ALBUQUERQUE TECHNICAL VOCATIONAL INSTITUTE. Community College Student Experiences Questionnaire

Transcription

1 ALBUQUERQUE TECHNICAL VOCATIONAL INSTITUTE Community College Student Experiences Questionnaire

2 Table of Contents Introduction 2 Key Findings 2 Survey Instrument 5 Methodology 6 List of Tables 7 Section One: College Activities - 12 Categories 9 Course Activities 10 Library Activities 12 Faculty 14 Student Acquaintances 16 Art, Music, Theater Activities 18 Writing Activities 20 Science Activities 22 Career Occupational Skills 24 Computer Technology 26 Clubs and Organizations 28 Counseling and Career Planning 30 Learning and Study Skills 32 Quality of Effort Scales 34 Section Two: Estimate of Gains Educational Goals 36 Section Three: College Environment and Student Impressions 42 Section Four: Respondent Characteristics and College Program 44 Appendix: Community Colleges in Comparative Sample 48 1

3 CCSEQ Survey Report Introduction During the fall semester of 2002, the Office of Planning, Budget and Institutional Research (PBIR) conducted a student survey using the University of Memphis, Center for the Study of Higher Education Community College Student Experiences Questionnaire (CCSEQ). The objectives of this research project were: to learn from students to what extent and how productively they use the facilities and opportunities the college provides to assess student impressions about TVI, and to determine from these students what progress they have made in achieving important educational goals The assumptions underlying the creation of the CCSEQ are based on an extensive body of research that demonstrates the generally strong relationship between academic achievement and personal growth and the amount of time students actually invest in their college life and course work. This includes not only active student involvement in the classroom but also faculty-student and student-student interaction beyond the classroom and student participation in out-of-class campus activities. The bulk of this research has been done in a 4-year setting; however recent research indicates these findings also apply to community colleges. The challenge for TVI, as with most community colleges that enroll large numbers of part-time students, is to develop programs that maximize student participation and active engagement. The collection of these data will serve as a baseline to assess the extent to which TVI students are engaging in these activities and the success of future interventions designed to increase student engagement. One of the advantages of using the CCSEQ is that the college also receives aggregated comparison data from 40 other community colleges. Because of different sampling and administration methodologies employed at each of the institutions, rigorous statistical comparisons are not possible. Nonetheless, the data are useful in determining areas that TVI may choose to focus improvement efforts. In addition to the report generated by PBIR, raw data were submitted to Data Integrity Solutions, Inc. for further analysis and as part of a larger study on educational goals and core competencies. Those results are reported under a separate cover. Descriptive findings from this survey are contained in this report. Key Findings Overall, TVI students find the college to be an exciting and stimulating environment in which to achieve their educational goals. Nearly seven-tenths (69.9%) of respondents state the college is an exciting and stimulating place to be all or most of the time and this rate is higher than that reported by students enrolled at other colleges (53%). Moreover the largest majority would describe 2

4 all or most of their courses as challenging, stimulating and worthwhile (80.1%) reflecting a higher percentage when compared to students enrolled at other colleges (72%). Students are definitely achieving their educational goals at TVI. Given the mission of TVI, it is extremely encouraging that the top five educational goals (out of 25) achieved as a result of their college experience are: o Acquiring knowledge and skills applicable to a specific job or type of work o Developing clearer career goals o Understanding myself- my abilities and interests o Developing the ability to learn on my own, pursue ideas, and find information I need o Acquiring skills needed to use computers to access information from the library, the Internet, the World Wide Web, or other computer networks In addition, the top two goals are especially important in light of the fact that nearly three-fifths (58.5%) of these students state the most important reasons they are attending TVI at this time are job-related. On the other hand the five educational goals these respondents indicate achieving at the lowest levels are: o Developing an understanding and enjoyment of literature (novels, stories, essays, poetry, etc.) o Developing an interest in political and economic events o Learning more about other parts of the world and other people (Asia, Africa, South America, etc.) o Developing an understanding and enjoyment of art, music, and theater o Developing the ability to speak and understand another language A higher percentage of our students indicate they would choose to attend TVI again (81.5% yes, 14.3% maybe) than do students in a 40-school comparison group (68% yes, 24% maybe). The results indicate TVI s faculty is qualified and caring. Consistent with the findings of other recent student surveys conducted by PBIR, the largest majority of respondents (84%) state that all or most faculty members are helpful and supportive and again these results are higher than the 40-school comparison group (77%). The majority of TVI students are satisfied with the availability of places to use computers and technology at the college. On the other hand, fewer respondents indicate ample availability of campus locations to meet and study with other students. This is the only item (of eight) in the college environment section for which TVI students are less satisfied than students enrolled at other colleges. TVI students are actively engaged in a series of education-related activities despite job and family responsibilities. Using the results of the CCSEQ these activities can be categorized and assessed using nine Quality of Effort scales. 3

5 Taken together, these scales provide data on the amount scope and quality of effort students put into taking advantage of the opportunities offered at TVI. In general, TVI students report higher levels of effort for five of the scales when compared to students surveyed at 40 other community colleges (CCSEQ, Third Edition). These scales include: Computer Technology, Faculty, Course Activities, Career/Occupational Skills, and Student Acquaintances. On two scales, TVI students report equal levels of effort: Writing Activities, and Science Activities. By contrast, on two scales, TVI respondents report lower levels of quality of effort: Library Activities and Art, Music, and Theater. Research efforts aimed at determining which of these activities exert the highest impact of student success will be conducted during the current academic year. Ultimately, these findings may help the college concentrate resources on activities that have a positive impact on student engagement, retention and academic success. Clearly, family and work-related responsibilities impact the amount of time students have to devote to their schoolwork and college-related activities. A large number of students are working (70.4%) with almost one-half (49.3%) working 31 hours or more per week. Of those who are working, over threequarters (75.2%) indicate their job takes some or a lot of time from their school work. In addition, three-quarters (74.6%) of respondents state they have family responsibilities. For nearly seven-tenths (69.4%) of those, family responsibilities take some or a lot of time from their school work. It is noteworthy that nearly one-half (46.6%) of respondents usually spend only 1 to 5 hours a week studying. Not surprisingly, these students may not have additional time to devote to on-campus club membership and responsibilities. Almost three-quarters (72.8%) report spending 3 hours or less on TVI campus not counting time attending classes. Lastly, full-time and part-time students consistently report different levels of effort and engagement, with part-time students reporting lower levels. Retention tracking over time indicates an ongoing trend of lower retention rates for students enrolled in less than 12 credit hours per term. This finding does present a challenge for designing programs and services that support increases in parttime student involvement and engagement and aimed at increasing overall retention rates at the college. 4

