SENSE 2013 Findings for College of Southern Idaho · Presentation Overview SENSE Overview Student...

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+



Student Respondent Profile:Sex

11

43%

55%

43%

54%

0%

10%

20%

30%

40%

50%

60%

Male Female



Student Respondent Profile: Race & Ethnicity

12


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


Student Respondent Profile: Orientation

14


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


85.7%

11.0%

3.1% 0.3%

None

One

Two

Three

Student Respondent Profile:

Course Registration

16


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


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


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


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


Early Connections

22


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


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


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


Clear Academic Plan and Pathway

27


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


College of Southern Idaho Large Colleges


Effective Track to College Readiness

28


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


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


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


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


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



Academic and Social Support Network

33


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



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


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


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


Developmental Education

38


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


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


Raise ExpectationsBut expectations may not be as high as they need to be:

44


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


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


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%


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.


Ensure that Students Know Where They Stand

Feedback on

academic

performance greatly

affects student

retention

49

Ensure that Students Know Where They Stand

50


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


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?


52



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?


53



80.8%

14.8%

3.2% 1.1%

81.6%

13.3%

4.2%0.9%

81.9%

13.0%

4.1%0.9%


How often did you use Career Counseling?


54



77.4%

3.5%

12.6%

6.5%

76.2%

3.6%

10.0% 10.2%

76.3%

3.7%

9.9% 10.1%


How satisfied were you with Career Counseling?


55



82.5%

7.6% 6.3%3.5%

66.2%

12.1% 10.0% 11.7%

64.1%

11.8% 10.7%13.3%


How often did you use Skill Labs?


56



79.0%

3.2%

10.9%6.9%

62.8%

2.4%

15.2%19.6%

60.8%

2.5%

15.7%21.0%


How satisfied were you with skill labs?


57



48.5%

26.7%

18.3%

6.5%

56.0%

23.6%

14.3%

6.0%

51.9%

26.3%

15.6%

6.2%


How often did you use Financial Aid Advising?


58



47.9%

9.2%

24.8%

18.1%

52.5%

7.4%

18.9%21.2%

48.5%

7.2%

19.9%

24.4%


How satisfied were you with Financial Aid Advising?


59



50.0%

13.2%15.4%

21.4%

47.2%

17.2% 17.4% 18.3%

46.7%

16.9% 17.4%19.1%


How often did you use Computer Lab?


60



48.2%

2.6%

12.5%

36.8%

45.2%

2.2%

17.2%

35.4%

44.4%

2.1%

17.0%

36.5%


How satisfied were you with Computer Lab?


61



87.9%

6.1% 4.0% 2.1%

87.2%

7.4%3.4% 2.1%

86.9%

7.3%3.6% 2.2%


How often did you use Student Organizations?


62



81.1%

3.3%7.0% 8.6%

81.5%

2.9%7.2% 8.4%

80.9%

2.9%7.3% 8.9%


How satisfied were you with Student Organizations?


63



89.7%

6.8%2.5% 1.0%

88.9%

8.4%1.9% 0.7%

88.3%

9.0%

2.0% 0.7%


How often did you use Transfer Credit Assistance?


64



86.5%

2.2%7.1%

4.3%

82.7%

3.8% 6.4% 7.2%

81.8%

3.7%6.9% 7.6%


How satisfied were you with Transfer Credit Assistance?


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


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