SENSE Engagement Background SENSE (Survey of Entering Student - - PDF document

SENSE

Survey of Entering Student Engagement

Background

SENSE (Survey of Entering Student Engagement).

Part of MetLife “Starting Right” initiative.

Focus on early front door experiences. Quantitative research- Survey (September 2007) 88 classes were randomly selected Preparatory and gatekeeper courses (REA0001C/6C,

MAT0012/24/1033, ENC0010/21/1101)

Qualitative research- focus groups/interviews (October

2007)

Interview with President Armstrong Focus group with entering students (n=16) Focus group with faculty and student support staff

(n=9)

Why focus on entering students?

Community colleges have unique issues that

relate to student success, particularly retention and graduation.

A large number of students leave during their

first semester or do not return for their second

• semester. These students are termed “one

term and outers”

Research has shown that events of the first

semester are critical in determining the success

• f students. Students who can successfully

complete 12-15 credit hours are more likely to be retained.

Survey population

1,142 students participated in this survey. A little

• ver one-half were entering (new) students.

Entering and Returning Students

56% 44% 0% 10% 20% 30% 40% 50% 60% Entering Returning

Enrollment Status

Around one-third of the entering students self

identified as part-time students.

Enrollment Status of BCC's Entering Students

32% 68% 0% 10% 20% 30% 40% 50% 60% 70% 80% Part-time Full-time

Gender

A little over one-half were female Gender Distribution of BCC's Entering Students

54% 46% 30% 34% 38% 42% 46% 50% 54% 58% Female Male

Age Group

The entering student population is relatively young. 85%

• f these students are aged between 18 and 21 years-old.

BCC 2007 cohort Age group (years) n % n % 18 to 19 457 74% 4,184 66% 20 to 21 71 11% 736 12% 22 to 24 33 5% 462 7% 25 to 29 24 4% 398 6% 30 to 39 16 3% 360 6% 40 to 49 13 2% 157 2% 50 to 64 5 1% 45 1% 65+ 1 0% 2 0% Total 620 100% 6,344 100%

Race/Ethnicity

BCC’s entering students are racially and ethnically

diverse.

Race/Ethnicity (Entering only) BCC 2007 cohort American Indian 5 1% 80 1% Asian 24 4% 298 5% Hawaiian 1 0% 5 0% Black non-Hispanic 173 28% 989 15% White non-Hispanic 197 32% 2,434 38% Hispanic 183 30% 2,388 37% Other 36 6% 246 4% Total 619 100% 6,440 100%

Primary reason for attending college

One-third of the entering students stated their

intention obtain an associate degree and over one- half to transfer to a 4-year college.

Primary Reason for Attendance n % Complete certificate 14 2% Obtain an Associate Degree 201 33% Transfer to a 4-year college/university 365 59% Obtain or update job related skills 9 1% Self improvement/personal enjoyment 15 2% Change careers 11 2% Total 615 100%

What issues are BCC facing that may impact student success?

High number of entering students who

are first-generation students

High number of entering students with

need for preparatory instruction

A number of non-Native English

speakers with ESL needs

Low retention rates

First-generation

A high proportion of the entering students are first-

generation students.

Immediate Family Member with Some College Experience

45% 39% 44% 20% 30% 40% 50% 60% 70% 80% 90% 100% Mother Father Sibling

Preparatory Instruction

461 (72%) entering students were classified as

• developmental. 22% had tested into all three areas
• f prep.

Number of Preparatory Courses Tested into 43% 35% 22% 0% 10% 20% 30% 40% 50% 1 2 3

Preparatory Instruction

Math was the leading area in which students tested

• into. 57% tested into math, followed by reading

(46%), and then writing (36%).

Areas of Preparatory Instruction

57% 46% 36% 0% 10% 20% 30% 40% 50% 60% Math Reading Writing

English as non-native language

25% of BCC’s entering students had a native

language other than English. This is slightly higher than the 2007 SENSE cohort

Native English Language Speakers

25% 21% 75% 79% 0% 10% 20% 30% 40% 50% 60% 70% 80% 90% BCC 2007 cohort No Yes

Retention- Planning to return to take classes?

While 70% of students stated their intention to

return to BCC within the next 12 months, 22% were either uncertain or had no current plans.

Plans to Return to take Classes

7% 2% 70% 20% 0% 10% 20% 30% 40% 50% 60% 70% 80% Completed program No plans W/in 12 months Uncertain

Our retention data

Our retention data for FTIC in 20081 shows that

• nly 58% of students returned the following term.