6 Survey Instrument and Reporting The CCSEQ contains 185 standard items plus additional items added specific to TVI. The locally added items were department-specific items generated for each of the six instructional departments. Those results are reported under separate covers and were distributed to the appropriate departments. This report limits its reporting to an analysis of a series of items pertaining to the students experience at TVI and their attainment of various life/academic skills. Students are asked to rate how often they participate in given activities during the current school year as either Never, Occasionally, Often or Very Often. Tables one through 12 summary the responses from the activity categories. These responses are contained in section one. The final portion of section one presents Quality of Effort scales for nine of the 12 activity categories. Individual student responses are computed and compiled to produce the scales. These results are compared to aggregated data from 40 other community colleges (40-school comparison). The list of these schools is contained in the Appendix (page 48 of this report). When rating their progress towards attainment of 25 various life and academic skills students are asked to select one of four responses: Very Little, Some, Quite a Bit, or Very Much. Table 15 summarizes student responses, and these responses are contained in section two. Section three presents results on student perceptions of various aspects of the college environment at TVI. The final section reports the demographic characteristics of respondents and their current program of study. In most summaries, the students were grouped into one of three different enrollment status categories by combining information about the number of course credits being taken and their purpose for attending TVI. In this manner, fifty percent were classified as Full Time For Credit, 44% Part Time For Credit, and 5% Not For Credit. Less than 1 % (3 cases) were not classified due to missing answers. Full Time For Credit (n=216): 12 or more hours this term and working towards any of the following: Associate of Arts, Associate of Science, diploma, certificate, transfer to four year college or occupational/vocational program. Part Time For Credit (n=192): less than 12 hours this term and working towards any of the following: Associate of Arts, Associate of Science, diploma, certificate, transfer to four year college or occupational/vocational program. Not For Credit (n=22): Any number of hours this term and NOT working towards ANY of the following: Associate of Arts, Associate of Science, diploma, certificate, transfer to four year college or occupational/vocational program. The summary tables are stratified by enrollment status and provide the number of valid student responses in each category (i.e. missing responses are not included in the 5

7 computation of percentages presented in the tables.) Distribution across the four response options is given in percent. Analysis is limited to descriptive statistics as inferential testing would be of limited value. The survey instrument is copyrighted and is not included in the report. A copy is available in the PBIR office. Methodology To assure a representative response, a proportionate number of courses offered by each of the six instructional departments were randomly selected. Pseudo-random sampling was performed by stratifying across six instructional departments, four campus locations and three meeting times (day, evening, weekend). PBIR informed instructors of the survey project via an inter-office letter approximately ten days prior to receiving the survey packet. Students completed the instruments during regularly scheduled class times. The surveys were returned to the University of Memphis for data entry and raw data computation. PBIR generated the final report. Of the 825 surveys distributed, 430 completed surveys were returned resulting in a response rate of 52.1%. 6

8 List of Tables Table Title Page Number Table 1 Course Activities 10 Table 2 Library Activities 13 Table 3 Faculty 15 Table 4 Student Acquaintances 17 Table 5 Art, Music, Theater Activities 18 Table 6 Writing Activities 21 Table 7 Science Activities 22 Table 8 Career Occupational Skills 24 Table 9 Computer Technology 27 Table 10 Clubs and Organizations 29 Table 11 Counseling and Career Planning 31 Table 12 Learning and Study Skills 32 Table 13 Quality of Effort Scales 35 Table 14 Estimate of Gains 37 Table 15 College Environment 42 Table 16 Student Impressions 43 Table 17 Student Locations 43 Table 18 Background, Work, Family 44 Table 19 College Program 45 Table 20 College Courses 46 Table 21 Educational Goals 46 Table 22 Vocational Programs 47 7

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10 Section One: College Activities 12 categories This section of the report contains student responses to 102 items that are grouped into 12 topics. The titles of the groups of activity items and the number of survey items for each category are as follows: Course activities (10) Library activities (7) Faculty (9) Student Acquaintances (6) Art, Music, and Theater Activities (9) Writing Activities (9) Science Activities (11) Career/Occupational Skills (9) Computer Technology (8) Clubs and Organizations (7) Counseling and Career Planning (8) Learning and Study Skills (9) Each item within each category represents a specific activity and students are asked to report how often they have engaged in the activity during the current school year as either Never, Occasionally, Often or Very Often. In computing the mean response, each measure was assigned a numeric score on a 4-point scale with 1 being Never and 4 indicating Very Often. In this manner, higher mean scores indicate students participate in the activity more frequently. Students with higher levels of engagement in these activities likely will be more satisfied with their college experience and be retained at a higher rate. For each of the following 12 categories, the first two figures present the activities that students engage in most and least frequently. The tables that follow present student responses for each question in the category and the results are presented from most to least frequent. These tables present aggregate data on student responses (All Students) but also present the percentages by enrollment status (Full-time, Part-time and Not-For-Credit). These percentages are critically important in light of lower retention rates exhibited by part-time students. The reader is also cautioned that not-for-credit students represent a very small proportion of the sample (n=22) and care must be exercised in interpreting results from such small numbers. 9

11 Course Activities This group of ten items assesses the frequency of individual and group participation in activities directly related to classroom content and learning activities. A higher percentage of students report they participated in class discussions (M=2.91) or summarized major points and information from readings or notes (M=2.69) whereas far fewer report additional readings on topics that were introduced and discussed in class (M=2.33) or studying course materials with other students (M=2.32). Most Frequent Course Activity: Participated in Class Discussions (All Students) Least Frequent Course Activity: Studied Course Materials with Other Students (All Students) 50.0% 50.0% 40.0% 40.0% 30.0% 30.0% 20.0% 20.0% 10.0% 10.0% 0.0% 0.0% Never Occasionally Often Very Often Never Occasionally Often Very Often Table 1: Course Activities Activity Never Occasionally Often Very Often Participated in class discussions. M=2.91 All Students (n=422) 2.6% 32.5% 36.7% 28.2% Full Time (n=213) 1.9% 31.5% 34.7% 31.9% Part Time (n=186) 2.7% 34.9% 37.6% 24.8% Not For Credit (n=20) 5.0% 20.0% 55.0% 20.0% Summarized major points and information from readings or notes. M=2.70 All Students (n=423) 6.1% 36.6% 38.8% 18.5% Full Time (n=214) 3.7% 30.8% 41.1% 24.4% Part Time (n=186) 6.5% 43.5% 36.6% 13.4% Not For Credit (n=20) 25.0% 35.0% 35.0% 5.0% 10

