Getting the SENSE of Students: Preliminary Findings from LBCC’s Fall 2008 Administration of SENSE Student Engagement = Retention and Success PLAN ACT ASSESS

Getting the SENSE of Students: Preliminary Findings from LBCC’s Fall 2008 Administration of SENSE

Student Engagement = Retention and Success

Table of ContentsThe Short Story - Executive Summary

The Longer Story – More Detailed Findings

Background on SENSE, Focusing on Engagement and the Entering Student

Entering Student Impressions of LBCC

Entering Student Early Behaviors

Awareness, Use, Satisfaction with Services

Quality of Relationships

Financial Assistance

Orientation, Student Success Courses

CPT Testing and Placement

Main Source of Advising, Advising Use

Student Commitment and Support

Questions Raised by the Data

Six SENSE Design Principles: Features of a College Designed for Student Success


The SENSE Elevator Speech, aka the Executive Summary


• Like many community colleges, LBCC witnesses a retention rate of 52% for FT and 36% for PT students (1st to 2nd yr, first time freshmen).

• SENSE is a tool to help us step-up to the imperative of better understanding what is happening or not happening for entering students – a focus on the front door experience that helps us better understand those areas that will help us better engage students for retention and success.

• Evidence shows that if students can successfully complete 12-15 credit hours then they are more likely to attain further milestones and, ultimately, certificates and degrees.

• “Right now your community college’s programs and services are perfectly designed to give the results they are giving.” Kay McClenney, CCSSE


Briefly, here is what our Fall 2008 administration of SENSE tells us about our entering students...

•79% feel welcome at LBCC and most have many very positive first impressions of LBCC (e.g., were able to register for courses needed, get help as needed, positive classroom experiences, able to connect with an advisor at least to get help planning classes for the term, know how to get in touch with instructors).

•They experience positive relationships with other students, faculty and administrative personnel - with 53%, 65%, and 45% respectively rating these as a 6 or 7 on a seven point scale.

•92% believe as students they have the motivation to succeed and 88% think they are prepared academically to succeed at this college.

•83% believe they will be able to obtain the academic assistance in and out of the classroom that is necessary to succeed in college.

•89% feel they have the support from their immediate family for attaining their educational goals, 86% feel supported by their friends. 77% say faculty here want them to succeed.

•12% say they have a specific person assigned to them should they need information or assistance – compared to 27% Medium Colleges and 24% for the National SENSE Cohort. (Note – this percentage is largely similar for all our different types of students.)



• 56% say their main source of academic advising is “friends, family,” 20% say “instructors,” and 10% say “college staff.”

• Majorities are aware of our core services, but have largely not used these services yet. In general, data suggest not enough students have strong links to core services early on. This too is similar to SENSE and CCSSE findings. [Q20a-k]

• There is some awareness of advising among 70% of entering students , but minimal use, and not a deep connection beyond course scheduling activities.

• Most are having the right types of classroom experiences and making the right effort themselves with the exception of showing strong negative early pattern of not completing assignments/readings, not turning in assignments, or turning in assignments late. [Q19a-q]

• At this time, few have barriers/challenges they think will interfere with their success here. However, money concerns are very real for a notable percentage - 55% say they will have the money necessary to pay the tuition required in order to meet their educational goals, 50% say they will have the money to pay for supplies (books, computers, etc.) essential for completing their educational goals.

• 36% are concerned time spent working will interfere with their ability to succeed in college, 17% say the same for “caring for dependents,” and 18% say commitments other than work or family.




To what extent does LBCC practice and evidence these principles? What could we be doing more or less of to strengthen these here?

(1) Personal Connections (every student is intentionally connected to an individual who feels responsible for that student's success and these connections are made sooner than later)

(2) High Expectations and Aspirations (every student is clear about the college's high expectations for performance and every student has high aspirations for his or her own success)

(3) A Plan and a Pathway to Success (every entering student, in the first three weeks of college, defines his or her educational goals and develops a plan for attaining them...imagine further that these plans are updated regularly with guidance as student progress)

(4) An Effective Track to College Readiness (academically under-prepared students have an effective, efficient path to completing developmental education and beginning college level work)

(5) Engaged Learning (a college where engaged learning is intentional, inescapable, and the norm for all students)

(6) An Integrated Network of Financial, Social, and Academic Support (a college where every entering student is met with a personalized network of financial, academic, and social support)


• For the most part, LBCC’s results are similar to our CCSSE results and the National SENSE results. There are no drastic differences, but certainly we see early indicators of what we see happening later on in our CCSSE data.

