performing Colleges 2013 Cohort
Build and Encourage Relationships
Personal connections
are a critical factor in
student success
47
Build and Encourage RelationshipsEntering Students’ Interaction with Faculty
48
89.7%
8.1% 2.3%
Agree or Strongly Agree
Neutral
Disagree or Strongly Disagree
“I knew how to get in touch with my
instructors outside of class.”
73.8%
14.1%
9.0%
3.1%
Never Once Two or Three Times Four or more times
Discussed ideas from readings or classes with
instructors outside of class.
Source: 2013 SENSE data
Ensure that Students Know Where They Stand
Feedback on
academic
performance greatly
affects student
retention
49
Ensure that Students Know Where They Stand
50
Source: 2013 SENSE data
Student Perceptions of Feedback
During the first three weeks of your first semester/quarter at this college, about how often have you received prompt written or oral feedback from instructors on your performance?
11
.5%
31
.9%
26
.8%
29
.9%
12
.8%
32
.8%
29
.4%
24
.9%
17
.8%
39
.1%
25
.1%
18
.1%
13
.0%
33
.2%
29
.0%
24
.9%
Four or more times Two or three times Once Never
CSI Large Colleges Top Performing Colleges 2013 Cohort
Integrate Student Support into Learning Experiences
Students are most likely
to succeed when
expectations are high
and they receive the
support they need to
rise to those
expectations
51
Integrate Student Support into
Learning Experiences
43.5%
35.3%
17.8%
3.3%
45.7%
34.8%
16.6%
3.0%
42.7%
36.0%
18.1%
3.2%
Never Once Two or Three Times Four or More times
How often did you use Academic Advising?
CSI Large Colleges 2013 Cohort
52
Integrate Student Support into
Learning Experiences
39.7%
6.2%
33.7%
20.3%
42.3%
4.5%
29.1%
24.1%
39.3%
4.5%
30.1%
26.2%
Not applicable Not at all Somewhat Very
How satisfied were you with Academic Advising?
CSI Large Colleges 2013 Cohort
53
Integrate Student Support into
Learning Experiences
80.8%
14.8%
3.2% 1.1%
81.6%
13.3%
4.2%0.9%
81.9%
13.0%
4.1%0.9%
Never Once Two or Three Times Four or More times
How often did you use Career Counseling?
CSI Large Colleges 2013 Cohort
54
Integrate Student Support into
Learning Experiences
77.4%
3.5%
12.6%
6.5%
76.2%
3.6%
10.0% 10.2%
76.3%
3.7%
9.9% 10.1%
Not applicable Not at all Somewhat Very
How satisfied were you with Career Counseling?
CSI Large Colleges 2013 Cohort
55
Integrate Student Support into
Learning Experiences
82.5%
7.6% 6.3%3.5%
66.2%
12.1% 10.0% 11.7%
64.1%
11.8% 10.7%13.3%
Never Once Two or Three Times Four or More times
How often did you use Skill Labs?
CSI Large Colleges 2013 Cohort
56
Integrate Student Support into
Learning Experiences
79.0%
3.2%
10.9%6.9%
62.8%
2.4%
15.2%19.6%
60.8%
2.5%
15.7%21.0%
Not applicable Not at all Somewhat Very
How satisfied were you with skill labs?
CSI Large Colleges 2013 Cohort
57
Integrate Student Support into
Learning Experiences
48.5%
26.7%
18.3%
6.5%
56.0%
23.6%
14.3%
6.0%
51.9%
26.3%
15.6%
6.2%
Never Once Two or Three Times Four or More times
How often did you use Financial Aid Advising?
CSI Large Colleges 2013 Cohort
58
Integrate Student Support into
Learning Experiences
47.9%
9.2%
24.8%
18.1%
52.5%
7.4%
18.9%21.2%
48.5%
7.2%
19.9%
24.4%
Not applicable Not at all Somewhat Very
How satisfied were you with Financial Aid Advising?
CSI Large Colleges 2013 Cohort
59
Integrate Student Support into
Learning Experiences
50.0%
13.2%15.4%
21.4%
47.2%
17.2% 17.4% 18.3%
46.7%
16.9% 17.4%19.1%
Never Once Two or Three Times Four or More times
How often did you use Computer Lab?
CSI Large Colleges 2013 Cohort
60
Integrate Student Support into
Learning Experiences
48.2%
2.6%
12.5%
36.8%
45.2%
2.2%
17.2%
35.4%
44.4%
2.1%
17.0%
36.5%
Not applicable Not at all Somewhat Very
How satisfied were you with Computer Lab?
CSI Large Colleges 2013 Cohort
61
Integrate Student Support into
Learning Experiences
87.9%
6.1% 4.0% 2.1%
87.2%
7.4%3.4% 2.1%
86.9%
7.3%3.6% 2.2%
Never Once Two or Three Times Four or More times
How often did you use Student Organizations?
CSI Large Colleges 2013 Cohort
62
Integrate Student Support into
Learning Experiences
81.1%
3.3%7.0% 8.6%
81.5%
2.9%7.2% 8.4%
80.9%
2.9%7.3% 8.9%
Not applicable Not at all Somewhat Very
How satisfied were you with Student Organizations?
CSI Large Colleges 2013 Cohort
63
Integrate Student Support into
Learning Experiences
89.7%
6.8%2.5% 1.0%
88.9%
8.4%1.9% 0.7%
88.3%
9.0%
2.0% 0.7%
Never Once Two or Three Times Four or More times
How often did you use Transfer Credit Assistance?
CSI Large Colleges 2013 Cohort
64
Integrate Student Support into
Learning Experiences
86.5%
2.2%7.1%
4.3%
82.7%
3.8% 6.4% 7.2%
81.8%
3.7%6.9% 7.6%
Not applicable Not at all Somewhat Very
How satisfied were you with Transfer Credit Assistance?
CSI Large Colleges 2013 Cohort
65
Focus Institutional Policies on Creating the Conditions for Learning
Institutional policies focused
on student success are most
effective when colleges
mandate student participation
in activities that are shown to
increase persistence and
improve student outcomes
66
Focus Institutional Policies on Creating the Conditions for Learning
67
Class Attendance
During the first three weeks of your first semester/quarter at this college, about how often have you skipped class?
1.0%
11.7%
14.8%
72.4%
Four or more times
Two or three times
Once
Never
Source: 2013 SENSE data