San Luis Obispo Community College District SENSE 2012 Findings
for Cuesta College
Slide 2
Presentation Overview 2 SENSE Overview Student Respondent
Profile SENSE Benchmarks What Now or Next Steps
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SENSE Overview
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What is Student Engagement? 4 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
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The Survey of Entering Student Engagement (SENSE) 5 SENSE helps
community and technical colleges understand the experience of
entering students and engage these students in the earliest weeks
of their college experience.
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SENSE: A Tool for Community Colleges 6 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
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Student Respondent Profile: Enrollment Status 7 Source: 2012
SENSE data
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Student Respondent Profile: Age 8 Source: 2012 SENSE data
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Student Respondent Profile: Gender 9 Source: 2012 SENSE
data
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Student Respondent Profile: Race & Ethnicity 10 Source:
2012 SENSE data
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Student Respondent Profile: First-Generation Status 11 Source:
2012 SENSE data
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Student Respondent Profile: Orientation 12 Source: 2012 SENSE
data
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Student Respondent Profile: Courses Dropped 13 Source: 2012
SENSE data
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Student Respondent Profile: Employment 14 Source: 2012 SENSE
data
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Student Respondent Profile: Goals 15 Source: 2012 SENSE
data
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Student Persistence 16 Future Plans When do you plan to take
classes at this college again? Source: 2012 SENSE data
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Integrate Student Support into Learning Experiences 17 Student
Use of and Satisfaction with Student Services Never Cuesta Never
2012 Sense Cohort Academic advising/planning 61.4%44.4% Career
counseling74.3%82.3% Financial aid advising64.5%55.3% Skill labs
(writing, math, etc.) 79.1%62.4% Not at All Cuesta Not at all 2012
Sense Cohort Academic advising/planning11.4%8.0% Career
counseling14.3%16.1% Financial aid advising11.5%14.7% Skill labs
(writing, math, etc.)5.2%6.3% How often did you use the services?
How satisfied were you with the services? Source: 2012 SENSE
data
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Focus Institutional Policies on Creating the Conditions for
Learning 18 Class Attendance During the first three weeks of your
first semester/quarter at this college, about how often have you
skipped class? Source: 2012 SENSE data
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SENSE Benchmarks
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SENSE Benchmarks of Effective Practice with Entering Students
20 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
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SENSE Benchmarks for Effective Educational Practice 21 Source:
2012 SENSE data SENSE Benchmark Scores for Cuesta College
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Developmental Education 22 Source: 2012 SENSE data
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SENSE Benchmarks for Effective Educational Practice 23 Source:
2012 SENSE data SENSE Benchmark Scores for Cuesta College compared
to WASC Colleges
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Early Connections 24 ItemCuestaWASC Colleges 18a. The very
first time I came to this college I felt welcome. 4.023.81 18i. The
college provided me with adequate information about financial
assistance (scholarships, grants, loans, etc.) 3.343.28 18j. A
college staff member helped me determine whether I qualified for
financial assistance. 2.862.93 18p. At least one college staff
member (other than an instructor) learned my name. 3.123.08 The
following are some of Items that make up the Early Connections
Benchmark. The Items ask student to reflect on the first three
weeks of their first semester/quarter. The Item responses are
calculated on a five-point scale: 1 = Strongly Disagree, 2 =
Disagree, 3 = Neutral, 4 = Agree, 5 = Strongly Agree. The score
below represents the response mean.
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High Expectations and Aspirations 25 ItemCuestaWASC Colleges
18b. The instructors at this college want me to succeed. 4.264.19
18t. I have the motivation to do what it takes to succeed in
college. 4.394.44 18u. I am prepared academically to succeed in
college. 4.274.28 The following are some of Items that make up the
High Expectations and Aspirations Benchmark. The Items ask student
to reflect on the first three weeks of their first
semester/quarter. The Item responses are calculated on a five-point
scale: 1 = Strongly Disagree, 2 = Disagree, 3 = Neutral, 4 = Agree,
5 = Strongly Agree. The score below represents the response
mean.
