SENSE 2009 Benchmark Summary Mountain View College Compared to other Community Colleges - Entering Students (First Time) Only

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1 60.0 SENSE 2009 Benchmark Summary Compared to other Community Colleges - Entering Students (First Time) Only MVC Other DCCCD Alamo CCD Lone Star CCD San Jacinto CCD Other Texas CCs is the 2009 National Cohort Average "SENSE has introduced national benchmarks of effective practice with entering students. Research shows that the more actively engaged students are early in their college experience with college faculty and staff, with other students, and with the subject matter the more likely they are to learn and to achieve their academic goals. SENSE benchmarks focus on institutional practices and student behaviors that promote student engagement and that are positively related to student learning and persistence from the time the student has first contact with the college through the end of the third week of class." [Excerpt from "Understanding Survey results"] 0.0 Early Connections High Expectations and Aspirations Clear Academic Plan and Pathway Effective Track to College Readiness Engaged Learning Academic and Social Support Network MVC 2009 SENSE Survey Benchmark Summary 1 of 8

2 SENSE Survey Items Comprising SENSE Benchmarks Early Connections 18a Agreement: The very first time I came to this college I felt welcome 18i Agreement: The college provided me with adequate information about financial assistance (scholarships, grants, loans, etc.) 18j Agreement: A college staff member helped me determine whether I qualified for financial assistance 18p Agreement: At least one college staff member (other than an instructor) learned my name 23 Agreement: A specific person was assigned to me so I could see him/her each time I needed information or assistance. 18b 18t 18u 19c 19d 19f 19s High Expectations and Aspirations Agreement: The instructors at this college want me to succeed Agreement: I have the motivation to do what it takes to succeed in college Agreement: I am prepared academically to succeed in college Frequency: Turn in an assignment late Frequency: Not turn in an assignment Frequency: Come to class without completing readings or assignments Frequency: Skip class 18d 18e 18f 18g 18h Clear Academic Plan and Pathway Agreement: I was able to meet with an academic advisor at times convenient for me Agreement: An advisor helped me to select a course of study, program, or major Agreement: An advisor helped me to set academic goals and to create a plan for achieving them Agreement: An advisor helped me to identify the courses I needed to take during my first semester/quarter Agreement: 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 Effective Track to College Readiness 12a Agreement: Before I could register for classes I was required to take a placement test (COMPASS, ASSET ACCUPLACER, SAT, ACT, etc.) to assess my skills in reading, writing, and/or math. 12b Agreement: I took a placement test (COMPASS, ASSET ACCUPLACER, SAT, ACT, etc.) 14 Agreement: This college required me to enroll in classes indicated by my placement test scores during my first semester/quarter. 21a Agreement: Within a class or through another experience at this college, I learned to improve my study skills (listening, note taking, highlighting readings, working with others, etc.) 21b Agreement: Within a class or through another experience at this college, I learned to understand my academic strengths and weaknesses 21c Agreement: Within a class or through another experience at this college, I learned skills and strategies to improve my test-taking ability MVC 2009 SENSE Survey Benchmark Summary 2 of 8

3 SENSE Survey Items Comprising SENSE Benchmarks 19a 19b 19e 19g 19h 19i 19j 19k 19l 19m 19n 19o 19q 20d(2) 20f(2) 20h(2) Engaged Learning Frequency: Ask questions in class or contribute to class discussions Frequency: Prepare at least two drafts of a paper or assignment before turning it in Frequency: Participate in supplemental instruction (extra class sessions with an instructor, tutor, or experienced student) Frequency: Work with other students on a project or assignment during class Frequency: Work with classmates outside of class on class projects or assignments Frequency: Participate in a required study group outside of class Frequency: Participate in a student-initiated (not required) study group outside of class Frequency: Use an electronic tool ( , text messaging, Facebook, MySpace, class Web site, etc.) to communicate with another student about coursework Frequency: Use an electronic tool ( , text messaging, Facebook, MySpace, class Web site, etc.) to communicate with an instructor about coursework Frequency: Discuss an assignment or grade with an instructor Frequency: Ask for help from an instructor regarding questions or problems related to a class Frequency: Receive prompt written or oral feedback from instructors on your performance Frequency: Discuss ideas from readings or classes with instructors outside of class Frequency: Use face-to-face tutoring Frequency: Use writing, math, or other skill lab Frequency: Use computer lab 18l 18m 18n 18o 18q 18r 18s Academic and Social Support Network Agreement: All instructors clearly explained academic and student support services available at this college Agreement: All instructors clearly explained course grading policies Agreement: All instructors clearly explained course syllabi (syllabuses) Agreement: I knew how to get in touch with my instructors outside of class Agreement: At least one other student whom I didn t previously know learned my name Agreement: At least one instructor learned my name Agreement: I learned the name of at least one other student in most of my classes MVC 2009 SENSE Survey Benchmark Summary 3 of 8

4 and Other Participating DCCCD Colleges Other DCCCD Colleges 2009 Cohort Colleges Early Connections High Expectations and Aspirations Clear Academic Plan and Pathway Effective Track to College Readiness Engaged Learning Academic and Social Support Network Institution State Brookhaven College Cedar Valley College Eastfield College El Centro College MVC 2009 SENSE Survey Benchmark Summary 4 of 8

5 and Alamo Community College District Colleges Alamo CCD Colleges 2009 Cohort Colleges Early Connections High Expectations and Aspirations Clear Academic Plan and Pathway Effective Track to College Readiness Engaged Learning Academic and Social Support Network Institution State Northeast Lakeview College Northwest Vista College Palo Alto College San Antonio College St. Philip's College MVC 2009 SENSE Survey Benchmark Summary 5 of 8

6 and Lone Star College District Lone Star College District Colleges 2009 Cohort Colleges Early Connections High Expectations and Aspirations Clear Academic Plan and Pathway Effective Track to College Readiness Engaged Learning Academic and Social Support Network Institution State Lone Star College - CyFair Lone Star College - Kingwood Lone Star College - Montgomery Lone Star College - North Harris Lone Star College - Tomball MVC 2009 SENSE Survey Benchmark Summary 6 of 8

7 and San Jacinto College District San Jacinto College District Colleges 2009 Cohort Colleges Early Connections High Expectations and Aspirations Clear Academic Plan and Pathway Effective Track to College Readiness Engaged Learning Academic and Social Support Network Institution State San Jacinto College - Central Campus San Jacinto College - North Campus San Jacinto College - South Campus MVC 2009 SENSE Survey Benchmark Summary 7 of 8

8 and Other Texas Colleges Other Texas Colleges 2009 Cohort Colleges Early Connections High Expectations and Aspirations Clear Academic Plan and Pathway Effective Track to College Readiness Engaged Learning Academic and Social Support Network Institution State Brazosport College College of the Mainland Galveston College Kilgore College Lee College Paris Junior College Tarrant County College District Tyler Junior College Vernon College Weatherford College Wharton County Junior College MVC 2009 SENSE Survey Benchmark Summary 8 of 8

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