12 Table 1: Course Activities (continued) Activity Never Occasionally Often Very Often Worked on a paper or project which combined ideas from different sources of information. M=2.66 All Students (n=419) 7.2% 37.0% 38.9% 16.9% Full Time (n=212) 4.2% 35.4% 39.6% 20.8% Part Time (n=185) 8.1% 40.0% 39.5% 12.4% Not For Credit (n=19) 26.3% 26.3% 26.3% 21.1% Applied principles and concepts learned in class to understand other problems or situations All Students (n=423) 7.3% 40.7% 36.9% 15.1% Full Time (n=214) 5.6% 40.7% 37.4% 16.3% Part Time (n=186) 7.0% 40.9% 38.2% 13.9% Not For Credit (n=20) 25.0% 40.0% 25.0% 10.0% Tried to explain the material to another student. M=2.58 All Students (n=418) 9.1% 39.5% 36.1% 15.3% Full Time (n=213) 6.1% 36.6% 37.1% 20.2% Part Time (n=182) 9.9% 41.2% 37.9% 11.0% Not For Credit (n=20) 25.0% 60.0% 10.0% 5.0% Asked questions about points made in class discussions or readings. M=2.58 All Students (n=423) 9.9% 37.1% 38.1% 14.9% Full Time (n=214) 7.9% 39.3% 36.0% 16.8% Part Time (n=186) 11.8% 34.4% 40.9% 12.9% Not For Credit (n=20) 10.0% 40.0% 40.0% 10.0% Considered the accuracy and credibility of information from different sources. M=2.48 All Students (n=421) 13.3% 39.4% 33.7% 13.6% Full Time (n=212) 10.8% 35.8% 35.4% 18.0% Part Time (n=186) 12.9% 43.5% 34.4% 9.2% Not For Credit (n=20) 35.0% 40.0% 15.0% 10.0% Compared and contrasted different points of view presented in a course. M=2.45 All Students (n=419) 12.6% 40.8% 35.1% 11.5% Full Time (n=211) 10.0% 39.8% 34.6% 15.6% Part Time (n=185) 13.0% 42.2% 37.3% 7.5% Not For Credit (n=20) 35.0% 40.0% 20.0% 5.0% Did additional readings on topics that were introduced and discussed in class. M=2.33 All Students (n=423) 16.5% 44.0% 29.1% 10.4% Full Time (n=213) 17.4% 39.4% 28.6% 14.6% Part Time (n=187) 14.4% 49.2% 30.5% 5.9% Not For Credit (n=20) 25.0% 40.0% 25.0% 10.0% Studied course materials with other students. M=2.32 All Students (n=420) 19.0% 42.1% 26.2% 12.7% Full Time (n=213) 14.1% 42.7% 25.4% 17.8% Part Time (n=185) 23.8% 42.7% 26.5% 7.0% Not For Credit (n=19) 26.3% 36.8% 31.6% 5.3% 11

13 Library Activities The library activities category consists of seven items to measure the frequency with which students use the library resources provided by the college. While the frequency of use for this facility is among the lowest reported by students, the respondents report they are most likely to have used the library as a quiet place to read or study material you brought with you (M=1.74) or read newspapers, magazines, or journals located in the library or on-line (M=1.74). It is important to note that full-time students are more likely to have used the library resources overall than are part-time students. Most Frequent Library Activity: Read Newspapers, Magazines, or Journals Located in Library or On-line (All Students) Least Frequent Library Activity: Checked Out Books and Other Materials to Read at Home (All Students) 70.0% 70.0% 60.0% 60.0% 50.0% 50.0% 40.0% 40.0% 30.0% 30.0% 20.0% 20.0% 10.0% 10.0% 0.0% 0.0% Never Occassionally Often Very Often Never Occassionally Often Very Often 12

14 Table 2: Library Activities Activity Never Occasionally Often Very Often Read newspapers, magazines, or journals located in library or on-line. M=1.74 All Students (n=422) 51.7% 29.1% 12.6% 6.6% Full Time (n=212) 46.7% 29.7% 16.5% 7.1% Part Time (n=186) 52.7% 30.6% 9.7% 7.0% Not For Credit (n=21) 90.5% 9.5% 0.0% 0.0% Used the library as a quiet place to read or study material you brought with you. M=1.74 All Students (n=423) 48.5% 34.3% 11.8% 5.4% Full Time (n=213) 42.3% 36.6% 15.6% 5.5% Part Time (n=186) 50.5% 34.4% 9.1% 6.0% Not For Credit (n=21) 90.5% 9.5% 0.0% 0.0% Prepared a bibliography or set of references for a term paper or report. M=1.67 All Students (n=423) 53.7% 30.5% 11.1% 4.7% Full Time (n=213) 50.7% 26.3% 17.4% 5.6% Part Time (n=186) 53.2% 37.6% 5.4% 3.8% Not For Credit (n=21) 85.7% 9.5% 0.0% 4.8% Used the card catalogue or computer to find materials the library had on a topic. M=1.56 All Students (n=423) 61.9% 25.8% 7.1% 5.2% Full Time (n=213) 56.8% 28.6% 8.0% 6.6% Part Time (n=186) 64.5% 24.2% 7.0% 4.3% Not For Credit (n=21) 90.5% 9.5% 0.0% 0.0% Asked the librarian for help in finding materials on some topic. M=1.51 All Students (n=422) 62.3% 27.0% 7.8% 2.9% Full Time (n=213) 60.1% 24.9% 11.3% 3.7% Part Time (n=185) 62.7% 30.3% 4.9% 2.1% Not For Credit (n=21) 81.0% 19.0% 0.0% 0.0% Found some interesting material to read just by browsing in the stacks. M=1.51 All Students (n=421) 63.9% 24.2% 8.8% 3.1% Full Time (n=213) 60.6% 24.4% 12.2% 2.8% Part Time (n=184) 64.7% 26.1% 6.0% 3.2% Not For Credit (n=21) 85.7% 9.5% 0.0% 4.8% Checked out books and other materials to read at home. Mean=1.44 All Students (n=422) 65.4% 26.1% 7.3% 1.2% Full Time (n=213) 63.8% 25.8% 9.43% 1.0% Part Time (n=185) 65.4% 28.6% 4.3% 1.7% Not For Credit (n=21) 81.0% 4.8% 14.3% 0.0% 13

15 Faculty The faculty category consists of nine items to measure the frequency with which students interacted with faculty members beyond the classroom. Respondents report they are most likely to have asked an instructor for information about grades, make-up work, or assignments (M=2.53) or talked briefly with an instructor after class about course content (M=2.35) and are least likely to have made an appointment to meet with an instructor in his/her office (M=1.70). It is important to note that full-time students are more likely to have interacted with faculty members outside the classroom overall than are part-time students. Most Frequent Faculty Activity: Asked an Instructor for Information About Grades, Makeup Work, Assignments (All Students) Least Frequent Faculty Activity: Made an Appointment to Meet with an Instructor in His/Her Office (All Students) 60.0% 60.0% 50.0% 50.0% 40.0% 40.0% 30.0% 30.0% 20.0% 20.0% 10.0% 10.0% 0.0% 0.0% Never Occassionally Often Very Often Never Occassionally Often Very Often 14