• For more information on LBCC’s SENSE (Fall 2008) or CCSSE results (Spring 2006 and Spring 2008), contact your Dean/Director or Office of Institutional Research. More detailed results are available and data searches can be customized to your interests. We can help make it easier for you to come to know the survey and the findings. We also have electronic data workbooks that will help you explore the data by different types of students (e.g., FT/PT, Traditional/Non-traditional Age, Gender, etc.).

• You can also learn more about the survey and our results by going to the following web-pages. Note that you can conduct your own customized searches at each of these sites by simply going to the “members” page, typing in our username of LinnBenton, password of SVSVIR$5, and following the guided search steps.

www.ccsse.org

http://www.ccsse.org/sense/


Be willing to consider everything. The mistake we so often make is thinking we

can improve a largely dysfunctional process by

making small, incremental changes….if you are not

willing to rethink everything, you end up simply

rearranging the deck chairs on the Titanic, and there’s

no way we’re going to bring about significant change

doing that.” President, CC of Univ. of AR

Beyond the SENSE Elevator Speech, The Rest of the Story


A Little Background - Why Focus On Entering Students &

Student Engagement



•Community colleges typically lose about half of their students prior to the students’ second college year. Highly engaged students are the ones who survive to the second term.

•Over the last couple of years, LBCC witnesses 52% retention for full-time and 36% for part-time (= 48% and 64% loss respectively).

•Oregon CC’s as a whole have 43% retention, 52% Nationally. Part-time retention rates are typically lower for other schools as well.

•Typically, about 15% of our Fall First Time Freshmen stay only one term; 30% stay only two terms.

•We know we lose almost half of our Non-TRIO but TRIO eligible students by the next year, often by the next term. TRIO retains their students year to year at about 80% on average. Maximizing engagement may be essential to retain high-risk students.


SENSE, CCSSE and other data are LB’s story too. From this story we learn how we can “catch them while we can” so they

can write the rest of their own story.


SENSE – A Tool for Improvement•SENSE provides both quantitative and qualitative data that:

is grounded in research about what works to retain and support entering students, identifies and helps colleges learn from practices that engage entering students, and identifies areas in which we can improve.

•SENSE is a tool to help us step-up to the imperative of better understanding what is happening or not happening for early students – a focus on the front door experience.

•Helping students succeed through the equivalent of the first semester (12–15 credit hours) can dramatically improve subsequent success rates.

•Successfully completing the first semester can improve students’ chances of returning for subsequent semesters, reaching key milestones, and ultimately earning certificates and degrees.


SENSE: Survey Administration Information

•SENSE administers its survey during the fourth and fifth weeks of the fall academic term in courses most likely to enroll entering students.

•SENSE asked for a list of all developmental reading, writing and math courses (excluding ESL classes), and 1st college-level math and English courses. SENSE randomly sampled from this list.

•Three main areas of LBCC participated - Academic Development, Math and Sciences, and Arts/Communications.

•Faculty and student participation was excellent.

Overview of the Question Areas on the SurveyCollege/LBCC Enrollment History – Q1-6

Registration Behaviors and Experiences – Q7-10

Awareness of and Participation in Orientation – Q11

Placement Testing Participation and Results – Q12, 13, 14

Financial Assistance Questions – Q15, 16

College Success Course and Developmental Course Participation – Q17 a-f

First Impressions of LBCC Across a Range of Key Engagement Concepts - Q18 a-s (e.g. academic advising, able to get classes, help with financial assistance, sense of connection/belonging, course information, can reach instructors, etc.)

Their behaviors the first few weeks of the quarter – Q19 a-q

Awareness and Use of, and Satisfaction with Core College Services – Q20 a-k

Quality of Relationship with Students, Faculty, Administrative Personnel – Q21

Main Source of Academic Advising – Q22

Person Assigned to Them for Help – Q23

Two Special Questions Sets – one on Financial Aid and the Other to Assess “Commitment and Support”


Link to SENSE site Describing Survey

LBCC’s Entering Student First Impressions of LBCC



Whatever the starting point for contact, students begin forming their impressions of college immediately, and initial thoughts quickly become firm opinions.

Ideally, colleges act with the understanding that every action can either engage or alienate a student.

The following few slides provide a snapshot of LB’s entering student first impressions.


GOOD NEWS: The vast majority of entering students feel welcome here. Yet, we should be mindful that 3% do not and 18% say they have no opinion about this.