Intended E nrollment vs Actual F all to F all E nrollment 70% 58% 0% 10% 20% 30% 40% 50% 60% 70% 80% S E N S E B C C data

Number of classes dropped

7% of students reported dropping classes after the

first day of class.

BCC 2007 cohort n % n % None 594 93% 6,016 92% 1 class 34 5% 412 6% 2 classes 7 1% 72 1% 3 classes 0% 16 0% 4 classes or more 3 0% 27 0% Total 638 100% 6,543 100%

Helping students in their first semester

Pre-enrollment and enrollment process Orientation/campus tours Help navigating the enrollment process Established prescription for students taking

prep

Student success courses Advisement

Pre-enrollment experience

Over 60% of the students felt welcome

when they first came to the college.

83% of students answered positively

(strongly agree or agree) to being able to access information needed to complete the enrollment process (admissions, registration, financial aid).

Pre-enrollment expectations- hours of study

The students’ prior expectation reflected the amount

• f actual studying that was done. Surprisingly, 6% of

students reported not studying at all.

Hours of Study (Expected and Actual)

3% 53% 30% 2% 1% 6% 1% 11% 52% 29% 11% 2% 0% 10% 20% 30% 40% 50% 60% None 1-5 hrs 6-10 hrs 11-20 hrs 21- 30 hrs 30 hrs + Expected Actual

Students’ pre-enrollment experience

Orientation

Our students are attending orientation. 68% of the

students attended on-campus orientation. This is much higher than the 2007 cohort with only 35%.

Orientation method

8% 68% 15% 11% 35% 17% 0% 10% 20% 30% 40% 50% 60% 70% 80% Online On-campus Course BCC 2007 cohort

What were our students’ views of orientation?

Prescription for prep courses

The data shows that 50% took math in the first

• semester. Are we following the established

prescription?

Preparatory Courses taken in First Semester

50% 44% 40% 0% 10% 20% 30% 40% 50% 60% Math Reading Writing

Adherence to established prescription

The data shows that our three prep students are

reporting taking math in their first semester.

Preparatory Courses taken in First Semester by Number of Courses Tested into 25% 57% 78% 55% 82% 56% 11% 57% 49% 0% 20% 40% 60% 80% 100% 1 2 3

# of preps

Reading Writing Math

Enrollment in student success courses

BCC had a lower percentage of students who

enrolled in student success courses within the first three weeks (early) and who eventually enrolled in these courses compared to the 2007 cohort.

Enrollment in Student Success Courses

28% 45% 25% 37% 0% 10% 20% 30% 40% 50% BCC 2007 cohort Early Enrollment

Prep students and student success courses

122 prep students took the success course. 38%

• f them were students who tested into three preps.

Student Success Participants by Number of Preps

25% 38% 38% 0% 10% 20% 30% 40% 1 2 3

# of preps

Student success course requirement

The greater the number of preps the students tested

into, the most likely they were to report that the course was required.

Student Success Course Required

56% 77% 82% 0% 20% 40% 60% 80% 100% 1 2 3

Benefit of student success courses

Overwhelming, the students felt that the success

courses helped them to gain the knowledge and skills to succeed. 83% stated “very much” or “somewhat” beneficial.

Entering students n % Very much 70 50% Somewhat 46 33% Very little 8 6% Not at all 3 2% N/A 12 9% Total 139 100%

Benefit student success courses

Students who were taking more than one prep were

more likely to state that the course “very much” than “somewhat” helped them develop the knowledge and skills.

Number of preps 1 2 3 Very much 30% 60% 54% Somewhat 50% 31% 26% Very little 3% 0% 11% Not at all 0% 4% 2% N/A 17% 4% 7%

BCC data on SLS course

FTIC students who took SLS1501 had a higher Fall

to Winter retention rate than those who did not take the course and FTIC overall.

Fall (20081) to Winter (20082) R etention

74% 82% 77% 70% 72% 74% 76% 78% 80% 82% 84% N

• n-S

LS 1501 S LS 1501 F T IC

Advisement

One-quarter of entering students reported receiving help

from an advisor to set academic goals and create a plan.

Advisor Role in Setting Academic Goals

25% 34% 0% 5% 10% 15% 20% 25% 30% 35% 40% BCC 2007 cohort

Focus group students’ advice to college

Focus group students’ advice to college

Credits