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Clear Academic Plan and Pathway 26 ItemCuestaWASC Colleges 18d.
I was able to meet with an academic advisor at times convenient for
me. 3.343.33 18e. An advisor helped me to select a course of study,
program, or major. 3.163.35 18f. An advisor helped me to select
academic goals and to create a plan for achieving them. 3.093.15
18g. An advisor helped me to identify the courses I needed to take
during my first semester/quarter. 3.253.47 18h. A college staff
member talked with me about my commitments outside of school (work,
children, dependents, etc.) to help me figure out how many courses
to take. 2.742.61 The following are some of Items that make up the
Clear Academic Plan and Pathway Benchmark. The Items ask student to
reflect on the first three weeks of their first semester/quarter.
The Item responses are calculated on a five-point scale: 1 =
Strongly Disagree, 2 = Disagree, 3 = Neutral, 4 = Agree, 5 =
Strongly Agree. The score below represents the response mean.
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Effective Track to College Readiness 27 ItemCuestaWASC Colleges
21a. I learned to improve my study skills (listening, note taking,
highlighting readings, working with others, etc.) 3.943.96 21b. I
learned to understand my academic strengths and weaknesses.
3.863.90 21c. I learned skills and strategies to improve my
test-taking ability. 3.593.62 The following are some of Items that
make up the Effective Track to College Readiness Benchmark. The
Items ask student to reflect on the first three weeks of their
first semester/quarter. The Item responses are calculated on a
five-point scale: 1 = Strongly Disagree, 2 = Disagree, 3 = Neutral,
4 = Agree, 5 = Strongly Agree. The score below represents the
response mean.
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Engaged Learning 28 ItemCuestaWASC Colleges 19a. Ask questions
in class or contribute to class discussions 2.772.74 19b. Prepare
at least two drafts of a paper or assignment before turning it in
2.152.24 19e. Participate in supplemental instruction (extra class
sessions with an instructor, tutor, or experienced student)
1.541.61 19n. Ask for help from an instructor regarding questions
or problems related to class 2.202.37 19o. Receive prompt written
or oral feedback from instructors on your performance. 2.342.29
19q. Discuss ideas from your readings or classes with instructors
outside of class. 1.541.57 The following are some of Items that
make up the Engaged Learning Benchmark. The Items ask students to
reflect on their behavior during their first three weeks of their
first semester/quarter. The Item responses are calculated on a on a
four-point scale: 1 = Never, 2 = Once, 3 = Two or more times, 4 =
Four or more times. The score below represents the response
mean.
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Engaged Learning 29 ItemCuestaWASC Colleges 20.2d. Face-to-face
tutoring 1.201.27 20.2f. Writing, math, or other skill lab 1.362.04
20.2h. Computer Lab 1.972.01 Continued The following are some of
Items that make up the Engaged Learning Benchmark. The Items ask
students to reflect on their behavior during their first three
weeks of their first semester/quarter. The Item responses are
calculated on a on a four-point scale: 1 = Never, 2 = Once, 3 = Two
or more times, 4 = Four or more times. The score below represents
the response mean.
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Academic and Social Support Network 30 ItemCuestaWASC Colleges
18l. All instructors clearly explained academic and student support
services available at this college. 3.693.63 18m. All instructors
clearly explained course grading policies. 4.314.24 18n. All
instructors clearly explained course syllabi (syllabuses). 4.404.34
18o. I know how to get in touch with my instructors outside of
class. 4.354.18 18q. At least one other student whom I didnt
previously know learned my name. 4.304.07 18r. At least one
instructor learned my name. 4.364.07 18s. I learned the name of at
least one other student in most of my classes. 4.354.18 The
following are some of Items that make up the Academic and Social
Support Network Benchmark. The Items ask student to reflect on the
first three weeks of their first semester/quarter. The Item
responses are calculated on a five-point scale: 1 = Strongly
Disagree, 2 = Disagree, 3 = Neutral, 4 = Agree, 5 = Strongly Agree.
The score below represents the response mean.