GOOD NEWS: Compared to Medium Schools and National SENSE Cohort, LB’s Entering Students trend similarly and positively overall on these “first impression” items with the exception of a few items specific to advising where we tend to have slightly lower “strongly agree” and more “no opinion.”

GOOD NEWS AND WATCH POINTS/GROWTH OPPORTUNITIES Regarding Advising:

–59% students were able to conveniently connect with an advisor;–58% indicated this advisor helped them identify course for the first term;–46% received help selecting a course of study, program or major;–28% received help setting academic goals and a plan for achieving them; and–19% said a college staff member talked with them about commitments outside

of school to help determine courses to takeWATCH POINT/GROWTH OPPORTUNITIES: And, comparatively, LB tends to

have lower “agreement” on having had a college staff member help them determine whether they qualified for financial assistance.


Entering Students’ First Impressions of LBCC


“From the time of your decision to attend this college through the end of the first three weeks of your first quarter...”

SA A

18a. The very first time I came to this college I felt welcome 21.8 56.8

18b. I was able to get the information I needed to register for classes 24.8 64.1

18c. All the courses I needed to take during my first semester/quarter were available at times convenient for me

22.5 41.8

18d. Able to meet with an academic advisor at times convenient for me 16.3 41.5

18e. An advisor helped me to select a course of study, program, or major 17.6 28.5

18f. An advisor helped me to set academic goals and to create a plan for achieving them 10.0 17.5

18g. An advisor helped me identify the courses I needed to take during my first semester/quarter

19.2 39.1

18h. A college staff member talked with me about my commitments outside of school to help in figuring out how many courses to take

8.1 10.7


“From the time of your decision to attend this college through the end of the first three weeks of your first quarter...”

SA A

18i. The college provided me with adequate information about financial assistance 9.2 34.3

18j. A college staff member helped me determine whether I qualified for financial assistance 5.1 16.5

18k. Instructors had activities to introduce students to one another 15.0 47.2

18l. Instructors clearly explained academic and student support services available at this college

20.7 50.3

18m. Instructors clearly explained course grading policies 33.0 59.7

18n. Instructors clearly explained course syllabi 36.7 56.1

18o. I knew how to get in touch with my instructors outside of class 36.7 55.9

18p. At least one college staff member (other than an instructor) learned my name 14.9 24.3

18q. At least one other student whom I did not previously know learned my name 39.2 51.8

18r. At least one instructor learned my name 42.0 49.3

18s. I learned the name of at least one other student in most of my classes 45.3 46.2


First Impressions – Voices of Entering Students from SENSE Focus

Groups. What would LB students be saying?“My college is like an airport in a foreign country. There are a lot of other people rushing around, looking as though they know where they’re going. But even when I see a sign telling me where to go, it’s written in a language I don’t understand.”

“Everything is really mapped out for you when you come. You know what you’re supposed to do. If you need help, you don’t have to hesitate to ask. There’s always somebody there willing to answer your question.”

“To me, it was like, ‘Wow, this place is really busy.’ All you see is a whole bunch of people. It’s like life flashing before your face … you see one person, then the next minute they’re just flashing by.”

“I was greeted by a line of people trying to register on the day I came … I waited maybe an hour and a half before I got to the counter. If you had to see an advisor, not only did you have to wait [the first time], but you had to wait another two hours just to see the advisor. You almost have to wait in a line to wait in another line.”

“When I came here, I never knew what to do or where to go. I came on my own; my mother doesn’t know anything about college. But [there were] the big signs around the school … I was able to say, ‘Admissions. Okay, I think I should go there.’”

“They need to remember that they hold this person’s future in their hand…and with one wrong action or one wrong word you can totally turn them off and they’ll turn around and walk out the door and never come back.”

LB CC’s Entering Student Early Behaviors


• THE GOOD NEWS: Overall, with only a couple of exceptions, our entering students are largely off on the right foot in terms of their behaviors early on. A vast majority view themselves as making effort to ask questions in class or contribute to discussion, prepare drafts/assignments carefully before turning them in, and working with other students during class.

• WATCH POINT: While a majority of our entering students never or almost never come to class without completing readings or assignments, we do have a higher proportion of students than Medium Schools and the National SENSE Cohort that are a more likely to class without completing readings or assignments – 2 or 3, or 4 or more times. We see this behavior in our CCSSE results too. Starts early. Remember, SENSE is capturing behaviors within the first few weeks of classes!