16 Table 3: Faculty Activity Never Occasionally Often Very Often Asked an instructor for information about grades, make-up work, assignments. M=2.53 All Students (n=423) 6.9% 45.6% 35.5% 12.0% Full Time (n=213) 2.8% 40.8% 39.4% 17.0% Part Time (n=187) 10.2% 50.8% 32.1% 6.9% Not For Credit (n=20) 15.0% 50.0% 25.0% 10.0% Talked briefly with an instructor after class about course content. M=2.35 All Students (n=425) 13.2% 49.6% 26.6% 10.6% Full Time (n=214) 10.7% 44.4% 30.4% 14.5% Part Time (n=188) 14.9% 56.4% 22.3% 6.4% Not For Credit (n=20) 20.0% 40.0% 30.0% 10.0% Used electronic mail ( ) to communicate with your instructor. M=2.09 All Students (n=422) 31.8% 38.2% 19.9% 10.1% Full Time (n=213) 26.3% 39.9% 20.2% 13.6% Part Time (n=186) 36.0% 37.1% 19.4% 7.5% Not For Credit (n=20) 45.0% 30.0% 20.0% 0.0% Discussed comments an instructor made on a test or paper you wrote. M=2.03 All Students (n=422) 25.1% 51.7% 18.5% 4.7% Full Time (n=212) 17.9% 57.1% 18.4% 6.6% Part Time (n=187) 31.6% 46.5% 18.7% 3.2% Not For Credit (n=20) 40.0% 40.0% 20.0% 0.0% Talked informally with an instructor about current events, campus activities, or other common interests. M=1.99 All Students (n=425) 31.3% 44.2% 18.4% 6.1% Full Time (n=214) 29.9% 42.1% 21.5% 6.5% Part Time (n=188) 32.4% 45.7% 15.4% 6.5% Not For Credit (n=20) 35.0% 55.0% 10.0% 0.0% Discussed ideas for a term paper or other class project with an instructor. M=1.96 All Students (n=424) 31.4% 45.8% 18.2% 4.6% Full Time (n=214) 26.6% 45.8% 21.5% 6.1% Part Time (n=187) 34.8% 47.6% 13.9% 3.7% Not For Credit (n=20) 50.0% 25.0% 25.0% 0.0% Discussed your career and/or educational plans, interests, and ambitions with an instructor. M=1.93 All Students (n=423) 35.5% 43.0% 14.7% 6.8% Full Time (n=212) 32.5% 42.0% 17.0% 8.5% Part Time (n=188) 36.7% 44.7% 13.8% 4.8% Not For Credit (n=20) 55.0% 35.0% 0.0% 10.0% Discussed your school performance, difficulties or personal problems with an instructor. M=1.83 All Students (n=421) 41.1% 39.9% 14.0% 5.0% Full Time (n=213) 34.7% 41.8% 16.9% 6.6% Part Time (n=185) 45.4% 39.4% 11.9% 3.3% Not For Credit (n=20) 70.0% 20.0% 5.0% 5.0% Made an appointment to meet with an instructor in his/her office. M=1.70 All Students (n=425) 51.8% 31.5% 11.1% 5.6% Full Time (n=214) 47.7% 31.8% 14.5% 6.0% Part Time (n=188) 54.8% 32.4% 8.5% 4.3% Not For Credit (n=20) 65.0% 30.0% 0.0% 5.0% 15

17 Student Acquaintances The student acquaintance category consists of six items to measure the frequency with which students engaged in serious discussions with groups of students differing in ethnic or cultural background, political opinion, personal values, age, etc. Students state they are most likely to have engaged in a serious discussion with students whose ethnic or cultural background (M=2.22) or age (M=2.20) was different from their own and least likely to have had discussions with students from a different country (M=1.76). Most Frequent Student Acquaintances Activity: Had Serious Discussions with Students Whose Ethnic or Cultural Background was Different from Yours (All Students) Least Frequent Student Acquaintances Activity: Had Serious Discussions with Students From a Country Different from Yours (All Students) 50.0% 50.0% 40.0% 40.0% 30.0% 30.0% 20.0% 20.0% 10.0% 10.0% 0.0% 0.0% Never Occassionally Often Very Often Never Occassionally Often Very Often 16

18 Table 4: Student Acquaintances Activity Never Occasionally Often Very Often Had serious discussions with students whose ethnic or cultural background was different from yours. M=2.22 All Students (n=425) 23.8% 41.4% 23.8% 11.0% Full Time (n=214) 15.9% 40.2% 30.4% 13.5% Part Time (n=188) 30.3% 43.1% 18.1% 8.5% Not For Credit (n=20) 45.0% 40.0% 10.0% 5.0% Had serious discussions with students who were much older or much younger than you. M=2.20 All Students (n=425) 24.2% 41.2% 24.0% 10.6% Full Time (n=214) 15.4% 42.1% 29.0% 13.5% Part Time (n=188) 32.4% 40.4% 19.7% 7.5% Not For Credit (n=20) 40.0% 40.0% 15.0% 5.0% Had serious discussions with students whose philosophy of life or personal values were very different from yours. M=2.14 All Students (n=424) 27.1% 41.5% 21.5% 9.9% Full Time (n=213) 21.1% 38.0% 29.1% 11.8% Part Time (n=188) 31.9% 44.7% 14.9% 8.5% Not For Credit (n=20) 45.0% 45.0% 5.0% 5.0% Had serious discussions with students whose political opinions were very different from yours. M=1.99 All Students (n=424) 36.3% 37.0% 18.4% 8.3% Full Time (n=213) 29.1% 38.0% 22.1% 10.8% Part Time (n=188) 42.6% 36.7% 14.9% 5.8% Not For Credit (n=20) 50.0% 35.0% 10.0% 5.0% Had serious discussions with students whose religious beliefs were very different from yours. M=1.92 All Students (n=423) 39.0% 37.6% 15.1% 8.3% Full Time (n=213) 30.5% 37.6% 21.1% 10.8% Part Time (n=187) 46.0% 38.0% 10.2% 5.8% Not For Credit (n=20) 55.0% 40.0% 0.0% 5.0% Had serious discussions with students from a country different from yours. M=1.76 All Students (n=424) 46.7% 35.8% 11.8% 5.7% Full Time (n=213) 41.8% 35.7% 16.9% 5.6% Part Time (n=188) 50.5% 36.7% 6.9% 5.9% Not For Credit (n=20) 60.0% 30.0% 5.0% 5.0% 17

19 Art, Music, and Theater Activities The Art, Music, and Theater Activities category consists of nine items that assess the frequency in which students converse about, attend and/or participate in activities related to the arts (art exhibits, musical events, and/or theater performances). Not surprisingly students state they are most likely to have talked about music with other students at the college (M=1.68) and least likely to have participated in an art exhibit, musical event, or theater performance at the college (M=1.10). Most Frequent Art/Music/Theater Activity: Talked About Music (Classical, Popular, Musicians, etc.) With Other Students at the College (All Students) Least Frequent Art/Music/ Theater Activities: Participated in an Art Exhibit, Music Event, or Theater Performance at the College (All Students) 100.0% 90.0% 80.0% 70.0% 60.0% 50.0% 40.0% 30.0% 20.0% 10.0% 100.0% 90.0% 80.0% 70.0% 60.0% 50.0% 40.0% 30.0% 20.0% 10.0% 0.0% 0.0% Never Occassionally Often Very Often Never Occassionally Often Very Often Table 5: Art, Music, and Theater Activities Activity Never Occasionally Often Very Often Talked about music (classical, popular, musicians, etc.) with other students at the college. M=1.68 All Students (n=419) 50.1% 36.5% 8.8% 4.6% Full Time (n=214) 45.8% 38.8% 8.4% 7.0% Part Time (n=182) 52.7% 34.6% 10.4% 2.3% Not For Credit (n=20) 70.0% 30.0% 0.0% 0.0% Talked about art (painting, sculpture, architecture, artists, etc.) with other students at the college. M=1.47 All Students (n=420) 65.7% 24.3% 7.1% 2.9% Full Time (n=214) 60.7% 29.4% 6.1% 3.8% Part Time (n=183) 69.4% 19.1% 9.3% 2.2% Not For Credit (n=20) 80.0% 20.0% 0.0% 0.0% 18

