SENSE 2013 Findings for College of Southern Idaho Presentation - - PowerPoint PPT Presentation

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

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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

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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.

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▪ 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

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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.

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Student Respondent Profile: Enrollment Status

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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

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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

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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

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Source: 2013 SENSE data

4% 2% 3% 16% 18% 52% 3% 1% 1% 2% 25% 59%

Other American Indian or Native American Asian, Asian American, or Pacific Islander Black or African American, Non-Hispanic Hispanic, Latino, Spanish White, Non- Hispanic

SENSE 2013 Cohort College of Southern Idaho

Student Respondent Profile: First-Generation Status

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62% 38%

First-Generation Not First- Generation

Source: 2013 SENSE data

Student Respondent Profile: Orientation

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Source: 2013 SENSE data

4.8% 16.5% 1.9% 39.0% 38.6%

I took part in an online

• rientation prior to the

beginning of classes I attended an on-campus

• rientation prior to the

beginning of classes I enrolled in an orientation course as part of my course schedule during my first semester/quarter at this college I was not aware of a college

• rientation

I was unable to participate in

• rientation due to scheduling or
• ther issues

Student Respondent Profile: Courses Dropped

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Source: 2013 SENSE data

85.7% 11.0% 3.1% 0.3%

None One Two Three

Student Respondent Profile: Course Registration

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Source: 2013 SENSE data

86.7% 9.5% 3.4% 0.3%

More than one week before classes began During the week before classes began During the first week of classes After the first week of classes

Student Respondent Profile: Employment

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Source: 2013 SENSE data

34.10% 7.30% 9.30% 12.80% 15.80% 20.70% 37% 8.90% 7.10% 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 30 hours CSI Large Colleges 2013 Cohort

Student Respondent Profile: Goals

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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-year college or university Obtain an Associate degree 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

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46.6 48.8 53.1 53.2 43.9 47.7 46.7 49.7 47.7 49.6 49.4 49 56.8 55.1 58.5 58.2 59.1 55.3 Early Connections High Expectations and Aspirations Clear Academic Plan and Pathway Effective Track to College Readiness Engaged Learning Academic and Social Support Network CSI Large Colleges Top Performing Colleges

SENSE Benchmarks for Effective Educational Practice

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Source: 2013 SENSE data

Early Connections

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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 I needed information or assistance

CSI Large Colleges Top Performing Colleges 2013 Cohort

Early Connections

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Source: 2013 SENSE data

69.40% 45.80% 28.40% 47.30% 71.70% 49.60% 31.70% 44.30% 78.10% 58.80% 43.60% 51.80% 74.00% 52.70% 36.60% 47.40% The very first time I came to this college I felt welcome The college provided me with adequate information about financial assistance A college staff member helped me determine whether I qualified for financial assistance At least one college staff member learned my name

Agree or Strong Agree

CSI Large Colleges Top Performing Colleges 2013 Cohort

Percent of Student who AGREED OR STRONGL YAGREED 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%

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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%

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High Expectations and Aspirations

Clear Academic Plan and Pathway

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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 times convenient for me 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

Agree or Strongly Agree

College of Southern Idaho Large Colleges Top Performing Colleges 2013 Cohort

Clear Academic Plan and Pathway

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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 a course of study, program, or major An advisor helped me to set academic goals and to create a plan for achieving them An advisor helped me to identify the 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

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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 math 93.8% 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

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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

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Source: 2013 SENSE data

Percent of students answering “Never” to the following questions: CSI Large 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

• f class

85.7% 82.2% 77% 82.2%

Engaged Learning

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Source: 2013 SENSE data

Percent of students answering “Never” to the following questions: CSI Large 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

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Source: 2013 SENSE data

55.20% 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 clearly explained academic and student support services available All instructors clearly explained course grading policies All instructors clearly explained course syllabi I knew how to get in touch with my instructors outside of class CSI Large Colleges Top Performing Colleges 2013 Cohort

Agree or Strong Agree

Academic and Social Support Network

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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 learned my name I learned the name of at least

• ne 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.

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Community College Students and Stories

Student Persistence: Future Plans

When do you plan to take classes at this college again?

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Source: 2013 SENSE data

3.7% 1.4% 69.4% 25.5%

I will accomplish my goal(s) during this semester/quarter and will not be returning I have no current plans to return Within the next 12 months Uncertain

Developmental Education

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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% Developmental Reading Developmental Writing Developmental Math Didn't place into any Developmental courses

Placement into Developmental Courses

CSI Large Colleges 2013 Cohort

Developmental Education

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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% Developmental Reading Developmental Writing 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

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Strengthen Classroom Engagement

▪ Raise expectations ▪ Promote active, engaged learning ▪ Build and encourage relationships ▪ Ensure that students know where they stand

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Raise Expectations

Instructors should set high standards and communicate them clearly, deliberately, and consistently.

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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

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Source: 2013 SENSE data

Raise Expectations

But expectations may not be as high as they need to be:

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Source: 2013 SENSE data

61% 39%

Time Spent Studying

Five or fewer hours More than 5 hours

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.

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Promote Active, Engaged Learning

Student 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?

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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 or contributed to class discussions Worked with other students on projects during class Worked with class mates

• utside of class on class

projects 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

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Build and Encourage Relationships

Entering Students’ Interaction with Faculty

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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

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Ensure that Students Know Where They Stand

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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

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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

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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

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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

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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

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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

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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

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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

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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

• n student success are most

effective when colleges mandate student participation in activities that are shown to increase persistence and improve student outcomes

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Focus Institutional Policies on Creating the Conditions for Learning

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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