• WATCH POINT: Similar to our CCSSE results, we also tend to do better than our comparisons at engaging students with each other on projects during class time. However, overall, we must remember as a whole, 33% say they never or almost never work with other students during class. We can be proud of our results here, but best to do so while reconciling how much room there is to grow.



“During the first three weeks of your first quarter at this college, about how often did you do the following?”

Never Once2 or 3 times

4+ times

19a. Frequency: Asked questions in class or contribute to class discussions during the first three weeks of your first SEMESTER/QUARTER

5.6 19.4 45.9 29.1

19b. Frequency: Prepared at least two drafts of a paper or assignment before turning it in during the first three weeks of your first SEMESTER/QUARTER

26.6 34.8 31.3 7.3

19c. Frequency: Turned in an assignment late during the first three weeks of your first SEMESTER/QUARTER

53.6 33.0 11.7 1.7

19d. Frequency: Did not turn in an assignment during the first three weeks of your first SEMESTER/QUARTER

70.0 21.8 6.4 1.7

19e. Frequency: Participated in supplemental instruction during the first three weeks of your first SEMESTER/QUARTER

72.6 15.2 9.8 2.4

19f. Frequency: Came to class without completing readings or assignments during the first three weeks of your first SEMESTER/QUARTER

39.5 32.7 22.0 5.8

19g. Frequency: Worked with other students on a project or assignment during class during the first three weeks of your first SEMESTER/QUARTER

11.4 20.2 46.4 22.1


“During the first three weeks of your first quarter at this college, about how often did you do the following?”

Never Once2 or 3 times

4+ times

19h. Frequency: Worked with classmates outside of class on class projects or assignments during the first three weeks of your first SEMESTER/QUARTER

64.9 16.2 14.1 4.8

19i. Frequency: Participated in a required study group outside of class during the first three weeks of your first SEMESTER/QUARTER

89.1 5.8 4.3 .9

19j. Frequency: Used an electronic tool to communicate with another student about course work during the first three weeks of your first SEMESTER/QUARTER

57.1 16.4 16.6 9.8

19k. Frequency: Used an electronic tool to communicate with an instructor about course work during the first three weeks of your first SEMESTER/QUARTER

47.8 21.5 21.1 9.6

19l. Frequency: Discussed an assignment or grade with an instructor during the first three weeks of your first SEMESTER/QUARTER

30.7 35.6 28.8 4.9

19m. Frequency: Asked for help from an instructor regarding questions or problems related to a class during the first three weeks of your first SEMESTER/QUARTER

23.8 26.8 40.0 9.4

19n. Frequency: Discussed ideas from readings or classes with instructors outside of class during the first three weeks of your first SEMESTER/QUARTER

75.0 14.5 9.0 1.5

19o. Frequency: Received prompt written or oral feedback from instructors on your performance during the first three weeks of your first SEMESTER/QUARTER

17.5 27.5 37.7 17.3

19p. Frequency: Discussed ideas from your readings or classes with others outside of class during the first three weeks of your first SEMESTER/QUARTER

31.5 19.3 28.3 21.0

19q. Frequency: Skipped class during the first three weeks of your first SEMESTER/QUARTER

56.6 27.2 13.8 2.6

LB CC’s Entering Student Early Awareness, Use and Satisfaction with Services


• THE GOOD NEWS: A majority are aware of most of our core services including academic advising, career counseling, face-to-face tutoring, skills lab, financial assistance advising, computer lab, student organizations and services to students with disabilities.

• WATCH POINTS: While many say they are aware of core services, most have not yet used those services. This is similar to our CCSSE results. It appears we don’t quite make a full shift to strong utilization.



Q20 “From the time of your

decision to attend this college

through the end of the first three weeks of the first

quarter...”

Did You Know About It?

How often did you use it? How satisfied were you with it?

Yes No Never Once2-3

times4+

timesVery Somewhat

Not at All

N/A

Academic Adv/planning

69.7 30.3 56.2 32.3 10.2 1.3 15.9 24.7 5.2 54.3

Career Counseling

58.7 41.3 80.9 12.2 6.0 .9 8.6 9.1 5.0 77.3

Job Placement Assistance

41.0 59.0 91.1 6.2 2.1 .7 2.8 6.5 3.7 87.1

Face-to-Face Tutoring

78.2 21.8 87.6 7.3 3.8 1.3 8.5 5.9 1.8 83.8

Online Tutoring 21.8 78.2 98.6 1.2 .2 0 1.6 1.6 1.4 95.3


Q20 “From the time of your decision to attend this

college through the end of the

first three weeks of the first quarter...”