20 Table 5: Art, Music, and Theater Activities (continued) Activity Never Occasionally Often Very Often Talked about theater (plays, musicals, dance, etc.) with other students at the college. M=1.35 All Students (n=418) 71.5% 23.2% 3.6% 1.7% Full Time (n=214) 68.7% 26.2% 3.7% 1.4% Part Time (n=181) 72.9% 21.0% 3.9% 2.2% Not For Credit (n=20) 85.0% 15.0% 0.0% 0.0% Attended an OFF-CAMPUS art exhibit, musical event, or theatre performance for course credit. M=1.25 All Students (n=420) 82.6% 12.4% 2.9% 2.1% Full Time (n=213) 81.2% 13.6% 2.8% 2.4% Part Time (n=184) 82.1% 12.5% 3.3% 2.1% Not For Credit (n=20) 100.0% 0.0% 0.0% 0.0% Attended an art exhibit on the campus. M=1.17 All Students (n=417) 86.8% 9.4% 3.6% 0.2% Full Time (n=212) 85.8% 10.4% 3.3% 0.5% Part Time (n=182) 86.3% 9.3% 4.4% 0.0% Not For Credit (n=20) 100.0% 0.0% 0.0% 0.0% Participated in an OFF-CAMPUS art exhibit, musical event, or theatre performance for course credit. M=1.15 All Students (n=416) 89.9% 6.3% 3.1% 0.7% Full Time (n=213) 92.0% 5.6% 1.9% 0.5% Part Time (n=180) 86.1% 7.8% 5.0% 1.1% Not For Credit (n=20) 100.0% 0.0% 0.0% 0.0% Attended a concert or other musical event at the college. M=1.14 All Students (n=419) 87.4% 10.5% 2.1% 0.0% Full Time (n=214) 86.0% 13.1% 0.9% 0.0% Part Time (n=182) 87.4% 8.8% 3.8% 0.0% Not For Credit (n=20) 100.0% 0.0% 0.0% 0.0% Attended a play, dance, concert, or other theater performance at the college. M=1.12 All Students (n=418) 89.7% 8.4% 1.7% 0.2% Full Time (n=213) 90.6% 7.5% 1.4% 0.5% Part Time (n=182) 87.9% 9.9% 2.2% 0.0% Not For Credit (n=20) 95.0% 5.0% 0.0% 0.0% Participated in an art exhibit, musical event, or theatre performance at the college. M=1.10 All Students (n=419) 92.4% 5.3% 2.4% 0.0% Full Time (n=214) 92.5% 5.1% 2.3% 0.0% Part Time (n=182) 91.2% 6.0% 2.7% 0.0% Not For Credit (n=20) 100.0% 0.0% 0.0% 0.0% 19

21 Writing Activities The Writing Activities category consists of nine items related to written communication including organizing, preparing drafts, editing and word processing papers submitted for course requirements. This category is especially critical in light of the overall demand for writing competency in most workplaces and in pursuit of further education. While a large percentage of TVI students report having used a computer to type a paper (M=3.32) far fewer indicate having prepared an outline to organize the sequence of ideas (M=2.50), devoted a considerable amount of time (at least 5 hours or more) writing a paper (M=2.41), or asked an instructor for advice and help to improve their writing (M=2.17). 60.0% 50.0% Most Frequent Writing Activity: Used a Computer (Word Processor) to Write or Type a Paper (All Students) 60.0% 50.0% Least Frequent Writing Activity: Asked an Instructor for Advice and Help to Improve Your Writing or About a Comment He/She Made on a Paper You Wrote (All Students) 40.0% 40.0% 30.0% 30.0% 20.0% 20.0% 10.0% 10.0% 0.0% 0.0% Never Occassionally Often Very Often Never Occassionally Often Very Often 20

22 Table 6: Writing Activities Activity Never Occasionally Often Very Often Used a computer (word processor) to write or type a paper. M=3.32 All Students (n=422) 7.6% 11.8% 21.3% 59.3% Full Time (n=213) 4.2% 9.9% 16.0% 69.9% Part Time (n=186) 8.1% 12.4% 28.5% 51.0% Not For Credit (n=20) 35.0% 20.0% 15.0% 30.0% Thought about grammar, sentence structure, paragraphs and word choice as you were writing. M=2.94 All Students (n=421) 9.5% 23.0% 31.8% 35.7% Full Time (n=214) 5.1% 22.9% 30.8% 41.2% Part Time (n=184) 10.3% 22.8% 34.2% 32.7% Not For Credit (n=20) 45.0% 25.0% 20.0% 10.0% Used a dictionary [or computer (word processor) spell-check/thesaurus] to look up the proper meaning, definition, and/or spelling of words. M=2.93 All Students (n=423) 8.0% 26.5% 30.3% 35.2% Full Time (n=214) 3.7% 23.4% 33.2% 39.7% Part Time (n=186) 10.2% 29.6% 28.0% 32.2% Not For Credit (n=20) 30.0% 25.0% 25.0% 20.0% Wrote a rough draft of a paper or essay and revised it before handing it in. M=2.87 All Students (n=423) 12.1% 22.2% 32.6% 33.1% Full Time (n=213) 7.0% 21.6% 33.8% 37.6% Part Time (n=187) 12.3% 23.0% 34.2% 30.5% Not For Credit (n=20) 55.0% 20.0% 10.0% 15.0% Asked other people to read something you wrote to see if it was clear to them. M=2.56 All Students (n=421) 19.5% 29.9% 26.1% 24.5% Full Time (n=213) 12.2% 33.3% 23.9% 30.6% Part Time (n=185) 23.2% 24.3% 31.9% 20.6% Not For Credit (n=20) 55.0% 45.0% 0.0% 0.0% Prepared an outline to organize the sequence of ideas and points in a paper you were writing. M=2.50 All Students (n=422) 18.5% 31.0% 32.0% 18.5% Full Time (n=214) 13.1% 29.0% 35.5% 22.4% Part Time (n=185) 21.1% 33.5% 29.2% 16.2% Not For Credit (n=20) 50.0% 25.0% 25.0% 0.0% Spent at least 5 hours or more writing a paper. M=2.41 All Students (n=418) 26.1% 28.9% 22.5% 22.5% Full Time (n=212) 23.1% 28.8% 21.7% 26.4% Part Time (n=183) 25.1% 29.5% 25.7% 19.7% Not For Credit (n=20) 60.0% 25.0% 5.0% 10.0% Asked an instructor for advice and help to improve your writing or about a comment he/she made on a paper you wrote. M=2.17 All Students (n=419) 30.5% 35.3% 20.3% 13.9% Full Time (n=213) 22.5% 41.3% 19.2% 17.0% Part Time (n=184) 36.4% 29.3% 22.8% 11.5% Not For Credit (n=19) 57.9% 26.3% 10.5% 5.3% 21

