SENSE 2013 Findings for College of Southern Idaho

SENSE 2013 Findings for

College of Southern Idaho

2

Presentation Overview SENSE Overview

Student Respondent Profile

SENSE Benchmarks

Community College Students and Stories

Strategies to Promote Learning that Matters

SENSE Overview

4

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

5

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.

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

SENSE: A Tool for Community Colleges

Student Respondent Profile at College of Southern Idaho

8

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.

9

Student Respondent Profile: Enrollment Status

Less than Full-Time Full-Time0%

10%20%30%40%50%60%70%80%90%

22%

78%

26%

74%

College of Southern Idaho SENSE 2013 Cohort

Source: 2013 SENSE data

10

Student Respondent Profile: Age

18-24 25+0%

10%20%30%40%50%60%70%80%90%

100%87%

13%

82%

18%



11

Student Respondent Profile:Sex

Male Female0%

10%

20%

30%

40%

50%

60%

43%

55%

43%

54%



12

Student Respondent Profile: Race & Ethnicity


4% 2% 3%

16% 18%

52%

3% 1% 1% 2%

25%

59%

SENSE 2013 Cohort College of Southern Idaho

13

Student Respondent Profile: First-Generation Status

62%

38%

First-Generation

Not First-Genera-tion


14

Student Respondent Profile: Orientation


4.8%

16.5%1.9%

39.0%

38.6%

I took part in an online orienta-tion prior to the beginning of classes

I attended an on-campus orien-tation prior to the beginning of classes

I enrolled in an orientation course as part of my course schedule during my first semes-ter/quarter at this college

I was not aware of a college orientation

I was unable to participate in orientation due to scheduling or other issues

15

Student Respondent Profile: Courses Dropped


85.7%

11.0%

3.1% 0.3%

None

One

Two

Three

16

Student Respondent Profile: Course Registration


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

17

Student Respondent Profile: Employment


None 1-5 hours 6-10 hours 11-20 hours 21-30 hours More than 30 hours

34.1

0%

7.30

%

9.30

%

12.8

0%

15.8

0% 20.7

0%

37.0

0%

8.90

%

7.10

% 12.7

0%

15.1

0% 19.2

0%

37.5

%

8.8%

6.8%

12.1

%

15.0

% 19.8

%

CSI Large Colleges 2013 Cohort

18

Student Respondent Profile: Goals


Transfer to a 4-year col-lege or university

Obtain an Associate degree

Complete a certificate

68.5

0%

86.8

0%

71.1

0%

77.8

0%

78.9

0%

58.2

0%

75.4

0%

79.6

0%

58.3

0%


SENSE Benchmarks

20

SENSE Benchmarks of Effective Practice with Entering StudentsThe 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

21

Early

Conne

ction

s

High E

xpec

tatio

ns a

nd A

spira

tions

Clear A

cade

mic

Plan a

nd P

athw

ay

Effecti

ve T

rack

to C

olleg

e Rea

dines

s

Engag

ed L

earn

ing

Acade

mic

and

Social

Sup

port

Networ

k

46.6

48.8

53.1

53.2

43.9

47.7

46.7

49.7

47.7

49.6

49.4 4956

.8

55.1

58.5

58.2

59.1

55.3

CSI Large Colleges Top Performing Colleges

SENSE Benchmarks for Effective Educational Practice


22

Early Connections


A specific person was assigned to me so I could see him/her each t...

21% 21.80%

38.90%

26.10%

CSI Large Colleges Top Performing Colleges2013 Cohort

23

Early Connections


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

%

Agree or Strong Agree

CSI Large CollegesTop Performing Colleges 2013 Cohort

24

Percent of Student who AGREED OR STRONGLY AGREED 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%

High Expectations and Aspirations

25

Percent of Student who responded Never or Once:

CSI Large Colleges

Top Performing

Colleges2013

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%

High Expectations and Aspirations

26

Clear Academic Plan and Pathway


68.6%

33.4%

59.3%

28.1%

76.5%

38.0%

63.5%

29.9%

Agree or Strongly Agree

College of Southern Idaho Large Colleges Top Performing Colleges

2013 Cohort

27

Clear Academic Plan and Pathway


68.2%

43.4%

78.4%

59.0%

40.0%

68.9%74.2%

54.8%

85.0%

62.1%

42.3%

72.2%

Agree or Strongly Agree

College of Southern Idaho Large Colleges Top Performing Colleges2013 Cohort

28

Effective Track to College Readiness


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%

29

Effective Track to College Readiness


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%

30

Engaged Learning


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

CSI Large Colleges

Top Performing

Colleges2013

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%

31

Engaged Learning


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

CSI Large Colleges

Top Performing

Colleges2013

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%

32

Academic and Social Support Network


55

.2%

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%



33

Academic and Social Support Network


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 one other student in

most of my classes

77.3%

85.9% 85.1%82.3%86.0% 85.3%88.0%

92.8% 90.7%

82.0%86.9% 85.7%



34

Benchmarking – and Reaching for ExcellenceThe most important comparison:

where we are now, compared with

where we want to be.

Community College Students and Stories

36

Student Persistence: Future PlansWhen do you plan to take classes at this college again?


3.7% 1.4%

69.4%

25.5%

I will accomplish my goal(s) during this semester/quar-ter and will not be returning

I have no current plans to return

Within the next 12 months

Uncertain

37

Developmental Education


Devel

opm

enta

l Rea

ding

Devel

opm

enta

l Writ

ing

Devel

opm

enta

l Mat

h

Didn't

pla

ce in

to a

ny D

evel

opm

enta

l cou

rses

17.1%

27.2%

44.2%38.0%

25.5% 26.5%

46.0%

29.5%25.5% 27.4%

47.3%

29.3%

Placement into Developmental Courses


38

Developmental Education


Devel

opm

enta

l Rea

ding

Devel

opm

enta

l Writ

ing

Devel

opm

enta

l Mat

h

Stude

nt S

ucce

ss

18.4%

30.4%

49.4%

5.8%

29.6% 32.3%

48.9%

27.8%29.1%32.9%

49.3%

30.3%

Enrollment in the first semester


Strategies to Promote Learning that Matters

40

Strategies to Promote Learning that MattersThe 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

41

Strengthen Classroom Engagement Raise expectations

Promote active, engaged learning

Build and encourage relationships

Ensure that students know where they stand

42

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

43

Raise ExpectationsStudents 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


44

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


61%

39%

Time Spent Studying

Five or fewer hours

More than 5 hours

45

Promote Active, Engaged LearningStudents learn and retain more information — and persist and succeed at higher levels — when they are actively involved in learning rather than passively receiving information.

46

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?


Asked questions in class or contributed to class dis-

cussions

Worked with other students on projects during class

Worked with class mates outside of class on class projects or assignments

13.6%

24.7%

67.6%

7.7%

21.5%

66.5%

5.5%12.5%

56.5%

7.8%

21.4%

65.6%

Percentage of students responding NEVER


47

Build and Encourage RelationshipsPersonal connections are a critical factor in student success

48

Build and Encourage RelationshipsEntering Students’ Interaction with Faculty

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.


49

Ensure that Students Know Where They StandFeedback on academic performance greatly affects student retention

50

Ensure that Students Know Where They Stand


Student Perceptions of FeedbackDuring 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?

Four or more times Two or three times Once Never

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

%


51

Integrate Student Support into Learning ExperiencesStudents are most likely to succeed when expectations are high and they receive the support they need to rise to those expectations

52

Integrate Student Support into Learning Experiences

Never Once Two or Three Times Four or More times

43.5%

35.3%

17.8%

3.3%

45.7%

34.8%

16.6%

3.0%

42.7%

36.0%

18.1%

3.2%

How often did you use Academic Advising?


53


Not applicable Not at all Somewhat Very

39.7%

6.2%

33.7%

20.3%

42.3%

4.5%

29.1%

24.1%

39.3%

4.5%

30.1%

26.2%

How satisfied were you with Academic Advising?


54



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?


55



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?


56



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?


57



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?


58



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?


59



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?


60



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?


61



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?


62



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?


63



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?


64



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?


65



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?


66

Focus Institutional Policies on Creating the Conditions for LearningInstitutional 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

67

Focus Institutional Policies on Creating the Conditions for Learning

Class AttendanceDuring 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


Documents

SENSE 2013 Findings for College of Southern Idaho