Did You Know About It?

How often did you use it? How satisfied were you with it?

Yes No Never Once2-3

times4+

timesVery Somewhat Not at All N/A

Writing, math, or other skill lab

77.0 23.0 68.0 10.9 13.6 7.6 21.4 10.9 .9 66.7

Financial Assistance Advising

68.4 31.6 68.9 18.3 8.7 4.0 12.4 16.5 5.0 66.1

Computer Lab 89.6 10.4 43.5 13.5 21.2 21.9 37.7 19.4 1.1 41.8Student Organizations

57.6 42.4 93.1 4.1 1.6 1.1 3.1 4.7 1.7 90.6

Transfer Credit Assistance

46.6 53.4 88.5 9.6 1.6 .2 3.0 8.1 3.2 85.7

Services to students with Disabilities

96.8 .9

LB CC’s Entering Student Quality of Relationships

with Others at LBCC



Asked if they ever have considered dropping out of college, many students say they have. And when they are asked what helped them stay in college, students’ answers, almost without exception, are about relationships.


Scale of 1-7, with a high of 7 representing:

Other Students – “friendly, supportive, sense of belonging”

53% classify their relationships with other students as 6 or 7; 3% report 1 or 2.

Faculty – “available, helpful, sympathetic”

65% classify their relationships with instructors as 6 or 7; 1% report 1 or 2.

Administrative Personnel – “helpful, considerate, flexible”

45% of students classify their relationships with administrative personnel and offices as 6 or 7; 3% report 1 or 2.


Friendly, supportive, sense of belonging, helpful, available, sympathetic,

considerate, flexible

LBCC’s Entering Student Experience with Financial

Assistance Processes


Entry Processes and Financial Aid• 65% of LBCC Entering Students applied for financial assistance, this is slightly

lower than Medium Colleges at 70% and the SENSE National Cohort at 68%. In general, our students are more likely to rely on their own income/savings or financial support from parents/spouse etc. than the comparison groups.

• 30% don’t apply for assistance because they don’t think they will qualify. 26% indicate they don’t need financial assistance.

• 51% of our entering students indicated they would not have been able to attend LBCC if they had not received financial assistance.

• 58% indicated the financial assistance they received was enough to cover tuition, books, and fees etc., 42% indicated it was not.


Entry Processes and Financial Aid• Our students do tend to apply for financial assistance sooner than the

comparison groups, yet far fewer receive financial assistance funds before classes began – 76% compared to 36% Medium Colleges and 34% National SENSE Cohort.

• Out student are far more likely to have learned about financial assistance available from their high school counselor or teacher – 40% compared to 29% Medium Colleges and 29% SENSE National Cohort.

• For those with experience, 76% of LBCC’s entering students “strongly agreed” or “agreed” that the Financial Assistance Office staff members were helpful.

• 67% “strongly agreed” or “agreed” that Financial Assistance Office staff members were available to help complete the application for assistance.



Which of the following is/was most likely to interfere with your ability to stay in college?

LBCCEntering Students

Medium Colleges

SENSE National Cohort

Cost of tuition and books 45.2 36.1 35

Cost of housing expenses 16.6 10.4 8.8

Cost of childcare expenses 3.6 5.7 4.8

Cost of transportation expenses

4.1 9.2 8.7

This does not apply to me 30.5 38.6 42.7

When asked to think about

different expenses, LBCC entering

students are more likely to indicate the cost of tuition and books could

interfere with their ability to stay in college.

LB CC’s Entering Student Participation in Orientation

and Student Success Courses


Orientation and Student Success Courses


• 70% of our entering students participated in an on-campus orientation, a much higher percentage than 44% for Medium Colleges and the SENSE National Cohort.

• 16% of our entering students would say they were enrolled in a course specifically designed to teach skills and strategies to help students succeed in college (e.g., a college success or student success course). Medium Colleges show 27% of entering students enrolled in such a course and 25% of the SENSE National Cohort.

Which students absolutely must participate in orientation and success courses? Based on what data? Are those students participating? If not, what is standing in the way?What evidence would convince us that participation in orientation and/or success courses should be mandatory?What are the most effective ways to integrate these experiences into the first-term instructional experience?

LB CC’s Entering Student CPT Participation and Placement


Entry Processes and Developmental Education

•92% indicate they were required to take placement test and 92% said they took it.