23 Science Activities Eleven items comprise the Science Activities category. These items measure the frequency in which students engage in a range of activities related to acquiring, practicing, and transferring science skills. Students are most likely to have memorized formulas, definitions, and technical terms (M=2.43) and least likely to have participated in volunteer work OFF-CAMPUS to help the environment after learning about environmental issues in class (M=1.25). 90.0% 80.0% 70.0% 60.0% 50.0% 40.0% 30.0% 20.0% 10.0% 0.0% Most Frequent Science Activity: Memorized Formulas, Definitions, Technical Terms (All Students) Never Occassionally Often Very Often 90.0% 80.0% 70.0% 60.0% 50.0% 40.0% 30.0% 20.0% 10.0% 0.0% Least Frequent Science Activity: Did Paid or Volunteer Work OFF-CAMPUS to Help the Environment After Learning About Environmental Issues in Class (All Students) Never Occassionally Often Very Often Table 7: Science Activities Activity Never Occasionally Often Very Often Memorized formulas, definitions, technical terms. M=2.43 All Students (n=420) 27.6% 22.9% 28.1% 21.4% Full Time (n=214) 20.1% 22.4% 32.2% 25.3% Part Time (n=183) 32.8% 24.0% 25.1% 18.1% Not For Credit (n=20) 60.0% 20.0% 15.0% 5.0% Practiced to improve your skills in using laboratory equipment. M=1.84 All Students (n=419) 54.9% 18.4% 14.3% 12.4% Full Time (n=214) 48.6% 20.6% 15.9% 14.9% Part Time (n=182) 61.0% 15.9% 13.2% 9.9% Not For Credit (n=20) 65.0% 20.0% 10.0% 5.0% Used information you learned in a science class to understand some aspect of the world around you. M=1.77 All Students (n=416) 52.2% 26.4% 13.7% 7.7% Full Time (n=212) 47.6% 30.2% 15.1% 7.1% Part Time (n=181) 53.6% 24.9% 13.3% 8.2% Not For Credit (n=20) 85.0% 5.0% 0.0% 10.0% 22

24 Table 7: Science Activities (continued) Activity Never Occasionally Often Very Often Talked about social and ethical issues related to science and technology such as energy, pollution, chemicals, genetics, etc. M=1.62 All Students (n=418) 59.3% 24.2% 11.7% 4.8% Full Time (n=214) 53.3% 28.0% 14.0% 4.7% Part Time (n=181) 64.6% 21.0% 9.9% 4.5% Not For Credit (n=20) 80.0% 10.0% 0.0% 10.0% Showed a classmate how to use a piece of scientific equipment. M=1.62 All Students (n=419) 63.2% 18.4% 10.7% 7.7% Full Time (n=213) 57.7% 19.2% 13.6% 9.5% Part Time (n=183) 68.3% 18.0% 8.2% 5.5% Not For Credit (n=20) 80.0% 10.0% 5.0% 5.0% Tested your understanding of some scientific principle by seeing if you could explain it to another student. M=1.61 All Students (n=416) 61.8% 21.2% 11.1% 5.9% Full Time (n=212) 56.1% 24.1% 11.8% 8.0% Part Time (n=181) 66.9% 17.7% 11.6% 3.8% Not For Credit (n=20) 80.0% 15.0% 0.0% 5.0% Completed an experiment/project using scientific methods. M=1.60 All Students (n=417) 62.6% 20.9% 10.1% 6.4% Full Time (n=214) 57.9% 23.8% 9.3% 9.0% Part Time (n=180) 65.6% 18.3% 12.2% 3.9% Not For Credit (n=20) 80.0% 15.0% 0.0% 5.0% Attempted to explain an experimental procedure to a classmate. M=1.59 All Students (n=417) 62.8% 21.1% 10.3% 5.8% Full Time (n=214) 57.0% 23.8% 11.7% 7.5% Part Time (n=180) 67.8% 18.9% 9.4% 3.9% Not For Credit (n=20) 80.0% 15.0% 0.0% 5.0% Tried to explain to someone the scientific basis for environmental concerns about pollution, recycling, alternative forms of energy, etc. M=1.55 All Students (n=417) 64.0% 21.3% 10.1% 4.6% Full Time (n=213) 59.6% 23.9% 11.3% 5.2% Part Time (n=181) 67.4% 19.9% 9.4% 3.3% Not For Credit (n=20) 85.0% 5.0% 0.0% 10.0% Applied information or skills you learned in a science class to work (either volunteer or paid) outside of class. M=1.41 All Students (n=417) 72.4% 16.8% 8.2% 2.6% Full Time (n=214) 72.4% 16.8% 7.0% 3.8% Part Time (n=180) 71.1% 17.8% 10.0% 1.1% Not For Credit (n=20) 85.0% 5.0% 5.0% 5.0% Did paid or volunteer work OFF-CAMPUS to help the environment after learning about environmental issues in class. M=1.25 All Students (n=417) 83.5% 10.3% 4.1% 2.1% Full Time (n=213) 81.7% 12.7% 3.3% 2.3% Part Time (n=181) 84.5% 8.3% 5.5% 1.7% Not For Credit (n=20) 90.0% 5.0% 0.0% 5.0% 23

25 Career/Occupational Skills The Career/Occupational Skills category contains nine items related to job-related skills. A large majority of students completing the survey indicate they are currently enrolled in occupational programs (64.8%, Table 22, page 44.) Not unexpectedly, respondents state that they most frequently listen to an instructor explain a procedure (M=2.8) and least frequently practiced in an internship, cooperative, practicum, etc. with a local business, facility, or organization (M=1.53). Most Frequent Career/Occupational Activity: Listened to an Instructor Explain How To Do a Procedure (All Students) Least Frequent Career/Occupational Activity: Practiced in an Internship, Cooperative, Practicum, etc. with a Local Business, Facility, or Organization for Course Credit (All Students) 80.0% 70.0% 60.0% 50.0% 40.0% 30.0% 20.0% 10.0% 80.0% 70.0% 60.0% 50.0% 40.0% 30.0% 20.0% 10.0% 0.0% 0.0% Never Occassionally Often Very Often Never Occassionally Often Very Often Table 8: Career/Occupational Skills Activity Never Occasionally Often Very Often Listened to an instructor explain how to do a procedure. M=2.80 All Students (n=345) 14.8% 22.9% 29.3% 33.0% Full Time (n=176) 11.4% 19.9% 31.3% 37.4% Part Time (n=153) 16.3% 28.1% 28.1% 27.5% Not For Credit (n=14) 35.7% 7.1% 21.4% 35.8% Watched an instructor demonstrate how to do a procedure. M=2.71 All Students (n=342) 18.4% 24.0% 25.1% 32.5% Full Time (n=174) 16.7% 21.8% 23.6% 37.9% Part Time (n=152) 18.4% 27.6% 28.3% 25.7% Not For Credit (n=14) 35.7% 14.3% 14.3% 35.7% 24