•50% indicated their test scores showed they did not need to take any developmental courses.

•56% indicate LB required them to enroll in classes indicated by placement test during first quarter.

Based on their placement tests:

22% needed developmental reading 20% needed developmental writing 38% needed developmental math Of the above that tested into these

developmental areas, the majority were enrolled in a related course the first term (smaller majority for math).


LB CC’s Entering Student Main Source of Advising,

Advising Use



Main Source of Academic Advising

PT FT ALL

Instructors 13.6 21.6 19.5

College staff (not instructors) 6.8 10.8 9.7

Friends, family or other students

58.5 54.6 55.7

Computerized degree advisor system

0.8 0.3 0.5

College Web site 13.6 8 9.5

Other college materials 6.8 4.6 5.2

There is Awareness of Advising, Minimal Use, and

Not a Deep Connection Beyond Course Scheduling.GOOD NEWS AND WATCH POINTS:

–59% students were able to conveniently connect with an advisor;–58% indicated this advisor helped them identify course for the first term;–46% received help selecting a course of study, program or major;–28% received help setting academic goals and a plan for achieving them; and–19% said a college staff member talked with them about commitments outside of school to

help determine courses to take–70% know about advising, but vast majority not yet used it.


Q20 “From the time of your decision to attend this

college through the end of the first three weeks of the

first quarter...”

Did You Know About It? How often did you use it?

Yes No Never Once 2-3 times 4+ times

Academic Adv/planning 69.7 30.3 56.2 32.3 10.2 1.3

LB CC’s Entering Student Sense of Commitment and Support


• GOOD NEWS: 92% believe they have the motivation to succeed.

• 88% think they are prepared academically to succeed at this college.

• 83% believe they will be able to obtain the academic assistance in and out of the classroom that is necessary to succeed in college.

• 89% feel they have the support from their immediate family for attaining their educational goals, 86% feel supported by their friends.

• 77% say faculty here want them to succeed.


• WATCH POINT: A low percent of all types of our entering students perceive they have someone assigned to them to go to as needed for information or assistance. 13% of our PT and 12% of our FT. 12% Traditional age and 15% Non-Traditional.

• WATCH POINT: 55% say they will have the money necessary to pay the tuition required in order to meet their educational goals, 50% say they will have the money to pay for supplies (books, computers, etc.) essential for completing their educational goals.

• WATCH POINT: 36% are concerned time spent working will interfere with their ability to succeed in college, 17% say the same for “caring for dependents,” and 18% say commitments other than work or family will interfere. Combine this with 19% agreeing “a college staff member talked with me about my commitments outside of school….” [Q18h]


A Few Important Questions for LBCC &

Next Steps



Everything students experience before walking into the classroom — entering processes, advising, orientation — ideally will improve the likelihood that they will succeed in their coursework.The classroom offers the best opportunities to engage students and nurture behaviors that promote persistence and learning. What can we do to better engage students when they are in class — and to use the classroom to inspire or require engagement (e.g., the use of services) elsewhere?What professional development opportunities would equip faculty with effective strategies for delivering content in ways that engage students?Where are we seeing the similarities between our CCSSE results and SENSE?How can we get the word out to faculty and key staff who can influence engagement? How can we strengthen understanding and practice at the classroom and service level?

Classroom Experiences and Academic Support: Questions Raised by the Data


To what extent does LBCC practice and evidence these principles? What could we be doing more or less of to strengthen these here?

(1) Personal Connections (every student is intentionally connected to an individual who feels responsible for that student's success and these connections are made sooner than later)

(2) High Expectations and Aspirations (every student is clear about the college's high expectations for performance and every student has high aspirations for his or her own success)

(3) A Plan and a Pathway to Success (every entering student, in the first three weeks of college, defines his or her educational goals and develops a plan for attaining them...imagine further that these plans are updated regularly with guidance as student progress)

(4) An Effective Track to College Readiness (academically under-prepared students have an effective, efficient path to completing developmental education and beginning college level work)

(5) Engaged Learning (a college where engaged learning is intentional, inescapable, and the norm for all students)

(6) An Integrated Network of Financial, Social, and Academic Support (a college where every entering student is met with a personalized network of financial, academic, and social support)


Documents

Getting the SENSE of Students: Preliminary Findings from LBCC’s Fall 2008 Administration of SENSE Student Engagement = Retention and Success PLAN ACT ASSESS