26 Table 8: Career/Occupational Skills (continued) Activity Never Occasionally Often Very Often Read about how to perform a procedure (occupational task. vocational skill). M=2.47 All Students (n=346) 23.7% 27.2% 27.5% 21.6% Full Time (n=177) 21.5% 23.7% 30.5% 24.3% Part Time (n=153) 24.2% 32.7% 24.2% 18.9% Not For Credit (n=14) 42.9% 14.3% 28.6% 14.2% Practiced a procedure while being monitored by an instructor or other student. M=2.46 All Students (n=341) 26.4% 25.2% 24.6% 23.8% Full Time (n=174) 21.8% 23.0% 24.1% 31.1% Part Time (n=151) 29.8% 29.1% 24.5% 16.6% Not For Credit (n=14) 42.9% 14.3% 35.7% 7.1% Practiced a procedure without supervision. M=2.38 All Students (n=337) 26.1% 29.4% 24.9% 19.6% Full Time (n=172) 25.6% 26.7% 22.7% 25.0% Part Time (n=149) 24.8% 34.2% 26.8% 14.2% Not For Credit (n=14) 42.9% 14.3% 35.7% 7.1% Identified that there was a problem and located information from an instructor or other resource about what to do. M=2.27 All Students (n=339) 30.1% 29.5% 23.9% 16.5% Full Time (n=173) 24.3% 29.5% 25.4% 20.8% Part Time (n=150) 35.3% 30.0% 22.7% 12.0% Not For Credit (n=14) 42.9% 28.6% 14.3% 14.2% Applied occupational skills learned in class to a job situation outside of class. M=2.21 All Students (n=337) 33.5% 27.9% 22.3% 16.3% Full Time (n=172) 32.0% 24.4% 20.9% 22.7% Part Time (n=149) 34.9% 31.5% 23.5% 10.1% Not For Credit (n=14) 35.7% 28.6% 28.6% 7.1% Diagnosed a problem and carried out the appropriate procedure without having to consult any resource. M=2.18 All Students (n=338) 29.9% 34.9% 22.5% 12.7% Full Time (n=172) 26.7% 34.3% 22.7% 16.3% Part Time (n=150) 30.7% 37.3% 22.0% 10.0% Not For Credit (n=14) 50.0% 21.4% 28.6% 0.0% Practiced in an internship, cooperative, practicum, etc. with a local business, facility, or organization for course credit. M=1.53 All Students (n=335) 70.1% 14.6% 7.2% 8.1% Full Time (n=170) 65.3% 16.5% 8.2% 10.0% Part Time (n=149) 75.2% 13.4% 6.0% 5.4% Not For Credit (n=14) 78.6% 7.1% 7.1% 7.2% 25

27 Computer Technology The Computer Technology section contains eight items related to student usage of computer technology including , internet resources, and specific software applications. A high percentage of respondents state they use the World Wide Web or Internet to research a class project or paper (M=3.07) however, the use of a computer tutorial to learn material (M=2.04) or writing applications using existing software or programming languages (M=1.67) is far less widespread for these students. Used the World Wide WEB or INTERNET (or other computer network) to get Information for a Class Project or Paper (All Students) Wrote an Application Using Existing Software or Programming Languages (All Students) 70.0% 70.0% 60.0% 60.0% 50.0% 50.0% 40.0% 40.0% 30.0% 30.0% 20.0% 20.0% 10.0% 10.0% 0.0% 0.0% Never Occassionally Often Very Often Never Occassionally Often Very Often 26

28 Table 9: Computer Technology Activity Never Occasionally Often Very Often Used the World Wide WEB or INTERNET (or other computer network) to get information for a class project or paper. M=3.07 All Students (n=404) 7.9% 19.8% 29.5% 42.8% Full Time (n=207) 4.8% 14.5% 30.9% 49.8% Part Time (n=175) 9.1% 26.9% 26.9% 37.1% Not For Credit (n=19) 21.1% 10.5% 42.1% 26.3% Used to communicate with an instructor or other students about a course. M=2.39 All Students (n=402) 26.6% 29.4% 22.1% 21.9% Full Time (n=206) 22.8% 27.2% 22.8% 27.2% Part Time (n=174) 29.9% 31.6% 21.3% 17.2% Not For Credit (n=19) 31.6% 31.6% 26.3% 10.5% Used a computer to analyze data for a class project. M=2.09 All Students (n=401) 37.7% 30.4% 17.2% 14.7% Full Time (n=206) 33.0% 30.1% 18.0% 18.9% Part Time (n=173) 39.9% 33.5% 15.6% 11.0% Not For Credit (n=19) 57.9% 10.5% 26.3% 5.3% Used a computer to create graphs or charts for a class paper or project. M=2.09 All Students (n=401) 35.4% 32.9% 18.2% 13.5% Full Time (n=205) 31.2% 33.7% 18.0% 17.1% Part Time (n=174) 37.4% 32.8% 19.5% 10.3% Not For Credit (n=19) 52.6% 31.6% 10.5% 5.3% Used computers in a group (cooperative) learning situation in class. M=2.08 All Students (n=403) 40.4% 26.1% 18.4% 15.1% Full Time (n=206) 39.3% 23.8% 18.0% 18.9% Part Time (n=175) 40.0% 30.9% 18.3% 10.8% Not For Credit (n=19) 52.6% 10.5% 26.3% 10.6% Used a computer for some type of database management. M=2.05 All Students (n=402) 42.0% 25.9% 17.2% 14.9% Full Time (n=205) 38.0% 24.9% 17.6% 19.5% Part Time (n=175) 42.9% 29.1% 17.1% 10.9% Not For Credit (n=19) 68.4% 10.5% 15.8% 5.3% Used a computer tutorial to learn material for a course or remedial program. M=2.04 All Students (n=403) 41.4% 28.0% 15.4% 15.2% Full Time (n=206) 35.4% 28.6% 16.5% 19.5% Part Time (n=175) 46.3% 27.4% 14.9% 11.4% Not For Credit (n=19) 63.2% 26.3% 10.5% 0.0% Wrote an application using existing software or programming languages. M=1.67 All Students (n=402) 60.9% 19.9% 10.4% 8.8% Full Time (n=206) 58.7% 19.4% 11.7% 10.2% Part Time (n=174) 61.5% 21.3% 9.8% 7.4% Not For Credit (n=19) 78.9% 10.5% 5.3% 5.3% 27

29 Clubs and Organizations When compared to other college activity categories, not surprisingly, respondents report a lower level of engagement with campus clubs and organizations. Although, TVI sponsors a large number of student organizations, a number of factors may contribute to this finding. For example, work and family responsibilities may result in little time spent on campus beyond classroom hours. A large number of students are working (70.4%) with almost one-half (49.3%) working 31 hours or more per week (See Table 19, page 41). Of those who are working, over three-quarters (75.2%) indicate their job takes some or a lot of time from their school work. In addition, three-quarters (74.6%) of respondents state they have family responsibilities. For nearly seven-tenths (69.4%) of those, family responsibilities take some or a lot of time from their school work. Not surprisingly, these students may not have additional time to devote to on-campus club membership and responsibilities. Most Frequent Club and Organizations Activity: Looked for Notices about Campus Events and Student Organizations (All Students) Least Frequent Club and Organization Activity: Assumed a Leadership Role (held an office, headed a committee, etc.) in a Student Organization or Club (All Students) 100.0% 90.0% 80.0% 70.0% 60.0% 50.0% 40.0% 30.0% 20.0% 10.0% 100.0% 90.0% 80.0% 70.0% 60.0% 50.0% 40.0% 30.0% 20.0% 10.0% 0.0% 0.0% Never Occassionally Often Very Often Never Occassionally Often Very Often 28

30 Table 10: Clubs and Organizations Activity Never Occasionally Often Very Often Looked for notices about campus events and student organizations. M=1.49 All Students (n=404) 62.6% 28.5% 6.2% 2.7% Full Time (n=207) 58.0% 28.5% 8.7% 4.8% Part Time (n=176) 65.3% 30.1% 4.0% 0.6% Not For Credit (n=18) 83.3% 16.7% 0% 0.0% Read or asked about a student club or organization. M=1.37 All Students (n=404) 70.5% 23.5% 4.2% 1.8% Full Time (n=207) 65.2% 26.6% 5.3% 2.9% Part Time (n=176) 74.4% 21.6% 3.4% 0.6% Not For Credit (n=18) 94.4% 5.6% 0.0% 0.0% Participated in a project or event OFF-CAMPUS which was not sponsored by a student organization or club. M=1.25 All Students (n=403) 84.6% 8.7% 3.5% 3.2% Full Time (n=207) 83.1% 9.2% 4.3% 3.4% Part Time (n=175) 85.1% 8.6% 2.9% 3.4% Not For Credit (n=18) 94.4% 5.6% 0.0% 0.0% Attended a meeting or a student club or organization. M=1.24 All Students (n=404) 82.2% 13.1% 3.0% 1.7% Full Time (n=207) 76.8% 17.4% 3.9% 1.9% Part Time (n=176) 86.9% 9.1% 2.3% 1.7% Not For Credit (n=18) 94.4% 5.6% 0.0% 0.0% Participated in a campus project or event sponsored by a student organization or club. M=1.21 All Students (n=401) 85.5% 10.0% 2.2% 2.3% Full Time (n=205) 82.9% 11.7% 2.4% 3.0% Part Time (n=175) 86.9% 9.1% 2.3% 1.7% Not For Credit (n=18) 100% 0.0% 0.0% 0.0% Participated in a project or event OFF-CAMPUS which was sponsored by a student organization or club. M=1.17 All Students (n=404) 89.4% 6.7% 2.0% 1.9% Full Time (n=207) 88.4% 6.8% 2.4% 2.4% Part Time (n=176) 89.2% 7.4% 1.7% 1.7% Not For Credit (n=18) 100% 0.0% 0.0% 0.0% Assumed a leadership role (held an office, headed a committee, etc.) in a student organization or club. M=1.16 All Students (n=403) 91.3% 3.7% 2.5% 2.5% Full Time (n=207) 89.4% 3.9% 3.4% 3.3% Part Time (n=175) 92.6% 4.0% 1.7% 1.7% Not For Credit (n=18) 100% 0.0% 0.0% 0.0% 29

31 Counseling and Career Planning The Counseling and Career Planning Activity category asks respondents to respond to eight items that relate to both further educational plans and vocational or occupational planning. Respondents are most likely to have read materials about career opportunities (M=2.25) and least likely to have taken interest inventories (e.g. Strong- Campbell Interest Inventory) to help direct career goals (M=1.43). Most Frequent Counseling and Career Planning Activity: Read Materials About Career Opportunities (All Students) Least Frequent Counseling and Planning Activity: Have Taken Interest Inventories or Surveys (e.g. Strong- Campbell Interest Inventory, Kuder Occupational Interest Survey, etc.) to Help You Direct Your Career Goals (All Students) 70.0% 60.0% 50.0% 40.0% 30.0% 20.0% 10.0% 70.0% 60.0% 50.0% 40.0% 30.0% 20.0% 10.0% 0.0% 0.0% Never Occassionally Often Very Often Never Occassionally Often Very Often 30

32 Table 11: Counseling and Career Planning Activity Never Occasionally Often Very Often Read materials about career opportunities. M=2.25 All Students (n=406) 24.1% 38.2% 26.1% 11.6% Full Time (n=209) 20.1% 35.9% 29.7% 14.3% Part Time (n=177) 24.9% 42.9% 23.2% 9.0% Not For Credit (n=17) 58.8% 23.5% 11.8% 5.9% Talked with a counselor/advisor about courses to take, requirements, educational plans. M=2.14 All Students (n=408) 20.3% 55.1% 14.7% 9.9% Full Time (n=209) 14.8% 57.9% 14.4% 12.9% Part Time (n=179) 22.9% 54.2% 16.8% 6.1% Not For Credit (n=17) 52.9% 35.3% 0.0% 11.8% Discussed your vocational interests, abilities and ambitions with a counselor/advisor. M=1.94 All Students (n=406) 33.7% 45.1% 14.3% 6.9% Full Time (n=208) 29.8% 47.1% 13.5% 9.6% Part Time (n=178) 36.0% 43.8% 16.9% 3.3% Not For Credit (n=17) 52.9% 35.3% 0.0% 11.8% Read information about a particular 4-year college or university that you were interested in attending. M=1.93 All Students (n=407) 40.0% 35.9% 15.0% 9.1% Full Time (n=209) 36.4% 35.4% 16.3% 11.9% Part Time (n=178) 39.9% 39.3% 14.6% 6.2% Not For Credit (n=17) 76.5% 11.8% 5.9% 5.8% Identified courses needed to meet the general education requirements of a 4-year college or university you are interested in attending. M=1.91 All Students (n=406) 42.6% 33.0% 14.3% 10.1% Full Time (n= % 34.6% 15.4% 14.4% Part Time (n=178) 46.6% 33.1% 14.6% 5.7% Not For Credit (n=17) 76.5% 17.6% 0% 5.9% Made an appointment with a counselor or an advisor to discuss your plans for transferring to a 4-year college or university. M=1.67 All Students (n=407) 56.8% 27.0% 8.6% 7.6% Full Time (n=209) 53.6% 25.8% 9.1% 11.5% Part Time (n=178) 57.9% 29.8% 9.0% 3.3% Not For Credit (n=17) 76.5% 17.6% 0% 5.9% Talked with a counselor/advisor about personal matters related to your college performance. M=1.61 All Students (n=406) 58.4% 26.8% 9.9% 4.9% Full Time (n=208) 54.8% 25.5% 13.5% 6.2% Part Time (n=178) 61.8% 28.7% 6.7% 2.8% Not For Credit (n=17) 64.7% 23.5% 0% 11.8% Have taken interest inventories or surveys (e.g. Strong-Campbell Interest Inventory, Kuder Occupational Interest Survey, etc.) to help you direct your career goals. M=1.43 All Students (n=407) 68.8% 20.4% 9.1% 1.7% Full Time (n=209) 66.5% 20.6% 10.5% 2.4% Part Time (n=178) 69.1% 21.9% 7.9% 1.1% Not For Credit (n=17) 88.2% 5.9% 5.9% 0% 31